2. 21st Century College English: Book 4 Unit 6: Part C

3. Assignment CheckupAssignment CheckupAssignment CheckupAssignment Checkup Text BText BText BText B Listening PracticeListening PracticeListening PracticeListening Practice Oral PracticeOral PracticeOral PracticeOral Practice AssignmentAssignmentAssignment Unit 6: Part C What’s Your Emotional IQ

4. Assignment Checkup Word BuildingEx. VIWord BuildingEx. VIWord BuildingWord Building Word BuildingEx. VIIWord BuildingEx. VIIWord BuildingWord Building

5. Ex. VI, p. 194 《读写教程 IV 》 : Ex. VI, p. 194 Exercises Word Building

6. 1.Bridget was a ____________ woman and must have had intellectual as well as personal influence over her daughter Mary. far-fetchedhard-pressedhard-earnedhard-won ill-advised ill-consideredill-definedwell-meant well-readwell-advisedwell-informedwell-timed Exercises Word Building 2.They are _____________ to obtain the funds they need to carry out their ambitious plan. VI.Study the following words and see how they are formed. Then complete the following sentences with them. well-reading hard-pressed

7. 3.I think the price of houses will go up next year. It is __________ to sell your house at this time. far-fetchedhard-pressedhard-earnedhard-won ill-advised ill-consideredill-definedwell-meant well-readwell-advisedwell-informedwell-timed Exercises Word Building 4.There is nothing more dispiriting than seeing a young man who has spent years on a project and has nothing to show at the end of it because the project was _____________. VI.Study the following words and see how they are formed. Then complete the following sentences with them. ill-advised ill-considered

8. 5.Are you all right? You would be ___________ to see a doctor about the pains in your chest. far-fetchedhard-pressedhard-earnedhard-won ill-advised ill-consideredill-definedwell-meant well-readwell-advisedwell-informedwell-timed Exercises Word Building 6.General education aims at producing intelligent, responsible, ____________ citizens who take an active interest in the world around them. VI.Study the following words and see how they are formed. Then complete the following sentences with them. well-advised well-informed

9. 7.The people of this new African country all treasure their __________ independence and are determined to build their country all into a land of prosperity. far-fetchedhard-pressedhard-earnedhard-won ill-advised ill-consideredill-definedwell-meant well-readwell-advisedwell-informedwell-timed Exercises Word Building 8.I know that what you say is __________ but I am sorry to tell you that I can not take your advice. VI.Study the following words and see how they are formed. Then complete the following sentences with them. hard-won well-meant

10. 9.Johnson should not spend all his ____________ money on flowers to please Mary. far-fetchedhard-pressedhard-earnedhard-won ill-advised ill-consideredill-definedwell-meant well-readwell-advisedwell-informedwell-timed Exercises Word Building 10.The concept of “ emotion ” is _________ within psychology, although paradoxically the lay person seems to to know exactly what the term refers to. VI.Study the following words and see how they are formed. Then complete the following sentences with them. hard-earned ill-defined

11. 11.He has some __________ ideas about building a huge company in only a year ’ s time. far-fetchedhard-pressedhard-earnedhard-won ill-advised ill-consideredill-definedwell-meant well-readwell-advisedwell-informedwell-timed Exercises Word Building 12.Your arrival is not __________ as all the people who could help you are on vacation now. VI.Study the following words and see how they are formed. Then complete the following sentences with them. far-fetched well-timed

12. Ex. VII, p. 195 《读写教程 IV 》 : Ex. VII, p. 195 Exercises Word Building

13. VII. The prefix inter- is added to certain verbs, meaning with or each other, together, etc. Read the definition in the right column and write out the corresponding words in the space provided in the left column. ________________ act upon each other interact interchange interconnect interlink interlock intermarry interrelate intercommunicate ________________ give and take; make an exchange of ________________ connect with each other ________________ link together ________________ lock or join with one another ________________ become connected by marriage with other groups ________________ bring into relation to each other ________________ communicate with each other

14. Exercises Word Building VII.Then, complete the following sentences with them. Interlockintermarryinterconnectinterlink interact interchange interrelate intercommunicate 1.The social problems of poverty and disease are ___________. interrelated 2.It’s interesting at parties to see how people _________ socially. interact

