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The Fun They Had Reading aloud Audiovisual supplements Section One: Pre-reading Activities Section Two: Global Reading Section Four: Consolidation Activities.

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Presentation on theme: "The Fun They Had Reading aloud Audiovisual supplements Section One: Pre-reading Activities Section Two: Global Reading Section Four: Consolidation Activities."— Presentation transcript:

1 The Fun They Had Reading aloud Audiovisual supplements Section One: Pre-reading Activities Section Two: Global Reading Section Four: Consolidation Activities Section Five: Further Enhancement I. Reading aloud Read the following sentences aloud, paying special attention to strong and weak forms. Strong forms are indicated by boldfaces, while weak forms by italics. 1. When you’re through with the book, you just throw it away, I guess. 2. She was eleven and hadn’t seen as many telebooks as Tommy had. 1-1 Section Three: Detailed Reading

2 Reading aloud Audiovisual supplements Section One: Pre-reading Activities II. Audiovisual supplements Watch the film episode and then answer the following questions. Questions: 1. Why did Mr. Gunk accuse Rodney and his Dad? 2. Do you think robots can replace human beings in the future? Film Episode: Robots Answers for reference: 1. Because Rodney’s invention turned his kitchen into a mess. 2. Open Section Three: Detailed Reading Section Two: Global Reading The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement

3 Reading aloud Audiovisual supplements Section One: Pre-reading Activities DAD: RODNEY: DAD: RODNEY: RODNEY: DAD: RODNEY: ROBOT: MR. GUNK: Oh, hey, hey. Soon as you reach the age where your warranty expires, you start falling apart. Pretty soon there’s gonna be more duct tape than me. Can I try it now, Dad? Oh, oh, Rodney … Have you worked all the kinks out of it yet? Come on, this is gonna make your job easy. I invented it for you. Okay. Let’s try it. Great. Okay, this is it. Wonderbot, go to work. Yeah, yeah. Hey! Copperbottom! Section Three: Detailed Reading Section Two: Global Reading The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement

4 DAD: MR. GUNK: DAD: MR. GUNK: DAD: MR. GUNK: RODNEY: MR. GUNK: RODNEY: DAD: MR. GUNK: Mr. Gunk. What is that? Oh, that. My son made it. What’s it doing? Mr. Gunk, please, you’re making it nervous. It’s wrecking my kitchen! I’ll stop it. No! Your son, huh? It wasn’t his fault. He had nothing to do with it. Yes, sir, he’s a brilliant boy. An inventor. You, clean up this mess. And you, get out. Inventor. You’re the hand-me-down son of a dishwasher, and that’s all you’ll ever be. Somebody scrape this crud off me. And serve it to the customers. Reading aloud Audiovisual supplements Section One: Pre-reading Activities Section Three: Detailed Reading Section Two: Global Reading The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement

5 Reading aloud Audiovisual supplements Section One: Pre-reading Activities Section Three: Detailed Reading Section Two: Global Reading The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement ■

6 Text introduction Structural analysis Section One: Pre-reading Activities Section Two: Global Reading 2-1 Cultural background This narrative story centers around a very old book about school and involves two main characters — Margie and Tommy. The text can be divided into three parts. The first part serves as the background of the story. The second part is the major portion of the story. The last part tells us something about the schoolroom and the mechanical teacher. I. Text introduction Section Three: Detailed Reading The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement

7 Text introduction Structural analysis Section Two: Global Reading 2-2 Cultural background II. Structural analysis — — Section Three: Detailed Reading Section One: Pre-reading Activities The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement Paragraphs 2 – 30 This part informs us that Margie always strongly hates school. And through the talk with Tommy, Margie gets to know about the school centuries ago. Paragraph 1 This part tells us the exact date on which the story occurs, the leading character and the real book. — Paragraphs 31 – 35 This part tells us something about the schoolroom, the mechanical teacher and Margie’s thought about what great fun the school kids in the old school had.

8 Text introduction Structural analysis Section Two: Global Reading Section Three: Detailed Reading 2-3 Cultural background III. Cultural background Science Fiction Science fiction, a genre of fiction, sets in some imaginary time or place. In its original usage in the 1920s, science fiction referred to the stories that appeared in cheap, so-called pulp magazines, but science fiction now appears in all media, including motion pictures, staged dramas, television programs, and video games, as well as short stories and book-length works. Science fiction is sometimes abbreviated to SF. Section One: Pre-reading Activities The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement

9 Structural analysis Section Two: Global Reading Section Three: Detailed Reading 2-4 Cultural background Section One: Pre-reading Activities The Fun They Had Section Four: Consolidation Activities Section Five: Further Enhancement Close Encounters of the Third Kind Alien spaceships visit Earth in “Close Encounters of the Third Kind” (1977), a movie directed by Steven Spielberg. The film won Academy Awards for its cinematography and sound effects. Text introduction

10 Margie even wrote about it that night in her diary. On the page headed May 17, 2157, she wrote, “Today Tommy found a real book!” It was a very old book. 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. 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, you know. And then, when they turned back to the page before, it had the same words on it that it had had when they read it the first time. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement The Fun They Had Issac Asimov

11 Margie even wrote about it that night in her diary. On the page headed May 17, 2157, she wrote, “Today Tommy found a real book!” It was a very old book. 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. 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, you know. And then, when they turned back to the page before, it had the same words on it that it had had when they read it the first time. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement The Fun They Had Issac Asimov

12 “Gee,” said Tommy, “What a waste! When you’re through with the book, you just throw it away, I guess. Our television screen must have a million books on it and it’s good for plenty more. I wouldn’t throw it away.” “Same with mine,” said Margie. She was eleven and hadn’t seen as many telebooks as Tommy had. He was thirteen. She said, “Where did you find it?” “In my house,” he pointed without looking because he was busy reading. “In the attic.” “What’s it about?” “School.” Margie was scornful. “School? What’s there to write about school? I hate school.” The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text4-10-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

13 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text4-10-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement “Gee,” said Tommy, “What a waste! When you’re through with the book, you just throw it away, I guess. Our television screen must have a million books on it and it’s good for plenty more. I wouldn’t throw it away.” “Same with mine,” said Margie. She was eleven and hadn’t seen as many telebooks as Tommy had. He was thirteen. She said, “Where did you find it?” “In my house,” he pointed without looking because he was busy reading. “In the attic.” “What’s it about?” “School.” Margie was scornful. “School? What’s there to write about school? I hate school.”

14 Margie always hated school, but now she hated it more than ever. 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. He was a round little man with a red face and a whole box of tools with dials and wires. 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 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. That wasn’t so bad. The part Margie hated most was the slot where she had to put homework and test papers. 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. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

15 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Margie always hated school, but now she hated it more than ever. 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. He was a round little man with a red face and a whole box of tools with dials and wires. 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 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. That wasn’t so bad. The part Margie hated most was the slot where she had to put homework and test papers. 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.

16 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text13-17-S Section One: Pre-reading Activities Margie was disappointed. She had been hoping they would take the teacher away altogether. So she said to Tommy, “Why would anyone write about school?” Tommy looked at her with very superior eyes, “Because it’s not our kind of school, stupid. This is the old kind of school that they had hundreds and hundreds of years ago.” He added loftily, pronouncing the word carefully, “Centuries ago.” Margie was hurt. “Well, I don’t know what kind of school they had all that time ago.” She read the book over his shoulder for a while, then said, “Anyway, they had a teacher.” “Sure they had a teacher, but it wasn’t a regular teacher. It was a man.” “A man? How could a man be a teacher?” Section Four: Consolidation Activities Section Five: Further Enhancement

17 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text13-17-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Margie was disappointed. She had been hoping they would take the teacher away altogether. So she said to Tommy, “Why would anyone write about school?” Tommy looked at her with very superior eyes, “Because it’s not our kind of school, stupid. This is the old kind of school that they had hundreds and hundreds of years ago.” He added loftily, pronouncing the word carefully, “Centuries ago.” Margie was hurt. “Well, I don’t know what kind of school they had all that time ago.” She read the book over his shoulder for a while, then said, “Anyway, they had a teacher.” “Sure they had a teacher, but it wasn’t a regular teacher. It was a man.” “A man? How could a man be a teacher?”

