1-1 The Fun They Had Section One: Pre-reading Activities Section Two:

1-1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement I. Reading aloud 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. Audiovisual supplements 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.

1-2.1 II. Audiovisual supplements
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement II. Audiovisual supplements Reading aloud Watch the film episode and then answer the following questions. Audiovisual supplements Film Episode: Robots Questions: 1. Why did Mr. Gunk accuse Rodney and his Dad? 2. Do you think robots can replace human beings in the future? Answers for reference: 1. Because Rodney’s invention turned his kitchen into a mess. 2. Open.

1-2.2 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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! Reading aloud Audiovisual supplements

1-2.3 DAD: MR. GUNK: RODNEY: Mr. Gunk. What is that?
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement DAD: MR. GUNK: RODNEY: 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

1-2.4 The Fun They Had Reading aloud Audiovisual supplements
Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Reading aloud Audiovisual supplements ■

2-1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement I. Text introduction Text introduction 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. Structural analysis Cultural background

2-2 II. Structural analysis Paragraph 1 —
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement II. Structural analysis Text introduction Paragraph 1 — This part tells us the exact date on which the story occurs, the leading character and the real book. Structural analysis Cultural background 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. 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.

2-3 III. Cultural background Science Fiction
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement III. Cultural background Text introduction 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. Structural analysis Cultural background

2-4 Close Encounters of the Third Kind
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Text introduction Structural analysis Cultural background 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.

3.text1-3-S The Fun They Had Issac Asimov
Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement The Fun They Had Issac Asimov 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.

3.text1-3-W The Fun They Had Issac Asimov
Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement The Fun They Had Issac Asimov 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.

3.text4-10-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.”

3.text4-10-W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.”

3.text11-12-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text11-12-W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text13-17-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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?”

3.text13-17-W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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?”

3.text18-24-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.”

3.text18-24-W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.”

3.text25-30-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text25-30-W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text31-32-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text31-32-W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text33-35-S And the teachers were people.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text33-35-W And the teachers were people.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading 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.

3.text1-3-S-isaac… Isaac Asimov Explanation:
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Isaac Asimov 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.

3.text1-3-S-stood… stood still Explanation:
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement stood still Explanation: 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. 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.

3.text1-3-S-they… they were supposed to Explanation:
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement they were supposed to Explanation: 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. e.g. You’re supposed to ask the teacher if you want to leave the classroom. We’re not supposed to smoke here.

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

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

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

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

3.text1-3-W-head1 head v. 1) to be at the top or front of something
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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

3.text1-3-W-head2 Practice: Explain the following expressions:
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Explain the following expressions: Heads or tails? keep your head down put your heads together 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 Key： to try to avoid being noticed or getting involved in something Key： to discuss a difficult problem together

3.text1-3-W-crinkly crinkly adj.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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.

3.text1-3-W-still1 still adj. not moving e.g.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement still adj. not moving 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

3.text1-W-still2 Practice:
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Key： adjective Key： noun Key： verb Key： adverb

3.text4-10-W-attic The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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.

3.text4-10-W-scornful1 scornful adj.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. 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

3.text4-10-W-scornful2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： Fill in the blanks with proper prepositions: 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. ___ on ___ of

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

3.text11-12-W-mechanical2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. ___________ mechanisms ___________ mechanized _________ mechanic

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

3.text11-12-W-sorrowfullly2
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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.

3.text11-12-W-send for1 send for
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement send for 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! e.g. Get back into bed. I’ll send for the doctor. 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

3.text11-12-W-send for2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. ____ out _____ down ___ off

3.text11-12-W-slot 1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement slot n. & v. 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 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. 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

3.text11-12-W-slot 2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： Translate the following sentences into English: 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.

3.text11-12-W-punch1 punch n. & v.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Idiom: punch the clock: to record the time that you start or finish work by putting a card into a special machine

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

3.text11-12-W-code1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Collocation: genetic code: the arrangement of genes that controls the way a living thing develops

3.text11-12-W-code2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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。

3.text11-12-W-calculate1 calculate v.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Derivation: calculated adj. calculating adj. calculation n. calculator n.

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

3.text11-12-W-in no time1 in no time very soon or very quickly e.g.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. 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

3.text11-12-W-in no time2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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! ____ At ___ in

3.text13-17-W-superior1 superior adj.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 e.g. She had that superior tone of voice. e.g. David’s superior technique brought him victory. Collocation: superior to Antonym: inferior Derivation: superiority n.

3.text13-17-W-superior2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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。

3.text13-17-W-loftily1 loftily adv.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Derivation: lofty adj. loftiness n.

3.text13-17-W-lofitly2 Practice: Fill in the blanks with proper words:
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 _____ lofty _____ loftily

3.text18-24-W-smart1 smart adj. intelligent or sensible e.g.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Derivation: smartly adv. smartness n.

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

3.text18-24-W-dispute1 dispute v.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Derivation: disputable adj. disputation n. disputatious adj.