15. Exercises Word Building VII.Then, complete the following sentences with them. Interlockintermarryinterconnectinterlink interact interchange interrelate intercommunicate 3.The two friends at _____________ their favorite things when one traded his kite for the other’s ball. 4.A computer network is a collection of computers that are _____________ to share information and processing resources. interchanged interconnected

16. Exercises Word Building VII.Then, complete the following sentences with them. Interlockintermarryinterconnectinterlink interact interchange interrelate intercommunicate 5.Many of the immigrants have ____________ with the island’s original inhabitants. 6.These two concepts are __________ and depend on each other: if you question one you question the other. intermarried interlinked

17. Exercises Word Building VII.Then, complete the following sentences with them. Interlockintermarryinterconnectinterlink interact interchange interrelate intercommunicate 7.All aspects of knowledge about language _________ — just as speaking, listening, reading and writing themselves are interrelated — and it is not possible to keep them apart. 8.The drives of the transportation them _________________ by radio so that none of them would get lost in the forest. interlock intercommunicated

18. Pre-reading TaskPre-reading TaskPre-reading TaskPre-reading Task Text B: Language PointsText B: Language PointsText B: Language PointsText B: Language Points ComprehensionComprehensionComprehension Unit 6: Text B

19. Ex. XV, p. 205 《读写教程 IV 》 : Ex. XV, p. 205 Text B: Pre-reading Task

20. 1.Developing self-awareness requires tunning in to what emotions make our bodies feel like – literally, gut feelings. A)searching for B)adapting to C)becoming aware of D)paying attention to Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 1.Developing self-awareness requires tunings in to what emotions make our bodies feel like – literally, gut feelings. A)searching for B)adapting to C)becoming aware of D)paying attention to

21. 2.For example, when people who fear snakes are shown a picture of a snake, sensors on their skin will detect sweat, a sigh of anxiety, even though the people say they do not feel fear. A)discover B)recognize C)catch D)select Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 2.For example, when people who fear snakes are shown a picture of a snake, sensors on their skin will detect sweat, a sigh of anxiety, even though the people say they do not feel fear. A)discover B)recognize C)catch D)select

22. 3.Trough deliberate effort we can become more aware of our gut feelings. A)impulsive B)considerate C)redoubled D) intentional Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 3.Trough deliberate effort we can become more aware of our gut feelings. A)impulsive B)considerate C)redoubled D) intentional

23. 4.He may be oblivious to his irritability and surprised when someone calls his attention to it. A)innocent about; irrationality B)unaware of; annoyance C)unconcerned about; apprehension D) uncertain of; arbitrariness Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 4.He may be oblivious to his irritability and surprised when someone calls his attention to it. A)innocent about; irrationality B)unaware of; annoyance C)unconcerned about; apprehension D) uncertain of; arbitrariness

24. 5.Bad as well as good moods spice life and build character. A)enrich B)brighten C)verify D)rationalize Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 5.Bad as well as good moods spice life and build character. A)enrich B)brighten C)verify D)rationalize

25. 6.One myth is that ventilating will make you feel better. A)elaborating your feelings B)exaggerating your feelings C)erupting of your feelings D) giving vent to your feelings Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 6.One myth is that ventilating will make you feel better. A)elaborating your feelings B)exaggerating your feelings C)erupting of your feelings D) giving vent to your feelings

26. 7.Positive motivation – the marshaling of feelings of enthusiasm, energy and confidence – is the ability to motivate themselves to pursue relentless training routines. A)arranging; strict and persistent B)demanding; severe and permanent C)justifying; practical and valuable D) dominating; firm and systematic Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 7.Positive motivation – the marshaling of feelings of enthusiasm, energy and confidence – is the ability to motivate themselves to pursue relentless training routines. A)arranging; strict and persistent B)demanding; severe and permanent C)justifying; practical and valuable D) dominating; firm and systematic

27. 8.The importance of this trait to success was shown in an experiment begun un the 1960s by psychologist Walter Mischel at a preschool on the Stanford University. A)factor B)element C)quality D) approach Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 8.The importance of this trait to success was shown in an experiment begun un the 1960s by psychologist Walter Mischel at a preschool on the Stanford University. A)factor B)element C)quality D) approach

