现代大学英语（第三版）口语1 教案汇总 Oral-English-I-Unit-10 Handling Personal Finances-Unit-15 Saving Our Planet

Unit10HandlingPersonalFinances

Theme:personalfinances

Languagefunctions:Agreeinganddisagreeing

Objectives:Studentsshallbeabletotalkaboutmoney-relatedissuesandbuildskillsinmanagingpersonalfinances.Inaddition,studentsshouldbeabletoexpressagreementordisagreementwhentheydiscussanddebatehowtoearn,save,andspendmoneywisely.

Warm-upProcedures:

Givestudentsoneminutetoidentifythemessagescontainedinthecartoon.Studentsmayhavetheirinterpretations,butgenerally:1)collegetuitionisquitehigh;2)themotherisencouragingherdaughtertomakegooduseofthepocketmoney.

Then,organizeafreediscussiononthetwoquestionsbelowthecartoon.

Inviteafewstudentstosharetheiranswersabouthowtheypayforcollegeandwhattheyusetheirallowancefor.

Activity1

Conversation

Inthedialogue,thetwostudentsareexchangingtheirideasonhowtomanagepersonalfinance.Theirdiscussionhighlightsissuesmanystudentsface—balancingexpenseswithlimitedbudgets.

Leadthestudentsthroughthedialogueforlanguagepoints,expressionsonagreementsanddisagreements,andexpressionsongiving/taking/rejectingadvice.ThenaskstudentstohavealookatthefunctionalexpressionsintheLanguageBank.

Languagepoints:

Agreement:That’sthepoint./That’sexactlymyproblem.

Partialagreement:Lifeatcollegeshouldindeedbecolorful,butwehavetodrawalinebetweenwhatweneedandwhatwewant.

Disagreement:Comeon…

Askingforadvice:What’syoursecret?/Tellmehow./WhatshallIdo?

Givingadvice:Iwouldn’tdothatifIwereyou.

Rejectingadvice:Thatneverworksforme!

Discussion

Focus:Thistaskisdesignedtohavestudentsreflectontheirfinancialsituationsandspendinghabits.Throughthediscussion,studentscangaingreaterself-awarenessofsensibleconsumptionandlearnpracticalstrategiesfromtheirpeers.

Procedures:

Dividestudentsintosmallgroupsoffour.Askthemtotaketurnstoshareingroupsiftheycanlivewithintheirmonthlybudgetandwhatactionstheytakewhenshortonmoney.

Thendiscussingroupswhattheybelievearehealthyfinancialhabitsforstudents.Eachmembershouldcontribute1-2ideas.

Bringtheclassbacktogether.Inviteafewrepresentativestosummarizetheirdiscussions.

Ontheboard,makealistofhealthyfinancialhabitsforstudentsbasedontheirdiscussion.Endupbyencouragingstudentstocultivatehealthyfinancialhabits.

AdditionalResourcesforTeachers:

Herearesomesuggestedhealthyfinancialhabitsforcollegestudents:

Makeabudgetandtrackspending:Knowwhereyourmoneyisgoingeachmonthandplanbasedonincomeandexpenses.

Prioritizeneedsoverwants:Spendmoneyonnecessitieslikefood,housing,transportationfirstbeforeentertainment,shopping,etc.

Saveaportionofincome:Putasideapercentageofanymoneyyoureceiveintosavings.Havinganemergencyfundisimportant.

Limiteatingout:Eatingattheuniversitycafeteriaismuchcheaperthandiningoutfrequently.

Findfreeorlow-costentertainment:Takeadvantageoffreeevents,studentdiscounts,andsplittingcostswithfriends.

Lookforfreebiesanddeals:Getfreesamples,usecouponsandloyaltyprograms.

Establishafunmoneyallowance:Budgetasetamounteachweekfornon-essentialspending.

Paywithcash:Studiesshowpeoplespendlesswithcash.

Avoidimpulsepurchases:Giveyourselftimetothinkthroughapurchase.

Earnextraincome:Getapart-timejoborfreelanceworktosupplementyourbudget.

Livewithinyourmeans:Don’ttrytokeepupwithothers’spending.Focusonneeds.

3.Pairwork

Focus:Thistaskisdesignedtohavestudentsanalyzeproverbsrelatedtopersonalfinancesinpairs.Thisexchangeallowsstudentstoarticulatetheirfinancialphilosophieswhilebeingopen-mindedtootherstances.

