Unit 1 The Straight StoryUnit 1 The Straight Story • He’s completely taken up with work at the moment. (be very busy dealing with someone or some– thing) • Don’t be taken

Unit

The Straight Story

Part A Learning Vocabulary

I. Words and Expressions in the Video

1. What’s up?

Model

Nick: Hi I came as soon as I could What’s up?

Talia: I’ve been thinking about this all day... Now tell me, again: When and how did you meet

this Jackie Baker woman?

Explanations & Further Study

If something is up, someone is feeling unhappy or concerned because they have

problems, or there is something wrong in a situation For example:

• The look on his face told me that something was up.

• What’s up? You look so serious!

What’s up is commonly used to inquire about the development of a situation or to catch

up on things. For example:

• So, what’s up with the reports?

Similar expressions that are used to catch up on things are:

• What’s going on with the finance project?

• Um, what’s the story with this forum thing?

• Hey, what’s happening with this case competition?

What’s up, together with many other expressions,can be used simply in greeting and

asking about one’s current situation. For example:

• Amy: Jane, what’s up?

Jane: Nothing new.

• Jack: How are things (going)?

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视听说学生用书 4

Jessica: Not too bad.

• Jeff: Hey,Kim. How’s it going?

Kim: (Everything’s going) great.

• Jimmy: Kevin, how are you?

Kevin: Quite good. How about you?

Let’s Practice

Match the expressions in column A with their appropriate responses in column B.

Column A Column B

1) What’s up? A) Nothing that I know of.

2) So, what’s the story with the meeting? B) Great!

3) Hey guys, how’re things at school? C) Nothing much.

4) Is something up with Julie? D) Oh, it went very well.

5) Hi, Rachel, how are you? E) Everything’s fine.

2. Take somebody to lunch

Model

Talia: Right. At her office. Except you never went up to her office.

Nick: Right, so she meets me in the lobby, we shake hands, and she takes me to lunch.

Explanation

Take somebody to lunch means to invite someone to lunch. We can also say take somebody out

to lunch. Take somebody out is commonly used in spoken English to mean to go somewhere or do

something with someone, usually something you plan and pay for. For example:

• Dad’s taking the whole family out to the cinema.

• My brother is taking me out for a celebration tonight.

• Jack is planning to take Amy out on a date this Friday night.

• He decided to take his girlfriend out on a trip.

Further Study

Other expressions that express a similar note of inviting someone to something and paying for it are:

• Come on! Don’t think too much about it. I’ll treat you to a cappuccino. How’s that sound?

• Let me buy you a drink.

• The meal is on me.

There are a whole bunch of phrases with take that can frequently be used in spoken English. For

example:

• I take it that you will take care of the whole thing. (expect someone will do something, know

something, etc.)

Unit 1 The Straight Story

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• He’s completely taken up with work at the moment. (be very busy dealing with someone or some–

thing)

• Don’t be taken in by products claiming to help you lose weight in a week. (be completely deceived by

someone who lies to you)

• Take it from me, he’ll never make it. (believe me)

• I won’t tell her a thing—what do you take me for? (you misunderstand me if you think that)

• I take your point. (used to say that you accept someone’s opinion)

• You can’t expect him not to take sides on this issue. (support one side more than the other)

• Jane: How did he take it when you told him? (react to a piece of news)

Aaron: Not too well.

Let’s Practice

Select the appropriate words or phrases and use the proper form to complete the dialog.

I take it that on to take over take sides

what do you take me for take in I take your point take up with take it from me

Tom: (1) you will stay out of it and never (2) .

Jerry: Hey, (3) ? A liar?

Tom: Calm down! Just want to make sure you wouldn’t (4) by his lies.

Jerry: (5) , I’m not that stupid. Are you planning to (6) when he resigned?

Tom: Not now. I’m too much (7) this advertising campaign.

Jerry: (8) , but I still think you should go for it. That’s the chance of a lifetime.