28. 9.Bur some still emerged as stars, while others languished. A)sank into depression B)lost vigor C)remained obscure D)became discouraged Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 9.Bur some still emerged as stars, while others languished. A)sank into depression B)lost vigor C)remained obscure D)became discouraged

29. 10.What accounted for the difference? A)explained B)sharpened C)distinguished D) accumulated Text B: Pre-reading Task XIII. The following sentences are taken from the article What’s Your Emotional IQ. Read these sentences and try to figure out the meaning of the underlined words or expressions from the context. 10.What accounted for the difference? A)explained B)sharpened C)distinguished D) accumulated

30. Language Points Text B What’s Your Emotional IQ What’s Your Emotional IQ Daniel Goleman Daniel Goleman

31. What’s Your Emotional IQ? Daniel Goleman Daniel Goleman 1 Psychologists agree that I.Q. contributes only about 20 percent of the factors that determine success. A full 80 percent comes from other factors, including what I call emotional intelligence. Psychologists agree that I.Q. contributes only about 20 percent of the factors that determine success. A full 80 percent comes from other factors, including what I call emotional intelligence Psychologists agree that I.Q. contributes only about 20 percent of the factors that determine success. A full 80 percent comes from other factors, including what I call emotional intelligence 2 Following are some of the major qualities that make up emotional intelligence, and how they can be developed: 3 1. Self-awareness. The ability to recognize a feeling as it happens is the keystone of emotional intelligence. People with greater certainty about their emotions are better pilots of their lives. People with greater certainty about their emotions are better pilots of their livesPeople with greater certainty about their emotions are better pilots of their lives Language Points

32. 4 Developing self-awareness requires tuning in to what emotions make our bodies feel like -- literally, gut feelings. Gut feelings can occur without a person being consciously aware of them. For example, when people who fear snakes are shown a picture of a snake, sensors on their skin will detect sweat, a sign of anxiety, even though the people say they do not feel fear. tuning in to what emotions make our bodies feel like tuning in to what emotions make our bodies feel like 5 Through deliberate effort we can become more aware of our gut feelings. Take someone who is annoyed by an encounter for hours after it occurred. He may be oblivious to his irritability and surprised when someone calls attention to it. But if he evaluates his feelings, he can change them. 5 Through deliberate effort we can become more aware of our gut feelings. Take someone who is annoyed by an encounter for hours after it occurred. He may be oblivious to his irritability and surprised when someone calls attention to it. But if he evaluates his feelings, he can change them. Take someone who is annoyed by an encounter for hours after it occurred. He may be oblivious to his irritability and surprised when someone calls attention to it. But if he evaluates his feelings, he can change themTake someone who is annoyed by an encounter for hours after it occurred. He may be oblivious to his irritability and surprised when someone calls attention to it. But if he evaluates his feelings, he can change them Language Points

33. 6 2. Mood Management. Bad as well as good moods spice life and build character. The key is balance. Bad as well as good moods spice life and build character. The key is balanceBad as well as good moods spice life and build character. The key is balance 7 Of all the moods that people want to escape, rage seems to be the hardest to deal with. What should you do to relieve rage? One myth is that ventilating will make you feel better. In fact, researchers have found that's one of the worst strategies. Outbursts of rage pump up the brain's arousal system, leaving you more angry, not less. A more effective technique is "reframing", which means consciously reinterpreting a situation in a more positive light. 7 Of all the moods that people want to escape, rage seems to be the hardest to deal with. What should you do to relieve rage? One myth is that ventilating will make you feel better. In fact, researchers have found that's one of the worst strategies. Outbursts of rage pump up the brain's arousal system, leaving you more angry, not less. A more effective technique is "reframing", which means consciously reinterpreting a situation in a more positive light. One myth is that ventilating will make you feel betterOutbursts of rage pump up the brain's arousal system, leaving you more angry, not lessOne myth is that ventilating will make you feel betterOutbursts of rage pump up the brain's arousal system, leaving you more angry, not less Language Points