Procedures:

Askstudentstoreviewthelistofmoney-relatedproverbsandselecttheonetheymoststronglyconnectwithorfindinsightful.Studentscanalsodiscussonethatisnotontheprovidedlist.

Dividestudentsintopairs.Explaintostudentsthattheywilltaketurnstosharetheirselectedproverbandinterpretationwiththeirpartner.Theymayagreeordisagreewitheachother,buttheyshouldtrytousetheexpressionsthathavebeenintroduced.

Thentheteachermayasksomevolunteerstosharetheirunderstandingofaparticularproverbwiththewholeclassandseeifotherswouldagreeordisagreewiththem.

SuggestedAnswers:

Herearesomesuggestedanswers:

Nooneispoorunlesshethinkshimselfso.

Theproverbtriestopersuadepeoplenevertobebeatenbytroublesordifficultiesinlifeorlosehopeandconfidenceinwinningtheirfortune.Aslongaswebelieveinourselvesandworkhard,wecanonedayrealizeourdreamsandachievewhatwewant.

Bepenny-wiseandpound-foolish.

Don’tfocussomuchonsavingpenniesandnickelsthatyoumissoutonbiggeropportunities.Beingoverlyfrugalaboutsmallexpensesiscounterproductiveifyouwastemoneyinmoresignificantways.

Afoolcanearnmoney,butittakesawisemantosaveanddisposeofittohisadvantage.Financialwisdominvolvesmorethanjustearningmoney.Knowinghowtobudget,save,andusemoneywiselyismorebeneficialinthelongterm.Investforthefuture.

Neitheraborrowernoralenderbe.

Avoidbothrelyingheavilyonborrowedmoneyandlendingmoneytoothers.Toomuchdebtburdenstheborrower.Lendingmoneycanalsostrainrelationshipssometimes.

Groupwork

Focus:Thistaskprovidesanopportunityforstudentstoresearchthefinancialsituationsoftheirpeers.

Procedures:

Dividestudentsintogroupsoffour.Explaintostudentsthateachgroupwillsurveystudentexpenditures.

Askstudentstoreviewthesurveytemplateprovided.Theycanaddormodifyquestionsasdesired.

Givestudentssufficienttimetoconductthesurveyandgatherresults.Suggestaminimumsamplesize.

Ingroups,studentscalculateandanalyzethesurveyresults.

Eachgroupshouldprepareasummaryofkeyfindingsfromtheirsurveyandtheimplicationsformoneymanagement.

Eachgroupwillpresenttheirsurveymethodology,results,analysis,andrecommendationstotheclass.

Afterpresentations,leadaclassdiscussionreflectingonspendinghabitsandbudgetingneedsrevealedfromsurveyoutcomes.

Optional:Havestudentswriteanindividualreflectiononhowtheymightadjusttheirownfinancesandspendingbasedonthesurveyfindings.

Activity2

Conversation

Thisdialoguedepictsamarriedcouple,NickandJanet,arguingovertheirhouseholdfinancesandinabilitytobudgeteffectively.Theyarefrustratedbytheirlackofsavingsandmountingexpenses.Theconversationrevealsissuesstemmingfromtheirdifferentspendinghabits,incomes,andattitudesaboutmoneymanagement.Thisdialoguepresentsanopportunityforstudentstoanalyzetechniquesforsuccessfulfinancialcollaborationinrelationships.

Pairwork

Focus:Thiscreativetaskrequiresstudentstoanalyzethecoreissuesinthecouple’sdisputeoverfinancesandfindreasonablecompromisesthataddresseachone’sconcerns.Throughthistask,studentswilldemonstrateempathy,communicationskills,andproblem-solvingskillsastheyworktoresolvetheconflictingapproachestohouseholdbudgeting.

Procedures:

Havestudentsworkinpairs.ExplaintostudentsthattheywillplaytheroleofNickandJanetandresolvethecouple’sbudgetdispute.Givestudentsoneminutetore-readthedialogueandanalyzetheissuespresented.

Havestudentsactouttheirextendedconversation.Remindthemtoreachareasonablecompromise.

Thedialogueshouldendwiththecoupleagreeingonahouseholdbudgetandfinancialplan.Thismayinvolve:

Decidingonoverallsavingsgoals

Creatingspendingcategorieswithassignedamounts

Agreeingonasystemfortrackingexpenses

Compromisingondiscretionaryspendingitems

Inviteafewvolunteerstoperformtheircompleteddialoguesfortheclass.

