Imagine you are graduating from the university and continue your post-graduate study abroad. So you come to your friends to say good-bye to them, including your teacher. Suppose you're not going to see some of them again for a long time—maybe never again. Follow the model below, using different ways of leave-taking toward different people.
(Ken has heard that Sue has just bought a new tape recorder, so he wants to have a look.)
Ken: You've just bought a new tape recorder, Sue?
Sue: Yes, how do you like it?
Ken: Well, how does it work?
Sue: Um... the first thing you have to do is to plug it in. There's no on-off power switch on this machine.
ken: I see.
Sue: Then the next thing is to press E, which means eject. I
Ken: Uh-ho.
Sue: Then you put the cassette in. But make sure the tape is always facing you.
Ken: Sorry,can you say that again?
Sue: OK. You put the cassette in with the tape facing you, I mean ... you put it in this way up and ... Ken: Oh, I see. And then?
Sue: Now you close the cover, and press P, which is for play.
Ken: M-ho. Uh... what do you have to do to record?
Sue: Just press the red button.
Sue: That.'s right.
Ken: Now will you tell me where the volume control is?
Sue: Certainly. It's just there. Do you see?
Ken: I see, yes ... a wonderful machine.
Sue: Let's listen to some music ...
Ann: Ben!You can't park here!There's adouble line.
Ben: Oh,we'll be back in few minutes.It's OK.
Ann: Oh,no,it isn't.You'll get a parking ticket if you leave it here.
Ben: No, I won't. It's half past five. All the wardens have gone home.
Ann: Ben!
Ben: Yes?
Warden: Is this your car, sir? ,
Ben: Oh, my! Well, I'm sorry, sir. I'm just looking for a car park around.
Ann: Yes, he is. And he doesn't know the way well. But can you tell us where ……

前言

《新世纪英语口语教程》(Functioning in an Intercultural Community)是针对英语达到中级水平(intermediate level)或以上，已经较好地掌握了英语基本语法，并有一定的词汇量，但迫切需要提高口语能力的学习者而度身定做的贯彻“以功能为突破口的跨文化交际法”的课堂使用教材，是编写者常年进行口语教学和理论研究后的一次突破性的尝试。
缘起
跨世纪之交，随着我国进入世界贸易组织，对外开放不断深入，社会对人才的英语口语水平要求越来越高。新颁布的《高等学校英语专业英语教学大纲》和《大学英语教学大纲(修订本)》对英语口语教学提出了更高的要求。同时，全国范围内正在开展英语专业和大学英语口试试点工作，这一举措把口语教学推向一个新台阶。除原有的英语专业口语课以外，各种口语课型不断涌现，如大学英语基础阶段的口语辅修、提高阶段的口语选修、英语双学位口语、研究生英语口语、对外合作培训口语、各类社会服务口语培训等。这些趋势反映了社会对人才英语口语交际能力的迫切需求。
然而，我们在口语教学和相关调查中发现，相对如此大的需求，目前适合大学阶段英语口语课教学的教材种类不多，针对性也不强。境外编写教材大多不适合中国英语口语教学的国情，而国内的部分教材教学模式和选材内容陈旧。这种现状使英语教师在选择教材时颇感为难。
目前在应用语言学研究领域，特别是在功能意念教学和跨文化交际等方面已经是硕果累累，但迄今为止很少有人将这些科研成果应用于教材编写领域。这促使我们编写一套能体现最新口语教学科研成果的教材，以适应形势发展的需要，为我国英语口语教学尽绵薄之力。
理论依据
本套教材贯彻“以功能为突破口的跨文化交际法”的原则。其主要理论依据如下：
1．功能意念教学法：交际法教学大体可分为情景教学法和功能意念法。功能是指用语言做事和传达情感。由于实际生活中的情景不可能全部概括于适用面较广的大纲或教材之中，因而目前国内外某些新口语教材都以功能意念为主线。鉴于此教材面向的对象为中级及中级以上水平学习者，他们对意念的表达已经大多掌握，固本书较为偏重功能部分。
2．跨文化交际理论：跨文化交际针对的不仅仅是不同的国家和民族，更不仅仅指中国与英美国家之间，而是指不同分类的人群之间进行的交际活动。文化差异是指不同的人群因其历史、地理、语言、宗教、风俗乃至居住区域、性别、年龄等不同而引起的社会信仰和看问题视角的差异。这些差异必然对他们之间的交际活动产生障碍。许多研究表明，不同文化群体之间经常产生交际失误，这些失误大多是由于缺乏文化宽容意识而不是由于词汇和语法掌握不够所致。基于这种因素，我们在教材编写过程中，将功能意念与跨文化语境和主题有机地结合起来。
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