34. 8 3. Self-motivation. Positive motivation -- the marshaling of feelings of enthusiasm, energy and confidence -- is paramount for achievement. Studies of Olympic athletes, world-class musicians and chess grandmasters show that their common trait is the ability to motivate themselves to pursue relentless training routines. 9 To motivate yourself for any achievement requires clear goals and an optimistic, can-do attitude. Psychologist Martin Seligman of the University of Pennsylvania advised the Metlife insurance company to hire a special group of job applicants who tested high on optimism, although they had failed the normal aptitude test. Compared with salesmen who passed the aptitude test but scored high in pessimism, this group made 21 percent more sales in their first year and 57 percent more in their second. To motivate yourself for any achievement requires clear goals and an optimistic, can-do attitudetested high on optimism To motivate yourself for any achievement requires clear goals and an optimistic, can-do attitudetested high on optimism Language Points

35. 10 4. Impulse Control. The essence of emotional self-regulation is the ability to delay impulse in the service of a goal. The importance of this trait to success was shown in an experiment begun in the 1960s by psychologist Walter Mitchel at a preschool on the Stanford University campus. the ability to delay impulse in the service of a goal the ability to delay impulse in the service of a goal 11 Children were told that they could have a single treat, such as a marshmallow, right now. However, if they would wait while the experimenter ran an errand, they would have two marshmallows. Some preschoolers grabbed the marshmallow immediately, but others were able to wait what, for them, must have seemed an endless 20 minutes. wait what, for them, must have seemed an endless 20 minuteswait what, for them, must have seemed an endless 20 minutes Language Points

36. 12 The interesting part of this experiment came in the follow-up. The children who as four-year-olds had been able to wait for the two marshmallows were, as adolescents, still able to delay gratification in pursuing their goals. They were more socially competent and self- assertive, and better able to cope with life's frustrations. In contrast, the kids who grabbed the one marshmallow were, as adolescents, more likely to be stubborn, indecisive and stressed. The interesting part of this experiment came in the follow-up. The children who as four-year-olds had been able to wait for the two marshmallows were, as adolescents, still able to delay gratification in pursuing their goals The interesting part of this experiment came in the follow-up. The children who as four-year-olds had been able to wait for the two marshmallows were, as adolescents, still able to delay gratification in pursuing their goals 13 The ability to resist impulse can be developed through practice. When you're faced with an immediate temptation, remind yourself of your long-term goals -- whether they be losing weight or getting a medical degree. You'll find it easier, then, to keep from settling for the single marshmallow. keep from settling for the single marshmallowkeep from settling for the single marshmallow Language Points

37. 14 5. People Skill. The capacity to know how another feels is important on the job, in romance and friendship, and in the family. The importance of good interpersonal skills was demonstrated by psychologists Robert Kelley of Carnegie-Mellon University and Janet Caplan in a study at Bell Labs in Naperville, Ill. The labs are staffed by engineers and scientists who are all people of great intelligence. But some still emerged as stars, while others languished. But some still emerged as stars, while others languishedBut some still emerged as stars, while others languished Language Points

38. 15 What accounted for the difference? The standout performers had a network with a wide range of people. When a non-star encountered a technical problem, Kelley observed, "He called various technical gurus and then waited, wasting time while his calls went unreturned. Star performers rarely faced such situations because they built reliable networks before they needed them. So when the stars called someone, they almost always got a faster answer." 16 No matter what their I. Q., once again it was emotional intelligence that separated the stars from the average performers. ( 688 words) No matter what their I. Q., once again it was emotional intelligence that separated the stars from the average performers No matter what their I. Q., once again it was emotional intelligence that separated the stars from the average performers Language Points

39. Translation? Psychologists agree that I.Q. contributes only about 20 percent of the factors that determine success. A full 80 percent comes from other factors, including what I call emotional intelligence. 心理学家们一致认为，在对成功起绝对作用的各种因素中， 智商只占 20 ％。整整 80 ％来自于其它因素，其中包括我所谓 的情绪智力。

40. Paraphrase? People with greater certainty about their emotions are better pilots of their lives. People who more aware of their emotions have better control of their lives. A pilot is a person who flies an aircraft or guides a ship through a difficult stretch of water; in extended use, it also applies to a person who guides a course of action

41. Paraphrase? tunning in to what emotions make our bodies feel like – literally, gut feelings Becoming aware of feelings that our bodies sense but we are not conscious, that is, gut feelings gut feelings — instinctive feelings.