Leadashortdiscussionreflectingonthebudgetsolutionspresented.Whichcompromisesweremostreasonable?Whatcommunicationtacticsworkedbest?

Optional:Havestudentswriteashortreflectiononwhattheylearnedaboutmanagingfinancesasacouple.

SampleDialogue

Nick:Istillthinkweneedtocontrolourspending.Whatifweeachhaveanallowancetospendentirelyatourdiscretion?

Janet:Butweneedtransparency,notseparation.Idon’twanttoaskyouformoneywhenIneedit.

Nick:You’reright,thatdoesn’twork.Hmm,whatifwehaveasharedaccountforbillsandhouseholdexpensesthatwebothcontributetobasedonourincomes?Thentherestis

personalspendingmoney.

Janet:That’sbetter,butitdoesn’taddressourdifferentattitudesaboutwhat’sworthspendingon.Forexample,youthinkmybooksareuseless.

Nick:Okay,true.IsupposeIshouldbelesscriticalaboutyourminorpurchasesifyoucouldattempttosomewhatreduceyourlargerexpenses.

Janet:Fairenough.Andweshouldagreeonoursavingsgoalsfortheyear.Let’saimtosave$5000forvacationsand$3000forthekids’college.

Nick:Alright,it’sadeal.Shouldweuseanapptotrackwhereallthemoneyisgoingeachmonth?Thatwaywecancatchanyleaksearly.

Janet:Definitely.Havingitallvisiblewillhelpusmakebetterchoicestogetherratherthanpointingfingers.Aslongaswe’reopentoeachotherandworkasateam,Ithinkwecandothis!

Nick:Metoo.I’msorry.ThisisnewtousbutI’mgladwetalkeditout.

Janet:Apologyaccepted.Now,readytogooverthesecreditcardstatements?Fulltransparency!

Nick:Yougotit!Let’sdothis.

3.Role-play

Focus:Thisrole-playtaskisdesignedtohavestudentspracticemanaginghouseholdfinancesthroughanimproviseddialogue.Thegoalistocollaborativelytrackexpensesanddepositstogainskillsinhouseholdmoneymanagement.

Procedures:

Havestudentsworkinpairs.Ineachpair,onestudentshouldbethe“bigspender”andtheotherbethe“miser.”

Explaintostudentsthattheywillplaytheroleofamarriedcouplewhowillreviewthemonthlyaccountbooktogether.Remindthemtotakeontheopposingattitudesoftheirroles.

Givestudentsafewminutestoreviewtheaccountbookandpreparefortherole-play.Thebigspendershouldbereadytojustifylavishpurchases.Themisershouldexpressconcernoverunnecessaryspending.

Inviteafewpairstopresenttheirrole-playsfortheclass.Pairsshouldaimtoreconciletheirdifferentspendinghabitsandagreeonareasonablebudgetandfinancialplan.

Leadadiscussiononthechallengesofsynchronizingfinancialviewpointswithapartnerandeffectivestrategiestoenhancecommunication.

SampleDialogue

Miser:Okay,let’sgoovertheseexpenseslinebyline.RMB557attheshoppingcenter?!Thatseemsextremelyhigh.Whatdidyoubuy?

BigSpender:Igotsomenewclothesforworkandanicepairofshoes.Can’tItreatmyselfeveryonceinawhile?

Miser:Isuppose,butweneedtosticktoourbudget.RMB80forafootballticketalsoseemsexcessivewhenwecouldwatchitathome.

BigSpender:Itwasaspecialevent!Igottoseeitlivewithmyfriends.

Miser:Let’strytolimitrecreationalspendingtoRMB100amonthgoingforward.Now,

theRMB200atthebeautyparlor?!What’sthatabout?

BigSpender:Agirl’sgottolookgood!Itwasforahaircutandhighlights.Ican’thelpitifthesalonispricey.

Miser:Maybetryalessexpensiveplacenexttime.Ithinkwecancutthiscategoryinhalf.AsfortheRMB120movie—watchingathomeiswaycheaper.

BigSpender:Okay,Iseeyourpoint.Icancutbackonsomeoftheseextratreats.ButcouldIstillgetsomepersonalfunmoneythatIdon’tneedtojustify?

Miser:That’sfair.HowaboutweeachgetRMB200indiscretionaryspending?Andwe’llsavemorebycookingathomeandlookingforfreeentertainment.

