。-可編輯修改-Unit1:CanITakeaMessage?(I)1.Contents：PartI:GettingreadyPartII:GivingandreceivingphonecallsPartIII:I’dliketospeakto…PartIV:Moreaboutthetopic:CellPhone:ANewHealthRisk?PartV:Memorytest:TwoGirlsTalkingonthePhone2．Requires：Theteachingfocusofthisunitistelephonenumbers,addresses,times,dates,makingandreceivingphonecalls.3.KeyPoints：Payattentiontowordslike“double”,“nought”,“zero”and“oh”whenlisteningtotelephonenumbers.Sometimestimeanddatecanbeconfusing.Takingamessageisausefulskillneededwhenreceivingaphonecall.Butitisnotsoeasyforbeginners.4.Approaches：Whenthesamedigitappearsseveraltimesinatelephonenumber,itisveryeasytocauseconfusion.Theteachercangivesomefamiliartelephonenumbersforthestudentstopractice,likethenumberoftheschool,thenumberforcallingataxi,orthenumberforahotlineontheradio.WhenListeningtotheaddress,theteachershouldremindthestudentsthattherearealotofwordsfor“路”inEnglish:way,road,lane,drive,street,alley,boulevard,terrace,avenue,etc.Theteachercanaskthestudentstowritetheirownaddressortheaddressoftheschool.Takingamessageisausefulskillneededwhenreceivingaphonecall.Butitisnotsoeasyforbeginners.Tellthestudentsthattheydon’thavetowritedowneverywordtheyhear.Instead,theyshouldpaycloseattentiontothekeywords.Abbreviationsandinitialsareveryhelpful.Sometimesstudentscanevencreateabbreviationsthatareonlyknowntothemselves.Unit2：CanITakeaMessage?(II)1.Contents：PartI:GettingreadyPartII:GivingandreceivingphonecallsPartIII:Oh,there’saphonePartIV:Moreaboutthetopic:VideophonesGettheCallPartV:Memorytest:HowtoMakeanInternationalDirectDialling(IDD)Call?2.Requires：Theteachingfocusofthisunitistelephonenumbers,addresses,times,dates,makingandreceivingphonecalls.3.KeyPoints：Payattentiontowordslike“double”,“nought”,“zero”and“oh”whenlisteningtotelephonenumbers.Sometimestimeanddatecanbeconfusing.Takingamessageisausefulskillneededwhenreceivingaphonecall.Butitisnotsoeasyforbeginners.4.Approaches：Whenthesamedigitappearsseveraltimesinatelephonenumber,itisveryeasytocauseconfusion.Theteachercangivesomefamiliartelephonenumbersforthestudentstopractice,likethenumberoftheschool,thenumberforcallingataxi,orthenumberforahotlineontheradio.WhenListeningtotheaddress,theteachershouldremindthestudentsthattherearealotofwordsfor“路”inEnglish:way,road,lane,drive,street,alley,boulevard,terrace,avenue,etc.Theteachercanaskthestudentstowritetheirownaddressortheaddressoftheschool.Takingamessageisausefulskillneededwhenreceivingaphonecall.Butitisnotsoeasyforbeginners.Tellthestudentsthattheydon’thavetowritedowneverywordtheyhear.Instead,theyshouldpaycloseattentiontothekeywords.Abbreviationsandinitialsareveryhelpful.Sometimesstudentscanevencreateabbreviationsthatareonlyknowntothemselves.

Unit3：ClearorCloudy?1.Contents：PartI:GettingreadyPartII:AweatherreportPartIII:AtabusstopPartIV:Moreaboutthetopic:IsEarthOverheatingPartV:Memorytest:WeatherForecast2.Requires：Thetrainingfocusofthisunitisweatherconditions,temperatures,times,percentages,andyears.3.KeyPoints：Asforweatherconditions,thefollowingvocabularymaybeuseful:a.temperature:freezing,cold,chilly,cool,mild,warm,hot.b.sky:sunny,clear,cloudy,overcastc.humidity:dry,damp,humid,wetd.rain:drizzle,shower,downpour,storme.wind:breeze,gale4.Approaches：BeforelisteningtoanEnglishweatherforecast,theteachershoulddrawthestudents’attentiontothefollowingpoints:a.EnglishspeakersoftenuseFahrenheitinsteadofCentigradetomeasuretemperature.Noticethatzeroanddecimalnumbersareregardedasplural,forexample,zerodegrees;0.5degrees.b.InanEnglishweatherforecast,theweathermanalwaysusesomebroadandgeneraltermsratherthanexactwordstopredictweatherinthefuture.c.Besidesweatherconditions,thetemperature,winddirection,windspeed,anEnglishweatherforecastalsogivestherelativehumidityandthebarometricpressure.d.Inordertounderstandaweatherforecastthoroughly,thestudentsshouldalsohaveaveryclearsenseofdirections.Theteachercandrawacompassroseontheblackboardandaskthestudentstotellthedirections.Theteachershouldalsoremindthestudentsofthewordcollocation,forexample,whilewecanusetheword“light”tomodifyboth“rain”and“wind”,wecanonlysay“heavyrain”but“strongwind”.