18 “Well, he just told the boys and girls things and gave them homework and asked them questions.” “A man isn’t smart enough.” “Sure he is. My father knows as much as my teacher.” Margie wasn’t prepared to dispute that. She said, “I wouldn’t want a strange man in my house to teach me.” Tommy screamed with laughter. “You don’t know much, Margie. The teachers didn’t live in the house. They had a special building and all the kids went there.” “And all the kids learned the same thing?” “Sure, if they were the same age.” The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

19 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement “Well, he just told the boys and girls things and gave them homework and asked them questions.” “A man isn’t smart enough.” “Sure he is. My father knows as much as my teacher.” Margie wasn’t prepared to dispute that. She said, “I wouldn’t want a strange man in my house to teach me.” Tommy screamed with laughter. “You don’t know much, Margie. The teachers didn’t live in the house. They had a special building and all the kids went there.” “And all the kids learned the same thing?” “Sure, if they were the same age.”

20 “But my mother says a teacher has to be adjusted to fit the minds of each boy and girl it teaches and that each kid has to be taught differently.” They weren’t even half-finished when Margie’s mother called, “Margie! School!” Margie looked up. “Not yet, Mamma.” “Now!” said Mrs. Jones. “And it’s probably time for Tommy, too.” Margie said to Tommy, “Can I read the book some more with you after school?” “Maybe,” he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

21 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement “But my mother says a teacher has to be adjusted to fit the minds of each boy and girl it teaches and that each kid has to be taught differently.” They weren’t even half-finished when Margie’s mother called, “Margie! School!” Margie looked up. “Not yet, Mamma.” “Now!” said Mrs. Jones. “And it’s probably time for Tommy, too.” Margie said to Tommy, “Can I read the book some more with you after school?” “Maybe,” he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm.

22 Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher was on and waiting for her. 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. The screen was lit up, and it said: “Today’s arithmetic lesson is on the addition of proper fractions. Please insert yesterday’s homework in the proper slot.” Margie did so with a sigh. She was thinking about the old school they had when her grandfather’s grandfather was a little boy. All the kids from the whole neighborhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the day. They learned the same things, so they could help one another on the homework and talk about it. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text31-32-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

23 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text31-32-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher was on and waiting for her. 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. The screen was lit up, and it said: “Today’s arithmetic lesson is on the addition of proper fractions. Please insert yesterday’s homework in the proper slot.” Margie did so with a sigh. She was thinking about the old school they had when her grandfather’s grandfather was a little boy. All the kids from the whole neighborhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the day. They learned the same things, so they could help one another on the homework and talk about it.

24 And the teachers were people. Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text33-35-S Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement

25 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text33-35-W Section One: Pre-reading Activities Section Four: Consolidation Activities Section Five: Further Enhancement And the teachers were people. Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had.

26 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-S-isaac… Isaac Asimov Section One: Pre-reading Activities Explanation: one of America’s busiest writers. In addition to science-fiction works such as I, Robot and Foundation Trilogy, he has written many nonfiction works about science. His science fiction is based on facts. In the text The Fun They Had, he considers some of the ways that computers may be used by school children of the future. Section Four: Consolidation Activities Section Five: Further Enhancement

27 To modify verbs, we usually use adverbs, not adjectives. But with certain verbs, adjectives can be used. This happens when we are really describing the subject of the sentence, not the action of the verb. Verbs of this kind are be, seem, appear, look, go, sound, taste, feel, smell, stand, etc. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-S-stood… stood still Section One: Pre-reading Activities e.g. The problem appeared impossible. Your father looks angry. The soup tastes wonderful. My skin feels rough. This coffee smells fragrant. Her face went red with anger. Explanation: Section Four: Consolidation Activities Section Five: Further Enhancement

28 The phrase “be supposed to do something” is used when saying what someone should or should not do, especially because of rules or what some authoritative person has said. The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-S-they… they were supposed to Section One: Pre-reading Activities e.g. You’re supposed to ask the teacher if you want to leave the classroom. We’re not supposed to smoke here. Explanation: Section Four: Consolidation Activities Section Five: Further Enhancement

29 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text4-10-S-telebook… Section One: Pre-reading Activities telebook Section Four: Consolidation Activities Section Five: Further Enhancement a book written for presentation on television. The prefix tele- means “by or for television”. Explanation: e.g. telecourse teleplay telerecording

30 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-S_the county… Section One: Pre-reading Activities the County Inspector Section Four: Consolidation Activities Section Five: Further Enhancement a county official whose job is to check whether something is satisfactory or rules are being obeyed Explanation: 镇上的检查员

31 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-S_write… Section One: Pre-reading Activities write them out in a punch code Section Four: Consolidation Activities Section Five: Further Enhancement 通过按键使用计算机语言写作业答卷 Explanation: write them out in a computer language by pressing keys

32 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-S_half Section One: Pre-reading Activities half-finished Explanation: partly but not completely finished Section Four: Consolidation Activities Section Five: Further Enhancement e.g. Cups of half-finished tea were on the floor beside the bed.

33 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-W-head1 Section One: Pre-reading Activities head v. 1) to be at the top or front of something 2) to go or travel towards a particular place, especially in a deliberate way e.g. officially-headed writing paper e.g. The ship was heading for Cuba. Collocation: be heading for: if you are heading for a particular situation, especially a bad one, it seems likely to happen head off: to leave to go to another place Section Four: Consolidation Activities Section Five: Further Enhancement

34 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-W-head2 Section One: Pre-reading Activities Practice: Explain the following expressions: 1)Heads or tails? 2)keep your head down 3)put your heads together Section Four: Consolidation Activities Section Five: Further Enhancement Key : used to decide something, by asking someone which side of a coin they guess will be showing when you throw it in the air and it lands to try to avoid being noticed or getting involved in something to discuss a difficult problem together

35 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-W-crinkly Section One: Pre-reading Activities crinkly adj. 1) having a lot of small lines or folds 2) hair that is crinkly is stiff and curly e.g. She looked fondly at his crinkly face. e.g. He had blue eyes and crinkly fair hair. Section Four: Consolidation Activities Section Five: Further Enhancement

36 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-3-W-still1 Section One: Pre-reading Activities still adj. Section Four: Consolidation Activities Section Five: Further Enhancement 1)not moving 2)quiet and calm e.g. We stood still and watched as the deer came closer. e.g. The house was completely still. Collocation: still waters run deep: used to say that someone who is quiet may have very strong feelings or a lot of knowledge

37 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text1-W-still2 Section One: Pre-reading Activities Practice: Identify the part of speech of still in each of the following sentences: 1) The house was completely still. 2) No longer are her anxious snorts heard in the still of the night. 3) The ground beneath them trembled, then stilled. 4) Clare didn’t do much work, but she still passed the exam. adjective noun Section Four: Consolidation Activities Section Five: Further Enhancement verb adverb Key :

38 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text4-10-W-attic Section One: Pre-reading Activities attic n. a space or room just below the roof of a house, often used for storing things e.g. At a quarter to eleven she galloped back up to the attic room. Section Four: Consolidation Activities Section Five: Further Enhancement

39 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text4-10-W-scornful1 Section One: Pre-reading Activities scornful adj. showing great disrespect for somebody or something e.g. They are openly scornful of the new plan. Her scornful laugh greatly embarrassed me. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: scorn v. scornfully adv. scornfulness n. Comparison: contemptuous, disdainful contemptuous: showing that you think someone or something deserves no respect disdainful: showing that you do not respect someone or something, because you think that they are not important or good enough

40 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text4-10-W-scornful2 Section One: Pre-reading Activities Practice : Fill in the blanks with proper prepositions: 1)Labor poured scorn the Tory claim to be the party of law and order. 2) He talked about money, disco music and was scornful grazing as a profession. Section Four: Consolidation Activities Section Five: Further Enhancement on ___ of ___

41 e.g. 1) affecting or involving a machine 2) a mechanical action, reply, etc. is done without thinking, and has been done many times before The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-mechnical1 Section One: Pre-reading Activities mechanical adj. The flight has been cancelled due to mechanical failure. Derivation: mechanic n. mechanism n. mechanically adv. mechanized adj. Collocation: mechanical failure: when a machine is not working properly mechanical engineering: the study of the design and production of machines and tools Section Four: Consolidation Activities Section Five: Further Enhancement e.g. He was asked the same question so many times that the answer became mechanical.

