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Unit 7 The Fun They Had. Overview. Word study A global picture A detailed study of Text I Practices & Homework. Word Study. Pronunciation Derivation Synonyms & Antonyms Differentiation Word parts. Word Study: Pronunciation. Pronunciation

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unit 7 the fun they had
Unit 7

The Fun They Had

  • Word study
  • A global picture
  • A detailed study of Text I
  • Practices & Homework
word study
Word Study
  • Pronunciation
  • Derivation
  • Synonyms & Antonyms
  • Differentiation
  • Word parts
word study pronunciation
Word Study: Pronunciation
  • Pronunciation
    • Read the new words and expressions aloud.
word study synonyms antonyms
Word Study: Synonyms & Antonyms
  • smart

(syn) (anto)

intelligent stupid

  • scornful

(syn) (anto)

contemptuous respectful

word study synonyms antonyms1
Word Study: Synonyms & Antonyms
  • lofty


proud dignified / arrogant haughty


humble modest unassuming

  • dispute(v. )





word differentiation textbook
Word Differentiation (Textbook)

IV. Vocabulary Exercise II (on p 102)

  • 1. Funnyis a very informal word, focusing mainly on whatever results in laughter because of oddness, abnormality, or inappropriateness.

Interestingrefers to something that attracts people’s attention, usually because it is exciting, unusual and deserves their observation and study.

word differentiation textbook1
Word Differentiation (Textbook)
  • 2. Stillsuggests an unruffled or tranquil state, and often refers to a moment of calm between periods of noise and movement, and during this moment there is no sign of activity.

Silentsimply means becoming speechless or being without noise; it does not necessarily suggest serenity or motionlessness.

word study word differentiation
Word Study: Word Differentiation
  • 3. Disputeis often used as a transitive verb, meaning to say that something is incorrect or untrue, to fight passionately for control or ownership of something.

Argue usually refers to a reasoned presentation of views or to a heated exchange of opinion; very often when used intransitively, it is followed by prepositions like “with,” “for/against,” “about”, etc.

word differentiation textbook2
Word Differentiation Textbook)
  • 4. Usualis applied to whatever recurs frequently and steadily, referring to natural happenings as well as to occurrences based on the customs of the community or the habits of an individual.

Regularemphasizes a conformity to the established or natural order of things, referring to events that happen often, or events that have equal amounts of time between them, so that they happen at the same time, for example,

each day or each week.

word study word parts
Word Study: Word Parts
  • dis-

-not, opposite of, reverse

      • dislike disapproval disagree


      • disconnect disperse dismantle
  • mechan- 

-of or related to machines

      • mechanic mechanical


word study word parts1
Word Study: Word Parts
  • re- 


      • rebuild rewrite review
  • super-

-over, above

      • Superman supermarket



Do you remember?

  • ____: v. tochange slightly in order to make suitable for a particular purpose or situation
  • ____: v. to putsth. into a small space, esp. in order to protect or hide it
  • ____: n. a division or a part of a whole number in mathematics
  • ____: a. showing great disrespect for sb. or sth.
  • ____: a. having many thin folds
  • ____: n. a space or room under the roof of a house often used for storing things

Do you remember?

  • ______: v. to find sth. by using mathematics
  • ______: a. thinking oneself better than others
  • ______: ad. in a way to behave calmly and seem not to worry or care about anything
  • ______: v. to question or doubt the truth of sth.
  • ______: a. worked by machines
a global picture
A Global Picture
  • Background Information
    • About the author
    • About science fiction
  • Comprehension Check
  • Theme & A Structural analysis
  • A Detailed Study of Text I
background info the author
Background Info: The Author

Isaac Asimov (1920–1992)

  • Is an American biochemist and prolific science fiction writer;
  • Was born in the former USSR on January 2,


  • Emigrated to the United States at 3

with his parents;

  • Was brought up in Brooklyn, New York;
  • Graduated from Columbia University in 1939;
  • Got his Ph.D. in the same university in 1947;
  • Published about 500 books;
  • Died of kidney and heart failure in 1992.
a global picture1
A Global Picture
  • Background information
  • Type of writing & Theme
  • A structural analysis
background information
Background Information

Asimov taught biochemistry at Boston University, but he is most widely known for his science fiction. Some of his best-known works are I, Robot, published in 1950 and The Foundation Trilogy, published in 1951-1953.

background information1
Background Information
  • Science fiction is a type of writing in which imaginary future developments in science and their effects on life are described. Science fiction writers are interested in making the world see the changes in our lives caused by the development of science, so it is regarded as a way to explore how society may change as science develops.
background information2
Background Information
  • Asimov’s definition of Science Fiction

Modern science fiction is the only form of literature that consistently considers the nature of the changes that face us, the possible consequences, and the possible solutions.

