The Fun They Had and The Road Not Taken

The Fun They Had
The Road Not Taken

The Fun They Had

  1. In pairs, discuss three things that you like best about your school and three things about your school that you would like to change. Write them down.

    2. Likes: 1. Friendly teachers who explain clearly. 2. Sports facilities like the playground. 3. Library with many books.

    Changes: 1. More computer labs for digital learning. 2. Shorter homework assignments. 3. Better canteen food options.

  2. Have you ever read words on a television (or computer) screen? Can you imagine a time when all books will be on computers, and there will be no books printed on paper? Would you like such books better?

    3. Yes, I've read on screens, like e-books or websites. A future with only digital books is possible, but I prefer paper books for their feel and no screen strain.

Activity

Calculate how many years and months ahead from now Margie's diary entry is.
Margie's diary entry is dated 17 May 2157. As of 8 June 2025, that's 2157 - 2025 = 132 years. From June 2025 to May 2157 is 11 months less, so 131 years and 11 months ahead.

I. Answer these questions in a few words or a couple of sentences each.

  1. How old are Margie and Tommy?
    2. Margie is eleven, and Tommy is thirteen.
  2. What did Margie write in her diary?
    3. "Today Tommy found a real book!"
  3. Had Margie ever seen a book before?
    4. No, she hadn't seen a real book before.
  4. What things about the book did she find strange?
    5. The yellow, crinkly pages, still words, and same words when reread.
  5. What do you think a telebook is?
    6. A telebook is a digital book displayed on a television or computer screen.
  6. Where was Margie's school? Did she have any classmates?
    7. Her school was in a room next to her bedroom; she had no classmates.
  7. What subjects did Margie and Tommy learn?
    8. Geography, history, and arithmetic.

II. Answer the following with reference to the story.

  1. "I wouldn't throw it away."
    1. Who says these words?
    2. What does 'it' refer to?
    3. What is it being compared with by the speaker?
    1. Tommy says these words.
    2. 'It' refers to the real book.
    3. It is compared with a television screen that holds many telebooks.
  2. "Sure they had a teacher, but it wasn't a regular teacher. It was a man."
    1. Who does 'they' refer to?
    2. What does 'regular' mean here?
    3. What is it contrasted with?
    1. 'They' refers to children in old schools.
    2. 'Regular' means the usual kind, like a mechanical teacher.
    3. It is contrasted with a human male teacher.

III. Answer each of these questions in a short paragraph (about 30 words).

  1. What kind of teachers did Margie and Tommy have?
    2. Margie and Tommy had mechanical teachers, large screens displaying lessons, asking questions, and marking punch code homework instantly, adjusted for individual learning.
  2. Why did Margie's mother send for the County Inspector?
    3. Margie's mother called the County Inspector because Margie was failing geography tests, as the mechanical teacher gave too many tests too quickly.
  3. What did he do?
    4. The County Inspector slowed the geography sector to a ten-year level, fixed the mechanical teacher, and assured Margie's progress was satisfactory.
  4. Why was Margie doing badly in geography? What did the County Inspector do to help her?
    5. Margie struggled because the geography sector was too fast. The Inspector adjusted it to a ten-year level to suit her pace.
  5. What had once happened to Tommy's teacher?
    6. Tommy's mechanical teacher was removed for a month because its history sector blanked out completely, needing repairs.
  6. Did Margie have regular days and hours for school? If so, why?
    7. Yes, Margie had fixed school hours daily except weekends, as her mother believed regular schedules helped girls learn better.
  7. How does Tommy describe the old kind of school?
    8. Tommy describes old schools as buildings where kids of the same age learned together, unlike their solitary mechanical classrooms.
  8. How does he describe the old kind of teachers?
    9. Tommy says old teachers were men who taught kids, gave homework, and asked questions, unlike their mechanical teachers.

IV. Answer each of these questions in two or three paragraphs (100–150 words).

  1. What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story?

    2. Margie and Tommy's mechanical teachers are large, black screens that display lessons, ask questions, and mark punch code homework instantly. They are programmed for subjects like geography, history, and arithmetic, tailored to each child's pace, but can malfunction, like Tommy's teacher, whose history sector failed, or Margie's, which was too fast. These teachers lack human warmth, making learning mechanical.

    The schoolrooms are isolating, located next to the child's bedroom, with no classmates. Lessons occur at fixed daily hours, except weekends, for discipline. Unlike old schools with group learning, this setup is solitary, reducing social interaction. Margie's hatred for school highlights how this system feels monotonous and impersonal compared to the lively, communal old schools she imagines. (118 words)

  2. Why did Margie hate school? Why did she think the old kind of school must have been fun?

    3. Margie hated school because her mechanical teacher overwhelmed her with frequent geography tests, where she performed poorly due to its fast pace. The punch code homework was tedious, and the solitary schoolroom next to her bedroom felt isolating. When the County Inspector fixed the teacher instead of removing it, her frustration deepened, as she longed for a break from the relentless system.

    Margie found old schools appealing because they had human teachers and social interaction. She imagined kids laughing in the schoolyard, learning together, and helping with homework. This sense of community, shared lessons, and freedom to go home together seemed fun, contrasting her lonely, mechanical learning experience. The old book fueled her longing for that vibrant school life. (123 words)

  3. Do you agree with Margie that schools today are more fun than the school in the story? Give reasons for your answer.

    4. I agree with Margie that today's schools are more fun than the one in the story. Modern schools have human teachers who engage students, clarify doubts, and make lessons interactive. Classmates create a lively atmosphere through group projects, sports, and discussions, fostering friendships. Facilities like libraries, labs, and playgrounds add variety, unlike Margie's solitary schoolroom with its mechanical teacher.

