新标准大学英语（第三版）视听说教程2（智慧版）教案 B2U2 Strength from within

PAGEPAGE10内容简介思政要点内容简介思政要点InsideviewConversation1Conversation2TheInsideviewisabouthowKate,Janet,andMarktrytodealwithdifferentfeelings.C1isaconversationbetweenKateandJanetabouttheunhappinessofbeinghomesick.C2isadiscussionbetweenKateandMarkaboutJanet.Later,Janettellsthemthatshefeelsontopoftheworldbecauseshehasjustgotagoodgradeforheressay.鼓励学生正视并积极应学习如何帮助他人消解Outsideview(online)Thisvideointroduceshowtoimproveemotionalintelligencethroughunderstandingone’sownfeelings,managingemotions,andcaringabouthowothersfeel.了解情商及提高情商的方平。NewsreportInterviewThenewsreportdiscussespeople’sfearofpublicspeaking,itssymptoms,andcauses.Theinterviewpresentstheviewsoffourparticipantsonsevendifferentfeelings.Sswilllearntoidentifyspecificinformationwhilelistening.了解公共演讲恐惧的原TalkingaboutChinaThissectionasksSstogiveapresentationabouttheLongMarchandhighlightthesignificanceofitsenduringspiritthroughdetaileddescriptionandtheuseofdramaticexpressions.了解红军长征的基本信息Expansionandreview(online)PronunciationExtendedlisteningUnittestUnitfileThePronunciationsectionhelpsSsidentifythestressedwordsandlearntostresswordsExtendedlisteningincludesfourmaterials,whichareaboutdevelopingresilienceskills,thepositiveimpactofmusiconwell-being,mentalhealthissuesintheworkplace,andWorldMental应对学习和生活中的逆境。认识听音乐对排解消极情绪的积极作用。HealthDay.TheUnittestsectionprovidesunittesting,enablingstage-by-stageself-evaluationandself-testingandensuringanimmediatecheckonlearningresults.TheUnitfilesectionhelpsSstoreviewwhatthey’velearnedandcheckwhatneedstobeimproved.InsideviewReferenceanswersSheisnotfeelingverypositive.Shelooksabitmiserableandworried.Shemightbehomesick,missingherparentsandfriendsbackinChina.Janetlooksmuchhappier,possiblybecauseshegotahighgradeforherConversation1ScriptsKate:Comein.Hey,Janet.Janet:HiKate,areyoubusy?Kate:Yes,I’mjustdoinganessay.Butit’sgreattoseeyou.Sowhat’snew?Janet:Well,nothingmuch.Kate:Youlookabitfedup.What’sbuggingyou?Janet:Well,Ihadaphonecallfrommyparentsanditmademefeelhomesick.Ithappenseverytimetheycall,anditgetsmedown.Kate:I’msorrytohearthat.Iknowhowyoufeel.Ilovespeakingtomymumanddad,butIalwaysfeelmiserableafterthecall.Janet:Mydaddoesn’tsaymuch,andIwanttospeaktohim,butIwishIknewwhattosay.Kate:Don’tletitgettoyou.Mydaddoesn’tsaymuchonthephone,either.Icall,heanswersthephone,andsays,“Hi,I’llpassyoutoyourmother.”It’sreallyirritating.Janet:ButImisshimandmymotheralot,andIliketohearhisvoice.Kate:Justtellhimwhatyou’reupto.Janet:SometimesIfeelasifImadeamistakeleavinghomeandcomingtoOxford.SometimesIfeellikeamoodyteenager.Kate:Trynottoworryaboutit,Janet.It’snormaltofeellikethat.Iunderstandhowyoufeel,butIbeteverythingwillbefinenextterm.You’llgetusedtoit.Hey,whydon’tyoudowhatIdo?Janet:What’sthat?Kate:Whenmydadcalls,Iaskhimformoremoney!Heusuallysaysno,butatleastIgettohearhisvoice!gettohearhisvoice!Janet:Maybe.I’msorrytotakeupyourtime,Kate,butImustgonow.Bye!Kate:Waitaminute…!1Answers1A2B3B2TeachingsuggestionsToeffectivelycommunicateandinterpretmeaning,weshouldnotonlyunderstandtheliteralmeaningofwordsandexpressions,butalsoexaminethewayspeakersphrasetheirstatements,suchastheirtoneofvoiceandothernon-verbalcues.ThisactivityfocusesonfourexpressionsusedinConversation1.Bydoingthisactivity,Sscanimprovetheirabilitytointerprettheintendedmeaningbehindthewordsspokenandenhancetheirunderstandingofthespeakers’thoughts,feelings,andcommunicativepurposes.AfterSsfinishtheactivity,Tmayaskthemtoexplainhowthewordingandnon-verbalcuesreflectthespeakers’feelingsorintentions.ReferenceanswersAJanetisfeelinghomesick,soeventhoughshetriestohideherworriesbyrespondingtogreetingswithnothingmuch,”herrealfeelingisreflectedinherunhappytoneofvoice.AAsJanet’sgoodfriend,Katewantstohelphergetoutofthenegativeemotion.Oneoftheeffectivewaysistoshowempathy.Inadditiontotheoneusedintheconversation,otherexpressionsinclude,“I’msorrytohearthat,”“It’snormaltofeellikethat,”and“Iunderstandhowyoufeel.”AFromthecontext,wecanunderstandthereasonKatecomparesherselftoamoodyteenageristhatshefeelsabitashamedofbeingsensitiveandemotional.BWhensaying“maybe,”Janet’svoicemightsoundabitdepressed,andsheoffersnofurtherspeechonthetopic,sowecaninferJanetdoesn’tthinkKate’ssuggestionwillmakeanydifference.Conversation2ScriptsScriptsKate: IthinkImayhaveupsetJanetlastnight.MarkMark:Whathappened?Kate: Shecametoseeme.IwasbusydoinganessaybutIwasreallypleasedtoseeShe’dhadacallfromhome,andsaidshewasfeelinghomesick.Mark: Poorkid!Itmustbetoughonyouguys,livingsofarawayfromhome.Kate: Itriedtomakeherlaugh,toldhernottoworryaboutit,andthatitwasnormaltofeelmiserable.Suddenlyshelookedmiserable,andthenshegotupandsaid,“Imustgonow”andleftmyroom.Itwasreallysudden.IfeltasifI’dsaidsomethingwrong.Mark: Maybeshewasjustbeingpolite.Itwasprobablybecausesherealizedyouwereworkinganddidn’twanttodisturbyou.Kate:Ijustwonderifshefounditdifficulttotalkaboutherfeelingswithme.MaybeIshouldn’thavetriedtomakeherlaugh?PerhapsshethoughtIwasn’ttakingherseriously.Mark: Iwouldn’tworryaboutit.Putyourselfinhershoes.HowwouldyoufeelifyouwereastudentatcollegeinChina?Kate: IwhyIfeelbad.Ifonlyshehadstayedlonger!IwishIcouldhavehelpedhermore.Janet: everyone!Mark:HiJanet,youlookcheerful!Janet: I’vejustgotmyessayback.Igotanalphaminus!Kate: Whatanamazinggrade!done!Mark:I’mreallyhappyforyou,Janet.Janet: Ifeelontopoftheworld!3Answers1A2B3D4TeachingsuggestionsThisactivityaimstoassistSsinusingappropriateexpressionstoconveyemotions,offercongratulations,andgivecomplimentsduringcommunication.Itservesasasolidfoundationforthemtosuccessfullycompletethe“Actitout”task.Iftimeallows,Sscanbeginbyengaginginpairworktopredictthemissingexpressionsbeforemovingontothesecondtaskinclass.Alternatively,iftimeislimited,TcanguideSsthroughintensivelisteningtocompletetheconversationandthenencouragefurtherdiscussionregardingpossibleanswersforeachblank.ReferenceanswersIfeltasifWhenMarkasksKatetotellhimwhathappenedtoJanetandsherecountshowshetriedtocomfortJanetandgotconfusedbyreaction.So,sheuses“Ifeltasif”toindicateherimpressionthatshehassaidsomethingincorrectorinappropriate.IfIwereKate,Imay“Itseemedlike…”or“Igotthefeelingthat…”Iwouldn’tMarkoffersempathybysaying,“Iwouldn’tworryaboutit”topersuadeKateoutofherself-reproach.Iwouldsaysomethingsimilar,likenottobeworriedaboutit”and“Don’tworryaboutit”toprovidecomfort.IfonlyWhenKatesays,“Ifonlyshehadstayedlonger,”sheintendstoshowherregretforadifferentoutcome.IfIwanttoshowawishforsomethingtohavehappeneddifferentlyinthepast,Iwould“Iwish…”or“Ihadhoped…”youlookcheerfulItseemsthatagoodgradeonheressayhascheeredJanetup.SoMarksays,“youlookcheerful”toofferacomplimentbyacknowledgingandappreciatingherpositiveappearance.Iwouldalsogivecompliments,sayingsomethinglike“Youlookradianttoday”or“You’reglowingwithhappiness.”doneAfterknowingJanet’shighgrade,Katetriestocongratulateher.