42. Take someone who is annoyed by an encounter for hours after it occurred. He may be oblivious to his irritability and surprised when someone calls attention to it. But if he evaluates his feelings, he can change them. Take someone … — Take someone…for example. Paraphrase the underlined part ? Who feels irritated for hours after he has met with someone or something unpleasant. Take someone who is annoyed by an encounter for hours after it occurred. He may be oblivious to his irritability and surprised when someone calls attention to it. But if he evaluates his feelings, he can change them. Paraphrase the underlined part ? He may fail to realize his anger and is surprised when someone tells him about it.

43. Translation? 比如，某人在发生冲突后的几个小时内一直在生气。他也许 没有觉察到自己的暴躁，而当有人提醒他注意时他也许还会 感到惊讶。但是如果他评估一下自己的情绪，他就能改变它 们了。 Take someone who is annoyed by an encounter for hours after it occurred. He may be oblivious to his irritability and surprised when someone calls attention to it. But if he evaluates his feelings, he can change them.

44. Paraphrase? Bad as well as good moods spice life and build character. The key is balance Both good and bad moods add excitement to life and help develop personality. What is most important is have them properly adjusted.

45. Paraphrase? One myth is that ventilating will make you feel better. We have the illusion that expressing your feelings in front of other people will help you relieve them.

46. Paraphrase? Outbursts of rage pump up the brain’s arousal system, leaving you more angry, not less. Ventilating anger arouses stronger feelings, making you more angry, not less angry. pump up the brain’s arousal system — simulate the mental power of arousing emotions.

47. Translation? To motivate yourself for any achievement requires clear goals and an optimistic, can-do attitude. 要激励自己取得任何成就需要有清晰的目标和一种乐观的、 “ 我能行 ” 的态度

48. Paraphrase? test high on optimism Get high scores on optimism (in test); be exceptionally optimistic

49. Paraphrase? the ability to delay impulse in the service of a goal The ability to control the impulsive acts and hold out for the sake of achieving a goal.

50. Paraphrase? wait what, for them, must have seemed an endless 20 minutes wait for 20 minutes, a length of time which must have seemed endless to them.

51. The interesting part of this experiment came in the follow-up. The children who as four-year-olds had been able to wait for the two marshmallows were, as adolescents, still able to delay gratification in pursuing their goals. follow-up —n.& a. (of) something done as a continuation or second part of what has already been started or done Examples: As a follow-up to the television series the BBC is publishing a book. As a follow-up to the television series the BBC is publishing a book. He needs follow-up treatment from a specialist doctor. He needs follow-up treatment from a specialist doctor.

52. Translation? The interesting part of this experiment came in the follow-up. The children who as four-year-olds had been able to wait for the two marshmallows were, as adolescents, still able to delay gratification in pursuing their goals. 这个试验的有趣成分在于跟踪研究。那些在四岁时能为能为 两颗果汁软糖等待的孩子在青少年时期仍然能够在追求他们 的目标时推迟对欲望的满足。

53. keep (away) from settling for the single marshmallow If you settle for something, you agree to it, or decide to have it, or accept it, although it might not be exactly what you want. Examples: He never settles for second best. He never settles for second best. They hoping to sell their car for $ 2,500 but settled for $ 2,000. They hoping to sell their car for $ 2,500 but settled for $ 2,000. Paraphrase? wait for 20 minutes, a length of time which must have seemed endless to them.

54. But some still emerge as stars, while others languished. A settle for something is a very successful, important or skillful person. Examples: Michael is the star of the class. Michael is the star of the class. Paraphrase? But, in spite of that, some of them proved successful, while others failed.