Unit4：CanTimeMoveBackward?1.Contents：PartI:GettingreadyPartII:LocaltimePartIII:LadiesandgentlemenPartIV:Moreaboutthetopic:TimingDevicesPartV:Memorytest:RadioAnnouncement2.Requires：Thetrainingfocusofthisunitistime,dayoftheweek,takingmessages,andnotetaking.3.KeyPoints：Timeisacommontopicinourdailylife.Thetechniqueofdealingwithtimewillbetrainedthroughoutthewholebook.4.Approaches：Beforegoingonwiththisunit,itwouldbebetterfortheteachertoreviewthefourdifferentwaysoftellingthetimewiththewholeclassasakindofwarm-upexercise.Theteachercandrawsomeclocksontheblackboard,andaskthestudentstotellthetimeshownontheclocksusingdifferentways.

Unit5：FlyingInandOut1.Contents：PartI:GettingreadyPartII:AirportannouncementsPartIII:AtriptotheStatesPartIV:Moreaboutthetopic:InflightTelephoneSystemPartV:Memorytest:AirlineInformation2.Requires：Thetrainingfocusofthisunitisnumbers,times,dates,andprices.3.KeyPoints：Themostimportantactivityislisteningtoairlineinformation.Listeningtoairlineinformationonthetelephoneisquitedifferent.Mostprobably,youwillonlybegivenonechancetolistentoit.Ifyoumisstheinformationforthefirsttime,you’llhavetodialagain,thuscostingyoumore.Anotherthingthestudentsmayfinddifficultisthatthetelephoneairlineinformationisoftengivenwithaveryquickspeed.Solisteningtotelephoneairlineinformationcanbeachallengetomanystudents.4.Approaches：Thenumberheremainlyreferstotheflightnumber.It’salittlebitdifferentfromthetelephonenumber.Itdoesnothaveasmanydigitsasatelephonenumber.Andusuallytheabbreviationoftheairlineisusedinfrontofthenumber.Atypicalairlineannouncementusuallycontainsthefollowingaspects:nameoftheairlines,fightnumber,destination,boardinggate,boardingtime,whetheritisdelayedornot,andifso,howlongwillthepassengershavetowait.Andtheannouncementswillbebroadcastinseveraldifferentlanguagesseveraltimestomakesurethatallthepassengerscangetthenecessaryinformation.WhileteachingPartIIofthisunit,theteachercanplaythetapeseveraltimestomakesurethateverystudenthasgottherightinformation.

Unit6：ByBusorbyTrain?1.Contents：PartI:GettingreadyPartII:AttherailwaystationPartIII:Whyarewewaitinghere?PartIV:Moreaboutthetopic:AutomobilesintheUSAPartV:Memorytest:BusInformation2.Requires:Thetrainingfocusofthisunitisnumbers,times.Pricesandcommonverbsusedwhentakingabus,taxioratrain.3.KeyPoints：Themostimportantactivityislisteningtobus/traininformation.4.Approaches：Thenumbersinthisbookaremainlyofthreekinds:wholenumbers,fractionalnumbersanddecimalnumbers.Theteachershouldremindthestudentsofthedifferentwaysofreadingfractionalnumbersanddecimalnumbers.Arailwayannouncementisalmostlikeanairportannouncement.Itusuallycontainsdestination,platformnumber,departingtime,stopovers,whetheritisdelayedornot,andifso,howlongwillthepassengershavetowait.Theannouncementisusuallybroadcasttimes.Liketelephoneairlineinformation,busandsubwayinformationisalsoavailableonthetelephone.Theinformationisgivenwithaveryquickspeed.Theteachershouldencouragethestudentstochallengethemselves.

Unit7：ThisWayorThatWay?1.Contents：PartI:GettingreadyPartII:GivingdirectionsPartIII:FindingthewayPartIV:Moreaboutthetopic:Youcan’tMissItPartV:Memorytest:Steve’sFirstMorning2.Requires：Thetrainingfocusofthisunitistheunderstandingofspatialrelationsanddirectionalinstructions.3.KeyPoints:Twowordsareveryimportantandarefrequentlymentionedinthisunit.Theyare“right”and“left”.Peopleusethesetwowordstogivedirections.Toavoidambiguity,wordslikeeast,west,north,andsoutharesometimesusedinsteadof“right”and“left”.4.Approaches：Instructionsinthisunitrefertoinstructionsshowingtheway.Thereforetheteachershouldtellthestudentsthattheunderstandingoftheseinstructionsmustbeaccurate,otherwisetheywillneverbeabletogettotherightplace.Thelistenersshouldbeencouragedtorepeatthekeywordsoftheinstructionsandtotakedownsomenotes.

Unit8：CashorCheque?1.Contents：PartI:GettingreadyPartII:UsingabankaccountPartIII:MakingphonecallstochaselatepaymentsPartIV:Moreaboutthetopic:E-money—MoneyoftheFuture?PartV:Memorytest:Judy’sWeeklySpending2.Requires：Thetrainingfocusofthisunitisbankdetails,currencycodes,andprices.3.KeyPoints：Thecurrencycodesmaybesomewhatboringforthestudents,buttheyareveryimportantininternationalbusiness.Toknowathingortwomayhelpthestudentsintheircareer.SomeoftheinformationheremaysoundalittlebitoutofdatesinceinEuropeespeciallyamongmembercountriesoftheEuropeanEconomicCommunityakindofnewcurrency-Euromoneyhascomeintobeing.However,toknowsomethingaboutthehistoryofcurrencycodesisdefinitelyuseful.4.Approaches：Banksareapartofourdailylife.Theteachercanaskthestudentstosaysomethingabouttheirownexperienceswiththebank.Remindthestudentsoftheusageoftheword“only”infillingoutdepositandwithdrawalforms.Understandingthepricesisanotherbasictechniquethestudentsshouldmasterbesidesnumbers,times,addresses,etc.Thoughpricesarewritteninmushthesamewayasdecimalnumbers,theyarepronouncedinadifferentway.Usuallythedecimalpointisnotread.Peopleeitherreplaceitwithwordslike“dollar”,“pound”,and“yuan”orsimplyskipitover.Wordslike“pence”and“cents”canalsobeomitted.Anotherthingthatdeservesattentionisthatafterthedecimalpointinapricethetwodigitsareoftenreadinnumbers,notdigitbydigit.Becarefulwhenthereisa“o”intheprice.Wedon’thavetoreadit.Forexample,$1.05canberead,as“onefive”,“onedollarfive”,or,“onedollarfivecents”.Theteachershouldalsoremindthestudentsofsomesymbols,suchas$fordollar,￡forpoundand￥foryuan.

第九章：TowardBetterHealth(I)1.Contents：PartI:GettingreadyPartII:DeardoctorPartIII:AtapartyPartIV:Moreaboutthetopic:WalkingTowardBetterHealthPartV:Memorytest:SleepingProblem2.Requires：Thetrainingfocusofthisunitisinstructionsandroutines.3.KeyPoints：Inthisunittheinstructionsrefertodoctor’sinstructions.Accuracyisthemostimportantthinginunderstandingdoctor’sinstructions.Dailyroutineisanothercoreofthisunit.4.Approaches：Theteachershouldhelpthestudentstogetfamiliarwithvariouskindsofinstructionsthatmaybegivenbyadoctororally,orwrittenonmedicinepacketsandbottles.Iftheinstructionsaremisunderstoodbecauseof,say,carelessness,theconsequencesmaybeworsethananythingimaginable.Whentalkingaboutdailyroutine,peopleusuallyfollowthesequenceoftime.Apartfromtime,thestudentsshouldalsopaycloseattentiontoverbsandverbphrases.Theteachercanaskthestudentstodiscussabouttheirowndailyroutine.Makesuretheyfollowthetimesequenceandchoosetheproperverbs.

第十章：TowardBetterHealth(II)1.Contents：PartI:GettingreadyPartII:Howdoyoumakehamburgers?PartIII:Dealingwithgrowth:describingtrendsPartIV:Moreaboutthetopic:HungryforHamburgersPartV:Memorytest:WhoSmokes?2.Requires：Thetrainingfocusofthisunitisinstructions,prices,andnumbers.3.KeyPoints：Inthisunittheinstructionsareabouthowtodothings.Thenumbers,whichappearinthisunit,arebignumbersuptoabillion.4.Approaches：Theteachershouldremindthestudentsthattheseinstructionsare