1. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the author
Isaac Asimov was born in 1920, in Russian, into a Jewish middle class family, and died in In 1923 his parents emigrated to the United States when he was three years old. He grew up in Brooklyn, New York..
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

2. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the author
Asimov began his formal education in the New York Public School system in He continued on to East New York Junior High School in September 1930, where he was placed in the rapid advance course, and graduated in June He entered tenth grade at Boys High School in the fall, and graduated in the spring of After attending City College for only a few days, he switched to the Brooklyn campus of Seth Low Junior College, which provided him with a scholarship of one hundred dollars.
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

3. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the author
The college closed after his freshman year, so he continued at the parent institution, Columbia University. He graduated from Columbia with a B.S. in the chemistry in 1939, and he earned his master’s degree in chemistry in 1941 at Columbia. He continued on at Columbia in Ph.D. program, and after the gap in his researcher that lasted from 1942 through 1946 (due to his wartime job and his army), he earned his Ph.D. in chemistry in May in In 1948 he obtained a postdoctoral position at Columbia, researching anti-malarial compounds.
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

4. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the author
About the author
In June of 1949 he took a job as instructor of biochemistry at the Boston University School of Medicine, and was promoted to assistant professor in December He gave up his teaching duties and salary at the School of Medicine in 1958, but retain his title, so that on July 1, 1958, he became a full-time writer. In 1979, the school promoted him the rank of full professor.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

5. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the author
He is an American author and biochemist, a highly successful and prolific writer of science fiction and of science books for layperson. He published about 500 volumes. “Over a space of 40 years, I published an average of 1,700 words a day.” Dr. Isaac Asimov calculated this remarkable figure toward the end of his life in He wrote nearly five hundred books, each educating and stimulating the minds of thousands then and thousands today.
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

6. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the author
About the author
Asimov achieved fame winning awards such as “Best All-Time Novel Series Hugo Award” and “The Nebula Award”. By the time Asimov died in 1992 due to kidney and heart failure, he had sealed his place in science fiction history. Today, thousands pick up Asimov’s novels dumbfounded by his extraordinary imagination, just as thousands had then.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

7. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Asimov’s main works
Pebble in the Sky(1950), Foundation(1951), Foundation and Empire(1952), Second Foundation(19530), I, Robot(1950)The Stars Like Dust(1951), Foundation’s Eagle(1982), The Robot of Dawn(1983), The Chemicals of Life(1954), Inside the Atom(1956), The Human Brain(1964), Views of University(1981), In Joy Still Felt(1980), The Autobiography of Isaac Asimov(1980), In the Beginning(1981),etc.
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

8. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the Film I, Robot
In August 1967, John Mantley, the producer of the television show “Gunsmork”, expressed interest in Asimov’s robot stories, and paid for option rights. The option was renewed every year for the next twelve years until finally the rights to produce a movie were bought. After Asimov refused to do the screen adaptation, Harlan Ellison was hired, and tough he wrote a screenplay that Asimov was greatly pleased with, the movie was never made. Ellison tells the story of his battle with Hollywood in the introduction to I, Robot: The Illustrated Screenplay, published in December 1994.
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

9. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
About the Film I, Robot
In July 2004, Twentieth Century Fox released a movie titled I, Robot, starring Will Smith, that was “suggested by Isaac Asimov’s book”。The film was born as a screenplay titled “hardware” by screenwriter Jeff Vintar, and then, with the permission of Asimov’s estate, the title was changed and the story modified to use some characters and plot elements from Asimov’s stories. Directed by Vintar and Akiva Goldsman, the movie uses some of Asimov’s ideas, but does not attempt to recreate any of the story line in Asimov’s short collection.
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

10. The three laws of robotics
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
The three laws of robotics
1) A robot may not injure a human being, or, through inaction, allow a human being to come harm.
2) A robot must obey the orders given it by human beings expect where such orders would conflict with the Fist Law.
3)A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.
----Laws of robots from I, Robot, 1950
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

11. Quotes from Isaac Asimov
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Quotes from Isaac Asimov
1) I do not fear computers. I fear lack of them.
2) If knowledge can create problems, it is not through ignorance that we can solve them.
3) Life is pleasant. Death is peaceful. It’s the transition that’s troublesome.
4) The most exciting phrase to hear in science, the one that heralds new discoveries, is not “Eureka!”(I found it!), but “That’s funny…”
5) Violence is the last refuge of the incompetent.
About the author
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac Asimov

12. e.g. The movie heads the list of Oscar nominations.
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
1. head: vt. (a) be at the top of (a list or group of people or things)
e.g. The movie heads the list of Oscar nominations.
(b) be in charge of a team, government, organization etc
e.g. Across the region, 45 percent of black families are headed by single women and 6 percent by single men.
(c) move in a certain direction
e.g. His teammates were long gone, headed home to celebrate the biggest victory of their professional careers.
head for/towards

13. 2. crinkly: adj. (a)having a lot of small lines or folds
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
2. crinkly: adj. (a)having a lot of small lines or folds
e.g. The leaves turned brown and crinkly.
e.g. She looked fondly at his crinkly face.
(b) Hair that is crinkly is stiff and curly.
e.g. In his crinkly fair hair there was hardly any grey.
crinkle vt. &vi.
crinkle n.

14. e.g. He remained scornful of religion and its influence over people.
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
3. scornful: adj. showing contempt for; showing strong disrespect towards sb/sth that is regarded as worthless.
e.g. He remained scornful of religion and its influence over people.
scorn n.
laugh sb/sth to scorn = pour scorn on sb/sth

15. 4. slot: n. long narrow hole in a surface, that you can put sth into
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
4. slot: n. long narrow hole in a surface, that you can put sth into
e.g. Alan dropped another quarter into the slot on the pay phone.
vt. go into a slot, or put sth in a slot
e.g. These ready-to-use units can be slotted in wherever and whenever they fit.

16. 5. punch: vt. (a) hit sb or sth hard with your fist.
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
5. punch: vt. (a) hit sb or sth hard with your fist.
e.g. The woman claimed that she had been punched and kicked by one the policemen.
(b) make a hole in sth, using a metal tool or other sharp object
e.g. The guard punched my ticket and I got on.
(c) push a button or a key on a machine
e.g. I sat down in my swivel chair and propped my feet up, punching the replay button on the answering machine.
n.（a）quick strong hit made your first
e.g. I managed to land a punch on his chin.
(b) strong effective way of expressing things that makes people interested
e.g. 30 years after it was written, Orton’s Entertaining Mr Sloane still packs a punch.
(c) drink made from fruit juice, sugar, water, and use some alcohol

17. 6. superior: adj. (a) thinking that you are better than other people
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
6. superior: adj. (a) thinking that you are better than other
people
e.g. She has that superior tone of voice.
(b) of high quality of value
e.g. Superior goods are very popular among the customers.

18. e.g. The man behaved loftily and turned down any request for help.
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
7. loftily: adv. Haughtily; in a that shows one is better that other people
e.g. The man behaved loftily and turned down any request for help.
Lofty adj. (a) Lofty mountains, buildings etc are very high and impressive.
e.g. The vaulting is ribbed throughout, lofty and well-proportioned.
(b) lofty ideas, briefs, attitude etc show high standard or high moral quantities.
e.g. With so lofty a title one might expect a similarly lofty agenda and goals.
(c) seeming to think you are better than other people
e.g. Burton always had a calm, lofty perspective on his work as a actor.

19. e.g. Their accountant calculated the total cost of the project.
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
8. calculate: vt. (a) find out how sth will cost, how long sth will take etc, by using numbers
e.g. Their accountant calculated the total cost of the project.
(b) guess sth using as many facts as you can find
e.g. Researchers calculated that this group was at a higher risk of heart disease.
calculable adj.
calculation n.

20. 9. in no time (at all): immediately; very quickly; at once
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
9. in no time (at all): immediately; very quickly; at once
e.g. We’ll be there in no time.
lose no time in doing sth: do sth immediately
in time: before the time by which it is necessary for sth to
be done
on time: at the correct time or the time that was arranged
at one time: at a time in the past
at no time: used to say strongly that sth ever happened or
should never happened
at all times: always
over time: gradually during a long period
from time to time: sometimes, but not regularly or very
often

21. 10. regular: adj. (a) happening or appearing use with the
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
10. regular: adj. (a) happening or appearing use with the
same amount of time or space between each one and the
text
e.g. Plant the seeds at regular intervals.
e.g. His pulse is not very regular.
(b) happening or doing sth very often
e.g. Regular exercise helps keep your weight down.
e.g. He’s one of the bar’s regular customers.