“Welldone”isoftenusedinthissituation.Iwouldprobablysaythesamethingor“Greatjob.”EverydayEnglishLanguagenotesWhat’sbuggingyou?Thisisaninformalexpressionusedtoinquireaboutsomeone’stroubles,concerns,orthingsthatarebotheringthem.Itgetsmedown.Whensomeonesays,“Itgetsmedown,”theyareexpressingthataparticularsituation,event,orcircumstancenegativelyaffectstheirmoodoroverallwell-being.Don’tletitgettoyou.Thisphraseisoftenusedtoadvisesomeonenottoallowaparticularsituation,comment,oreventtonegativelyaffecttheiremotionsorstateofmind.Itencouragesthepersontoremainresilientandnotbebotheredbychallengingsituationsornegativeinfluences.Everythingwillbefine.Thisisareassuringstatementthatconveysoptimismandcomfortinthefaceofdifficultiesoruncertainties.Itimpliesabeliefthatthesituationwillimproveandproblemswillberesolved.Putyourselfinhershoes.Thisidiomaticexpressionencouragesempathyandunderstandingbyaskingsomeonetoimaginethemselvesinanotherperson’ssituation.Byseeingbeyondownpointofpeoplewilldevelopadeeperunderstandingoftheotherperson’semotions,challenges,orexperiences.Ifeelontopoftheworld!Thephraseconveysastrongsenseofhappinessandcontentment.Itindicatesastateofextremepositivityandoptimism,wherethepersonfeelsliketheyareinthebestpossiblepositionorsituation.5Referenceanswers1everythingwillbefine2What’sbuggingyou3putyourselfinhershoes4Ifeelontopoftheworld5Itgetsmedown6Don’tletitgettoyouActitoutTeachingsuggestionsTcanleadadiscussionwithSsonthefollowingelementsofthescenario:thesetting,thechosentopic(e.g.,thejoyofearningascholarship,winningasportscompetition,orgettingagoodgrade;orthedistresscausedbyanunhappyeventlikequarrelingwithabestfriend,losingacellphone,orstrugglingwithmath),andtherelationshipofthethreespeakers(threeroommates).Afterthat,TcanhelpSsthinkaboutthefollowingquestions.Whatspecificstrongemotiondotheywanttodiscusswiththeirroommatesandwhattriggeredit?Whatlessonshavetheylearnedfromtheirachievement,orhowdid/willtheydealwiththedistress?Howshouldtheyrespondtothestrongemotionbyempathizing,congratulating,orcomplimentingproperly?Whatcantheylearnfromtheirroommate’ssuccess,orwhatsuggestionscantheyoffertohelpthemwiththeirsadness?Finally,TcanaskSstopracticetheconversationingroupsandactitout.6SampleconversationImagineyou(A)aretalkingaboutyourmathstruggleswithtwoofyourroommates(BandC).A:Heyguys,I’vebeenfeelingreallydistressedlately.Mathhasbeensuchastruggleforme.B:Oh,Iknowhowyoufeel.Mathcanbereallychallenging.A:Itmakesmefeelsad,youknow?Wehadamajortestlastweek,anddespiteputtinginalotofeffort,Icouldn’tgettheresultsIwashopingfor.It’sbeengettingmedowneversince.C:Itotallyunderstandhowyoufeel;frustrationfromstrugglingwithsomethingcanbetough.Butdon’tletitgettoyou.We’rehereforyou.A:Thanks,guys.Yoursupportmeansalot.Ihavekepttellingmyselfthatsetbacksarepartofthelearningprocess,butitdoesn’twork.Doyouhaveanysuggestions?B:Ithinkyoumayseekextrahelp.Haveyouconsideredattendingmathtutoringsessionsorreachingouttoourprofessorforguidance?C:Anddon’thesitatetoaskusforassistancetoo.Wecanstudytogetherorexplainconceptsthatyoufindchallenging.A:agreatidea.Havingastudygroupwithyoubothwoulddefinitelyeasemyworries.Thanks!Onabrighternote,Ihadasmallbreakthroughyesterdayinphysics.Ifeelprettygoodaboutit.B:That’samazing!I’mreallyhappyforyou!C:Great!It’sfantastictohearyou’remakingprogressinotherareas.A:Thanksalot.reallynicetohearthat.Buthonestly,sometimesIfeellikeamoodyteenagerwithalltheseupsanddowns.B:It’scompletelyunderstandable.Remember,setbackshappentoeveryone.Thinkingabouthomesometimesgetsmedowntoo.C:Ibeteverythingwillbefine.Justknowthatwe’reheretosupportyouthroughthetoughtimes.A:Thankyouboth.Yourunderstandingandadvicehaveliftedmyspirits.I’mgratefultohavesuchsupportiveroommateslikeyou.OutsideviewReferenceanswersEQisimportantbecauseitcanhelppeopleunderstandandmanagetheirownemotionsaswellasempathizewithandrespondtotheemotionsofothers,whichcanleadtobetterinterpersonalcommunicationandrelationships.IthinkthekindsofbehaviorthatshowahighEQmayincludeactivelylisteningandrespondingwithempathy,effectivelymanagingandexpressingemotions,anddemonstratingunderstandingandrespectforothers’perspectives.IthinkpracticingactivelisteningcanbeagoodwaytoimprovemyEQ.Forexample,whentalkingwithothers,Ishouldtrytogivemyfullattentiontothespeakers,maintaineyecontact,andshowgenuineinterestintheirthoughtsandfeelings.Doingthiswillhelpmebetterunderstandandempathizewiththem.ScriptsScriptsCarol:Emotionalintelligenceiswhenahumanbeinghasacertainlevelofmaturityabouttheiremotionsandthey’resmartaboutit.Andtheyknowwhentobringthemoutandwhennottobringthemout.Tammy:MarcusissomeonewithahighEQ.EQis,er,emotionalintelligence.Sam:Thankyoueveryoneforbeinghere.MarcuswantedtohavemewriteaSoIaskedStevetohelpmewithtalkingaboutemotionalintelligence.PartISam:Itsoundslikeyou’renotquiteawarethoughthatyoudohaveabias.Carol:CauseIdon’t.Steve:Youhavemanybiases.Sam:Yeah,wecanlistthem.Casey:SometimesIgetupsetwhenCarolisbossy.Shejustdoesn’tknowherself.Shedoesn’tknowhowtoexpressherselfproperly.Sam:Ifshethinkssomebodyisnotimportantornotrelevant,shemakesthemfeelthatIcanspeakfrompersonalexperiencethatI’vebeenmadetofeelthatmanytimes.Sometimesitcanbestressfulwhenyoudon’tsayyourfeelingsandyoukeepitinside.Itbuild[s],andbuild[s],andbuild[s],andyougetangryandthenyouexplode.Sam:havetoreallybepatientandberespectfulwhenyou’retalkingtosomebodyandnotletyouremotionsgetthebetterofyou.Barney:Becauseallanxietyandfearanddiscouragement,allofthesenegativefeelingsaresimplycreatedbyyou.PartIISteve:Let’sgetintomanagingfeelings.OK,canyoustaypositiveandoptimistic?Carol:Yes,Iactuallycan.Casey:Copingwithbigemotionsisaskillthateverybodyshouldhave,whetheritbeangerorbeingupset.Sam:Forexample,Sanjaytendstospeakhismindveryfreely,sohemightsaysomethingratherabrasive…Sam:needtotalk.isveryupset.havetorememberourtriple-Apolicy:Angerandavoidancemustendwith…Sanjay:…endwithanapology,Iknow.Sam:AnditwouldbeeasyforaconflicttoescalateifyourespondedinthesameAndsojustbystayingcalm,ittakeshimfrombeingathis8or9,onascaleof1to10,maybedowntoa4or5.Barney:Don’tletyouremotionshijackwhoyouare.Don’tloseyourselfinyourfears.Peoplewon’trespectyouandyouwon’trespectyourself.havetobeabletostandyourgroundagainstyourownmind.acoupleofdeepbreaths,blowoutallofthosenegativeemotions.Breatheinthegoodblowoutthebad.PartIIIDion:Thefirststepistoreadbodylanguage.Lookathowsomeoneisreactingtowhatyousay.Acertainlookorreaction,willtellyouallyouneedtoknow.Sarina:Perhapsifyoumoveback,aboutafoot.Barney:I’mtryingtolisten.Steve:IfyoucouldreadSarina’sreactiontothis–she’suncomfortable,youareinherspace.Sarina:Sarina:Youareinmyspace.Steve:Andifyoucould…No,lookatherbodylanguage,lookhowsitting.sittingawayasiftryingtogetawayfromyou.encroachinguponherspace.Dion:Besensitivetoothers’feelings.Justbecausesomethingisfunnytoyou,orsomethingisexcitingtoyou,itmaynotbefunorexcitingtosomeoneelse…Everyoneknowsthatyou’reveryintelligent.Andthatyouhavealotofstrengths.Sometimesyouhavetoomuchinformationandharderforothersintheofficetopickitup…Listentowhatsomeoneissaying,andtakeitin.Marcus:Thankyouverymuchforthefeedback.Dion:You’rewelcome.Andfinally,showconcernforothers.Reallytakethetimetolistentowhatthey’redealingwithandwhatthey’regoingthrough.Marcus:havehadawonderfulsession.Learningaboutyourselves,learningabouteachother,andunderstandingtheemotionsofyourselvesandtheemotionsofotherssothatyoucancommunicate1Watchthevideoandcheckthemainideaforeachpart.1PartIisabout[a.understandingyourfeelings/b.expressingyourselfproperly].2PartIIisabout[a.respectingothers/b.managingyouremotions].3PartIIIisabout[a.maintainingapropersocialdistance/b.caringabouthowothersfeel].Answersa 2b 3bNowwatchthevideoagain.Check(√)thetruestatementsandcorrectthefalseones.Marcusisregardedashavinghighemotionalintelligence.Barneyfeelsthatnegativefeelingsareoftencausedbyotherpeople.3SamthinksSanjaytendstospeakhismindtoofreely.4Sambelievesyoumayneedtogetangrytoendconflicts.5Sarinadoesn’tlikeotherssittingtooclosetoher.6Marcus’colleaguesthinkheisagoodlistener.Referenceanswers1√2×(Negativefeelingsarecreatedbypeoplethemselves.)3√4F(Sambelievesstayingcalmisnecessarytode-escalateconflicts.)5√6×(Marcusmaynotbeagoodlistener.DionsayssometimesMarcushadtoomuchinformationandit’sharderforothersintheofficetopickitup…So,Dionadviseshimtolistentowhatsomeoneissaying,andtakeitin.)Higher-orderthinkingTeachingsuggestionsThesequestionsaimtoimproveSs’abilityofanalysis,reflection,evaluation,andsynthesisrespectively.ToanswerQ1,TcanaskSstobreakdowntheconceptofunderstandingemotionsbyexaminingitscomponentsandexplainingitssignificance.ForQ2,TcanencourageSstoreflectonapastexperience,evaluatetheiremotionalresponse,andidentifylessonslearnedfromit.AstoQ3,Tmaychallengestudentstosynthesizetheirknowledgeandunderstandingofsensitivity,relationships,andcommunicationtoexplainhowsensitivitytoothers’feelingscanpositivelyimpactrelationshipsandcommunicationwithinthecampuscontext.TshouldremindSsthattheanswerisopen-ended,butthereasoningshouldbelogical.Referenceanswers1AsfarasI’mconcerned,“understandingyouremotions”referstotheabilitytorecognize,interpret,andmakesenseofone’sownemotionalexperiences.Itinvolvesbeingawareofthevariousemotionsonefeels,understandingtheircauses,andbeingabletoexpressandmanagethemappropriately.Itisimportanttounderstandone’sownemotionsbecauseitcanleadtoenhancedself-awareness,emotionalintelligence,andimprovedrelationships.2Iremember,duringagroupprojectlastsemester,Iwasunabletocontrolmyangerwhenateammemberdidn’tcontributeasexpected.Myoutbursthadanegativeeffectonteamcollaborationandpotentiallyhinderedtheoverallsuccessoftheproject.Fromthatexperience,Ilearnedthatallowingnegativefeelingstocontrolmybehavioronlypreventsbetteroutcomes.Ishouldlearntomanagemyemotionsbetter,addressconflictsdiplomatically,andfosteramorecollaborativeandharmoniousteamenvironmentinfutureprojects.3Frommypointofview,whenpeoplearesensitivetoothers’emotions,theycandemonstrateempathyandunderstanding,creatingasupportiveandinclusiveenvironment.Thissensitivityallowsforbetterinterpersonalconnectionsasitshowsrespectforothers’experiencesandperspectives.Byconsideringothers’feelings,individualscancommunicatemoreeffectively,buildtrust,andfostermeaningfulconnections.Ultimately,beingsensitivetoothers’feelingscanpromotepositiveinteractions,reducemisunderstandings,andenhanceoverallcampusrelationshipsandcommunication.ListeningacrossculturesNewsreportScriptsScriptsAccordingtorecentstudies,thenumberonefearpeoplehaveaboveeverythingelse,includingdeath,ispublicspeaking.Peoplecanbecomeveryanxiouswhentheyhavetospeakinfrontofanaudience.Thesymptomscanrangefromslightnervousnesswithhandsshakingorsweatingtointenseanxiety:thequickheartbeat,thebodyshaking,andtheinabilitytomove.Thesymptomsoffearofpublicspeakingcanbeginbeforetheevent.Peopleimaginethattheywillforgetwhattheyaregoingtoorthattheaudiencewillthinkbadlyofthem.Thecauseoftheirfearisthebeliefthattheywillfailandbeembarrassed.Researcherssaythatthefearofpublicspeakingisassociatedwiththefearofbeingjudged.Peoplewhohavetospeakinfrontofanaudienceoftenworrythattheaudiencewillnotlikethem,andwillrejectormakefunofthem.1Answers1A2B3AAdditionalactivityShortEnglishnewsreportsprovidevaluableopportunitiesforstudentstoenhancetheirunderstandingoftheinverted-pyramidstructurecommonlyusedinnewsreporting.Byusingclearandstraightforwardlanguage,thesereportsefficientlypresentessentialfactsanddetails.Consequently,theyofferasuitablecontextfordevelopingthelisteningskillofidentifyingspecificinformation(thefocusofthislisteningskill).BeforemovingontoextraintensivelisteningTcanexplainthestructureofthisnewsreporttohelpSsgrasptheorganizationandflowofinformation.Then,TcanencourageSstofocusonthemissinginformationandactivelyparticipateincompletingthenewsreporttofurtherreinforcetheircomprehensionandinferenceabilities.Accordingtorecentstudies,thenumberonefearpeoplehaveaboveeverythingelse,includingdeath,ispublicspeaking.PeoplecanbecomeveryanxiouswhentheyhavetoAccordingtorecentstudies,thenumberonefearpeoplehaveaboveeverythingelse,includingdeath,ispublicspeaking.Peoplecanbecomeveryanxiouswhentheyhavetospeak1) .Thesymptomscanrangefrom2) withhandsshakingorsweatingto3) :thequickheartbeat,thebodyshaking,andtheinabilitytomove.Thesymptomsoffearofpublicspeakingcanbeginbeforetheevent.Peopleimaginethattheywill4) whattheyaregoingtoorthattheaudiencewill5) them.Thecauseoftheirfearisthebeliefthattheywillfailandbeembarrassed.Researcherssaythatthefearofpublicspeakingisassociatedwiththefearofbeingjudged.Peoplewhohavetospeakinfrontofanaudienceoftenworrythattheaudiencewillnotlikethem,andwillrejector6) them.Newslead Body–symptomsBody–reasonsReferenceanswersinfrontofanaudienceslightnervousnessintenseanxietyforgetthinkbadlyofmakefunofInterviewScriptsScriptsPresenter: Whatmakesyouembarrassed,Sally?Sally: Oh,I’measilyembarrassed.Ifanybodynoticesmeorlooksatme,Igetveryembarrassed.WhenpeoplesingmeHappyBirthdayonmybirthday,Igetveryembarrassed.Presenter: Andwhatmakesyouupset?Sally: Whenpeopleareselfish,peoplewhothinkonlyofthemselves.Andcruelty–Ican’tbearpeoplewhoarecruel,especiallytoanimalsorchildren.Presenter: Jake,whatmakesyoudepressed?Jake: Ihateitwhenitrains,andIdon’tlikepeoplewholookdownonme,whothinkthey’resuperiortomewithoutanyreason.Presenter: Andwhatmakesyouangry?Jake: Whenpeopledon’tbehaveproperlyinpublic,badbehaviorlikedroppinglitterorpeoplepushingeachotheronthebusorthetrain.Presenter: Presenter: whatmakesyoucheerful?Andrew: Iliketoseeeveryonearoundmebeinghappyandhavingapositiveattitudetowardthefuture,optimisticpeople.Presenter: Andwhatmakesyoujealous?Andrew: tobehonest,Ijustneverfeeljealous.Ican’tseethepointofit.Presenter: Monica,whatmakesyouproud?Monica:I’mproudwhenI’msuccessful,especiallyinmywork.BeingrecognizedbymybossforwhatIcandomakesmefeelreallyproud.Oh,andmyfamilytoo.I’mveryproudofthem.Presenter: Andwhatmakesyounervous?Monica:EverytimeIteachanewclass.ThenightbeforeI’mverynervous.don’tknowwhatthekidsaregoingtobelikeandhowtheymightbehave,orifthey’regoingtolikeyou.Presenter: Anythingelse?Monica: Doinginterviewslikethis.Referenceanswers2SallyJakeAndrewMonicaDepressedgUpsetfCheerfuldNervouscProudeAngrybEmbarrasseda31√2√3×(Jakegetsangrywhenpeoplepusheachotheronpublictransportation.)4×(Andrewneverfeelsjealous.)5√ListeningskillTeachingsuggestionsHelpingSslearnhowtoidentifyspecificinformationwhilelisteningtoamaterialisessentialforfocusingonkeydetailsanddisregardingunimportantinformation.Thisskillcanbeimprovedthroughactivities2and3,wherestudentspracticelisteningattentivelytounderstandthereasonsthatevokedifferentfeelingsinvariousindividuals.IncomparisonwithActivity3,Activity2ismorechallengingasitrequiresSstomatchsevencauseswithfourpeopleandtheircorrespondingfeelingsduringtheinitiallisteningoftheinterview.Ssmayhavealreadylearnedthisstrategythroughtheonlinemini-lecture.Inclass,TcanfurtherreinforcethisskillbyconductingActivity2onceagain,followingthesesteps:Step1:GuideSstobecomefamiliarwiththenamesofthefourintervieweesandinformthemthattheindividualswillanswerquestionsinthesameorderastheyappearinthetable.Step2:AskSstoreadandfamiliarizethemselveswiththesevencauses.Step3:Explainthatthepresenterorinterviewerwillmentionthenamesoftheintervieweeswhenaskingthemquestionsonebyone.Therefore,Ssshouldconcentrateoneachquestiontocorrectlyidentifythenamesandotherrelevantinformation.Higher-orderthinkingTeachingsuggestionsBothquestionscanenhanceSs’understandingofemotions.ThefirstoneaimstohelpimproveSs’criticalthinkingandanalyticalskillsbyencouragingthemtoanalyzeandevaluatethefactorsthatcontributetoindividualdifferencesinemotionalresponses.ThesecondonecanhelpimproveSs’analyticalskillsastheyarepromptedtoreflectoncomplexfeelingstheyhaveexperienced,suchasthemixedfeelingsoftriumphandexhaustionfollowinganaccomplishmentorthebittersweetsensationofsayinggoodbyetoacherishedfriend.Referenceanswers1Ithinkpersonalexperiencesmaybeonefactor.Forexample,Sallymayhavehadanegativeexperiencerelatedtobirthdaysinthepast,leadinghertofeelembarrassed.Anotherreasonmaybepersonalitytraits.Somepeoplemaybemoreintrovertedandfeeluncomfortablewithpublicdisplaysofattention,whileothersmayenjoythespotlight.Besides,culturaldifferencescouldalsoleadtothisphenomenon.Insomecultures,beingthecenterofattentionmightcausediscomfortorembarrassment,whileinothersitisseenasajoyfulcelebration.2Irememberwhenleavinghometogotouniversity,Iwasexcitedtogobutsadtoleavemyfamilybehind.Ithinkitwasabittersweetmoment.Whenwatchingafootballcompetition,Ialwayshopemyteamwillwin,eventhoughIknowtheymightnot.Ithinksuchafeelingisafalsehopewhichoccurswhenyouhopeforsomethingeventhoughyouknownotgoingtohappen.Othercomplexfeelingsaredeafeningsilenceandaloneinacrowd.Deafeningsilencecandescribeasituationwherethereiscompletesilence,whichcanevokefeelingsoftensionorunease.Thetermdeafeningisuse