PAGEPAGE10U5AttitudeIsEverything!Theme:developingapositiveattitudeSettingGoalsInthisunit,youwilllearntodeliverspeechesforspecialoccasions;definetermsfromdifferentperspectives;thinkcriticallyaboutanddiscussextensivelyyourattitudetowardlife.Session1GettingStartedFocus/Objectives:Thisactivityintroducesthetopicofpositivethinking.Studentsareexpectedtousetheirownexperiencestodiscussthepowerofapositiveattitude.Procedures:Studentsshouldworkinpairsanddiscussthethreequestionslistedinthetextbook.Asawarm-upactivity,thediscussionshouldnotbetoolong.6-8minuteswouldbeenough.Afterthediscussion,conductanin-classpollonthefollowingtwoquestions:a)Doyouhaveapositiveattitude?b)Canyouremainpositivewhensomethingbadhappens?Whenallanswersarecollected,startwiththosewhosay“no”tothequestions.Askthemwhatdifficulttimetheyhaveexperiencedandhowtheyfeltatthattime.Emphasizehowcommonandnormalitistogetsadordisillusioned.Then,movetothosewhosay“yes”andinvitethemtosharetheirexperiencesonhowtogetthroughdifficulttimes.Finally,askstudentstosummarizeandcommentonthefoursayingslistedinthetextbook.Teachingnotes:Iftimepermits,introducetheconceptof(PositiveAttitudeQuotient)tostudents.InhisbookThePowerofaPositiveAttitude:DiscoveringtheKeytoSuccess,RogerFritzusesthefollowing10questionstodetermineIcanquicklyrecoverfromfailure.IhavepersonalgoalsIamworkingon.Ikeeptrackofmyprogressongoalsandmakethechangesneeded.ImakeupmymindslowlywhetherornotIwilllikenewpeopleImeet.Igetalotofgoodideasfromotherpeople.IcanfindwhatIneedtoknowwithoutmuchhelp.Idon’thavetoberemindedtodowhatIagreetodo.Icanquicklydetectpeoplewhoarepessimists.Ienjoylisteningtopeople’sexplanations,evenifIdon’tlikethempersonally.Iampatientwithpeoplewhodisagreewithme.Foreachoftheabovetenquestions,mark1iftheansweris2ifseldom,3ifsometimes,4ifand5ifalmostalways.Calculatehowmuchyougetintotal.AccordingtoFritz,ifyouscore40ormore,youhaveastrongpositiveattitude.Ifyouscorebetween30and40,youhaveanormalpositiveattitude.Ifyouscorebetween20and30,yourattitudeisunpredictableandwillcauseconfusionanduncertaintyinyourrelationshipsathomeandatwork.Ifyouscoreunder20,youhaveanegativeattitude,whichwillinhibitconfidenceinyourrelationshipsandwork.Instructorsarewelcometousetheconceptoftoconductthepollandguidethediscussion.Formoredetails,seeThePowerofaPositiveAttitude:DiscoveringtheKeytoSuccessbyRogerFritz,UnitedKingdom:AmericanManagementAssociation,2008.Neartheendofthediscussion,makesuretoemphasizethebenefitsofapositiveattitude,whichincludebutarenotlimitedtoa)reducingstresslevels;b)buildingconfidence;c)increasingcreativity;d)boostingproductivity;e)helpingwithdecision-making;f)facilitatinginteraction;g)fosteringindependence;h)increasingresilience;andi)leadingtobetterhealth.Itisimportantforinstructorstohighlightthehealthbenefitsofapositiveattitude.AccordingtoNIHNewsinHealth,“[research]hasfoundalinkbetweenanupbeatmentalstateandimprovedhealth,includinglowerbloodpressure,reducedriskforheartdisease,healthierweight,betterbloodsugarlevels,andlongerlife.”RemindstudentsthatUnit5providesthemwithagreatchancetodiscusshowtofosterandmaintainapositiveattitudeinlife.