the fun they had unit 7 section one: cultural information section three: text understanding section...
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The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author
About the author
Isaac Asimov was born in 1920, in Russian, into a
Jewish middle class family, and died in 1992. In 1923 his
parents emigrated to the United States when he was
three years old. He grew up in Brooklyn, New York..
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author
About the author
Asimov began his formal education in the New York
Public School system in 1925. He continued on to East
New York Junior High School in September 1930, where
he was placed in the rapid advance course, and
graduated in June 1932. He entered tenth grade at Boys
High School in the fall, and graduated in the spring of
1935. After attending City College for only a few days, he
switched to the Brooklyn campus of Seth Low Junior
College, which provided him with a scholarship of one
hundred dollars.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author
About the author
The college closed after his freshman year, so he
continued at the parent institution, Columbia University.
He graduated from Columbia with a B.S. in the chemistry
in 1939, and he earned his master’s degree in chemistry
in 1941 at Columbia. He continued on at Columbia in
Ph.D. program, and after the gap in his researcher that
lasted from 1942 through 1946 (due to his wartime job
and his army), he earned his Ph.D. in chemistry in May in
1948. In 1948 he obtained a postdoctoral position at
Columbia, researching anti-malarial compounds.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author About the author
In June of 1949 he took a job as instructor of
biochemistry at the Boston University School of
Medicine, and was promoted to assistant professor in
December 1951. He gave up his teaching duties and
salary at the School of Medicine in 1958, but retain his
title, so that on July 1, 1958, he became a full-time writer.
In 1979, the school promoted him the rank of full
professor.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the authorAbout the author
He is an American author and biochemist, a highly
successful and prolific writer of science fiction and of
science books for layperson. He published about 500
volumes. “Over a space of 40 years, I published an
average of 1,700 words a day.” Dr. Isaac Asimov
calculated this remarkable figure toward the end of his
life in 1992. He wrote nearly five hundred books, each
educating and stimulating the minds of thousands then
and thousands today.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author
About the author
Asimov achieved fame winning awards such as “Best
All-Time Novel Series Hugo Award” and “The Nebula
Award”. By the time Asimov died in 1992 due to kidney
and heart failure, he had sealed his place in science
fiction history. Today, thousands pick up Asimov’s novels
dumbfounded by his extraordinary imagination, just as
thousands had then.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author Asimov’s main works
Pebble in the Sky(1950), Foundation(1951), Foundation
and Empire(1952), Second Foundation(19530), I,
Robot(1950)The Stars Like Dust(1951), Foundation’s
Eagle(1982), The Robot of Dawn(1983), The Chemicals
of Life(1954), Inside the Atom(1956), The Human
Brain(1964), Views of University(1981), In Joy Still
Felt(1980), The Autobiography of Isaac Asimov(1980), In
the Beginning(1981),etc.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author
About the Film I, Robot
In August 1967, John Mantley, the producer of the televi
sion show “Gunsmork”, expressed interest in Asimov’s ro
bot stories, and paid for option rights. The option was ren
ewed every year for the next twelve years until finally the
rights to produce a movie were bought. After Asimov refu
sed to do the screen adaptation, Harlan Ellison was hired,
and tough he wrote a screenplay that Asimov was greatl
y pleased with, the movie was never made. Ellison tells t
he story of his battle with Hollywood in the introduction to
I, Robot: The Illustrated Screenplay, published in Decem
ber 1994.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author About the Film I, Robot
In July 2004, Twentieth Century Fox released a movie ti
tled I, Robot, starring Will Smith, that was “suggested by
Isaac Asimov’s book” 。 The film was born as a screenpl
ay titled “hardware” by screenwriter Jeff Vintar, and then,
with the permission of Asimov’s estate, the title was chan
ged and the story modified to use some characters and p
lot elements from Asimov’s stories. Directed by Vintar an
d Akiva Goldsman, the movie uses some of Asimov’s ide
as, but does not attempt to recreate any of the story line i
n Asimov’s short collection.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author The three laws of robotics
1) A robot may not injure a human being, or, through
inaction, allow a human being to come harm.
2) A robot must obey the orders given it by human
beings expect where such orders would conflict with the
Fist Law.
3)A robot must protect its own existence as long as such
protection does not conflict with the First or Second Law.