    Margie's school is dull, with repetitive tests and no social interaction. The punch code system and fixed schedule feel rigid. While technology enhances learning today, human connection and diverse activities make schools enjoyable. Margie's envy of old schools, with their camaraderie and shared learning, mirrors the fun elements of today's schools, making them far more appealing than her isolated experience. (121 words)

I. Adverbs

  1. Find the sentences in the lesson which have the adverbs given in the box below.
    • awfully: "It was awfully funny to read words that stood still…"
    • sorrowfully: "…her mother had shaken her head sorrowfully…"
    • completely: "…the history sector had blanked out completely."
    • loftily: "He added loftily, pronouncing the word carefully…"
    • carefully: "…pronouncing the word carefully…"
    • differently: "…each kid has to be taught differently."
    • quickly: "I didn't say I didn't like it," Margie said quickly.
    • nonchalantly: "May be," he said nonchalantly.
  2. Now use these adverbs to fill in the blanks in the sentences below.
    1. The report must be read carefully so that performance can be improved.
    2. At the interview, Sameer answered our questions nonchalantly, shrugging his shoulders.
    3. We all behave differently when we are tired or hungry.
    4. The teacher shook her head sorrowfully when Ravi lied to her.
    5. I completely forgot about it.
    6. When I complimented Revathi on her success, she just smiled loftily and turned away.
    7. The President of the Company is awfully busy and will not be able to meet you.
    8. I finished my work quickly so that I could go out to play.
  3. Make adverbs from these adjectives.
    1. angry → angrily
    2. happy → happily
    3. merry → merrily
    4. sleepy → sleepily
    5. easy → easily
    6. noisy → noisily
    7. tidy → tidily
    8. gloomy → gloomily

II. If Not and Unless

Complete the following conditional sentences. Use the correct form of the verb.
  1. If I don't go to Anu's party tonight, I will feel left out.
  2. If you don't telephone the hotel to order food, we will go hungry.
  3. Unless you promise to write back, I won't send you letters.
  4. If she doesn't play any games, she will become unhealthy.
  5. Unless that little bird flies away quickly, the cat will catch it.
Write a letter to the publisher, Mindfame Private Limited, requesting a set of Isaac Asimov's short stories by VPP.
123, Green Lane New Delhi - 110001 08/06/2025 Mindfame Private Limited 1632 Asaf Ali Road New Delhi - 110002 Dear Sir/Madam, Subject: Request for Isaac Asimov's Short Stories by VPP I am writing to request a set of the newly revised volume of Isaac Asimov's short stories. Please send one set to my address via Value Payable Post (VPP). I am an avid reader of Asimov's work and look forward to this collection. Kindly ensure prompt dispatch and secure packaging. Thank you for your attention. Yours sincerely, Rahul Sharma
In groups of four discuss the topic: 'The Schools of the Future Will Have No Books and No Teachers!'

Against the Motion: In my opinion, schools without books or teachers are impractical. Books provide reliable knowledge, and teachers inspire and clarify doubts. I fail to understand why we'd replace human interaction with technology alone. On the contrary, digital tools should support traditional learning. I firmly reject fully automated schools.

Take up a project in groups of four to collect opinions on the use of digital services in daily life.

Sample Opinionnaire Questions:

  • Do you use digital payments daily? (Yes/No)
  • How often do you pay bills online? (Daily/Weekly/Monthly/Never)
  • Do digital services save time? (Yes/No)
  • Are digital payments secure? (Yes/No/Sometimes)
  • What challenges do you face with digital services?

Sample Report: We surveyed 40 neighbors. 80% use digital payments daily, finding them time-saving. However, 25% cited security concerns and poor internet as issues. Digital services are popular but need improvements.

The Road Not Taken

I.

  1. Where does the traveller find himself? What problem does he face?
    2. The traveller is in a yellow wood where two roads diverge. He faces the problem of choosing one road, knowing he can't travel both as a single person.
  2. Discuss what these phrases mean to you.
    1. a yellow wood: A forest in autumn with yellow leaves, symbolizing a time of change or decision.
    2. it was grassy and wanted wear: The road was less traveled, covered in grass, suggesting it was less used and inviting.
    3. the passing there: People walking on the roads, referring to how much each path was used.
    4. leaves no step had trodden black: Fresh leaves on both roads, untouched by footsteps, showing neither was heavily traveled.
    5. how way leads on to way: One choice leads to another, making it hard to return to the original decision point.
  3. Is there any difference between the two roads as the poet describes them (i) in stanzas two and three? (ii) in the last two lines of the poem?
    1. In stanzas two and three, the poet says the second road was "just as fair" but "grassy and wanted wear," suggesting it was slightly less traveled, though both were worn "about the same" with untrodden leaves.
    2. In the last two lines, the poet calls the chosen road "less travelled by," implying it was significantly less used, exaggerating the difference to highlight its impact.
  4. What do you think the last two lines of the poem mean? (Looking back, does the poet regret his choice or accept it?)
    5. The last two lines, "I took the one less travelled by, And that has made all the difference," suggest the poet's choice shaped his life significantly. The "sigh" hints at reflection, possibly with mild regret, but he accepts his choice, recognizing its profound impact without clear resentment.

II.

  1. Have you ever had to make a difficult choice (or do you think you will have difficult choices to make)? How will you make the choice (for what reasons)?

    2. I haven't faced a major choice yet, but I might need to choose a career path soon. I'll decide by considering my interests, skills, and future goals, consulting family, and researching opportunities to ensure it suits me.

  2. After you have made a choice do you always think about what might have been, or do you accept the reality?

    3. After making a choice, I sometimes wonder about the other option, especially if things get tough. But I try to accept reality, focusing on making the best of my decision, as dwelling on "what ifs" doesn't help.