Tom: You’re probably right. I’ll think it over. Hey, let’s go to the bar around the corner. I’ll treat you

(9) a drink.

Jerry: Good idea. The food will be (10) me.

3. Or something like that

Model

Jackie: OK. A young kid comes up to you and says, “Hey! Aren’t you Nick Crawford, the soccer

star?”

Nick: Uh–huh.

Jackie: And you say, “That’s me.” Or something like that.

Explanation

Or something like that is used to show that what you have just said is only an example or you are not

certain about it. Sometimes,we can simply say or something (anything) to express the same meaning.

For example:

• Why don’t you go to a movie or something?

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• She works in sales promotion, something like that.

• Would you like a coffee or anything?

Further Study

When you can’t remember the rest of a number or name, you can use something. For example:

• We need to pay two hundred something for security deposit.

• Her name is Julia something.

There are a lot of idiomatic expressions around something and anything. For example:

• At least we have a caring family. That’s something, isn’t it? (There is one thing that you should be glad

about)

• Running your own business at such a young age is quite something. (very special or admirable)

• I want to buy a little something to give to Jane when I visit her at hospital. (a small amount of food or

drink, or a present that is not of great value)

• I think Jack has got something there. (What he has said or discovered is important or interesting)

• There’s something in his proposal. (There’s some value or truth in what someone does or says)

• I wouldn’t have missed your party for anything (in the world). (under any circumstances)

• Jeff: You should keep the apartment clean.

Andy: Anything you say. (used to express agreement, often sarcastically)

Let’s Practice

Rewrite the following sentences with appropriate phrases with “something”or“anything”.1) Although I don’t like his idea, I have to admit that there is some value in it.

I have to admit that .

2) He would never betray his own country.

He wouldn’t betray his own country .

3) The professor is somewhere between 30 and 40. I can’t remember exactly what her age is.

The professor is 30 .

4) What he has done is admirable.

What he has done is .

5) You can invest the money in some other business, donate it to some non–profit organizations, or stuff like

that.

You can invest the money, donate it, .

6) I always eat some snack before going to bed.

I always have to eat before going to bed .

7) He has made a very important discovery.

He has .


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4. That’s it

Model

Jackie: And then the kid says, “Wow! Cool shoes! What are they?” And you say, “Kicks. What

else?”

Nick: That’s it?

Jackie: That’s it.

Explanation

That’s it means that’s all someone wants to say or needs to do. It can be used at the end of a lecture,

presentation, etc. to indicate that there is no more to say. For example:

• Jimmy: … That’s it! Hope you all enjoy your stay here.

Further Study

That’s it (That does it) can also be used to show that someone or something goes beyond the limit of

what is acceptable,and you don’t want it to continue. For example:

• That’s it! I will not tolerate that sort of behavior in this class.

• That does it! I’m not taking it any more.

Some other common idiomatic expressions with that are

• Michael: I was going to give it to you tomorrow.

Nick: Oh, come on! Don’t give me that! (don’t expect me to believe that, because I know it’s

untrue)

• Jenny: My husband and I have decided to take a trip to Europe this fall.

Helen: How about that? (used to emphasize that something is surprising or impressive)

• Let me give you some hints. How’s that? (used when asking if something is satisfactory)

• I won’t have anything to do with him and that’s that. (I won’t change my mind or discuss it any

longer)

• Lori: More coffee?

Kristy: No, that’ll do. Thanks. (something is enough; I don’t want any more of something)

Let’s Practice

Use the appropriate phrases with“that”to complete the monolog.Gary is really driving me crazy these days. Every day he comes back to the dorm late at night, messes

up the kitchen, and never cleans the room. Every time I talk with him about it, he always says “anything you

say”. Come on! (1) . I know what he is after all this time living with him. (2) , I’m not

taking it any more. I’m not going to let him get away with these behaviors and I’ll tell him that he has to put

a stop to it, (3) ? If he keeps doing that, I’ll kick him out and (4) .