That branch of literature which is concerned with the impact of scientific advance upon human beings. (1952)

comprehension check
Comprehension Check
  • Complete the Comprehension Exercises on pages 100-101.
  • Answer the following questions:
    • 1. From the story what can we see about education in the distant future?
    • 2. How does Maggie feel about her education?
    • 3.What do you think the message of the story is?
a structural analysis
A Structural Analysis
  • This short story centers around an old paper-and-ink book about school and involves two main characters—Margie and Tommy.
  • Text I can be divided into three parts:
    • Part I (para. 1)--the background
    • Part II (para. 2—30)--the body of the story (a conversation between Margie and Tommy)
    • Part III (para. 31—35)—the resolution
  • Theme:
    • In distant future, children would have lessons with mechanical teachers at home, and such a practice might deprive kids of the great fun the old school offered.
a structural analysis a closer look
A Structural Analysis: A Closer Look
  • Part I (Para. 1)
    • Margie, a girl living in 2157, wrote about an interesting conversation she had with her friend Tommy in her diary.
  • Part II (Para. 2—30)
    • The 11-year-old Margie, who hated school very much, learnt surprising yet interesting facts about schools existing centuries ago from Tommy.
  • Part III (Para. 31—35)
    • By comparison with the school life she had with the computer teacher, Margie was interested and even a bit longed for the fun kids at old schools once enjoyed.
a detailed study of text i
A Detailed Study of Text I
  • Review
  • Text comprehension of Text I
  • Language points
  • Stylistic features
  • Expansion
revision vocabulary
Revision: Vocabulary

I. Write out the words with meanings and initial letters given.

  • s____: v. to utter a loud, piercing, high-pitched cry, esp. in fear, pain, or excitement
  • d____: v. to question or doubt the truth of sth.
  • c____: n. a set of instructions that tell a computer what to do
  • s____: ad. very sadly
  • i____: v. to put sth. inside or into sth. else
  • w____: v. to make a high or musical sound by blowing air out through one’s lips
  • s____: n. an assigned place and time in a sequence or schedule
  • p____: n. the action of pressing a key or button in order to activate a device or perform an operation
revision vocabulary1
Revision: Vocabulary

II. Fill in the gaps with words or phrases from Text I.

  • 1. They decided to h_____ eastward.
  • 2. Keeping a d______ is a great way to express your emotions on paper and treasure experiences.
  • 3. Is a captain s______to a commander in the navy?
  • 4.When I asked for help, he just smiled l_____and turned away.
  • 5. We c______ that the average size farm in Lancaster County is 60 acres.
  • 6.The chairman did not d______ the fact that the company is in trouble.


scream dispute code sorrowfully


1. head 2. diary 3. superior 4. loftily

5. calculate 6. dispute

comprehension questions
Comprehension questions
  • 1. What does the narrative text tell us?
  • 2. From the text what can we see about education in the distant future?
Comprehension questions

Language points


Part I (para. 1—4)

language points paraphrases
Language Points & Paraphrases
  • fun (in the title)
    • Some fixed expressionswith “fun”
      • have ~ great / good ~~ and games
    • Compare (when fun is used as an adj.)
      • He told a funny joke.
      • Beijing is a fun city.
language points paraphrases1
Language Points & Paraphrases
  • head: v. to be in the first or foremost position of (Para. 1)
    • The president’s car ~ed the procession through the city centre.
    • They decided to ~ for home. (to go in a particular direction) .
    • (figurative) You’re ~ing for an accident if you drive after drinking. (to be likely to happen to you soon )
Comprehension questions

Language points


Part II (Para. 2—30)

comprehension questions para 2 30
Comprehension Questions (Para. 2—30)
  • 1. What is the conversation concerned with?
  • 2. Why does Margie hate school?
  • 3. If your were Margie, what

would you feel?

language points paraphrases2
Language Points & Paraphrases
  • crinkly: a. having many folds in sth. or on its surface (Para. 3)
    • her big ~ face a ~ shirt
    • Related word: crinkle
  • be supposed to do

(Para. 3)