55. No matter what their I. Q., once again it was emotional intelligence that separated the stars from the average performers Translation? 不论他们的智商如何，又是情商把明星们和一般人区分开 来。

56. Text B: Comprehension Ex. XIV, p. 206 《读写教程 IV 》 : Ex. XIV, p. 206

57. Choose the best answer to each of the following questions. Text B: Comprehension 1.The author begins his article with __________. A)a definition of emotional IQ that is central to the thesis B)a set of statistics that instantly engages the reader ’ s interest C)a brief account of the importance of developing one ’ s emotional intelligence D)a controversial statement about IQ and EQ 1.The author begins his article with __________. A)a definition of emotional IQ that is central to the thesis B)a set of statistics that instantly engages the reader ’ s interest C)a brief account of the importance of developing one ’ s emotional intelligence D)a controversial statement about IQ and EQ

58. Text B: Comprehension 2.In this article the author defines “self-awareness” as __________ _______________________________________________________. the ability to recognize a feeling as it happens Choose the best answer to each of the following questions.

59. Text B: Comprehension 3.From the context we may safely infer that the term “gut feeling” refers to_______. A) “ thoughtful reactions ” B) “ irrational emotions ” C) “ instinctive feelings ” D) “ irresistible passions ” 3.From the context we may safely infer that the term “gut feeling” refers to_______. A) “ thoughtful reactions ” B) “ irrational emotions ” C) “ instinctive feelings ” D) “ irresistible passions ”

60. Choose the best answer to each of the following questions. Text B: Comprehension 4.Which of the following is TRUE according to the text? A)With intentional efforts we can develop our self- awareness and become more certain about our own emotions. B)To become better aware of our gut feelings we should acquire some basic knowledge of neurology. C)Gut feelings always happen without people ’ s immediate awareness. D)A positive evaluation of one ’ s feelings is vital to the quality of one ’ s life. 4.Which of the following is TRUE according to the text? A)With intentional efforts we can develop our self- awareness and become more certain about our own emotions. B)To become better aware of our gut feelings we should acquire some basic knowledge of neurology. C)Gut feelings always happen without people ’ s immediate awareness. D)A positive evaluation of one ’ s feelings is vital to the quality of one ’ s life.

61. Text B: Comprehension 5.Paraphrase the sentences: “Bad as well as good moods spice life and build character. The key is balance.” ________________ _______________________________________________________ Good and bad moods are two sides of the same coin. Complementary to each other, they add excitement and interest to our life and shape our character. The importance thing is that we should learn to bring our moods, under our control. Choose the best answer to each of the following questions.

62. Text B: Comprehension 6.According to the author, an effective method of relieving anger is to __________. A)give vent to your rage as soon as you are aware of this feeling B)reconsider what has happened in a different, yet more positive, way. C)control your mood and adjust yourself to the new situation D)both B and C 6.According to the author, an effective method of relieving anger is to __________. A)give vent to your rage as soon as you are aware of this feeling B)reconsider what has happened in a different, yet more positive, way. C)control your mood and adjust yourself to the new situation D)both B and C

63. Text B: Comprehension 7.The author maintains that _____________, ______________, and ____________ are essential for the development of positive motivation. optimismself-confident definite goals Choose the best answer to each of the following questions.

64. Text B: Comprehension 8.What’s author’s point in telling us about the findings of an experiment conducted at a preschool and its follow-up? A)To demonstrate the importance of impulse control to success in one ’ s life. B)To prove the saying that “ childhood shows the man as morning shows the day. ” C)To illustrate difficulty in developing one ’ s ability to cope with impulse. D)To emphasize the necessity to develop one ’ s ability to cope with impulse. 8.What’s author’s point in telling us about the findings of an experiment conducted at a preschool and its follow-up? A)To demonstrate the importance of impulse control to success in one ’ s life. B)To prove the saying that “ childhood shows the man as morning shows the day. ” C)To illustrate difficulty in developing one ’ s ability to cope with impulse. D)To emphasize the necessity to develop one ’ s ability to cope with impulse.

65. Text B: Comprehension 9.According to the author, we can develop the ability to resist impulse by _____________________________________________. reminding ourselves of our long-term goals Choose the best answer to each of the following questions.

66. Text B: Comprehension 10.By “people skill” the author means _____________. A)the inclination to be considerate of others B)the capacity to look into other people ’ s minds C)the ability to establish good interpersonal relations D)the skills of dealing with different kinds of people 10.By “people skill” the author means _____________. A)the inclination to be considerate of others B)the capacity to look into other people ’ s minds C)the ability to establish good interpersonal relations D)the skills of dealing with different kinds of people

67. Text B: Comprehension 11.At the end of his article the author point out that, at Bell labs, it was ___________ that distinguish the outstanding performers from the ordinary ones. emotional intelligence Answer the following questions.

68. Text B: Comprehension 12.According to the author, we can develop the ability to resist Do you think the last paragraph of the “People Skill” section may also serve as a purposeful ending for the whole article? Why or why not? Yes. It serves well as a restatement of the thesis – the importance of developing one’s emotional intelligence and concludes forcefully the whole article. Answer the following questions.

69. Listening Practice Listening & Speaking IV Passage 2Passage 2Passage 2Passage 2 Passage 3Passage 3Passage 3Passage 3

70. Listening Practice: Passages Questions 《听说教程 IV 》 Part 4.3, p.71~72 Passage 2

71. 5. A)The mass production of communications devices. B)The early history of a major communication medium. C)The life of a famous inventor. D)The impact of radio broadcasting on the music industry. Listening Practice: Passages

72. 6. A)Few people owned the necessary equipment. B)The music selection was not very popular. C)Few ships came into New York harbor. D)The radio signal was too weak to reach a mass audience. Listening Practice: Passages

73. 7. A)Military communications officers. B)People who took radio technology as a hobby. C)People who lived in big cities. D)People with an interest in music. Listening Practice: Passages Check-up

74. Listening Practice: Passages 5.What is the talk mainly about? A)The mass production of communications devices. B)The early history of a major communication medium. C)The life of a famous inventor. D)The impact of radio broadcasting on the music industry. 5.What is the talk mainly about? A)The mass production of communications devices. B)The early history of a major communication medium. C)The life of a famous inventor. D)The impact of radio broadcasting on the music industry.

75. Listening Practice: Passages 6.Why was it that the early radio broadcast was received by a small audience? A)Few people owned the necessary equipment. B)The music selection was not very popular. C)Few ships came into New York harbor. D)The radio signal was too weak to reach a mass audience. 6.Why was it that the early radio broadcast was received by a small audience? A)Few people owned the necessary equipment. B)The music selection was not very popular. C)Few ships came into New York harbor. D)The radio signal was too weak to reach a mass audience.

76. Listening Practice: Passages Script 7.According to the talk, who owned the receivers in the early days of radio? A)Military communications officers. B)People who took radio technology as a hobby. C)People who lived in big cities. D)People with an interest in music. 7.According to the talk, who owned the receivers in the early days of radio? A)Military communications officers. B)People who took radio technology as a hobby. C)People who lived in big cities. D)People with an interest in music.

77. It was an Italian inventor who created the first wireless device for sending out radio signals in 1895. But not until the American inventor Lee de Forest built the first amplifying vacuum tube in 1906, did we get the first radio as we know it. And the first actual radio broadcast was made on Christmas Eve of 1906. That ’ s when someone working from an experiment station in Brandrock, Massachusetts, arranged a program of two short musical selections of a poem and a brief holiday greeting. The broadcast was heard by wireless operators on ships with a radius of several hundred miles. The following year, de Forest began regular radio broadcast in New York. Those programs were similar to much of what we hear on the radio today in that de Forest played only music. Listening Practice: Passages But because there were still no home radio receivers, de Forest ’ s audience consisted only of wireless operators on ships in New York harbor. There is no doubt the radio broadcasting was quite a novelty in those days. But it took a while to catch on commercially. Why? For the simple fact that only a few people, in fact, only those who tinkered with wireless telegraphs as a hobby owned receivers. It wasn ’ t until 1920s that someone envisioned mass appeal for radio. This was the radio pioneer David Sinaur who predicated that one day there would be a radio receiver in every home.