----Laws of robots from I, Robot, 1950
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
About the author
Quotes from Isaac Asimov
1) I do not fear computers. I fear lack of them.
2) If knowledge can create problems, it is not through ign
orance that we can solve them.
3) Life is pleasant. Death is peaceful. It’s the transition th
at’s troublesome.
4) The most exciting phrase to hear in science, the one t
hat heralds new discoveries, is not “Eureka!”(I found it!),
but “That’s funny…”
5) Violence is the last refuge of the incompetent.
Asimov’s main works
About the Film Ⅰ
The three laws of robotics
Quotes from Isaac
Asimov
The Fun they HadUnit 7
1. head: vt. (a) be at the top of (a list or group of people or th
ings)
e.g. The movie heads the list of Oscar nominations.
(b) be in charge of a team, government, organization etc
e.g. Across the region, 45 percent of black families are heade
d by single women and 6 percent by single men.
(c) move in a certain direction
e.g. His teammates were long gone, headed home to celebra
te the biggest victory of their professional careers.
head for/towards
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
2. crinkly: adj. (a)having a lot of small lines or folds
e.g. The leaves turned brown and crinkly.
e.g. She looked fondly at his crinkly face.
(b) Hair that is crinkly is stiff and curly.
e.g. In his crinkly fair hair there was hardly any grey.
crinkle vt. &vi.
crinkle n.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
3. scornful: adj. showing contempt for; showing strong disre
spect towards sb/sth that is regarded as worthless.
e.g. He remained scornful of religion and its influence over pe
ople.
scorn n.
laugh sb/sth to scorn = pour scorn on sb/sth
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
4. slot: n. long narrow hole in a surface, that you can put st
h into
e.g. Alan dropped another quarter into the slot on the pay ph
one.
vt. go into a slot, or put sth in a slot
e.g. These ready-to-use units can be slotted in wherever and
whenever they fit.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
5. punch: vt. (a) hit sb or sth hard with your fist. e.g. The woman claimed that she had been punched and kicked by one the policemen. (b) make a hole in sth, using a metal tool or other sharp object e.g. The guard punched my ticket and I got on. (c) push a button or a key on a machine e.g. I sat down in my swivel chair and propped my feet up, punching the replay button on the answering machine. n. ( a ) quick strong hit made your first e.g. I managed to land a punch on his chin.(b) strong effective way of expressing things that makes people interestede.g. 30 years after it was written, Orton’s Entertaining Mr Sloane still packs a punch.(c) drink made from fruit juice, sugar, water, and use some alcohol
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
6. superior: adj. (a) thinking that you are better than other
people
e.g. She has that superior tone of voice.
(b) of high quality of value
e.g. Superior goods are very popular among the customers.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
7. loftily: adv. Haughtily; in a that shows one is better that other people e.g. The man behaved loftily and turned down any request for help. Lofty adj. (a) Lofty mountains, buildings etc are very high and impressive. e.g. The vaulting is ribbed throughout, lofty and well-proportioned. (b) lofty ideas, briefs, attitude etc show high standard or high moral quantities. e.g. With so lofty a title one might expect a similarly lofty agenda and goals. (c) seeming to think you are better than other people e.g. Burton always had a calm, lofty perspective on his work as a actor.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
8. calculate: vt. (a) find out how sth will cost, how long sth w
ill take etc, by using numbers
e.g. Their accountant calculated the total cost of the project.
(b) guess sth using as many facts as you can find
e.g. Researchers calculated that this group was at a higher
risk of heart disease.
calculable adj.
calculation n.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
9. in no time (at all): immediately; very quickly; at once e.g. We’ll be there in no time. lose no time in doing sth: do sth immediately in time: before the time by which it is necessary for sth to be done on time: at the correct time or the time that was arranged at one time: at a time in the past at no time: used to say strongly that sth ever happened or should never happened at all times: always over time: gradually during a long period from time to time: sometimes, but not regularly or very often
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
10. regular: adj. (a) happening or appearing use with the
same amount of time or space between each one and the
text
e.g. Plant the seeds at regular intervals.
e.g. His pulse is not very regular.
(b) happening or doing sth very often
e.g. Regular exercise helps keep your weight down.
e.g. He’s one of the bar’s regular customers.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
11. dispute: (a) vt. Say that sth such as a fact or idea is not
correct or true
e.g. The main facts of the book have never been
disputed.
