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The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section.

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Presentation on theme: "The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section."— Presentation transcript:

1 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study About the author Isaac Asimov was born in 1920, in Russian, into a Jewish middle class family, and died in 1992. In 1923 his parents emigrated to the United States when he was three years old. He grew up in Brooklyn, New York.. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

2 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study About the author Asimov began his formal education in the New York Public School system in 1925. 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 1932. He entered tenth grade at Boys High School in the fall, and graduated in the spring of 1935. 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. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

3 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study 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 1948. In 1948 he obtained a postdoctoral position at Columbia, researching anti-malarial compounds. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

4 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study 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 1951. 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 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study 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 1992. He wrote nearly five hundred books, each educating and stimulating the minds of thousands then and thousands today. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

6 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study 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 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study About the author 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. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

8 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study About the author 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. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

9 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study About the author 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. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

10 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study About the author 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 Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

11 The Fun they Had Unit 7 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study About the author 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. Asimov’s main works About the Film Ⅰ The three laws of robotics Quotes from Isaac Asimov

12 The Fun they Had Unit 7 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 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

13 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

14 The Fun they Had Unit 7 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 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

15 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

16 The Fun they Had Unit 7 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 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

17 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

18 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

19 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

20 The Fun they Had Unit 7 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 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

21 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

22 The Fun they Had Unit 7 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 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

23 The Fun they Had Unit 7 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 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

24 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

25 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

26 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

27 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

28 The Fun they Had Unit 7 Questions 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?) Sentence Highlights Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

29 The Fun they Had Unit 7 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.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

30 The Fun they Had Unit 7 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.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

31 The Fun they Had Unit 7 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.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

32 The Fun they Had Unit 7 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.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

33 The Fun they Had Unit 7 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.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

34 The Fun they Had Unit 7 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.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

35 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

36 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

37 The Fun they Had Unit 7 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, … Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

38 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

39 The Fun they Had Unit 7 Text Appreciation This narrative text tells a simple story that is imagined to have happened on May 17, 2157. 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. Language Appreciation Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

40 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Text Appreciation Language Appreciation

41 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Text Appreciation Language Appreciation

42 The Fun they Had Unit 7 Activity 1 Role-play Act out the conversation between Margie and Tommy about the school life in the old days. Activity 2 Activity 3 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

43 The Fun they Had Unit 7 Group work Discuss the advantages and disadvantages of human teachers and mechanical teachers in school education. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3

44 The Fun they Had Unit 7 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 … Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3

45 The Fun they Had Unit 7 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 … Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3

46 The Fun they Had Unit 7 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 … Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3

47 The Fun they Had Unit 7 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. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3


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