II. Words and Expressions in the Apply Video

Go out to eat means to eat in a restaurant. We can also say eat out or dine out. For example:

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• Today’s Mother’s Day. We decide to go out to eat.

• When I lived in Spain, I used to eat out all the time.

Sneak means going somewhere secretly, or taking someone or something somewhere secretly and quietly in order to avoid being seen or heard. For

example:

• I managed to sneak in through the back door while she wasn’t looking.

• I thought I’d sneak up on him and give him a surprise.

Language Learning strategyLearn English in an Interactive Way

（交互式的英语学习）

If you have a keen eye, you will see the difference between New Era Interactive English

and other English textbooks. It has a strong emphasis on the concept of “interactive”

methodology.

In New Era Interactive English, learning is intended to be “interactive.” Interactive learning can be in

various aspects: you-computer; you-classmates outside of class; you-classmates in class; the interaction

of learning-practice-evaluation; the inreraction between input and output of language; the interaction of

language knowledge, learning strategies, and application for communication; the interaction of language

and culture; the interactions between listening-speaking-reading-writing-translating; the interaction of

textbook, online course CD-ROM, MP3, and testing system online, etc.

Remember to constantly check whether you have covered the different aspects of interactive

learning mentioned above, because they are the key to success. We sincerely hope you will have a joyful

and productive English learning experience with New Interactive English.

Part B More Listening

I. Long Conversation

Listen to the recording in the MP3 disk and select the correct answer to each of the following questions.

1) Where did the second speaker first meet Susie?

A. At a dinner party sponsored by Coca–Cola. B. At a formal meeting of Coca–Cola.

C. At a Coca–Cola sales promotion. D. At a charity party held by Coca–Cola.

2) What were they paid to do for that occasion?

A. They were paid to get endorsement from sport stars.

B. They were paid to do a commercial.

C. They were paid to receive guests.

D. They were paid to entertain.

3) What can we infer about the woman and her best friend, Susie?


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A. They are movie fans.

B. They like to make fun of each other.

C. They find fun in occasional argument.

D. They both engage themselves in teaching for free.

4) They never fight because .

A. they do not often see each other B. they always agree on everything

C. they see no point in fighting D. they are both good–tempered

5) When does Susie teach her exercise class?

A. On Tuesdays and Thursdays. B. On Tuesdays and Wednesdays.

C. On Wednesdays and Thursdays. D. On Tuesdays and Fridays.

II. Spot Dictation

Listen to the recording again and fill in the missing words or phrases.

A: So, who would you say is like your best friend?

B: My best friend would have to be Susie.

A: I’ve met Susie. (1) ?

B: We met. Oh, my gosh. Can I even remember how we met? Oh, we met during a (2)

.

A: What is a Coca–Cola convention?

B: Well, we were (3) for this convention, and we had to do these really stu-

pid jingles and things for Coca–Cola. But we (4)

and I met Susie and we’ve been friends ever since.

A: What do you guys usually do together? When you…

B: We always, always go to (5) and out to eat.

A: (6) . How often do you do that?

B: We do that about, about (7) . It’s not that often. But it’s just the rig-

ht amount of time. We never fight because we don’t see each other enough to fight. And so we just (8)

all the time.

A: Do you see each other (9) ? I mean, do you ever?

B: I, I … actually, she teaches an exercise class that I go to. On (10) .

A: That’s fun.

…

III. Compound Dictation

In this section,you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. Then listen to the passage again. When the passage is read for the second time, you are required to fill in the blanks numbered from (1) to (8) with the exact words you have just heard. For blanks numbered (9) to (11) you are required to fill in missing information. You can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.

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World Day for Water,or unofficially World Water Day (WWD), occurs each year on March 22, as

designated by the United Nations General Assembly resolution. This day was first formally (1) in

Agenda 21 of the 1992 United Nations Conference on Environment and Development (UNCED) in Rio de

Janeiro,Brazil. Observance was (2) to begin in 1993 and has grown significantly ever since.