BigSpender:It’sadeal!Iwantustoreachoursavingsgoals.AndIappreciatethatyoukeepusontrack.

Miser:Thanksforbeingopentocompromise.Togetherwe’vegotthisbudgetthingdown!

Activity3

Howmuchmoneydoesastudentneedpermonth?

ThistextdiscussesappropriatemonthlyallowancesforcollegestudentsinChina.ItcentersonauniversitystudentdissatisfiedwithherRMB2,000monthlystipendfromherparents,whichshearguespreventsherfromindulginginluxurieslikeherpeers.Theauthorcountersthatthisamountshouldsufficientlycoverastudent’sneeds,citingasurveyshowingaverageundergraduateexpensesinmajorcitieswereunderRMB2,000.Expertsadvisestudentstoadjustconsumptionbasedonfamilyincomeandrememberthateducationisthepriorityovermaterialcomforts.Theissuereflectsagenerationgapinattitudestowardmoney,consumptionvalues,andlifeprioritiesbetweenChineseyouthandtheirelders.Italsohighlightsthechallengesofmanagingpersonalfinancesindependentlyforthefirsttimeasayoungadult.Thetextprovidesbroadercommentaryontheimportanceofdevelopinghealthyspendinghabits.

Discussion

Focus:Throughthistask,studentswillanalyzetheirfinancialattitudesanddeepentheirunderstandingofresponsiblemoneymanagementandconsumptionhabits.

Procedures:

Dividestudentsintogroupsoffourandaskthemtosharetheiranswerstothequestionswithgroupmembers.Remindstudentsthattheyshouldhaveonemembertakenotesofthemajorpointsthatgroupmembershavemade.Afterthegroupdiscussion,thenote-takerswouldreporttheirgroupdiscussiontotheclass.

Role-play

Focus:Thisrole-playscenarioaimstoprovideaninteractivewayforstudentstointernalizethetext’sthemesrevolvingaroundfiscalresponsibilityandindependence.

Studentscouldalsopracticeagreeinganddisagreeing,aswellasofferingandacceptingsuggestionsthroughtalkingaboutmoneyissues.

Procedures:

Dividestudentsintopairs.Ineachpair,onestudentshouldbeStudentAandtheotherbeStudentB.

Givestudentstwominutestoreadtheirrolecardsandgetintocharacter.Studentsshouldthinkabouthowtheywouldactintheirassignedroleandimproviseconversationbasedontheirroledescriptions.

Afterfiveminutesofrole-playing,theteacherwillinvitesomestudentstopresenttheirrole-playtotheclass.

5.Toconclude,studentssharetheirexperiencesanddiscusswhattheylearnedaboutfromthisactivity,andtheteacherwillsummarizetheinsightsgained.

SampleDialogue:

StudentA:Ican’tbelievemyparentshaven’tboughtmealaptopyet.Howdotheyexpectmetodomyschoolworkwithoutone?It’sridiculousthattheyhaven’tprovidedmewiththisbasicnecessityforstudying.

StudentB:I’msorrytohearyoudon’thavealaptop,butmaybeyourparentscan’taffordonerightnow.Myparentsgivemeamonthlyallowancethat’susuallyenough,butlately,I’vebeendonatingsomeofittocharitysoI’mshortoncash.

StudentA:Well,ifIwereyou,I’dtellmyparentstogivememoremoney.Theyshouldberesponsibleformakingsureyouhaveeverythingyouneedasastudent.

StudentB:Idisagree.Ithinkweneedtolearntobeindependentandmakesacrificessometimes.Yourparentsprobablywantyoutofocusonyourstudiesratherthanexpensivegadgets.

StudentA:Iguessyouhaveapoint.Idon’tneedthelatestlaptop.Ishouldbegratefulthatmyparentsprovideformybasicneeds.It’sadmirablethatyou’redonatingyourownmoneytohelpothersinneed.

StudentB:Thankyou.ButnowI’mworriedaboutcoveringmyexpenses.DoyouhaveanyideasonhowIcouldearnsomeextramoney?

StudentA:Hmm...youcouldtutoryoungerstudentsorgetapart-timejoboncampus.Letmeknowifyouneedhelp!

StudentB:Thosearegreatsuggestions!Thanksforyouradvice!