22. 11. dispute: (a) vt. Say that sth such as a fact or idea is not
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
11. dispute: (a) vt. Say that sth such as a fact or idea is not
correct or true
e.g. The main facts of the book have never been
disputed.
(b) vi. Argue about sth, esp angrily and for a long time
e.g. The question was hotly disputed in the Senate.
n. verbal controversy; debate
in dispute with: in argument with
under dispute: in dispute

23. 12. scream: vi. (a) make a loud high noise with your voice
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
12. scream: vi. (a) make a loud high noise with your voice
because you are hurt, frightened, excited etc
e.g. After the first few shots, people started screaming.
(b) shot sth in a very loud high voice because you are
angry or frightened
e.g. Carla’s been screaming at her kids all morning.
scream for/at: cry out for /at
roar/scream/shriek with laughter: laugh very loudly
let out a scream/shriek: give out a loud cry

24. 13. adjust: vt. (a) change slightly to improve it or make it
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
13. adjust: vt. (a) change slightly to improve it or make it
more suitable for a particular purpose
e.g. If your employment status changes, your tax code
will be adjusted accordingly.
(b) gradually become familiar with a new situation
e.g. It took a few seconds for her eyes to adjust to the
darkness.
adjustable adj.
adjustment n.

25. 14. nonchalantly: adv. Indifferently; coldly; not feeling excited
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
14. nonchalantly: adv. Indifferently; coldly; not feeling
excited
e.g. He treated me nonchalantly when I visited him.
nonchalant adj. behaving calmly and not seeming interested in anything or worried about anything
e.g. He looked nonchalant enough as he strolled along
the Bayswater Road, but inwardly Creed was a mess
of nerves.

26. 15. light up: (a) give light to a place or to shine light on sth
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
15. light up: (a) give light to a place or to shine light on sth
e.g. The flames lit up the sky.
(b) become bright with light or color
e.g. At night the harbor lights up.

27. 16. insert: vt. (a) put sth inside or into sth else
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
16. insert: vt. (a) put sth inside or into sth else
e.g. His hand book slighty as he inserted the key into
the lock.
(b) add sth to a document or piece of writing
e.g. His manager inserted a new clause into his contract.
17. sign: n. act or sound of sighing
e.g. Irene closed the door behind her and breathed a big
sign of relief.

28. (1) When did the story take place?
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Paragraph 1
Questions:
(1) When did the story take place?
(The story took place on May 17, 2157)
(2) What did Margie write in her diary on the night of May 17,
2157?
(On the night of May 17, 2157, Margie wrote in her diary,
“Today Tommy found a real book!”)
(3) What rhetorical device is employed in the first paragraph?
(The eventful day which serves as the beginning of the
story is shown in a flashback?)
Questions
Sentence Highlights

29. teachers that exist centuries ago.)
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Paragraphs 2-31
Questions:
(1) What is the long conversation between Margie and Tommy concerned with?
(The conversation is concerned with a very old book about the old kind of school with human
teachers that exist centuries ago.)
(2) What do you know about a Country Inspector?
(He is a human repairman of mechanical teachers.)
Questions
Sentence Highlights

30. Paragraphs 2-31 Questions:
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Paragraphs 2-31
Questions:
(3) What do you know about the old book, the old school, the kids and the human teacher?
(The book that the kids used in the old days was not a telebook. The old book had many pages with words that stood still instead of moving the way they were supposed to - on a screen. The kids of the same age were sitting together in the schoolroom, learn the same thing happily. They could talk about their homework and help each other. The teachers were people.)
Questions
Sentence Highlights

31. (4) Why does Margie hate school?
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Paragraphs 2-31
Questions:
(4) Why does Margie hate school?
(Because she has to learn at regular hours alone in the computer room(her schoolroom). She has to do regular homework and write them out in a punch code. She should put her home work and text papers in the slot and the mechanical teacher can do calculation in no time. She began to learn this way at the age of six.)
Questions
Sentence Highlights

32. (1) What do you know about the schoolroom and the mechanical teacher?
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Paragraphs 32-35
Questions:
(1) What do you know about the schoolroom and the mechanical teacher?
(The schoolroom was right next to Margie’s bedroom, and the mechanical teacher was always on at the same time every day except Saturday and Sunday. It always asked Margie to insert her home work and text papers into the slot.)
Questions
Sentence Highlights

33. (2) What was Margie think about?
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Paragraphs 32-35
Questions:
(2) What was Margie think about?
(Margie was thinking about the old school her grandfather’s grandfather had when he was a little boy. The kids could study together in the same room and they could play together in the schoolyard. She was meditating on how fortunate the kids were and what great fun they had at school.)
Questions
Sentence Highlights

34. Paragraphs 32-35 Questions:
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Paragraphs 32-35
Questions:
(3) What massage do you think the writer conveyed about school education in the story?
(Computerization may play a very important role in future education. Children in the distant future dislike the school with a mechanical teacher only and they hope to have human teachers teaching them instead of the mechanical ones.)
Questions
Sentence Highlights