The UN invited its member nations to devote this day to (3) UN recommendations and

promoting (4) activities within their countries. Each year, one of various UN agencies involved in

water issues takes the (5) in promoting and coordinating international activities for WWD.

Water is (6) for sustainable development, including the preservation of our natural environment

and the alleviation of poverty and hunger. Water is (7) for human health and well–being.

The United Nations General Assembly, in December 2003, proclaimed the years 2005 to 2015 as the

International Decade for Action “Water for Life”. The “Water for Life” Decade was (8) on 22nd

March 2005 by the United Nations Secretary–General Kofi Annan with the following video message:

Dear friends,

Water is essential for life. Yet many millions of people around the world face water shortages. Many

millions of children die every year from water–borne diseases. And drought regularly afflicts some of

the world’s poorest countries. The world needs to respond much better. We need to increase water

efficiency, especially in agriculture. (9)

. We must involve them in decision–making on water

management. We need to make sanitation a priority. This is where progress is lagging most. And we must

show that water resources need not be a source of conflict. Instead, they can be a catalyst for cooperation.

Significant gains have been made. But a major effort is still required. That is why this year marks the begin–

ning of the “Water for Life” Decade. Our goal is (10)

in the years beyond.

This is an urgent matter of human development, and human dignity. Together, we can provide safe,

clean water to all the world’s people. (11)

. Together, we must manage them better.

Part C Your Turn

I. Language in Use

1. Catching Up on Things

Opening Catching Up on Things

Hi,

So,

Say,

Hey,

Um,

what’s happening?

what’s going on (with the report)?

what’s up?

what’s the story?


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2. Linking Back

Linking Back Additional Information

Also,

As I was saying,

By the way,

And another thing,

To get back to the meeting,

Oh, about the meeting,

I thought the meeting went really well.

I thought it went well.

3. Changing the Subject

Changing the Subject New Topic

By the way,

Incidentally,

Before I forget,

Oh, I keep meaning to tell you,

In case you didn’t know,

Oh, I wanted to tell you,

I don’t mean to change the subject, but

I’m going to be late tomorrow.

II. Oral Activities

1. What Do You Think?

Tell what’s happening in the video, and give your opinions about the story.

2. Pair Work: Winter Holiday

First, work alone. Use the cues below and the appropriate verb tenses to write wh–questions. Then add three wh–questions of your own. Now ask your partner the questions. Take notes on a piece of paper.

Cues Questions

Why / stay on campus in winter holiday?

Where / have your New Year Eve dinner?

Who / do you meet in winter holiday?

What / do in this winter holiday?

How / spend your winter holiday?

When / come back to campus?

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Now choose one question from the interview. Ask your partner two or three follow–up questions to find out more.ExampleA: Why did you stay on campus in winter holiday?

B: Because I found a part–time job.

A: Who did you meet in winter holiday?

B: A lot of old friends at a reunion party.

A: Where did you have your New Year Eve dinner?

B:

3. Pair Work: by the Way…

Read the situations. Then role–play it.Student A

Situation: You and Student B are roommates. It’s Friday night, and you haven’t seen each other all day.

You want to catch up on things with Student B, but you don’t have much time to talk.

You want to tell Student B the following information:

• Student B’s friend Sandy called. The message is to call back.

• You might go away next weekend.

• The CD player is broken.

• You’re going to see the movie Red Moon tonight.

Student B

Situation: You and Student A are roommates. It’s Friday night, and you haven’t seen each other all day.

You want to catch up on things with Student A, but you don’t have much time to talk.

You want to tell Student A the following information:

• Your friends, Tony and Jeannie, are coming over for dinner this evening.

• Tony and Jeannie are having a party next week. They invited you and Student A.

• You bought a new jazz CD, and you’re looking forward to listening to it.