SupplementaryActivity

Learntospendsustainably

Thepassageoffersadvicefordevelopinghealthyspendinghabitsandavoidingfinancialissuesstemmingfromoverspending.Ittargetsreaderswhostrugglewithimpulsepurchasesorhavetroubledifferentiatingbetweenwantsandneeds.

Discussion

Focus:Thisdiscussionaimstohavestudentsreflectontheirspendinghabitsandevaluatetheeffectivenessofthetipsforavoidingimpulsivepurchases.

Procedures:

Explaintostudentsthatthegoalofthisdiscussionistoreflectontheirspendinghabitsandevaluatestrategiesforcontrollingimpulsivepurchases.Encouragestudentstobeopenaboutsharingtheirexperiences.

Inviteafewvolunteerstodescribeatimetheymadeanimpulsivepurchase.Useprobingquestionstounderstandtheirmotivations.

Afterafewstudentshaveshared,facilitateawhole-classdiscussionontheeffectivenessofthetipsprovidedinthepassage.Askstudentstoexplaintheirperspectives.

Invitestudentswhohavetriedanyofthetechniquestodescribetheirexperiencesimplementingthem.Didthestrategieshelpmanagespending?Haveeachstudentidentifyonetiptheywouldbewillingtotryandexplainwhytheythinkitwouldworkforthem.

Leavefiveminutesattheendforstudentstoreflectindividuallyonnewinsightstheyhavegainedaboutsustainablespendinghabits.

Definition:Impulsivebuying,orimpulsivespending,isthetendencyofacustomertobuygoodsandserviceswithoutplanning.Whenacustomermakessuchbuyingdecisionsatthespurofthemoment,itisusuallytriggeredbyemotionsandfeelings.

Description:Impulsivebuyingcan’tbecategorizedforonespecificproductcategory.Impulsivebuyingcanbeseeninproductssuchaschocolates,clothes,andmobilephonesandinbig-ticketitemssuchascars,jewelry,etc.Impulsivebuyingmeansmakinganunplannedpurchase.Itisbasedonanirrationalthinking.Marketerstrytotapthisbehaviorofcustomerstoboostsales.Thereisagreatlikelihoodthatcustomersendupmakingapurchaseof

productsafterenteringthehypermarketwithoutanyactualintentofdoingso.Manymobilephonemakerstendtoexploitthistraitincustomersbyintroducingproductsthatcanbeadd-ongadgetsfortheirmobilessuchasfitnessbands,etc.

Unit11GettingAlongwithOthers

Theme:interpersonalrelationships

Languagefunctions:Apologizing;complaining;describingeverydayannoyancesObjectives:Studentswillacquirelanguageskillspertinenttofosteringpositiverelationships,includinghowtoapologizeandcomplainappropriately.Theywillapplytheseskillstodescribecommonannoyancesandconstructivelyresolveinterpersonalconflicts.

Warm-upProcedures:

Dividestudentsintogroupsoffour.Givestudentsafewminutestodiscussandbrainstormpossiblesolutionsforeachsituation.Haveeachgroupchooseoneproblemandsharetheirsuggestedsolutionswiththeclass.Highlightanyeffectiveconflict-resolutingstrategiesthatariseinthediscussionslikecommunication,compromise,apology,etc.

SuggestedAnswers:

Myfriendbrokemylaptop.Hedoesn’thavethemoneytohaveitrepaired.

Compromiseonareasonablepaymentplanyoubothagree

Seeifhecouldprovideanyservicesthatcouldbeexchanged,suchastutoring.

Myroommatealwaysplaysloudmusicatnight.Ishoutedathimonce,andnowhewon’ttalktome.

Apologizeforshoutingandexplainhowthenoisemadeithardforyoutosleep

Compromiseon“quiethours”

MyfamilyhopesIgotograduateschoolaftercollege,butIwanttogetajob.

Thankthemforcaringandwantingthebestforyou

Explainwhyyouwanttohaveworkexperiencefirstandpromisetokeepthepursuitofgraduatestudiesasaviableoptioninthefuture

Iamkindofintrovertedandfindithardtomaintainfriendships.

Considerfindingoneortwofriendswithsharedinterests

Setregularplanstofosterstrongerbondsandmakeeffortstoconnecteventhoughitischallenging

Activity1

Conversation

Inthisconversation,JackisapologizingtoTimforlosingthebookthatTimlenthim.Thisconversationshowsthatthetwofriendsresolveanawkwardsituationthroughunderstandingandforgiveness.Theteachermaydrawstudents’attentiontothesentencesusedtoapologizeandrespondtoapologyintheconversationandthelanguagebank.