(/2015/08/positive-emotions-your-health)Listening1:“AttitudeChangesEverything—AShortStory”Procedures:Afterlisteningforthefirsttime,askstudentstoanswerthequestionsdirectlyinclass.Thereisnoneedforsmall-groupdiscussionasthequestionsarerelativelyeasytoAfterlisteningforthesecondtime,studentsshouldbegivenfiveminutesforsmall-groupdiscussion.Encouragestudentstomaketwolistsforthesecondgroupofquestions.Oneistolisttheobstaclesinachievingapositiveattitude.Theotheristolistthewaystoovercomethoseobstacles.Whenthediscussionends,askeachgrouptoshowandexplaintheirlists.Seehowlongthelistscouldgoandalsowhethertheyhavecorrespondingsolutionsorsuggestions.Teachingnotes:Afterlisteningforthefirsttime:Question1:Whatdidthewomandowhenshenoticedshehadonlythreehairsonherhead?Answer:Shedecidedtobraidherhairandhadawonderfulday.Question2:Howdidthewomanrespondwhenshehadonlytwohairs,onehair,andevennomorehair?Answer:Whenshehadonlytwohairs,shewasstillnotsad.Instead,shepartedherhairdownthemiddleandhadagreatWhenshehadonlyonehairleft,shetookitasaponytailandremainedEvenwhenshehadnomoreshecouldstilllookonthebrightsidebytellingherselfthatshedidnotneedtofixherhairfortheQuestion3:Whatmadethewomanhappyeveryday?Answer:Thekeytoherhappinessisofcourseapositiveattitude.Thewomancouldbeextremelydepressedifshechosetothinknegatively.Instead,sheremainedcheerfulevenwhenshehadnomorehair.Withapositiveattitude,shecouldalwaysseethebrightsideofanysituationandthuskeepmentallyhealthy.Afterlisteningforthesecondtime:Question1:Doyouagreethatattitudechangeseverything?Howdoesattitudechangeyourlife?Answer:Attitudemaynotchangeeverything,butitdoesbringalotofbenefits.Itplaysakeyroleinacademicandprofessionalsuccessandalsoimprovesmentalhealth.Fordetails,seeTeachingnote2intheWarm-upactivity.Question2:Inyouropinion,whataretheobstaclespreventingapersonfrommaintainingapositiveattitude?Answer:AccordingtoSmithyMary,thereareeightcommonobstaclestopositivethinking.NegativeSelf-Talk:Theinnercritic,self-doubt,andnegativeself-talkcansabotagepositivethinking.PastExperiences:Negativeexperiences,failures,ortraumasfromthepastcaninfluencemindsetandmakeitchallengingtomaintainapositiveoutlook.SurroundingInfluences:Negativeenvironments,toxicrelationships,orpessimisticindividualscanimpactone’sabilitytothinkpositively.FearandUncertainty:Fearoftheunknown,fearoffailure,orfearoftakingriskscanhinderpositivethinking.LimitingBeliefs:Deeplyingrainedlimitingbeliefsaboutoneselfortheworldcanhinderpositivethinking.ExternalFactors:Challenginglifecircumstances,financialdifficulties,healthissues,orpersonalsetbackscanmakeithardertomaintainpositivethinking.ComparisonandSocialMedia:Constantcomparisontoothers,especiallythroughsocialmediaplatforms,canleadtofeelingsofinadequacyanddampenpositivethinking.LackofSelf-Care:Neglectingself-care,suchasinsufficientsleep,poornutrition,orlackofexercise,canimpactoverallwell-beingandhinderpositivethinking.Fordetails,see/What-are-the-main-obstacles-to-positive-thinking.Neartheendofthediscussion,makesurethatstudentshaveenoughtimetotalkaboutsolutions.Don’tworryiftheycannotfindagoodwaytodealwitheachobstacle.Theywillhavemoretimefordiscussioninthefollowingactivities.2:“Gratitude:TheKeytoCultivatingaPositiveAttitude”Procedures:Afterlisteningforthefirsttime,studentscanworkinpairstoanswerthequestions.Ortheycanskipthepairworkandgodirectlytoclassdiscussioniftheyfeelreadytoanswerallthequestions.Afterlisteningforthesecondtime,studentscanhavefiveminutesforgroupdiscussion.Whenthediscussionends,choosetwotothreegroupstogiveclassreports.Iftimepermits,instructorscanconductanotherin-classpollonhowstudentsprefertoexpresstheirgratitude.CheckwhatthemostpopularwaytoexpressgratitudeisandTeachingnotes:Afterlisteningforthefirsttime:Question1:Whatisthekeytocultivatingapositiveattitude,accordingtothespeaker?Answer:Accordingtothespeaker,oneofthebestwaystocultivateapositiveattitudeistopracticeasenseofthankfulness.Question2:Doeshavingasenseofgratitudemeandenyingunpleasantemotionsanddisappointmentsorignoringnegativesituations?Ifnot,whatdoesitmean?Answer:No,itsimplymeansthatyoudon’tfocusonthemorletthemcontrolyou.Question3:Isbeinggratefulaconsciouschoice?Howcanwedevelopthattrait?Answer:Yes,beinggratefulisaconsciouschoice.Accordingtothespeaker,it’satraitthat’sdevelopedwithconsiderationandawareness.Itmeansthatweshouldnottakeeverythingforgranted.Instead,weshouldbegratefulforwhatwehaveandliveeachdayfullofwonderandappreciation.Afterlisteningforthesecondtime:Question1:Doyoubelievethatcultivatingasenseofgratitudewouldimprovethequalityoflife?Why?Answer:Cultivatingasenseofgratitudecansurelyimprovethequalityoflife.AccordingtoHarvardHealthPublishing,“ThewordgratitudeisderivedfromtheLatinwordgratia,whichmeansgrace,graciousness,orgratefulness(dependingonthecontext).Insomeways,gratitudeencompassesallofthesemeanings.Gratitudeisathankfulappreciationforwhatanindividualreceives,whethertangibleorintangible….Inpositivepsychologyresearch,gratitudeisstronglyandconsistentlyassociatedwithgreaterhappiness.Gratitudehelpspeoplefeelmorepositiveemotions,relishgoodexperiences,improvetheirhealth,dealwithadversity,andbuildstrongrelationships.”Fordetails,see/healthbeat/giving-thanks-can-make-you-happier#:~:text=In%20positive%20psychology%20research%2C%20gratitude,adversity%2C%20and%20build%20strong%20relationships.Question2:Canyoulistthreepeopleyouaregratefulfor?Whathavetheydoneforyou?Howwouldyouexpressyourgratitude?Wouldyouwritethemathank-youcard,sendthemagift,ordosomethingfortheminreturn?Answer:Studentsmayhavevariousanswershere.Respectalltheiranswersandencouragethemtobecreativeinexpressingtheirgratitude.GettingreadytotalkBuildingvocabularyProcedures:Studentsshouldworkinpairs.StudentAhastwominutestodefinewhatapositiveattitudeis,andstudentBcommentsonthedefinition.Thecommentsshouldcoverthefollowingthreeaspects.First,isthedefinitionpreciseandaccurate?Second,doesthedefinitionincludefivewordsorphrasesfromthevocabularylist?Third,arethosewordsorphrasesusedcorrectly?Then,studentBhastwominutestodefinewhatanegativeattitudeis,andthenstudentAcommentsonit.Iftimepermits,askstudentstoreadtheirdefinitionsonebyoneandvoteforthebestversion.Teachingnotes:Thevocabularyinthisunitcanberoughlydividedbywhetheritbelongstoapositiveattitudeoranegativeone.Seethechartbelowfordetails.Apositiveattitudeappreciative,bideone’stime,cheeron,constructive,empowering,everycloudhasasilverlining,inagoodmood,jovial,keepastiffupperlip,laughoff,lookonthebrightside,makethebestofit,motivation,optimistic,sanguine,self-reliant,unwavering,zealousAnegativeattitudeabadhairaccusatory,atwits’end,bemoan,buryheadinthesand,choleric,depression,disparaging,downbeat,gotopieces,haveaclosedmind,judgmental,moodswing,pessimistic,quarrelsome,self-denial,self-pity,weardown,whinyStudentscanreadthechartbelowformorewords.Apositiveattitudeblithesomeadj.