42 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-mechanical2 Section One: Pre-reading Activities Practice : Fill in the blanks with the proper words: 1) The Army has set up to help jobless ex- soldiers get work. 2) Car production is now highly. 3) The was busy repairing the machine. Section Four: Consolidation Activities Section Five: Further Enhancement mechanisms ___________ mechanized ___________ mechanic _________

43 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-sorrowfully1 Section One: Pre-reading Activities sorrowfully adv. e.g. “A lot of damage has already been done,” she said sorrowfully. He looked sorrowfully at his dying grandfather. very sadly Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: sorrowful adj. sorrow n.

44 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-sorrowfullly2 Section One: Pre-reading Activities Practice : Translate the following sentences into English: 1) 他悲伤地告诉我,他母亲病得很厉害。 2) 老太太为她的不幸而悲泣。 He told me sorrowfully that his mother was very ill. The old lady cried sorrowfully for her misfortune. Section Four: Consolidation Activities Section Five: Further Enhancement

45 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-send for1 Section One: Pre-reading Activities send for 1)to ask or order that something be brought or sent to you, especially by writing a letter or by telephone 2) to ask or tell someone to come to you by sending them a message e.g. Send for your free sample today! Collocation: send something down: to make something lose value send something off: to send something somewhere by post send somebody/something out: to make a person or a group of people or things go from one place to various other places Section Four: Consolidation Activities Section Five: Further Enhancement e.g. Get back into bed. I’ll send for the doctor.

46 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-send for2 Section One: Pre-reading Activities Practice : Fill in the blanks with proper words: 1) Search parties were sent to look for survivors. 2) The company’s bad figures sent its share price. 3) I must send this film to be processed. Section Four: Consolidation Activities Section Five: Further Enhancement out ____ down _____ off ___

47 1) n. a long narrow hole in a surface, that you can put something into 2) v. to fit something or someone into a plan, organization, etc., or to fit in The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-slot 1 Section One: Pre-reading Activities slot n. & v. e.g.Alan dropped another quarter into the slot on the pay phone. e.g. We should be able to slot the meeting in before lunch. Section Four: Consolidation Activities Section Five: Further Enhancement Collocation: slot machine: 1) a machine that you buy cigarettes, food, or drink from 2) a machine used for playing a game, that starts when you put money into it

48 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-slot 2 Section One: Pre-reading Activities Practice : Section Four: Consolidation Activities Section Five: Further Enhancement Translate the following sentences into English: 1) 如果你把硬币放进这台机器的投币口,邮票就会从另一 个口出来。 2) 我们在考试前加了几节课。 If you put a coin in the slot of this machine, stamps come out of another slot. We slotted in some extra lessons before the exam.

49 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-punch1 Section One: Pre-reading Activities punch n. & v. 1) n. the action of pressing a key or button in order to activate a device or perform an operation 2) v. to hit someone or something hard with your fist e.g. He gave a punch to the machine and it started to work. e.g. He punched me and knocked my teeth out. Section Four: Consolidation Activities Section Five: Further Enhancement Idiom: punch the clock: to record the time that you start or finish work by putting a card into a special machine

50 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-punch2 Section One: Pre-reading Activities Practice : Explain the following expressions: 1) a one-two punch 2) punch somebody’s lights out two bad events that happen close together to hit someone hard in the face Section Four: Consolidation Activities Section Five: Further Enhancement Key :

51 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-code1 Section One: Pre-reading Activities code n. & v. 1) n. a set of instructions that tell a computer what to do 2) v. to put a set of numbers, letters, or symbols on something to show what it is or give information about it e.g. Some programmers write code for more than 12 hours straight. e.g. Each path is coded to show the level of difficulty. Section Four: Consolidation Activities Section Five: Further Enhancement Collocation: genetic code: the arrangement of genes that controls the way a living thing develops

52 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-code2 Section One: Pre-reading Activities Practice : Translate the following sentences into Chinese: 1) The letter was written in code and I could not understand it. 2) Each order is coded separately. 这封信是用密码写的,我看不懂。 每份订单都单独编号。 Section Four: Consolidation Activities Section Five: Further Enhancement

53 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-calculate1 Section One: Pre-reading Activities calculate v. to find something out by using mathematics e.g. These instruments calculate distances precisely. I’m trying to calculate how much paint we need. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: calculated adj. calculating adj. calculation n. calculator n.

54 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-calculate2 Section One: Pre-reading Activities Practice : Explain the following phrases: 1)a calculated risk 2) a calculated attempt something risky that you do after thinking carefully about what might happen a deliberately and carefully planned attempt Section Four: Consolidation Activities Section Five: Further Enhancement Key :

55 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-in no time1 Section One: Pre-reading Activities in no time very soon or very quickly e.g. We’ll be home in no time. We were off the tanks in no time. Section Four: Consolidation Activities Section Five: Further Enhancement Comparison: in time, at no time in time: before the time by which it is necessary for something to be done at no time: used to say strongly that something never happened or should never happen

56 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text11-12-W-in no time2 Section One: Pre-reading Activities Practice : Fill in the blanks with proper prepositions: 1) no time was the company informed. 2) Your house will be sold no time at all! Section Four: Consolidation Activities Section Five: Further Enhancement At ____ in ___

57 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text13-17-W-superior1 Section One: Pre-reading Activities superior adj. 1) thinking that you are better than other people 2) better, more powerful, more effective, etc. than a similar person or thing, especially one that you are competing against Collocation: superior to e.g. She had that superior tone of voice. e.g. David’s superior technique brought him victory. Section Four: Consolidation Activities Section Five: Further Enhancement Antonym: inferior Derivation: superiority n.

58 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text13-17-W-superior2 Section One: Pre-reading Activities Practice : Translate the following sentences into Chinese: 1) She always thinks she is superior to others. 2) This western restaurant is superior to the one we went to last week. 她总以为自己高人一等。 这家西餐馆比我们上星期去的那家好。 Section Four: Consolidation Activities Section Five: Further Enhancement

59 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text13-17-W-loftily1 Section One: Pre-reading Activities loftily adv. showing that one thinks one is better than other people e.g. When I asked for help, he just smiled loftily and turned away. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: lofty adj. loftiness n.

60 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text13-17-W-lofitly2 Section One: Pre-reading Activities Practice: Fill in the blanks with proper words: 1) He had set himself the goal of reaching the world’s top five. 2) She always treated poor people. Section Four: Consolidation Activities Section Five: Further Enhancement lofty_____ loftily _____

61 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-W-smart1 Section One: Pre-reading Activities smart adj. intelligent or sensible e.g. I was smart enough to wait for a week. His decision to become a director was a smart move. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: smartly adv. smartness n.

62 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-W-smart2 Section One: Pre-reading Activities Practice : Translate the following sentences into Chinese: 1) He’s a smart businessman. 2) She always wears smart clothes. Section Four: Consolidation Activities Section Five: Further Enhancement 他是个精明的商人。 她总穿漂亮的衣服。

63 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-W-dispute1 Section One: Pre-reading Activities dispute v. to say that something such as a fact or idea is not correct or true e.g. The main facts of the book have never been disputed. Local residents disputed the police’s version of the incident. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: disputable adj. disputation n. disputatious adj.

64 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-W-dispute2 Section One: Pre-reading Activities Practice : Fill in the blanks with proper words: 1) How right you are, very clever, very. 2) He earned this title by his thoughtful approach to critical issues. Section Four: Consolidation Activities Section Five: Further Enhancement disputatious ___________ disputable _________

65 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-W-scream1 Section One: Pre-reading Activities scream v. to make a loud high sound with your voice because you are hurt, frightened, excited, etc. e.g. After the first few shots, people started screaming. The police car approached, its siren screaming. Section Four: Consolidation Activities Section Five: Further Enhancement Practice : Explain the following expressions: 1) scream one’s head off 2) scream blue murder scream a lot scream very loudly Key :

66 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-W-adjust1 Section One: Pre-reading Activities adjust v. to gradually become familiar with a new situation e.g. They’ll soon settle in – kids are very good at adjusting. It took a few seconds for her eyes to adjust to the darkness. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: adjustable adj. adjustment n.

67 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text18-24-W-adjust2 Section One: Pre-reading Activities Practice : Section Four: Consolidation Activities Section Five: Further Enhancement Fill in the blanks with proper words: 1) It just needs a few minor. 2) The rudder pedals are on both sides. adjustments___________ adjustable_________

68 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-W-nonchalantly Section One: Pre-reading Activities nonchalantly adv. behaving calmly and not seeming interested in anything or worried about anything e.g. He walked nonchalantly to the door. Section Four: Consolidation Activities Section Five: Further Enhancement Derivation: nonchalant adj.

