English Conversation in Taiwan 2 (Second Edition) (with MP3)

Unit 1 Small Talk
Unit 2 The Telephone
Unit 3 Music
Review 1-3
 
Unit 4 Using and Learning English
Unit 5 Housework
Unit 6 Sense Adjectives and Comparatives
Review 4-6
 
Unit 7 Can I Help You?
Unit 8 Telling a Story and Taiwan’s History
Unit 9 Jobs
Review 7-9
 
Unit 10 Food
Unit 11 Taiwanese Food and Recipes
Unit 12 The Body and Sports
Review 10-12

序

　　English Conversation in Taiwan aims at developing the four English skills, with a particular emphasis on speaking and listening.

　　The book facilitates student-centered interaction, and there has been a careful attempt to balance new input for learners with ample opportunities for conversation practice; throughout the book there is a blend of language-focused and communicative activities.

　　The dialogs in the book are designed to reflect authentic spoken English, and there are ample activities to develop the learners’ listening comprehension abilities, along with their strategy use and bottom-up listening skills.

　　There is a review section after each block of three units in the book. These sections provide a review of the preceding units and also provide the students with practice for standardized tests, particularly the GEPT and TOEIC.

　　The book is designed to make teaching easy for the teacher. In each unit, the exercises and activities are laid out so as to provide fully inclusive and coherent class lessons. There is no pressing need to use supplementary materials with this book.

　　Instructions on how to do each activity are given initially in the body of each unit. Where further materials or information for activities are needed, the teacher is then referred to these in the Teacher’s Manual, through an adjoining symbol, TM.

　　The author would like to thank the following people for their assistance: James Chang, Paul Yang, Sylvia Huang, and Mindy Sun of Crane Publishing Company. Phil Hawks for proof reading the book, and for his valuable advice and comments. Rainbow Chen for the Chinese translations and for her very helpful comments.

　　The author and publisher would also like to thank Andrew Cohen, from the University of Minnesota, for the permission to use the Learning Styles Questionnaire (devised by Andrew Cohen and Rebecca Oxford).