3.text18-24-W-dispute2 Practice： Fill in the blanks with proper words:
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. ___________ disputatious _________ disputable

3.text18-24-W-scream1 scream v.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Practice： Explain the following expressions: 1) scream one’s head off 2) scream blue murder Key： scream a lot Key： scream very loudly

3.text25-30-W-adjust1 adjust v.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Derivation: adjustable adj. adjustment n.

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

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

3.text25-30-W-whistle1 whistle v.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Collocation: whistle to somebody: whistle to get someone’s attention whistle at somebody: whistle to let someone know that you think they are attractive

3.text25-30-W-whistle2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： 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

3.text25-30-W-tuck1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement tuck v. to put something into a small space, especially in order to protect, hide, carry, or hold it 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. e.g. Jack tucked his shirt in. 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

3.text25-30-W-tuck2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： 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。

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

3.text31-32-W-fraction2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： 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。

3.text31-32-W-insert1 insert v. & n.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. e.g. Today’s newspaper contains a six-page insert on computer software. Collocation: insert something in/into/between something

3.text31-32-W-insert2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： 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。

3.text33-35-W-sign1 sigh n. & v. n. an act or sound of sighing e.g.
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement sigh n. & v. n. an act or sound of sighing 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. e.g. “Well, there’s nothing we can do about it now,” she sighed. Collocation: sigh for something

3.text33-35-W-sign2 Practice：
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： 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.

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

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

Group 1: A. tag B. head C. label D. entitle
SectionFour_V_I_2 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Group 1: A. tag B. head C. label D. entitle Vocabulary analysis Explanation: Grammar exercises C. 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. Translation exercises Exercises for integrated skills e.g. Children who are labeled “slow” usually get less attention from teachers.. Oral activities Writing practice D. 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. Listening exercises e.g. The last song is entitled “Into the Woods”.

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

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

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

Group 3: A. mechanical B. technical C. sentimental D. logical
SectionFour_V_I_6 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Group 3: A. mechanical B. technical C. sentimental D. logical Vocabulary analysis Explanation: Grammar exercises C. 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. Translation exercises Exercises for integrated skills e.g. Oral activities I suppose we get more sentimental as we grow older. Writing practice D. Logical means according to the rules of logic, or having or showing good clear reasoning. Listening exercises e.g. She’s a clear and logical thinker.

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

Group 4: A. discipline B. code C. key D. principle
SectionFour_V_I_8 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Group 4: A. discipline B. code C. key D. principle Vocabulary analysis Explanation: Grammar exercises C. Key means the part of a plan, action, etc. that will make it possible for it to succeed. Translation exercises Exercises for integrated skills e.g. In all types of advice work, listening is the key. D. 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. Oral activities Writing practice Listening exercises e.g. The principle governing the world of physics are unchanging.

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

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

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

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

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

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

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

Group 8: A. clever B. smart C. intelligent D. modern
SectionFour_V_I_16 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Group 8: A. clever B. smart C. intelligent D. modern Vocabulary analysis Explanation: Grammar exercises C. 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. Translation exercises Exercises for integrated skills Oral activities e.g. Anne was surprised to hear such an intelligent question coming from a very small child. Writing practice D. 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. Listening exercises e.g. Drugs have become the plague of the modern world.

Word transformation 1. point
SectionFour_V_W_1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Word transformation Vocabulary analysis 1. point Grammar exercises Other forms of point: pointed, pointedly, pointer, pointless, pointlessness, pointy Translation exercises Exercises for integrated skills Chinese-English translation Oral activities 1) 尖尖的牙齿 pointed teeth Writing practice 2) 她打了个哈欠，又刻意地看了看手表。 Listening exercises 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.

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

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

Other forms of rely: reliable, reliability, reliance, reliant
SectionFour_V_W_4 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 3. rely Other forms of rely: reliable, reliability, reliance, reliant Vocabulary analysis Chinese-English translation Grammar exercises Translation exercises 1) 可靠的供应商 Exercises for integrated skills a reliable supplier 2) 这件事使人怀疑他的动机和可靠性。 Oral activities The incident cast doubt on his motives and reliability. Writing practice 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. Listening exercises 4) 这家招待所在很大程度上依赖赞助。 The hostel is heavily reliant upon charity.

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

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

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

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

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

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

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

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

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

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

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

SectionFour_G_1_popwin_the infinitive
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises

SectionFour_G_1_popwin_present
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Vocabulary analysis 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. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises

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

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

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

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

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

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

SectionFour_G_ The emphatic structure _1
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement “It … to do something” pattern Vocabulary analysis 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. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises

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

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

Translation exercises
SectionFour_T_ 1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Vocabulary analysis Grammar exercises Translation exercises 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) Exercises for integrated skills Notes: Oral activities 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. Writing practice Listening exercises 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.