69 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-W-whistle1 Section One: Pre-reading Activities whistle v. to make a high or musical sound by blowing air out through your lips e.g. Adam whistled happily on his way to work. I heard this song on the radio and I’ve been whistling it all day. Section Four: Consolidation Activities Section Five: Further Enhancement Collocation: whistle to somebody: whistle to get someone’s attention whistle at somebody: whistle to let someone know that you think they are attractive

70 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-W-whistle2 Section One: Pre-reading Activities Practice : Section Four: Consolidation Activities Section Five: Further Enhancement Fill in the blanks with proper prepositions: 1) Dad whistled us to come home for dinner. 2) Men are always whistling Heidi on the street. to ___ at __

71 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-W-tuck1 Section One: Pre-reading Activities tuck v. 1)to put something into a small space, especially in order to protect, hide, carry, or hold it 2)to push something, especially the edge of a piece of cloth or paper, into or behind something so that it looks tidier or stays in place e.g. Giles was tucking his pile of books under his arm. Section Four: Consolidation Activities Section Five: Further Enhancement Collocation: tuck somebody up: to make someone comfortable in bed by arranging the sheets around them be tucked away: if someone or something is tucked away, they are hidden or difficult to find e.g. Jack tucked his shirt in.

72 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text25-30-W-tuck2 Section One: Pre-reading Activities Practice : Section Four: Consolidation Activities Section Five: Further Enhancement Translate the following sentences into Chinese: 1) The bird tucked its head under its wing. 2) His mother is tucking in his quilt. 鸟把头缩在翅膀下。 他母亲正把他的被子掖好塞紧。

73 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text31-32-W-fraction1 Section One: Pre-reading Activities fraction n. 1)a part of a whole number in mathematics 2)a very small amount of something e.g. The boy is very good at adding fractions. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. She paused for a fraction of a second. Derivation: fractional adj. fractionally adv.

74 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text31-32-W-fraction2 Section One: Pre-reading Activities Practice : Section Four: Consolidation Activities Section Five: Further Enhancement Translate the following sentences into Chinese: 1) 1/3 and 5/8 are fractions. 2) Mother’s careful with her money, and spends only a fraction of her earnings. 1/3 和 5/8 是分数。 母亲用钱很谨慎,只花自己收入的很小一部分。

75 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text31-32-W-insert1 Section One: Pre-reading Activities insert v. & n. 1) v. to put something inside or into something else 2) n. printed pages that are put inside a newspaper or magazine in order to advertise something e.g. His hand shook slightly as he inserted the key into the lock. Insert the correct coins, then select the drink you want and press the button. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. Today’s newspaper contains a six-page insert on computer software. Collocation: insert something in/into/between something

76 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text31-32-W-insert2 Section One: Pre-reading Activities Practice : Section Four: Consolidation Activities Section Five: Further Enhancement Translate the following sentences into Chinese: 1) He inserted the key in the lock but could not open the door. 2) The newspaper had an insert of pages of pictures. 他把钥匙插入锁中但没能打开门。 该报带有数页插图。

77 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text33-35-W-sign1 Section One: Pre-reading Activities sigh n. & v. 1) n. an act or sound of sighing 2) v. to breathe in and out making a long sound, especially because you are bored, disappointed, tired, etc. e.g. She let out a sigh of impatience. Section Four: Consolidation Activities Section Five: Further Enhancement e.g. “Well, there’s nothing we can do about it now,” she sighed. Collocation: sigh for something

78 The Fun They Had Section Two: Global Reading Section Three: Detailed Reading 3.text33-35-W-sign2 Section One: Pre-reading Activities Practice : Section Four: Consolidation Activities Section Five: Further Enhancement Translate the following sentences into English: 1) “ 我希望我已完成这项工作, ” 她叹口气说。 2) 想到已错过一切机会,他叹了一口气。 “I wish I had finished this work,” she said with a sigh. He thought of all the opportunities he had missed, and sighed.

79 The Fun They Had Vocabulary analysis Grammar exercises Translation exercises Writing practice Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement SectionFour Vocabulary analysis 1. Word comparison 2. Word transformation 3. Phrase practice Exercises for integrated skills Oral activities Listening exercises

80 Vocabulary analysis Grammar exercises Translation exercises Writing practice Section Four: Consolidation Activities SectionFour_V_I_1 Word comparison Group 1: A. tag B. head C. label D. entitle Explanation: Tag means to attach a tag to something, or to give someone or something a name or title. A. e.g. His teammates have tagged him with a second nickname. B. e.g. The page was headed “Expenses”. If a page is headed with a particular name, title, image, etc., it has it on the top. Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

81 Vocabulary analysis Grammar exercises Translation exercises Writing practice Section Four: Consolidation Activities SectionFour_V_I_2 Explanation: C. e.g. Children who are labeled “slow” usually get less attention from teachers.. Entitle means to give someone the official right to do or have something; if a book, play, etc. is entitled something, that is its name. D. e.g. The last song is entitled “Into the Woods”. Group 1: A. tag B. head C. label D. entitle Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Label means to attach a label onto something or write information on something, or to use a word or phrase to describe someone or something, but often unfairly or incorrectly. Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

82 Vocabulary analysis Grammar exercises Translation exercises Writing practice Section Four: Consolidation Activities SectionFour_V_I_3 Group 2: A. scornful B. proud C. sorrowful D. afraid Explanation: Scornful means showing great disrespect for somebody or something. A. e.g. He was scornful of begging as a profession. B. e.g. I’m proud to say that all my children had a good education. Proud means feeling pleased about something that you have done or something that you own, or about someone or something you are involved with or related to. Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

83 Vocabulary analysis Grammar exercises Translation exercises Writing practice Section Four: Consolidation Activities SectionFour_V_I_4 Explanation: C. e.g. He looked like he was in his early forties with thin, wavy gray hair and a sorrowful expression. D. e.g. I am afraid there will be a good deal of suffering among the poor this winter. Afraid means frightened because you think that you may get hurt or that something bad may happen. Sorrowful means very sad. Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Group 2: A. scornful B. proud C. sorrowful D. afraid

84 Vocabulary analysis Grammar exercises Translation exercises Writing practice Section Four: Consolidation Activities SectionFour_V_I_5 Group 3: A. mechanical B. technical C. sentimental D. logical Explanation: A. e.g. The company produces mechanical parts for airplane engines. B. e.g. Many books on furniture making are too technical or require artistic skills. Technical means having or giving special and usually practical knowledge, especially of an industrial or scientific subject. Mechanical means affecting or involving a machine. Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

85 Vocabulary analysis Writing practice Section Four: Consolidation Activities SectionFour_V_I_6 Explanation: C. e.g. I suppose we get more sentimental as we grow older. D. e.g. She’s a clear and logical thinker. Logical means according to the rules of logic, or having or showing good clear reasoning. Someone who is sentimental is easily affected by emotions such as love, sympathy, sadness, etc., often in a way that seems silly to other people. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Group 3: A. mechanical B. technical C. sentimental D. logical

86 Vocabulary analysis Writing practice Section Four: Consolidation Activities SectionFour_V_I_7 Group 4: A. discipline B. code C. key D. principle Explanation: A. e.g. Many schools are lacking in discipline. B. e.g. Building codes have been strengthened following the earthquake. Code means a set of rules, laws, or principles that tell people how to behave. Discipline is a way of training someone so that they learn to control their behavior and obey rules. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

87 Vocabulary analysis Writing practice Section Four: Consolidation Activities SectionFour_V_I_8 Explanation: C. e.g. In all types of advice work, listening is the key. D. e.g. The principle governing the world of physics are unchanging. Key means the part of a plan, action, etc. that will make it possible for it to succeed. Principle means a moral rule or belief about what is right and wrong, that influences how you behave; it also means the basic idea that a plan or system is based on. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Group 4: A. discipline B. code C. key D. principle

88 Vocabulary analysis Writing practice Section Four: Consolidation Activities SectionFour_V_I_9 Group 5: A. number B. calculate C. figure D. estimate Explanation: A. e.g. If you don’t number your answers, how will I know which questions they refer to? B. e.g. I began calculating how long it would take to get to the airport if I left at 4:00. Calculate means to find out how much something will cost, how long something will take, etc., by using numbers. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Number means to give a number to something that is part of an ordered set or list. Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