78. Listening Practice: Passages Questions 《听说教程 IV 》 Part 4.3, pp.72 Passage 3

79. 8. A)Because Microsoft tries unfairly to defeat its competitors. B)Because Microsoft computer software is everywhere. C)Because Microsoft operates differently from lots of other computer companies. D)Because Microsoft sells its software at a much lower price. Listening Practice: Passages

80. 9. A)It produces high-quality products and is the center of the information revolution. B)It conducts business quite differently from many other companies. C)It does not violate the law. D)It will impose some limits on its products. Listening Practice: Passages

81. 10. A)Most people approve of the idea that Microsoft should be broken apart into two companies. B)Most people object to Microsoft being broken apart into two companies. C)They are indifferent to the case. D)They are interested to see the outcome of the case. Listening Practice: Passages Check-up

82. Listening Practice: Passages 8.Why did the U.S. Justice Department sue Microsoft? A)Because Microsoft tries unfairly to defeat its competitors. B)Because Microsoft computer software is everywhere. C)Because Microsoft operates differently from lots of other computer companies. D)Because Microsoft sells its software at a much lower price. 8.Why did the U.S. Justice Department sue Microsoft? A)Because Microsoft tries unfairly to defeat its competitors. B)Because Microsoft computer software is everywhere. C)Because Microsoft operates differently from lots of other computer companies. D)Because Microsoft sells its software at a much lower price.

83. Listening Practice: Passages 9.What did Microsoft say about the charge made by the U.S. Justice Department? A)It produces high-quality products and is the center of the information revolution. B)It conducts business quite differently from many other companies. C)It does not violate the law. D)It will impose some limits on its products. 9.What did Microsoft say about the charge made by the U.S. Justice Department? A)It produces high-quality products and is the center of the information revolution. B)It conducts business quite differently from many other companies. C)It does not violate the law. D)It will impose some limits on its products.

84. Listening Practice: Passages Script 10.How do common people think of the case? A)Most people approve of the idea that Microsoft should be broken apart into two companies. B)Most people object to Microsoft being broken apart into two companies. C)They are indifferent to the case. D)They are interested to see the outcome of the case. 10.How do common people think of the case? A)Most people approve of the idea that Microsoft should be broken apart into two companies. B)Most people object to Microsoft being broken apart into two companies. C)They are indifferent to the case. D)They are interested to see the outcome of the case.

85. Microsoft computer software, it seems, is everywhere. Nine out of every 10 personal computers in the world use it. But Microsoft Corp. is in trouble these days, in part, because it is so big and its products so widely used. The U.S. Justice Department sued Microsoft in 1997, charging the software giant with unfairly trying to crash its competition. The company, based in Redmond, Washington, fought back in court, saying it produced good products and boosted the economy for everyone. And besides, Microsoft argued, it doesn’t operate much differently from lots of other companies. But last April, U.S. District Judge Thomas Penfield Jackson ruled that Microsoft broke the law and used its dominance of the computer operating system industry to unfairly shut out other companies. (The operating system is the “brain” of the computer — it interprets commands that the user types in.) Listening Practice: Passages Now the government wants to break Microsoft apart into two companies. One would own the Windows operating system, and the other company would focus on Microsoft’s other products, including its Web browser, Internet Explorer. Microsoft, meanwhile, hopes that Jackson will not break it up, but just put some limits on how it conducts business. Company lawyers have said if they do not like his ruling — which is expected soon — they will appeal to another court to overrule him. People are watching the case with great interest. Whether they love or hate the company and its nerdy-genius-billionaire founder, Bill Gates, everyone agrees that Microsoft is at the center of the high-technology revolution. Should it be applauded for its creativity and innovation, or spanked for stifling the creativity of smaller competitors?

86. Speaking Practice Practice I Practice II Practice III Oral Practice

87. Speaking Practice I Give a short account of the researcher giving marshmallow to the four-year-old children. What key questions do the experiment raise How the children react What happened to the children when they reach the high school The experiment

88. Oral Pracitce Speaking Practice II Task 1. Talk about the book Emotional Intelligence Its author The goal in writing the book The thesis of the book

89. Oral Pracitce Speaking Practice II Task 2. What does the author think of the book? be little that’s new here to any close reader may be no less original ideal than neither is it surprising looking for antidotes see practical applications everywhere

90. Oral Practice Speaking Practice III Discuss the following topics in groups What do you think is the difference between EQ and IQ? Which is more important in your view? What do researchers look at EQ and IQ

91. 1.Read Text C, Unit 6 2.Do exercises: Ex. XVIII (p. 212)Ex. XVIII (p. 212) Ex. XIX(p. 214)Ex. XIX(p. 214) 3.Preview Text A, Unit 7 AssignmentAssignment