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

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)
SectionFour_T_ 3 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities 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) Vocabulary analysis Grammar exercises Notes: Translation exercises There should be inversion in a sentence beginning with only. Exercises for integrated skills 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. Oral activities Writing practice Listening exercises

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

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)
SectionFour_T_ 5 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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) Vocabulary analysis Grammar exercises Notes: Translation exercises 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. Exercises for integrated skills Oral activities 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. Writing practice Listening exercises

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

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)
SectionFour_T_ 7 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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) Vocabulary analysis Grammar exercises Notes: Translation exercises 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. Exercises for integrated skills Oral activities e.g. Writing practice No wonder you’ve got a headache, the amount you drank last night. Listening exercises 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.

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

Exercises for integrated skills
SectionFour_E_ 1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Exercises for integrated skills Fill in each blank in the passage below with ONE word you think appropriate. Vocabulary analysis Grammar exercises 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. Translation exercises Exercises for integrated skills _______ earliest Oral activities ____ toys Writing practice ________ succeed Listening exercises ______ stages

SectionFour_E_ 2 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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) . _____ Vocabulary analysis likely Grammar exercises ________ Therefore Translation exercises Exercises for integrated skills _______ develop ______ brings Oral activities Writing practice _____ with Listening exercises _________ importance

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SectionFour_O_I_3_popwin1
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Exercises for integrated skills Oral activities Writing practice Listening exercises

SectionFour_O_I_3_popwin2
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Exercises for integrated skills Oral activities Writing practice Listening exercises

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

SectionFour_W_1_popwin1
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Vocabulary analysis 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. Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises

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

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

Listening exercises From Television Back to Games
SectionFour_L_1 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Listening exercises From Television Back to Games Vocabulary analysis Listen carefully. Supply the missing words. For each blank you need to write three words. Grammar exercises 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 ____________ so fortunate as Translation exercises Exercises for integrated skills _________ in front of Oral activities _____________ playing a game Writing practice ____________________ of home entertainment Listening exercises ________________ the most enjoyment ___________________ learn new information ___________ test our skills bring us together ______________ ■ script

Executive Couch Potato
SectionFour_L_2 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Vocabulary analysis __________ _________ skills and Grammar exercises knowledge ________________ the remote controls Translation exercises ____________________ Executive Couch Potato Exercises for integrated skills ______________ the kitchen table Oral activities _______ ______ _______________ I’m a millionaire the high Writing practice stakes __________ a glass tube Listening exercises _______________ It’s more exciting ________________ real and interesting

Sources of information
SectionFour_L_3 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement B. Listen again and complete the following chart, which shows the difference between television and board games. Vocabulary analysis Television Board 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 Grammar exercises Translation exercises _____________ __________ best sources of a variety of information ___________________ Exercises for integrated skills information ____________ _____________________ __________ geography, vocabulary, or financial Oral activities ___________________ __________________. the kind of information investment Writing practice ___________ want to learn that you want or need Listening exercises ___________ Commercials _____________ what you learn ■ script

Getting the family together
SectionFour_L_4 The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Outcome You are forced to become when watching television. e.g. Board games with ahead, letting you use your to win the game. e.g , Trump __________ ________________ test your ________________ a passive spectator skills and knowledge ___________________ a particular outcome Vocabulary analysis Grammar exercises _________________ ideas and strategies Translation exercises Exercises for integrated skills ___________ Game show _____ Chess 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 Oral activities to watch a show on ___________________ _____ gives you the chance to Writing practice television _________ ______ learn about Listening exercises the subject __________________ for the whole family about each other ______________

SectionFour_L_2popwin1
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Vocabulary analysis Grammar exercises Translation exercises Exercises for integrated skills Oral activities Writing practice Listening exercises ■

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

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

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

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

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

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

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

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

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

SectionFive_lead in The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Lead-in questions Lead-in questions 1. 2. Are you a person that feels like laughing? Why? Have you ever thought of your future career? Why do you choose it? Supplementary reading Memorable quotes

The Laugher Heinrich Boll
SectionFive_text1-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Lead-in questions Supplementary reading Memorable quotes

SectionFive_text1-2_S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Supplementary reading Memorable quotes

SectionFive_text1-2-S_in my
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Lead-in questions Supplementary reading Memorable quotes

SectionFive_text6-8-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Lead-in questions Supplementary reading Memorable quotes

SectionFive_text6-8-S The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Lead-in questions Supplementary reading Memorable quotes

SectionFive_text1-W_heinrich
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Lead-in questions Supplementary reading Memorable quotes

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

SectionFive_text3-4_W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Supplementary reading Memorable quotes

SectionFive_text3-4-w-punch
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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!” Lead-in questions Supplementary reading Memorable quotes

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

SectionFive_text5-6_W The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Supplementary reading Memorable quotes

SectionFive_text5-6_W_marzipan
The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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 Lead-in questions Supplementary reading Memorable quotes

Questions for discussion:
SectionFive_text_Q The Fun They Had Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Questions for discussion: 1. 2. 3. 4. 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? Lead-in questions Supplementary reading Memorable quotes Answers for reference: 1. 2 3. 4. 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.

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

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

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