35. be supposed to do sth: be expect to do sth
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
1. The turned the pages, which are yellow and crinkly, and it was awful funny to read words that stood still instead of moving the way they were supposed to – on a screen ,you know.
be supposed to do sth: be expect to do sth
Paraphrase: They felt it very amusing to read a book with words printed on it motionless as they flipped the worn-out pages, because in their eyes words in a book should be moving the way they ought to – on a screen.
Questions
Sentence Highlights

36. 2. When you’re through with the book, you just throw it away, I guess.
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
2. When you’re through with the book, you just throw it away, I guess.
Paraphrase: When you have finished reading the book, you merely cast it away, I believe.
Questions
Sentence Highlights

37. Put together: assemble
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
3. He smiled at Margie and gave her an apple, then took the teacher apart. Margie had hoped he wouldn’t know how to put it together again, but he knew all right, …
Put together: assemble
Paraphrase: With a smile the inspector gave Margie an apple, and put the machine into several pieces. Margie had hoped that he wouldn’t have difficulty assembling the mechanical teacher, but to her disappoint, he knew it clearly, …
Questions
Sentence Highlights

38. 4. She had been hoping they would take the teacher away together.
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
4. She had been hoping they would take the teacher away together.
Paraphrase: She had been hoping that they would carry the mechanical teacher to another place once for all.
5. He walked away whistling, the dusty old book tucked beneath his arm.
Paraphrase: he whistled a tune as he moved away, holding the dusty book under his arm.
Questions
Sentence Highlights

39. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Text Appreciation
This narrative text tells a simple story that is imagined to have happened on May 17, The story is told in the third person from a future perspective, with a long conversation between the two leading characters running through most of the plot. It is mostly organized and developed in a chronological order except the beginning part of the story, where the last event of that eventful day is record, and with a flashback unfolding in the near middle of the story. In addition, the last part of the story gives details description of Margie’s psychological activities, which helps to highlight the theme of the story.
Text Appreciation
Language Appreciation

40. 1. Today Tommy found a real book! (para.1)
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Text Appreciation
Language Appreciation
1. Today Tommy found a real book! (para.1)
The expression of “real book” stirs readers’ interest. It creates a suspense that many arouse readers’ curiosity for reading the story. The function of this interjection is to catch readers’ attention.

41. 2. What’s there to write about school? (para,10)
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Text Appreciation
2. What’s there to write about school? (para,10)
That’s a rhetorical question, which calls for no answer. A positive rhetorical question is negative in meaning. The rhetorical question here means: there is nothing at all to write about school.
Language Appreciation

42. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Role-play
Act out the conversation between Margie and Tommy about the school life in the old days.
Activity 1
Activity 2
Activity 3

43. Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Group work
Discuss the advantages and disadvantages of human teachers and mechanical teachers in school education.
Activity 1
Activity 2
Activity 3

44. As far as I am concerned, … I’d like to agree to … My favor goes to …
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Oral activity: II on p.107
Language support
1. When expressing their own opinions, students may use the following expressions and structures.
From my part, …
As to me, …
As far as I am concerned, …
I’d like to agree to …
My favor goes to …
In my opinion, …
Frankly speaking, I think …
With reference/respect/regard to …, I’d like to …
Activity 1
Activity 2
Activity 3

45. Regarding …, I want to ask you … Why do you think …?
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Oral activity: II on p.107
Language support
2. When eliciting questions, students may use the following expressions and structures.
Regarding …, I want to ask you …
Why do you think …?
If so, what do you think has more fun, A or B?
Would you please tell me …?
My question is …
Activity 1
Activity 2
Activity 3

46. I want to reinstate my opinion that …
Section One:
Cultural Information
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Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Oral activity: II on p.107
Language support
3. When defending and challenging opinions, students may use the following expressions and structures.
I want to reinstate my opinion that …
I totally agree with you, but my opinion is that …
Fortunately what you said coincides with my view that …
To be honest, I don’t think …
I am afraid I don’t quite agree with you. My view is that …
Let us (now) turn to your statements, and we may find some problems.
First, …, furthermore, …,finally, …
As for the reasons you mentioned, I want to point out that …
Activity 1
Activity 2
Activity 3

47. In conclusion, we may say that … We may safely conclude that …
Section One:
Cultural Information
Section Two:
Word Study
Section Three:
Text Understanding
Section Four:
Text Appreciation
Section Five:
Activities
Oral activity: II on p.107
Language support
4. When making general statements, students may use the following expressions and structures.
To sum up briefly, …
To summarize, …
In short, …
All in all, …
In conclusion, we may say that …
We may safely conclude that …
In summary, I would like to say that …
Personally, I am in favor of the former/the later.
Activity 1
Activity 2
Activity 3