(b) vi. Argue about sth, esp angrily and for a long time
e.g. The question was hotly disputed in the Senate.
n. verbal controversy; debate
in dispute with: in argument with
under dispute: in dispute
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
12. scream: vi. (a) make a loud high noise with your voice
because you are hurt, frightened, excited etc
e.g. After the first few shots, people started screaming.
(b) shot sth in a very loud high voice because you are
angry or frightened
e.g. Carla’s been screaming at her kids all morning.
scream for/at: cry out for /at
roar/scream/shriek with laughter: laugh very loudly
let out a scream/shriek: give out a loud cry
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
13. adjust: vt. (a) change slightly to improve it or make it
more suitable for a particular purpose
e.g. If your employment status changes, your tax code
will be adjusted accordingly.
(b) gradually become familiar with a new situation
e.g. It took a few seconds for her eyes to adjust to the
darkness.
adjustable adj.
adjustment n.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
14. nonchalantly: adv. Indifferently; coldly; not feeling
excited
e.g. He treated me nonchalantly when I visited him.
nonchalant adj. behaving calmly and not seeming
interested in anything or worried about anything
e.g. He looked nonchalant enough as he strolled along
the Bayswater Road, but inwardly Creed was a mess
of nerves.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
15. light up: (a) give light to a place or to shine light on sth
e.g. The flames lit up the sky.
(b) become bright with light or color
e.g. At night the harbor lights up.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
16. insert: vt. (a) put sth inside or into sth else
e.g. His hand book slighty as he inserted the key into
the lock.
(b) add sth to a document or piece of writing
e.g. His manager inserted a new clause into his contract.
17. sign: n. act or sound of sighing
e.g. Irene closed the door behind her and breathed a big
sign of relief.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
Questions
Paragraph 1
Questions:
(1) When did the story take place?
(The story took place on May 17, 2157)
(2) What did Margie write in her diary on the night of May 17,
2157?
(On the night of May 17, 2157, Margie wrote in her diary,
“Today Tommy found a real book!”)
(3) What rhetorical device is employed in the first
paragraph?
(The eventful day which serves as the beginning of the
story is shown in a flashback?)
Sentence Highlights
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
Paragraphs 2-31
Questions:
(1) What is the long conversation between Margie and
Tommy concerned with?
(The conversation is concerned with a very old book
about the old kind of school with human
teachers that exist centuries ago.)
(2) What do you know about a Country Inspector?
(He is a human repairman of mechanical teachers.)
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
Paragraphs 2-31
Questions:
(3) What do you know about the old book, the old school,
the kids and the human teacher?
(The book that the kids used in the old days was not a t
elebook. The old book had many pages with words t
hat stood still instead of moving the way they were su
pposed to - on a screen. The kids of the same age we
re sitting together in the schoolroom, learn the same t
hing happily. They could talk about their homework an
d help each other. The teachers were people.)
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
Paragraphs 2-31
Questions:
(4) Why does Margie hate school?
(Because she has to learn at regular hours alone in the
computer room(her schoolroom). She has to do regul
ar homework and write them out in a punch code. Sh
e should put her home work and text papers in the slo
t and the mechanical teacher can do calculation in no
time. She began to learn this way at the age of six.)
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
Paragraphs 32-35
Questions:
(1) What do you know about the schoolroom and the
mechanical teacher?
(The schoolroom was right next to Margie’s bedroom,
and the mechanical teacher was always on at the
same time every day except Saturday and Sunday. It
always asked Margie to insert her home work and
text papers into the slot.)
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
Paragraphs 32-35
Questions:
(2) What was Margie think about?
(Margie was thinking about the old school her
grandfather’s grandfather had when he was a little
boy. The kids could study together in the same room
and they could play together in the schoolyard. She
was meditating on how fortunate the kids were and
what great fun they had at school.)
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
Paragraphs 32-35
Questions:
(3) What massage do you think the writer conveyed
about school education in the story?
(Computerization may play a very important role in future
education. Children in the distant future dislike the
school with a mechanical teacher only and they hope
to have human teachers teaching them instead of the
mechanical ones.)