    • The CIA issupposed to work for the president. (to have a duty or responsibility to do sth.)
    • The new policy is supposed to help single parents.(to be generally considered to be)
language points paraphrases3
Language Points & Paraphrases
  • … and it was awfully funny to read words that stood still instead of moving the way they were supposed to—on a screen, you known. (Para. 3)
    • Paraphrase
      • and it was very amusing to read words that were motionless instead of moving the way they ought to.
language points paraphrases4
Language Points & Paraphrases
  • What a waste! When you’re through with the book, you just throw it away, I guess. (Para. 4)
    • through: adj. having finished
      • Let me know when you’re ~ with the computer.
      • The guard at the gate wouldn't let us ~. ( in one side and out another side of)
    • Paraphrase
      • When you have finished reading the book, you merely cast it away, I believe.
language points paraphrases5
Language Points & Paraphrases
  • Telebook (Para. 5): a book written for presentation on TV
    • tele-:
      • distance; distant
        • telepathy
        • telescope
        • telecommunication
      • by or for television
        • teleconference
        • teleshopping
        • telesales
language points paraphrases6
Language Points & Paraphrases
  • Margie was scornful. (Para. 10)
    • scornful: a. showing a great lack of respect for sb. / sth. because one considers him / it as stupid or worthless
      • Sneer is a ~ facial expression characterized by the slight raising of one corner of the upper lip.
  • What’s there to write about school? (Para. 10)
    • Paraphrase
      • The school is so uninteresting that there is nothing worth being written into a book.
language points paraphrases7
Language Points & Paraphrases
  • …she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for the County Inspector. (Para. 11)
    • send for: to ask or order sb. to come by sending them a message
      • Don’t worry. I’ve sent for the doctor.
    • Paraphrase
      • …her test results grew steadily worse, which made her mother very sad. Assuming that something had gone wrong with the teacher, her mother asked the County Inspector to come and fix the machine.
language points paraphrases8
Language Points & Paraphrases
  • He smiled at Margie and gave her an apple, then took the teacher apart. (Para. 12)
    • take…apart: to separate a machine, piece of equipment etc. into parts
      • My brother knows how to take cars apart, but he can’t put them back together again.
      • synonyms: dismantle disassemble
    • Paraphrase
      • With a smile, the Inspector gave Margie

an apple, and then disassembled the

mechanical teacher.

language points paraphrases9
Language Points & Paraphrases
  • …but he knew how all right, and, after an hour or so, there it was again, … (Para. 12)
    • Paraphrase

…but he knew how to put the machine together pretty well, so about an hour later, Margie’s mechanical teacher could work properly again, …

language points paraphrases10
Language Points & Paraphrases
  • She always had to write them out in a punch code they made her learn when she was six years old, and the mechanical teacher calculated the mark in no time. (Para. 12)
    • a punch code: a computer system of words, letters, numbers, etc.
    • in no time: almost instantly; immediately
      • At his age, he’ll heal ~ .
    • Paraphrase

She always had to write her homework in a computer language by pressing keys which she learnt at the age of six, and the computer which served as her teacher would immediately work out the mark.

language points paraphrases11
Language Points & Paraphrases
  • She had been hoping they would take the teacher away altogether. (Para. 13)
    • altogether: adv. entirely; completely; utterly
      • This word may be omitted ~.
      • These rare animals may soon disappear ~.
    • Paraphrase

She had been hoping that they

would carry the mechanical teacher

to another place once for all.

language points paraphrases12
Language Points & Paraphrases
  • Tommy looked at her with very superior eyes, ….(Para. 14)
    • superior: adj. thinking oneself better than others
      • Her ~ tone of voice annoyed me.
      • She was said to be of very ~ intelligence. (better than other things of the same kind)
  • He added loftily, pronouncing the word carefully, “Centuries ago.” (Para. 14)
    • loftily: adv.in a manner that shows one is better than others, haughtily
      • The man behaved ~ and turned down any request for help.
    • pronounce: v.
      • In the word “adjust," the letter “d" is not ~d.(to make the sound of a letter, a word, etc )
      • I now ~ you man and wife. (to declare officially or formally)
language points paraphrases13
Language points & paraphrases
  • Margie wasn’t prepared to dispute that. (Para. 21)
    • dispute: v. to question or doubt the truth of sth.
      • Some economists ~d whether consumer spending is as strong as the figures suggest.
      • Your bravery has never been ~d.
      • The two governments ~dover the ownership of the territory.
      • They have won previous pay ~s with the management. (an argument or disagreement)
language points paraphrases14
Language points & paraphrases
  • “But my mother says a teacher has to be adjusted to fit the minds of each boy and girl it teaches…. (Para. 25)
    • adjust: v.to change slightly in order to make suitable for a particular purpose or situation
      • It took her two years to ~ to life in England.
      • The figures have been ~ed for inflation.
language points paraphrase
Language Points & Paraphrase
  • He walked away whistling, the dusky old book tucked beneath his arm. (Para. 30)
  • tuck: v.to put sth. into a small space, esp. in order to protect or hide it
    • The bird ~ed its head under its wing.
    • She ~ed her scarf into her blouse.
  • The underlined part an absolute construction

formed by a noun and a past participle phrase.