• You heard the movie Red Moon was boring. Your friend Mike fell asleep during the movie.

4. Group Work: Lifestyles — When I Was a Child…

Work in groups of 3. First, work alone. Fill in the chart with things that were true when you were a child. Write three things for each box. Use the verbs in the word pool. Use each verb only once.

allow convince need remind tell

ask expect pay teach want


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When I was a child, my parents… When I was a child, I…

expected me to get good grades at school with homework. needed my mother to help me.

Now discuss the statements with your group.ExampleA: When I was a child, my parents expected me to get good grades at school.

B: Me, too. My parents wanted me to study more.

C: Not me! I studied too much. My parents always told me to invite my friends over more often!

Part D Learning by Doing

I. Web Research: Selling Points

You’re going to do a keyword search on a search engine. Choose a big company that makes a popular product. Visit the company website and find out as much as you can about the product’s selling points. Write down notes in the same way as the model below.

1. Using a search engine such as Yahoo or Google, look for a website about a popular product such as cars, food, or electronics. Here are some key words you might use.

Enter the name of a company that makes cars, such as “Volkswagen”.

Enter the name of a company that makes food products, such as “Goya Foods”.

Enter the name of a company that makes electronic products,such as “Philips Electronics”.

2. Take notes about the selling points of the product you chose in the space below and write a paragraph summarizing the product’s selling points.

Model

Name of product:

Kentucky Fried Chicken

Target audience:

Everyone

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Selling points:

1. fabulous

2. affordable

3. secret recipe

4. Colonel Sanders = company spokesman

Your Notes

Model Paragraph

According to the company that makes Kentucky Fried Chicken, it is fabulous fried chicken at an affordable

price. In taste tests, everyone can tell which chicken is Kentucky Fried. Old people and young people all

over the world love it. The secret recipe makes all the difference. And of course, Colonel Sanders has a lot of

appeal, too!

Your Paragraph

II. Web Talk

In groups of 4, discuss the products you have researched on the web. Then choose one of the products and create a slogan for a 30–second radio commercial. Share your slogans with the whole class.

Communication Tip

How to Develop Confidence Speaking (1)

（如何使谈吐充满自信（1））

The ability to give a speech is one of the most valued communication skills

today. And yet most people report that giving a speech is their number one

phobia.

Try these 10 tips to get over your nervousness and to develop confidence

while speaking.

1. Turn nervousness into energy. Even experienced speakers get nervous. Instead of trying to eliminate

（待续）


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your jitters, turn them into energy you

can use to boost your delivery.

2. Prepare. Know what you are going to say—and why you want to say it.

3. Practice. Speak to supportive audiences in small forums where less is at stake—at a staff meeting or a

PTA meeting. Join Toastmasters or take a Dale Carnegie course.

4. Breathe. In the thirty seconds before you begin speaking, take three slow,deep breaths through your

nose, filling your belly. As you breathe out, say silently to yourself, “Relax.”

5. Rehearse. Stand up and walk around as you practice out loud. Don’t memorize your speech or practice

it word for word. Talk it through, point by point. Imagine you’re explaining your main ideas to someone

who likes you.

(To be continued.)

Progress Portfolio

Time online: My average score online:

Check your progress: On a scale of 1 to 3, where 1 means “not at all”, 2 means

“moderately well”, 3 means“very well”, rate how well you have mastered the

goals of this unit.

1 2 3 I know how to catch up on things.

1 2 3 I know how to link back.

1 2 3 I know how to change the subject.

1 2 3 I know strategies for learning English in an interactive way.

1 2 3 I know how to develop confidence speaking.

Words & expressions I’ve mastered:

Mistakes I’ve made:

My learning memo:

Instructor’s comments:

Instructor’s signature: Date:

（接续）

Documents

Unit 1 The Straight StoryUnit 1 The Straight Story • He’s completely taken up with work at the moment. (be very busy dealing with someone or some– thing) • Don’t be taken