89 Vocabulary analysis Writing practice Section Four: Consolidation Activities SectionFour_V_I_10 Explanation: C. e.g. The operation went fine, and they figure he’ll be home next week. D. e.g. Analysts estimate the business earned about $135 million last year. Estimate means to try to judge the value, size, speed, cost, etc. of something, without calculating it exactly. Figure means to be an important part of a process, event, or situation, or to be included in something; it also means to form a particular opinion after thinking about a situation. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Group 5: A. number B. calculate C. figure D. estimate

90 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_I_11 Group 6: A. point B. mark C. score D. number Explanation: A. e.g. In darts, you get 50 points for hitting the bullseye. B. e.g. Her marks have been a lot lower this term. Point is one of the marks or numbers that shows your score in a game or sport. Mark (especially British English) is a letter or number given by a teacher to show how good a student’s work is. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

91 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_I_12 Explanation: C. e.g. The final score went up on the scoreboard, and the crowd let out a roar. D. e.g. All the doors on this side of the street have odd numbers. Number is a word or sign that represents an amount or a quantity. Score is the number of points that each team or player has won in a game or competition; it also means the number of points a student has earned for correct answers in a test. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Group 6: A. point B. mark C. score D. number

92 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_I_13 Group 7: A. lofty B. stupid C. superior D. advanced Explanation: A. e.g. Globalization is no longer a lofty ideal. B. e.g. Poor Larry’s too stupid to realize when you’re making fun of him. Stupid means having a low level of intelligence, so that you have difficulty learning or understanding things. Lofty ideas, beliefs, attitudes, etc. show high standards or high moral qualities. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

93 Advanced means studying or dealing with a school subject at a difficult level; it also means having reached a late point in time or development. Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_I_14 Explanation: C. e.g. They claimed that a vegetarian diet was superior to a meat diet. D. e.g. Many of the nations of Southeast Asia will one day be as advanced as Japan or South Korea. Superior means better, more powerful, more effective, etc. than a similar person or thing, especially one that you are competing against. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Group 7: A. lofty B. stupid C. superior D. advanced

94 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_I_15 Group 8: A. clever B. smart C. intelligent D. modern Explanation: A. e.g. Gibson met a clever classmate who had built his own radio transmitter. B. e.g. Kelly wasn’t sure if she was smart enough to go to law school. Clever (especially British English) means able to learn and understand things quickly, or able to use your intelligence to get what you want, especially in a slightly dishonest way. Smart (especially American English) means intelligent or sensible; it also means trying to seem clever in a disrespectful way. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

95 An intelligent person has a high level of mental ability and is good at understanding ideas and thinking clearly; an intelligent comment, question, conversation, etc. shows that you have thought about something carefully and understand it well. Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_I_16 Explanation: C. e.g. Anne was surprised to hear such an intelligent question coming from a very small child. D. e.g. Drugs have become the plague of the modern world. Modern (only before noun) means belonging to the present time or most recent time; it also means made or done using the most recent designs or methods. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Group 8: A. clever B. smart C. intelligent D. modern

96 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_1 Word transformation 1. point Other forms of point: pointed, pointedly, pointer, pointless, pointlessness, pointy 1) 尖尖的牙齿 pointed teeth Chinese-English translation 2) 她打了个哈欠,又刻意地看了看手表。 She yawned and looked pointedly at her watch. 3) 关于这项写作任务,有以下几点建议。 Here are some pointers on how to go about the writing task. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

97 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_2 4) 我们搜索过,直到觉得继续下去也枉然时才罢手。 We searched until we knew it would be pointless to continue. 5) 战争的无意义性 the pointlessness of war 6) 尖耳朵 Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had pointy ears

98 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_3 2. produce Other forms of produce: producer, production, productive, productivity 1) 独立电视节目制作人 an independent television producer Chinese-English translation 2) 停止生产 go out of production 3) 高产农田 highly productive farming land 4) 有成效的会议 a productive meeting 5) 增长的生产率 increased productivity Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

99 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_4 3. rely Other forms of rely: reliable, reliability, reliance, reliant 1) 可靠的供应商 a reliable supplier Chinese-English translation 2) 这件事使人怀疑他的动机和可靠性。 The incident cast doubt on his motives and reliability. 3) 创业时过于依赖某一客户是有一定风险的。 Heavy reliance on one client is not without risk when building up a business. 4) 这家招待所在很大程度上依赖赞助。 The hostel is heavily reliant upon charity. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

100 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_5 4. generous Other forms of generous: generously, generosity 1) 不吝啬金钱 be generous with one’s money Chinese-English translation 2) 用料多的连衣裙 a dress that is generously cut 3) 他对待他们慷慨周到。 He treated them with generosity and thoughtfulness. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

101 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_6 5. apology Other forms of apology: apologetic, apologist, apologize 1) 他们对所惹的麻烦表示歉意。 They were apologetic about the trouble they’d caused. Chinese-English translation 2) 奴隶制的辩护者 an apologist for slavery 3) 去给她赔不是。 Go and apologize to her. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

102 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_W_7 6. obey Other forms of obey: obedient, obediently, obedience 1) 他一向遵从父亲的意愿。 He was always obedient to his father’s wishes. Chinese-English translation 2) 盲目的顺从 blind obedience Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had 3) 您的忠顺的(正式或商业信件等信末署名前的套语) Yours obediently

103 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_1 Phrase practice 1. be through with Explanation: 1) Are you through with that newspaper? 你看完那份报纸了吗? to have finished doing 2)I’m through with alcohol. 我现已滴酒不沾。 Examples: 3) He is through with my luggage. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had 他检查完了我的行李。

104 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_2 2. look over one’s shoulder Explanation: 1)He looked over his shoulder and saw Jane watching him from beside the fireplace. 他回过头去,看到简正在壁炉边注视着他。 to look from behind one’s shoulder; to look back 2)Lucy looked nervously over her shoulder to see who was behind her. 露西紧张地回头看谁跟在后面。 Examples: 3) The boy observed the whole accident over her mother’s shoulder. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement 这个男孩从他妈妈的肩膀后面看到了整个事故的经过。 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

105 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_3 3. be good for Explanation: 1) He is good for some years more. 他还能再活几年。 to be capable of providing 尽管累了,他还能再走十英里。 Examples: 他的护照有效期五年。 3) He holds a passport good for five years. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement 2) Tired as he is, he is good for another ten-mile walk. Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

106 Vocabulary analysis Section Four: Consolidation Activities SectionFour_V_P_4 4. send for Explanation: 1)You’ll have to send for the plumber to mend this leak. 你必须找水暖工修理这处漏洞。 to send a message asking for the assistance of 2)When he started vomiting blood, they sent for the doctor. 他开始吐血,于是他们派人去请医生。 Examples: 女人们拒绝和商店检查员合作,因此我们不得不派人去叫警察。 3)The women refused to cooperate with store detectives, and we had to send for the police. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

107 Vocabulary analysis Oral activities Section Four: Consolidation Activities SectionFour_V_P_5 5. take … apart Explanation: 1)I had to take it apart and afterwards put all the pieces back where they were. 我必须拆开它,然后把所有零件按照原来的位置重新组装。 to disassemble 2) He bought a mask and took it apart to figure out how it was made. 他买了个面具并拆了它,琢磨它是怎么做成的。 Examples: 我把玩具拆开后却装不上了。 3) I took the toy apart and could not get it back together again. Grammar exercises Translation exercises Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

108 Vocabulary analysis Oral activities Section Four: Consolidation Activities SectionFour_V_P_6 6. be prepared to do Explanation: 1)You’ll never learn to speak another language unless you’re prepared to make an effort. 除非你愿意努力,否则永远也学不会说外语。 to want to do 2) How much is she prepared to pay? 她打算付多少钱? Examples: 如有必要,他打算使用武力。 3) He was prepared to use force if necessary. Grammar exercises Translation exercises Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

109 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G Grammar exercises 1. Articles 2. “It … to do something” pattern Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

110 Articles have generic and specific reference. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_1 Articles Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

111 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1_popwin_ the infinitive When we say the reference is generic, we are talking about any member representative of a class of people or things. All the three forms of article (the, a(n), and zero) can be used generically to refer to the member of a class as a whole. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