It is used as an adverbial showing attending


  • Paraphrase

He whistled a tune as he moved away, holding

the dusty old book under his arm.

Comprehension questions

Language points

Sentence highlights

Part III (Para. 31—35)

comprehension questions1
Comprehension Questions
  • 1. What do you know about the schoolroom and the mechanical teacher?
  • 2. What was Margie thinking about?
  • 3. How do you comment the future school according to the text?
  • 4. How do you understand the title of the text?
language points paraphrase1
Language Points & Paraphrase
  • The screen was lit up, and it said : “Today’s arithmetic lesson is on the addition of proper fractions…. (para. 10)

light up:

    • The flames lit up the sky. ( to give light to a place or shine light on sth.)
    • A warning signal lit up on the dashboard. (to become bright with light or colour)
language points paraphrase2
Language Points & Paraphrase
  • The screen was lit up, and it said : “Today’s arithmetic lesson is on the addition of proper fractions…. (para. 10)
    • fraction: [C](in mathematics) a division

or part of a whole number

      • a proper fraction: 真分数
      • an improper fraction: 假分数
      • a mixed fraction: 带分数
      • a fraction of sth.: a tiny amount

or proportion of sth.

appreciation effective narration
Appreciation: Effective Narration
  • Building of suspense
  • Careful selection of details
  • Use of rhetorical devices
  • Use of realistic dialogues


effective narration
Effective Narration
  • Building of Suspense
    • On the page headed May 17, 2157, she wrote, “Today Tommy found a real book!”
  • Careful selection of details
    • They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that stood still instead of moving the way they were supposed to—on a screen.
    • … there is was again, large and black and ugly, with a big screen on which all the lessons were shown and the questions were asked.
    • Margie was scornful.
    • Tommy looked at her with very superior eyes,….
    • He added loftily, pronouncing the word carefully, “Centuries ago.”
appreciation effective narration1
Appreciation: Effective Narration
  • Use of rhetorical devices
    • Rhetorical questions
      • What’s there to write about school? (There is nothing at all to write about school.)
    • Parallelism
      • …there it was again, large and black and ugly…
      • All the kids from the whole neighbourhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the day.
  • Use of realistic dialogues
    • the dialogues between Margie and Tommy
    • the dialogue between Margie and her mother
  • Watch the video about Isaac Asimov’s view on replacing human labour with machines, especially computers.
  • Pay special attention to his views on the following issues:
    • Why should we replace human labour with computers?
    • What shall we do when machines take over most of the manual work?
    • Is Asimov fully optimistic about such a replacement?
  • What’s your view on this replacement? Do you agree with the science fiction writer?
practices homework
Practices & Homework
  • Review

--The future school vs. the present school


  • Discussion of textbook exercises
  • Dictation
  • Oral activity
    • Group work: a role-play
    • Class work: a discussion
  • Supplementary reading
Complete the following table with the major differences between the education Margie and Tommy receive and that of the old days. Review
e c translation
E-C Translation

Paragraph 2

Margie’s grandfather once said that when he was a little boy his grandfather told him that there was a time when all stories were printed on paper.

Paragraph 4

What a waste! When you’re through with the book, you just throw it away, I guess.

Paragraph 11

The mechanical teacher had been giving her test after test in geography and she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for

the County Inspector.

e c translation1
E-C Translation

Paragraph 12

…, but he knew how all right, and, after an hour or so, there it was again, large and black and ugly, with a big screen on which all the lessons were shown and the questions were asked.

Paragraph 14

Tommy looked at her with superior eyes, “Because it’s not our kind of school, stupid….

Paragraph 22

Tommy screamed with laughter.

e c translation2
E-C Translation

Paragraph 30.

“Maybe,” he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm.

Paragraph 31

It was always on at the same time every day except Saturday and Sunday, because her mother said little girls learned better if they learned at regular hours.

