This task gives students practice using abbreviations and symbols when listening. Task 4 Organizing your notes This task focuses on the relative merits of linear notes and mind maps. It does not deal with annotating a handout or PowerPoint outline,which you may want to refer to at some point. Elicit from students what type of notes they normally use:linear or mind maps.If they are not familiar with the latter,demonstrate with a diagram on the board which refers back to a lecture they have heard during the course so far. Ask students to read the descriptions of the lectures and discuss in pairs whether mind maps or linear notes would be more suitable in each case. Have a quick plenary feedback session.Encourage students to give reasons for their choices.There are no right or wrong answers here,although linear notes might seem more appropriate for 3. Task 5 Microskills:Word boundaries This task focuses on linking between words and the problems this creates in identifying word boundaries and recognizing words. 3.问题与应用（能力要求） Practise note-taking. (三)思考与实践 Extension activity:Students could read the text to each other trying to link as many words together as possible. (四)教学方法与手段 本章教学主要采用的方法和手段：课堂讲授、多媒体教学、团队合作、分组讨论、 课堂讨论。 第六章Introducing new terminology (一)目的与要求 In this unit students will: listen to different lectures introducing new terms or concepts meet different techniques for introducing new concepts practise recognizing unstressed function words which may be difficult to hear (二)教学内容 9 This task gives students practice using abbreviations and symbols when listening. Task 4 Organizing your notes This task focuses on the relative merits of linear notes and mind maps. It does not deal with annotating a handout or PowerPoint outline, which you may want to refer to at some point. Elicit from students what type of notes they normally use: linear or mind maps. If they are not familiar with the latter, demonstrate with a diagram on the board which refers back to a lecture they have heard during the course so far. Ask students to read the descriptions of the lectures and discuss in pairs whether mind maps or linear notes would be more suitable in each case. Have a quick plenary feedback session. Encourage students to give reasons for their choices. There are no right or wrong answers here, although linear notes might seem more appropriate for 3. Task 5 Microskills: Word boundaries This task focuses on linking between words and the problems this creates in identifying word boundaries and recognizing words. 3.问题与应用（能力要求） Practise note-taking. （三）思考与实践 Extension activity： Students could read the text to each other trying to link as many words together as possible. （四）教学方法与手段 本章教学主要采用的方法和手段: 课堂讲授、多媒体教学、团队合作、分组讨论、 课堂讨论。 第六章 Introducing new terminology （一）目的与要求 In this unit students will: • listen to different lectures introducing new terms or concepts • meet different techniques for introducing new concepts • practise recognizing unstressed function words which may be difficult to hear （二）教学内容