112 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_1_popwin_present Specific reference doesn’t refer to a class of people or things in general but to a particular specimen of the class. It falls into two kinds: definite specific reference and indefinite specific reference. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

113 I. Complete the following sentences with a, an or the. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_2 Practice 1. I don’t believe him. He’s liar. a ___ Explanation: Here a has generic reference. 2. English has become international language of business. the ____ Explanation: Here the is of specific reference. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

114 3. Five years ago, he was offered the position of executive director of Arcon, one of biggest supermarket chains in the country. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_3 Explanation: Zero article is of generic reference, while the is of specific reference. 4. Sri Lanka has wonderful climate. Explanation: A has generic reference. / ___ a the _____ Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

115 II. Put in the where necessary. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_4 1. I hate being at home with the kids all day. / ___ Explanation: At home is a fixed expression. 2. breakfast I ordered still hasn’t arrived. The _____ Explanation: Here the is of specific reference. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

116 3. I lay down on ground and looked up at sky. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_5 Explanation: Here the is of specific reference. 4. children learn a lot from playing. Explanation: Zero article here is of generic reference. / ____ the Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had the ____

117 III. Choose the correct noun phrase to complete each of the following sentences. Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_6 1. comes from the sun. (light, a light) Light _____ Explanation: Here light is an uncountable noun, so it is not necessary to put any article before it. 2. We had while we were on holiday. (very good weather, a very good weather) very good weather ________________ Explanation: Weather is an uncountable noun, so it needs zero article before it. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

118 3. There is on her dress. (coffee, a coffee) Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_I_7 Explanation: Coffee here is an uncountable noun, and zero article is of generic specific. 4. I enjoy writing. (poetry, the poetry) Explanation: Zero article here is of generic specific. poetry ______ coffee Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

119 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_ The emphatic structure _1 “It … to do something” pattern By “It … to do something” pattern, we can start each sentence with it as the formal subject, and postpone the infinitive phrase used as the real subject. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

120 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_ The emphatic structure _2 Practice Make sentences with the given words, using the “It... to do something” pattern. 1. be, awfully, words, that, still, moving, the way, stood, be supposed to, on a screen, they, funny to read, instead of It was awfully funny to read words that stood still instead of 2. English, important, well, very, study, be It is very important to study English well. ____________________________________ Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had moving the way they were supposed to — on a screen. ____________________________________________________

121 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_G_ The emphatic structure _3 3. necessary, have, every day, for us, some exercise, be It is necessary for us to have some exercise every day. _______________________________________________ 4. the project, for them, difficult, complete, in time, be It was difficult for them to complete the project in time. ______________________________________________ Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

122 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 1 Translation exercises Translate each of the following sentences into English, using the word or phrase given in the bracket. Inflect the word or phrase where necessary. 1. 这个中学生有许多英语单词发音不准,必须狠下工夫,学好 音标,掌握标准的语音。 (pronounce) Therefore is added in the translation to mean as a result of something that has just been mentioned, which clarifies the cause and effect more. There are many English words that this middle school student cannot pronounce correctly. Therefore, he has to make great effort to learn the phonetic symbols well and acquire standard English pronunciation. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Notes:

123 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 2 Chinese-English translation 1) 你怎么念 c-l-e-r-k 这个词 ? How do you pronounce c-l-e-r-k? 2) 一些学生觉得单词 “the” 很难读。 Some students find it difficult to pronounce the word “the”. 3) 像 “chicken” 和 “cheese” 这类词的读音中都曾有 “k” 的音。 Words like “chicken” and “cheese” were once pronounced with a “k”. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

124 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 3 There should be inversion in a sentence beginning with only. In this new era marked by knowledge explosion and information explosion, we have to pursue constant study and take particular care to renew our knowledge. Only thus, can we become adjusted to the requirements of our specialized work. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement 2. 在这个知识爆炸、信息爆炸的时代,我们必须不断学习,注 意知识更新,才能适应专业工作的需要。 (become adjusted to) Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Notes:

125 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 4 Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Chinese-English translation 1) 他很快适应了这个国家的炎热气候。 He adjusted himself very quickly to the heat of the country. 2) 他们不能调整自己以适应环境。 They are unable to adjust themselves to their environment. 3) 我花了一些时间调整才使自己进入做母亲的角色。 It took some time to adjust myself to motherhood.

126 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 5 3. 那男孩把衬衫塞进裤腰里,将皮包夹在腋下,看上去俨然一 副老板模样。 (tuck) The absolute construction can be used here to modify a sentence; it should be set off from the rest of the sentence by a comma. With his shirt tucked into the top of his trousers and a leather bag tucked under his arm, the boy looked just like a boss. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Notes:

127 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 6 Chinese-English translation 1) 把你的衬衫塞进裤子里。 Tuck your shirt into your trousers. 2) 她把围巾塞进罩衫内。 She tucked her scarf into her blouse. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

128 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 7 The sentence structure “(It’s) no/small/little wonder (that)” is especially used in the spoken English to say that you are not surprised by something. Although she is only eight years old, the little girl is already very good at calculating fractions. No wonder her parents feel very proud of her. 4. 这个女孩虽然只有 8 岁,但已擅长计算分数了。难怪她父母 为她感到自豪。 (fraction) Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Notes: e.g. No wonder you’ve got a headache, the amount you drank last night.

129 Vocabulary analysis Grammar exercises Translation exercises Section Four: Consolidation Activities SectionFour_T_ 8 Chinese-English translation: 1) 对于 3 至 5 岁的儿童来说,分数计算很难。 Fractions calculation is difficult for the children ranging from three to five. 2) 儿童在小学阶段应该学习分数。 Children should be taught fractions in their primary school education. Exercises for integrated skills Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

130 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 1 Exercises for integrated skills Fill in each blank in the passage below with ONE word you think appropriate. Play is the principal business of childhood, and more and more in recent years research has shown the vital importance of play in the development of a human being. From (1) infancy, every child needs adequate opportunity and the right material for play, and the main tools of play are (2). Their main function is to suggest, encourage and assist play. To (3) in this play they must be good toys; therefore, it is important to choose suitable toys for different (4) of a child’s development. succeed ________ earliest _______ toys ____ stages ______ Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

131 In recent years research on infant development has shown the standard a child is (5) to reach, within the range of his inherited abilities, is largely determined in the first three years of his life. (6) a baby’s ability to profit from the right play materials should be things to touch, things to listen to, things to watch. At no time in his life will a child (7) as fast as now; in the first two years each month (8) a change in what he can do and what he needs. A baby who is encouraged and stimulated, talked to and shown things and played (9), has the best chance of growing up successfully. There is no doubt that the right play materials and opportunities are of the utmost (10). likely _____ Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 2 Therefore ________ develop _______ brings ______ Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had with _____ importance _________

132 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 1_popwin_1 Explanation: Earliest is used here to emphasize the very beginning of infancy. earliest Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

133 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 1_popwin_2 Explanation: An object for children to play with is a toy; we can also find the clue in the following sentences. toys Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

134 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 1_popwin_3 Explanation: Succeed in something means to do well in something; it corresponds with “good toys” in the sentence. succeed Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

135 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 1_popwin_4 Explanation: Stage is a particular time or state that something reaches as it grows or develops. stages Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

136 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 1_popwin_5 Explanation: Something that is likely will probably happen or is probably true. likely Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

137 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 1_popwin_6 Explanation: Therefore is used to mean as a result of something that has just been mentioned; it is usually used at the beginning of a sentence. Therefore Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

138 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 2_popwin_7 Explanation: Develop means to grow or change into something bigger, stronger, or more advanced. develop Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

139 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 2_popwin_8 Explanation: Bring a change is to cause someone or something to make a change. brings Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

140 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Section Four: Consolidation Activities SectionFour_E_ 2_popwin_9 Explanation: Play with somebody means to spend time doing an enjoyable or amusing activity with somebody. with Oral activities Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

141 Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Oral activities Section Four: Consolidation Activities SectionFour_E_ 2_popwin_10 Explanation: Of the utmost importance means extremely important. importance Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

142 Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_ main Oral activities Discuss with your partner the given situations. Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

143 Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_1 Discuss with your partner the given situations. Exercises for integrated skills 1. The mechanical teacher of the future world’s school must be great fun. Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Words and expressions for the topic: technology development education advancement new teaching method close communication scientific rather than emotional objective vs. subjective Guidance:

144 Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_2 Exercises for integrated skills 2. The lessons Tommy and Margie have are quite tedious. Writing practice Listening exercises Section Five: Further Enhancement Words and expressions for the topic: future world’s teacher school education mechanical teacher old teaching method Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Guidance:

145 Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_3 Exercises for integrated skills 3. Man is more intelligent than the computer because it is man who makes and controls the computer. Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Words and expressions for the topic: hi-tech development intelligent computer programming complex human brain thinking Guidance:

146 Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_4 Exercises for integrated skills 4. Discuss the advantages and disadvantages of the fact that people are getting more and more dependent on computers. Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Words and expressions for the topic: social progress efficient work digital control brainless lazy unemployment Guidance: A Model Essay on Topic Three

147 In the information era, hi-tech has brought us more and more advancement. The computer is just a typical one. In spite of its intelligence, some people argue that man is more intelligent than the computer because it is man who makes and controls the computer. I would like to talk about the subject on the aspect of the difference between the brain and the computer. The difference between the brain and the computer can be expressed in a single word: complexity. The human brain weighs three pounds, in which billions of cells are interconnected in a vastly complicated network which we can’t begin to interpret as yet. Even the most complicated computer that man has built can’t compare in intricacy with the brain. The computer switches and components number in the thousands rather than in the billions. What’s more, the computer switch is just an on- off device, whereas the brain cell is itself possessed of a tremendously complex inner structure. Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_3_popwin1 Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

148 Another reason why man is more intelligent than the computer lies in that the computer can’t think like the human brain. If solving a mathematical problem is “thinking”, then the computer can “think” and do so much faster than man. But most mathematical problems can be solved quite mechanically by repeating certain straightforward processes over and over again. It is frequently said that computers solve problems only because they are “programmed” to do so. They can only do what man has them do. Therefore, the human brain is so much more enormously complex that we might like to define “thinking” in terms of our creativity in literature, art, science and technology. In that sense, the computer certainly can’t think. Surely, though, if the computer can be made complex enough, it can be as creative as we. If it could be made as complex as the human brain, it could be the equivalent of the human brain and do whatever the human brain can do. Vocabulary analysis Grammar exercises Translation exercises Oral activities Section Four: Consolidation Activities SectionFour_O_I_3_popwin2 Exercises for integrated skills Writing practice Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

149 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1 Exercises for integrated skills Writing practice Additional information Modern English has three basic coordinators: and, or, but. Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

150 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_1_popwin1 Exercises for integrated skills Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had And-group coordinators This group includes and, both … and, not only … but (also), neither … nor, etc. All these items are commonly used to denote “addition” or “extension” in positive or negative orientation.

151 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Section Four: Consolidation Activities SectionFour_W_2 Exercises for integrated skills Combine the following sentences in each group below into a single sentence by coordination, making some changes if necessary. Practice 1. Inflation is a serious problem. Unemployment is a serious problem. Both inflation and unemployment are serious problems. __________________________________________________ 2. Petroleum companies must seek new sources of oil. Petroleum companies must develop new sources of oil. Petroleum companies must seek and develop new sources of oil. ____________________________________________________ Listening exercises Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

152 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_W_3 Exercises for integrated skills 3. The new policies may annoy foreign investors. The new policies may annoy domestic business groups. The new policies may annoy both foreign investors and domestic 4. Manufacturers predict a rapid economic recovery. Manufacturers predict a dramatic economic recovery. Manufacturers predict a rapid and dramatic economic recovery. ____________________________________________________ Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had business groups. ___________________________________________________

153 In a society where everyone is not to be able to spend a lot of money on entertainment, most of us end up either a television or spending time with our family and friends of some kind. While television is probably the most popular form, there is a small group of us that still believe board games offer. They offer us a variety of ways to, to, and most importantly, to. Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_1 Exercises for integrated skills Listening exercises From Television Back to Games A.Listen carefully. Supply the missing words. For each blank you need to write three words. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had so fortunate as ____________ in front of _________ playing a game _____________ of home entertainment ____________________ the most enjoyment learn new information test our skills ___________ bring us together ______________ ___________________ ________________ script ■

154 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2 Exercises for integrated skills Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Instead of watching television, people are finding that board games give us the outlet to test our against each other. They are putting away and giving up their “ ” status, and gathering around for an exciting game. I would much rather pretend that, playing for, rather than watch someone else on pretending to be one., less expensive, and best of all, I spend the time with people. all the time ___________ skills and knowledge __________ _________ the remote controls ________________ Executive Couch Potato ____________________ the kitchen table ______________ I’m a millionaire _______________ the high stakes _______ ______ a glass tube __________ It’s more exciting _______________ real and interesting ________________

155 what you learn want to learn Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_3 Exercises for integrated skills B. Listen again and complete the following chart, which shows the difference between television and board games. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had TelevisionBoard Games Sources of information Television is one of our, but for a lot of the time it is not e.g. Board games are set up to offer, such as in a way that makes you and lets you choose. e.g. Trivial Pursuit best sources of information _____________ __________ the kind of information that you want or need ___________________ __________________. Commercials ___________ a variety of information ___________________ geography, vocabulary, or financial investment _____________ ____________ _____________________ __________ ___________ script ■

156 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_4 Exercises for integrated skills Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had OutcomeYou are forced to become when watching television. e.g. Board games with ahead, letting you use your to win the game. e.g., Trump a passive spectator ________________ a particular outcome ___________________ ideas and strategies _________________ Chess _____ Game show ___________ Interaction is nice, but it’s very difficult to find a show on. Playing a board game, not only, but also. e.g. How to Host a Murder Getting the family together to watch a show on television ______________________ ________ gives you the chance to learn ___________________ _____ the subject about _________ ______ about each other ______________ test your skills and knowledge __________ ________________ for the whole family __________________

157 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin1 Exercises for integrated skills From Television Back to Games In a society where everyone is not so fortunate as to be able to spend a lot of money on entertainment, most of us end up either in front of a television or spending time with our family and friends playing a game of some kind. While television is probably the most popular form of home entertainment, there is a small group of us that still believe board games offer the most enjoyment. They offer us a variety of ways to learn new information, to test our skills, and most importantly, to bring us together. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had ■

158 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin2 Exercises for integrated skills Television is one of our best sources of information, but for a lot of the time it is not the kind of information that you want or need. The commercials, for instance, always insult your intelligence. On the other hand, board games are set up to offer a variety of information, such as geography, vocabulary, or financial investment. All of this information is offered in a way that makes you want to learn and lets you choose what you learn. I have acquired more information about history, geography, and science from “Trivial Pursuit” alone than I have ever been able to get from the boring way they are presented on television. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

159 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin3 Exercises for integrated skills Added to the benefits of learning new information, board games test your skills and knowledge with a particular outcome ahead. They let you use your ideas and strategies to win the game. Whether you are trying to get your opponent’s king in chess or trying to make the most money in “Trump,” there is an outcome which you brought about with these ideas and strategies. However, you are forced to become a passive spectator when watching television. In some cases a program might be produced to stimulate your thought process, but they don’t offer you an outlet for following through with your ideas, such as the useless concept of the game show for entertainment. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

160 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin4 Exercises for integrated skills Still the most important difference between the television and the board game is the interaction with others. Getting the family together to watch a show on television is nice; that is, if you can find a show on for the whole family. But playing a board game gives you the chance to learn, not only about the subject, but also about each other. Everyone is different, with their own views and unique ways of handling situations, giving each game a different outcome. One of the nicest parties I ever attended was one where we played a murder mystery game called “How to Host a Murder.” We never knew what to expect next, and it was a wonderful way to get to know everyone. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

161 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin5 Exercises for integrated skills Instead of watching television all the time, people are finding that board games give us the outlet to test our skills and knowledge against each other. They are putting the remote controls away and giving up their “Executive Couch Potato” status, and gathering around the kitchen table for an exciting game. I would much pretend that I’m a millionaire, playing for the high stakes, rather than watch someone else on a glass tube pretending to be one. It’s more exciting, less expensive, and best of all, I spend the time with real and interesting people. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

162 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin1 Exercises for integrated skills From Television Back to Games In a society where everyone is not so fortunate as to be able to spend a lot of money on entertainment, most of us end up either in front of a television or spending time with our family and friends playing a game of some kind. While television is probably the most popular form of home entertainment, there is a small group of us that still believe board games offer the most enjoyment. They offer us a variety of ways to learn new information, to test our skills, and most importantly, to bring us together. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had ■