Paragraph 35

Margie was thinking about how the kids

must have loved it in the old days. She was

thinking about the fun they had.

notes on grammar exercises articles i
Notes on Grammar Exercises: Articles (I)
  • The articlesa/an(the indefinite article) andthe(the definite article) belong to a group of words called determiners. They normally go at the beginning of nouns or noun phrases.
    • Alice is a financial advisor.
    • She is working for an insurance company.
    • I have been to the doctor.
    • Can I talk to the manager?
articles cont
Articles (cont.)
  • Articles are used to show whether we are talking about things that are known both to the speaker and to the listener, or that are not known to them both. Articles can also show whether we are talking about things in general or particular things.

(To be continued)

articles cont1
Articles (cont.)


  • A singular countable noun normally has an article or other determiner (my, this, her, some etc.) with it. We can saya dog, my dog, that dogorevery dog, but not justdog.
    • I saw a child in the store.
    • Can I use your car?
    • Who is that boy in the red shirt?
  • Plural and uncountable nouns can be used with or without an article or other determiner.
    • Milk is rich in nutrients.
    • Children usually rush about.
    • Is there any milk in the bottle?
    • Time is money.

(To be continued)

articles cont2
Articles (cont.)

“A/an” or “the”?

  • The indefinite article “a/an” is used to talk about one particular person or thing when the listener does not know which one is meant.
    • She married an old man.
    • A girl answered the phone.
  • The definite article “the” is used when the listener knows which particular person or thing is meant.
    • The child was crying. (You know which child - the one I met in the toy store.)
    • The girl who answered the phone was polite. (You know which girl - the one who answered the phone.)
    • Who invented the computer?
    • I would like to learn the violin.

(To be continued)

articles cont3
Articles (cont.)
  • The first time you speak of something/somebody use a/an, the next time you repeat the same noun use “the”.
  • To talk about things in general, we normally use a singular countable noun with “a/an”.
    • A spider has eight legs.

(To be continued)

articles cont4
Articles (cont.)
  • Note that we can also use a plural noun with no article to make a general statement.
    • Spiders have eight legs.
    • Teachers must have patience.
  • Sometimes we use a singular noun with “the” to make general statements. This is particularly common before the names of instruments and inventions.
key to textbook exercises
Key to Textbook Exercises

Text Comprehension


1. Her mother asked the County Inspector to come over.

2. The mechanical teacher finished the calculation of the mark very quickly.

3. Tommy looked at Margie with an air which suggested he knew far better about school than others.

4. A teacher, a computerized teacher on net, has to be changed slightly so as to be suitable for each boy and girl to learn from.

key to textbook exercises1
Key to Textbook Exercises

Vocabulary exercises

  • I.

1. have finished reading

2. by looking from behind his shoulder

3. is capable of providing

4. sent a message asking for the assistance of

5. disassembled the machine/computer teacher

6. didn't like/want to

key to grammar exercises
Key to Grammar Exercises
  • II.

1. the, the 2. a 3. a, a, /

4. a 5. the 6. /, the

  • III.

1. /,/,/ 2. / 3. the,/ 4. the,/

5. /, / 6. The 7. / 8. the, the

9. the, / 10. /

key to grammar exercises1
Key to Grammar Exercises
  • IV.

1. Light 2. a noise

3. very good weather 4. bad luck

5. president 6. The vegetables

7. war 8. All the books

9. coffee 10. poetry

key to grammar exercises2
Key to Grammar Exercises
  • Cloze

1. earliest 2. toys 3. succeed

4. stages 5. likely 6. Therefore

7. develop 8. brings 9. with

10. importance

notes on writing practice
Notes on Writing Practice


  • We can omit words when the meaning of sentences can be understand without them. When expressions are joined by and or some other conjunctions, it is quite common to leave out words to avoid repetition. Various kinds of words can be left out to make sentences simple and concise.

Children learn almost nothing from television, / and the more they watch, / the less they remember. / They regard television purely as entertainment, / resent programs that make demands on them / and are surprised that anybody should take the medium seriously. / Far from being over-excited by programs, / they are mildly bored with the whole thing. / These are the main conclusions from a new study of children and television. / Its author con­firms / that the modern child is a dedicated viewer. / The study suggests / that there is little point in the television company's attempts / to isolate adult viewing in the later hours. / More than a third of the children regularly watched their programs after 9 p.m. / All 11 -year-olds had watched programs after midnight.

oral activities
Oral Activities
  • I. Group work:
    • Act the two episodes from the text, one from paragraphs 4 to 11 and the other from 14 to 30. Ask two of your classmates to play with you the roles of Tommy, Margie, and Margie’s mother respectively.
  • II. Class work:
    • Discuss the advantages and disadvantages of human teachers and mechanical teachers in class.
supplementary reading
Supplementary Reading
  • Star Light

by Isaac Asimov