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
1. The turned the pages, which are yellow and crinkly, and i
t was awful funny to read words that stood still instead o
f moving the way they were supposed to – on a screen ,
you know.
be supposed to do sth: be expect to do sth
Paraphrase: They felt it very amusing to read a book with
words printed on it motionless as they flipped the worn-
out pages, because in their eyes words in a book shoul
d be moving the way they ought to – on a screen.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
2. When you’re through with the book, you just throw it
away, I guess.
Paraphrase: When you have finished reading the book,
you merely cast it away, I believe.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
3. He smiled at Margie and gave her an apple, then took the
teacher apart. Margie had hoped he wouldn’t know how to
put it together again, but he knew all right, …
Put together: assemble
Paraphrase: With a smile the inspector gave Margie an
apple, and put the machine into several pieces. Margie had
hoped that he wouldn’t have difficulty assembling the
mechanical teacher, but to her disappoint, he knew it clearly,
…
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
4. She had been hoping they would take the teacher away
together.
Paraphrase: She had been hoping that they would carry
the mechanical teacher to another place once for all.
5. He walked away whistling, the dusty old book tucked
beneath his arm.
Paraphrase: he whistled a tune as he moved away,
holding the dusty book under his arm.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Questions
Sentence Highlights
The Fun they HadUnit 7
Text Appreciation
Text Appreciation
This narrative text tells a simple story that is imagined to
have happened on May 17, 2157. The story is told in the third
person from a future perspective, with a long conversation
between the two leading characters running through most of the
plot. It is mostly organized and developed in a chronological
order except the beginning part of the story, where the last
event of that eventful day is record, and with a flashback
unfolding in the near middle of the story. In addition, the last
part of the story gives details description of Margie’s
psychological activities, which helps to highlight the theme of
the story.
Language Appreciation
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
1. Today Tommy found a real book! (para.1)
The expression of “real book” stirs readers’ interest. It
creates a suspense that many arouse readers’
curiosity for reading the story. The function of this
interjection is to catch readers’ attention.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Text Appreciation
Language Appreciation
The Fun they HadUnit 7
2. What’s there to write about school? (para,10)
That’s a rhetorical question, which calls for no answer.
A positive rhetorical question is negative in meaning.
The rhetorical question here means: there is nothing
at all to write about school.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Text Appreciation
Language Appreciation
The Fun they HadUnit 7
Activity 1 Role-play
Act out the conversation between Margie and Tommy
about the school life in the old days.
Activity 2
Activity 3
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
The Fun they HadUnit 7
Group work
Discuss the advantages and disadvantages of human
teachers and mechanical teachers in school education.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Activity 1
Activity 2
Activity 3
The Fun they HadUnit 7
Oral activity: II on p.107
Language support
1. When expressing their own opinions, students may use th
e following expressions and structures.
From my part, …
As to me, …
As far as I am concerned, …
I’d like to agree to …
My favor goes to …
In my opinion, …
Frankly speaking, I think …
With reference/respect/regard to …, I’d like to …
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Activity 1
Activity 2
Activity 3
The Fun they HadUnit 7
Oral activity: II on p.107
Language support
2. When eliciting questions, students may use the following e
xpressions and structures.
Regarding …, I want to ask you …
Why do you think …?
If so, what do you think has more fun, A or B?
Would you please tell me …?
My question is …
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Activity 1
Activity 2
Activity 3
The Fun they HadUnit 7
Oral activity: II on p.107 Language support3. When defending and challenging opinions, students may
use the following expressions and structures. I want to reinstate my opinion that …I totally agree with you, but my opinion is that …Fortunately what you said coincides with my view that …To be honest, I don’t think …I am afraid I don’t quite agree with you. My view is that …Let us (now) turn to your statements, and we may find some
problems.First, …, furthermore, …,finally, …As for the reasons you mentioned, I want to point out that …
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Activity 1
Activity 2
Activity 3
The Fun they HadUnit 7
Oral activity: II on p.107
Language support
4. When making general statements, students may use the f
ollowing expressions and structures.
To sum up briefly, …
To summarize, …
In short, …
All in all, …
In conclusion, we may say that …
We may safely conclude that …
In summary, I would like to say that …
Personally, I am in favor of the former/the later.
Section One:Cultural Information
Section Three:Text Understanding
Section Four:Text Appreciation
Section Five:Activities
Section Two:Word Study
Activity 1
Activity 2
Activity 3