愉快的,無憂無慮的,buoyantadj.樂觀的,歡快的,congenialadj.友善的,意氣相投的,gritn.毅力,意志力,happy-go-luckyadj.樂天的,無憂無慮的,hanginthere堅持下去,jauntyadj.輕松活潑的,喜洋洋的,jocularadj.幽默詼諧的,pertinaciousadj.堅韌不拔的,頑強(qiáng)的,unflinchingadj.不屈不撓的,堅定不移的,upbeatadj.樂觀的,積極向上的Anegativeattitudeadversityn.逆境,不幸,blame-shiftingadj.推卸責(zé)任的,curmudgeonn.脾氣暴躁的人,futilitariann.悲觀主義者,人力徒然論者,gutlessadj.缺乏膽量的,窩囊的,lackadaisicaladj.懶散的,lily-liveredadj.怯懦的,mawkishadj.感傷的,感情脆弱的,moroseadj.陰郁的,脾氣不好的,peevishadj.易怒的,stickinthemudn.墨守成規(guī)的人,yellow-belliedadj.膽小的Pre-classresearch1Focus/Objectives:Task1hastwoobjectives.First,itusesalifestorytodemonstratetheimportanceofapositiveattitude.Second,itencouragesstudentstolearnthepowerofappreciation.Teachingnotes:Askstudentstoanswerthefollowingquestionswhentheyreadthefirstarticle.First,whatkindofpersonwasJerry?Second,whatdidJerrymeanwhenhesaidthat“Lifeisallaboutchoices”?Third,whatdidthenarratorlearnfromJerry?Fourth,doyouagreethatattitudeiseverything?Whenstudentspreparefortheirappreciationletters,remindthemthattheformatdependsonwhotherecipientis.Aformalletterispreferredifyouhaveaprofessionalconnectionwiththerecipient.Amorecasualformatwouldbebetteriftheletterisaddressedtoapersonalacquaintance.Studentsneedtospecifywhytheyfeelgratefulintheirletters.Giveoneortwodetailstoexemplifythehelptheyhavereceived,beittangibleorintangible,andexplainhowitinfluencedtheirlives.Makesurethatthelettersarenottoolongasstudentsneedtoreadtheminclass.Fivetosixhundredwordswouldbeenough.Task2Focus/Objectives:Task2invitesstudentstothinkaboutanddiscusshowtocultivateapositiveattitude.Teachingnotes:2shouldbedoneinthreesteps.First,studentsneedtolist10waystocultivateapositiveattitude.Then,theyshouldreadthesecondarticleandcomparetheirliststothelistprovidedinReading2.Checkhowthelistsdifferandwhytherearesuchdifferences.Finalizethelisttoincludeallpossiblewaystocultivateapositiveattitude.BepreparedtousethelistinActivity4inSession2.Session2MakingYourVoiceHeardActivity1:DevelopingSkillsforOralCommunicationFocus/Objectives:Thisactivityhasthreemainobjectives.First,practicehowtochairaseminar.Second,practicehowtogivepresentations.Third,discusshowapositiveattitudeinfluencesmodernlife.Teachingnotes:Thisactivityshouldbedoneinfoursteps.First,topreparefortheseminar,studentsshouldworkingroupsofTheywillhavefiveminutestoread“HowtoChairaSeminar”anddiscusswhytheexamplegiveninthetextbookisagoodspeechofintroduction.Second,toimitateaformalandprofessionalseminar,studentsshouldhavetwomoreminutestomakeupparticipatingspeakers’names,titles,andachievements.Forexample,speakerAcouldbeanOlympicgoldmedalist.SpeakerBcouldbeapsychiatristwhospecializesinanxietydisorderanddepression.SpeakerCcouldbeaprofessorwhohaspublishedmorethan20papersonpositivepsychology.Encouragestudentstobecreative.Next,studentswillhavetwominutesforindividualpreparation.Thechairpersonshouldworkonthespeechofintroductionwhilethethreespeakerspreparefortheirpresentations.Beforetheseminarbegins,askthechairpersontopayattentiontothefollowing.Expressthanksandmakeabriefcommentaftereachspeakerhasfinishedhis/herspeech.Atransitionshouldbemadeifthenextspeakerisgoingtotouchuponadifferentaspectoftheissue.Atthecloseoftheseminar,giveabriefsummaryofthediscussion,pointingoutitssignificanceandexpressingthankstoalltheparticipants.Forspeakers,remindthemthataneffectivepresentationshouldbeconcise,engaging,andvisuallyappealing.Askthemtopayspecialattentiontokeywordsintheirpresentationssuchassuccess,health,andhappiness.Successmaynotsimplymeanacademicorprofessionalsuccess.Itmayalsomeanpersonalsuccess.Healthisnotmerelytheabsenceofdisease.Itreferstoacombinationofphysical,mental,andsocialwell-being.Happinessisahighlysubjectivetermandcanbeeasilyinfluencedbyavarietyoffactorssuchaslifeexperiences,values,beliefs,socialforces,aswellasindividualchoices.Neartheendoftheseminar,eachgroupcanhaveafive-minuteQ&Asession,duringwhichstudentscanhavefurtherdiscussionontheintricaterelationshipbetweenattitudeandmodernlife.Activity2:ShareExperienceFocus/Objectives:Thisactivityencouragesstudentstousetheirownlifeexperiencestodiscussandunderstandtheimportanceofapositiveattitude.Teachingnotes:Studentsshouldworkinpairs.StudentAdescribesadayinfluencedbyapositiveattitudewhilestudentBdescribesadayinfluencedbyanegativeattitude.Encouragestudentstocoverthefollowingdetails.First,whathappenedonthatday?Second,howdidtheyrespondtoit?Third,howdidtheirattitudeinfluencetheresult?Fourth,whatwouldhappeniftheyadoptedadifferentattitude?Studentsshouldhavefiveminutesintotalforthisactivity.Whentheyfinish,choosetwotothreestudentstogiveclassreports.Activity3:ClinicHourFocus/Objectives:Thisactivityfocusesonhowtodealwithnegativethinking.Teachingnotes:Asthisisarole-playactivity,askthosestudentswhoplaytheroleofpatientstoaddasmanydetailsaspossibleintheirdescription.Forthosewhoplaytheroleofpsychologists,remindthemthattheyhavediscussedpossiblesolutionstonegativethinkingin1.Ifstudentshopetogetmoresuggestions,askthemtoreadthetipsAccordingtoBakersfieldBehavioralHealthcareHospital,therearesixtipsforovercomingnegativethinking.ReplaceNegativityinSurroundings:Whatyouletintoyourmindinyoureverydaylifecanhaveanimpactonyourthoughts.Identifythetopsourcesofnegativityinyourlife.Thesesourcescanbepeople,websites,music,andsoon.Oncethesourcesareidentified,findawaytoreplacethemwithsourcesofpositivity.Exercise:Exercisingonaregularbasiscanhaveaprofoundpositiveimpactonbothyourphysicalandmentalhealth.Onebenefitexercisebringsisthatitcanhelprelieveinnertensionandworries.don’thavetoplananextensivetriptothegymtoseeresultsasfarasyourthinkingisconcerned.Evenasimplewalkaroundtheblockcanhelp.ItOver:Ifyoufindyourselfstrugglingwithnegativethoughtsandfeelings,onewaytoovercomethisistofindsomeonewhoisclosetoyouandtalk.Notonlycanthishelpyouvent,butthisalsocanbeagreatopportunitytoreframenegativethoughtsinamorepositivelight.FindatoServe:Onewaytodealwithnegativethoughtsistofocusonhelpingsomeoneelse.Byhelpingsomeoneelse,yougiveyourselfanopportunitytobringpositivityintoyourlife.Whetheritbehelpingsomeonemoveormerelylisteningtoafriend,helpingsomeoneelseisagreatwaytohelpyourself.FindatoBeGrateful:Whenyouarestrugglingwithnegativity,itcanbeeasytoforgetallthepositivethingsinyourlife.lookingthroughyourlifeandsurroundingsandfindthingsthatyouaregratefulDownWhatAreFeeling:ridyourselfofnegativethoughts,tryspending15minutesadaywritingdownyourthoughtprocess.Doingthiscanhelpyouidentifyhowyourthoughtsarebecomingdistorted.Fordetails,see/blog/overcoming-negative-thinking.Neartheendoftheactivity,askstudentstovoteforthefivebestsuggestionsonovercomingnegativethoughts.Activity4:InterviewFocus/Objectives:Thisactivityfocusesonhowtocultivateapositiveattitude.Teachingnotes:Thisisaclassminglingactivity.Itshouldbedoneinthreesteps.First,dividetheclassintotwogroups.Halfofthestudentswouldbeinterviewerswhiletheotherhalfwouldbeinterviewees.Asktheinterviewerstowalkaroundtheclassroomandinterviewonestudentonpositivethinking.Theinterviewshouldbecomposedoftwoparts.First,askthe10questionslistedinthetextbook.Second,ifanyoftheanswersisnegative,askwhyandgivesuggestionsonhowtocultivateapositiveattitudebyusingtheliststudentshavepreparedin2.Whentheyaredone,askstudentstoswitchtheirroles.Theinterviewerswouldbecomeintervieweesandviceversa.Doanotherroundofinterviews.Thelaststepisgroupdiscussion.AskstudentstositdownandformintogroupsofTheyneedtodiscussandvoteforthefivebestsuggestionsonhowtocultivateapositiveattitude.Activity5:GroupDiscussionFocus/Objectives:Thisactivityfocusesongratitude.Ithastwoobjectives.First,itencouragesstudentstocultivateasenseofgratitudebywritingappreciationletters.Second,ithelpsstudentstobetterunderstandtheimportanceandbenefitsofbeinggrateful.Teachingnotes:Studentsinthisactivitycouldworkingroupsoftwotofourdependingontheclasssize.Thisactivitycanbedividedintotwoparts.First,studentsshouldreadthelettersofappreciationtheyhavepreparedin1totheirgroupmembers.Second,theyshouldusethoseappreciationletterstodiscusshowfeelingsofgratitudecanhelpthemthroughhardtimes.Instructorscangototeachingnotesfor2fortheimportanceandbenefitsofcultivatingasenseofgratitude.ProbingforanswersFocus/Objectives:Thisactivityfocusesoncollegestudents’mentalhealth.Ithastwoobjectives.First,ithelpsstudentstorecognizesomecommonphysicalandemotionalsymptoms/signsofdepressionforcollegestudents.Second,itencouragesstudentstofigureoutwaystomanageorovercomethosementalissues.Teachingnotes:AccordingtoanauthoritativeU.S.medicalinformationplatform,thereare10commonsignsofdepression.Theyinclude:LackofenergyDifficultyconcentratingorrememberingthingsIrritabilityInsomniaSleepingtoomuchLossofappetiteorovereatingLossofinterestinactivitiesthatyouenjoyFeelingguilty,hopeless,worthless,sad,anxious,helpless,orrestlessAches,pains,andcrampsthatdon’tgetbetterThoughtsofsuicideIt’simportantforstudentsaswellastheirparentsandteacherstoknowthesesymptomsfortheearlyidentificationandtreatmentofdepression.Fordetails,see/depression/what-to-know-about-depression-in-college-students.alsogivesadetailedexplanationonhowtotreatcollegedepression:“Therearewaystogethelpifyouareexperiencingcollegedepression.Collegesanduniversitieshavehealthcentersoncampuswhereyoucantalktoamentalhealthprofessional.Thisisthebestplacetostart….Themostcommontreatmentfordepressionispsychotherapy,whichisalsocalledtalkdoctormayalsogiveyouantidepressantsalongwiththerapydependingonyoursymptoms.Inadditiontogettinghelpfromaprofessional,importanttotakecareofyourselfathome.Makesurethatyouaregettingenoughsleep,betweenseventoninehoursanight.toeathealthy,nutritiousfoodtofuelyourandtakesometimetogetinabitofexerciseeachAlcoholanddrugscanmakeyourdepressionworse.tofindotherwaystomanageyourstress,likespendingtimewithfriendsortakingpartinactivitiesyouMostimportantly,don’ttrytohideyourfeelings.tofriendsandfamilyabouthowyou’refeelingandhowtheycanhelpyoufeelFordetails,see/depression/what-to-know-about-depression-in-college-students.PAGEPAGE1U8YouAreWhatYouSpeakTheme:language,thinkingandidentitySettingGoalsInthisunit,youwilllearntoexpressyourideasatgreaterlength;examinetherelationshipbetweenlanguageandthinking;discusstheimportanceoflanguageinshapingouridentityandthoughts.Session1GettingStartedFocus/Objectives:Thisactivityaimsatguidingstudentstothinkabouttheuseoflanguageanddialectsinsociallife,andmakingthemawareoftherelationshipbetweenlanguageandidentity.Procedures:Studentsfirstworkinpairs,fortwominutes,anddiscussthetwoquestionsrelatedtothepicture.Theteachertheninvitesstudentstoreporttoclasswhattheyhavediscussed.AskstudentstoeachinterviewatleastthreeclassmateswhospeakbothPutonghuaandalocaldialectandfindanswerstothetwoquestions.Theteachertheninvitesstudentstoreporttoclasswhattheyhavefoundintheinterview.Teachingnotes:Thepicturetask:Question1:Whatdoyouthinkthecartoonistryingtoshow?Answer:Asparrowisasmallbrownbird.Heresparrowreferstothe“l(fā)anguage”thatthesparrowspeaks,orratherthesoundthatthesparrowmakes.Inthepicture,althoughthebirdslookverysimilar,whenaskedifanyonespeaksnobodylooksup.Thisindicatesthatifthereisnosharedlanguage,therewillbeacommunicationbreakdown.Question2:DoyouthinkwearegoingtofacesituationslikethisifwedonothavePutonghuaasacommonlanguageinChina?Answer:Yes.Languageisanessentialpartofanyculture,anditservesmanyimportantfunctions.Fromexpressingthoughtstoconnectingwithothers,languageplaysavitalroleinourlives.Itcanbringpeopletogether,buildcommunities,andallowustocommunicatewiththeworldaroundus.Whenpeoplehaveacommonlanguage,ithelpsbindthemtogetherasaculture.Itgivesthemasharedunderstandingofoneanotherandcreatesasenseofunitywithinthecommunity.Theinterviewtask:Question1:DotheyusePutonghuaandtheirlocaldialectsinterchangeablyinallsituationsordotheypreferoneofthemforcertainsituations?Explainthereasonsindetail.Apossibleanswertothequestionisthatpeopleusedialectstocommunicatewithfamilymembersfordailylifematters.PeoplearemorelikelytousePutonghuatodiscussacademicandotherformalissues.Thisisbecausepeoplelearndialectsfromaveryyoungageindailyenvironments,buttheygeteducatedinPutonghua.Question2:DotheythinkPutonghuaandtheirlocaldialectsreflectdifferentaspectsoftheiridentity?Inwhatways?Theanswertothisquestionmayvaryfrompeopletopeople.Encouragestudentstoprobeintotheissueandfindoutwhy.Listening1:“TheChineseLanguage”Procedures:Afterlisteningforthefirsttime,studentscanworkinpairstoanswerthequestions.Ortheycanskipthepairworkandgodirectlytoclassdiscussioniftheyfeelreadytoanswerallthequestions.Afterlisteningforthesecondtime,studentscandiscusstherelatedquestionsingroupsoftwotothree,andthengiveabriefreporttothewholeclass.Ortheinstructorcanselecttwotothreegroupsforgroupreports.Teachingnotes:Afterlisteningforthefirsttime:Question1:WhatarethefeaturesofSino-TibetanlanguagesthatmakethemdifferentfromWesternlanguages?Answer:Theyaremonosyllabic,haveevenlessinflectionthanEnglish,andaretonal.Question2:WhendidPutonghuabecometheofficialdialect?Answer:Itbecametheofficiallanguagein1955whentheNationalLanguageReformCommitteebegantostandardizetheexistingcommonlanguageinChina.Question3:WhatarethefeaturesofPutonghua?Answer:PutonghuahasthephonologicalsystemoftheBeijingdialect,thevocabularyofthenortherndialects,andthesyntaxofmodernvernacularliterature.Afterlisteningforthesecondtime:Question1:Doyouthinkthisisagoodbriefintro