163 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin2 Exercises for integrated skills Television is one of our best sources of information, but for a lot of the time it is not the kind of information that you want or need. The commercials, for instance, always insult your intelligence. On the other hand, board games are set up to offer a variety of information, such as geography, vocabulary, or financial investment. All of this information is offered in a way that makes you want to learn and lets you choose what you learn. I have acquired more information about history, geography, and science from “Trivial Pursuit” alone than I have ever been able to get from the boring way they are presented on television. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

164 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin3 Exercises for integrated skills Added to the benefits of learning new information, board games test your skills and knowledge with a particular outcome ahead. They let you use your ideas and strategies to win the game. Whether you are trying to get your opponent’s king in chess or trying to make the most money in “Trump,” there is an outcome which you brought about with these ideas and strategies. However, you are forced to become a passive spectator when watching television. In some cases a program might be produced to stimulate your thought process, but they don’t offer you an outlet for following through with your ideas, such as the useless concept of the game show for entertainment. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

165 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin4 Exercises for integrated skills Still the most important difference between the television and the board game is the interaction with others. Getting the family together to watch a show on television is nice; that is, if you can find a show on for the whole family. But playing a board game gives you the chance to learn, not only about the subject, but also about each other. Everyone is different, with their own views and unique ways of handling situations, giving each game a different outcome. One of the nicest parties I ever attended was one where we played a murder mystery game called “How to Host a Murder.” We never knew what to expect next, and it was a wonderful way to get to know everyone. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

166 Vocabulary analysis Grammar exercises Translation exercises Oral activities Writing practice Listening exercises Section Four: Consolidation Activities SectionFour_L_2popwin5 Exercises for integrated skills Instead of watching television all the time, people are finding that board games give us the outlet to test our skills and knowledge against each other. They are putting the remote controls away and giving up their “Executive Couch Potato” status, and gathering around the kitchen table for an exciting game. I would much pretend that I’m a millionaire, playing for the high stakes, rather than watch someone else on a glass tube pretending to be one. It’s more exciting, less expensive, and best of all, I spend the time with real and interesting people. Section Five: Further Enhancement Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

167 Lead-in questions Supplementary reading Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_lead in Lead-in questions Are you a person that feels like laughing? Why? Have you ever thought of your future career? Why do you choose it? Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

168 Lead-in questions Supplementary reading Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-S Memorable quotes The Laugher Heinrich Boll When someone asks me what business I am in, I am seized with embarrassment: I blush and stammer, I who am otherwise known as a man of poise. I envy people who can say: I am a bricklayer. I envy barbers, bookkeepers and writers the simplicity of their avowal, for all these professions speak for themselves and need no lengthy explanation, which I am constrained to reply to such questions: I am a laugher. An admission of this kind demands another, since I have to answer the second question “Is that how you make your living?” truthfully with “Yes.” I actually do make a living at my laughing, and a good one too, for my laughing is — commercially speaking — much in demand. I am a good laugher, experienced, no one else laughs as well as I do, no one else has such command of the fine Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

169 points of my art. For a long time, in order to avoid tiresome explanations, I called myself an actor, but my talents in the field of mime and elocution are so meager that I felt this designation to be too far from the truth: I love the truth, and the truth is: I am a laugher. I am neither a clown nor a comedian, I do not make people gay, I portray gaiety: I laugh like a Roman emperor, or like a sensitive schoolboy, I am as much at home in the laughter of the seventeenth century as in that of the nineteenth, and when occasion demands I laugh my way through all the centuries, all classes of society, all categories of age — it is simply a skill which I have acquired, like the skill of being able to repair shoes. In my breast I harbor the laughter of America, the laughter of Africa, white, red, yellow laughter — and for the right fee I let it peal out in accordance with the director’s requirements. Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-2_S Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

170 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-2-S_in my In my breast I harbor the laughter of America … yellow laughter I have acquired the skill of imitating the laughter of people of different nationalities. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

171 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text6-8-S raise pigeons for a hobby, boxers turn pale when their children have nosebleeds: I find all this quite natural, for I never laugh off duty. I am a very solemn person, and people consider me — perhaps rightly so — a pessimist. During the first years of our married life, my wife would often say to me: “Do laugh!” but since then she has come to realize that I cannot grant her this wish. I am happy when I am free to relax my tense face muscles, my frayed spirit, in profound solemnity. Indeed, even other people’s laughter gets on my nerves, since it reminds me too much of my profession. So our marriage is a quiet, peaceful one, because my wife has also forgotten how to laugh: now and again I catch her smiling, and I smile too. We converse in low tones, for I detest the noise of the night clubs, the noise that sometimes fills the recording studios. People who do not know me think I am taciturn. Perhaps I am, because I have to open my mouth so often to laugh. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

172 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text6-8-S I go through life with an impassive expression, from time to time permitting myself a gentle smile, and I often wonder whether I have ever laughed. I think not. My brothers and sisters have always known me for a serious boy. So I laugh in many different ways, but my own laughter I have never heard. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

173 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-W_heinrich Heinrich Boll (1917 – 1985) a German novelist and Nobel laureate. Boll’s fiction is an uncompromising, yet compassionate, survey of modern Germany, depicting the absurdity of war and the dehumanization of the individual. Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

174 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text1-W_the fine the fine points of my art the impressively detailed techniques of my laughing that requires great skill, talent, or precision Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

175 I have become indispensable; I laugh on records, I laugh on tape, and television directors treat me with respect. I laugh mournfully, moderately, hysterically; I laugh like a streetcar conductor or like a helper in the grocery business; laughter in the morning, laughter in the evening, nocturnal laughter and the laughter of twilight. In short: wherever and however laughter is required — I do it. It need hardly be pointed out that a profession of this kind is tiring, especially as I have also — this is my specialty — mastered the art of infectious laughter; this has also made me indispensable to third- and fourth-rate comedians, who are scared — and with good reason — that their audiences will miss their punch lines, so I spend most evenings in night clubs as a kind of discreet claque, my job being to laugh infectiously during the weaker parts of the program. It has to be carefully timed: my hearty, boisterous laughter must not Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text3-4_W Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

176 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text3-4-w-punch punch lines the last few words of a joke or story that give meaning to the whole and cause amusement or surprise The punch line for the joke “How do you know an elephant has been in your fridge?” is “You can see its footprints in the butter!” Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

177 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text3-4-w-claque claque a group of people hired to give support by clapping at a performance Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

178 come too soon, but neither must it come too late, it must come just at the right spot: at the prearranged moment I burst out laughing, the whole audience roars with me, and the joke is saved. But as for me, I drag myself exhausted to the checkroom, put on my overcoat, happy that I can go off duty at last. At home I usually find telegrams waiting for me: “Urgently require your laughter. Recording Tuesday,” and a few hours later I am sitting in an overheated express train bemoaning my fate. I need scarcely say that when I am off duty or on vacation I have little inclination to laugh: the cowhand is glad when he can forget the cow, the bricklayer when he can forget the mortar, and carpenters usually have doors at home which don’t work or drawers which are hard to open. Confectioners like sour pickles, butchers like marzipan, and the baker prefers sausage to bread; bullfighters Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text5-6_W Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

179 Lead-in questions Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text5-6_W_marzipan marzipan a sweet paste made of ground almonds and sugar, often with egg whites or yolks, used as a layer in cakes or molded into ornamental shapes Memorable quotes Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

180 Lead-in questions Memorable quotes Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_text_Q Questions for discussion: Why does the author envy such professions as bookkeepers and writers? What does the author say about his talents in the field of mime and elocution? What can we infer from the passage about the author’s occupation? Why does the author mention the skill of repairing shoes? Answers for reference: He thinks that the nature of all these professions is clear and needs no further explanation. His talents in the field of mime and elocution are not good enough to meet the requirements of an actor. He is most probably a professional laugher, imitating the laughter of different kinds of people and of different occasions. He wants to stress that skill comes from practice. Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had Supplementary reading

181 Lead-in questions Supplementary reading Memorable quotes Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_ Memorable Memorable quotes Paraphrase the following quotes: Books must follow sciences, and not sciences books. — Francis Bacon Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had

182 Lead-in questions Supplementary reading Memorable quotes Section Four: Consolidation Activities Section Five: Further Enhancement SectionFive_ Memorable Science and art belong to the whole world, and before them vanish the barriers of nationality. — Johann Wolfgang von Goethe Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading The Fun They Had


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