Languagepoints:

Yougotaminute?

Ishouldhavebeenmorecareful.

Thissortofthingcanhappentoanyone.

Veryniceofyoutosaythat.

Sodon’tmakeitsuchabigdeal.Forgetit.

Role-play

Focus:Inthistask,studentscanimprovetheirskillsinapologizing,acceptingapologies,forgivingmistakes,andmaintainingpositiveinterpersonalrelations.Thefocusisonresolvingconflictsconstructively.

Procedures:

Dividestudentsintopairs.AskeachpairtoplaytheroleofAorBinturnforeachsituation.Callstudents’attentiontotheexpressionsandsentencestructuresthathavebeenintroduced.Theteachermayasktwoorthreepairstoactouttheirrole-playforthewholeclass.

SampleDialogues:

Scenario1:

A:I’mreallysorryaboutyourglasses.Ishould’vebeenmorecarefulduringthegame.Pleaseletmepayformymistake.

B:Iappreciateyourapology.Iknowitwasjustanaccident.Aslongasyou’realright,don’tworryabouttheglasses.

Scenario2:

B:I’mverysorryforusingyourcomputerwithoutaskingfirst.Ihadtoprintanimportantdocumentanddidn’twanttobotheryou.Itwon’thappenagain.

A:It’sokay.Justpleaseletmeknownexttime.Iacceptyourapology.Scenario3:

A:I’mreallysorrybutIjustfoundoutIhavetowithdrawfromtheproject.I’veencounteredanunavoidablefamilyemergency.Ifeelbadleavingyoutofinishalone.

B:Iunderstand.Familycomesfirst.Don’tworryaboutme,Icanmanagetherestoftheproject.Ihopeeverythingisokay!

Activity2

Conversation

Inthisconversation,ZhouMingiscomplainingabouthisroommatestoCaoXiaoyu.Beforedoingthetasks,theteachermaygothroughtheconversationwithstudentsandaskthemtothinkaboutwhattheproblemisandtrytoanalyzethecauseoftheproblemaswellaswhatsuggestionsmaybegiventoZhouMing.

Reference:

Hereare7simplepracticesforbuildinghealthyrelationshipswiththepeopleyoulivewith.

Communicateyourneedstoyourroommate

Asyou’regettingtoknowyournewroommate,helpthemlearnwhoyouareandwhatyouneedinyourlife.Ifyougotobedearly,letthemknowandaskthemtokeepthetelevisionandmusicdownafteryourbedtime.Letthemknowbeforeitbecomesaproblem,andremindthemgentlyiftheyforget.

Establishyourboundariesandrespecttheirs

Letyourroommateknowifyoudon’tmindsharingorifyouprefertheyaskfirst.Evenwhenit’satoughconversation,trytobeopenandhonestaboutyourpreferences.Atthesametime,it’simpolitetodominatethefacilitiesinthedorm.Trytoscheduletimesonsharedresources.

Askyourroommateforpermissioninsteadofforgiveness

Ifyou’remakingachoicethatcouldhaveabigimpactonyourroommate—likeinvitingfriendsover,askfirst.Noteveryoneiscomfortablewithstrangersintheirdorms,andconflictingplansforsharedresourcescanbeuncomfortableforyouandyourroommatesalike.

Bemindfulofthespaceyoutakeup

Leavingyourclothesinthewasherordryerortakingoverapublicplacewithyourbelongingsjustisn’tconsiderate.Youshouldorganizeasystem,soeveryoneknowswhichspaceissharedandwhichistheirsalone.Ifyouhavetoomuchstuff,figureouthowtoorganizeitinyourroomorgetridofthings,soyou’restayingrespectfulofotherpeople’sspaceneeds.

Don’tforcearelationship

It’snicetosayhiandchataboutpeople’sday,butyouwon’talwaysbefriendswithyourroommate.Somepeoplerequirealotmorequiettimethanothers.Ifyou’reinthemoodtochat,thereareotherplacestomakefriends.Find

eventsgoingaroundinthearea

thatinterestyou,andyou’relikelytofindpeopleyouhavemoreincommonwith.It’snicetoinviteyourroommatealongwithyou,butdon’tpressurethemintosomethingtheyaren’tinthemoodfor.

Don’tsayyeswhenyoumeanno

Youmaywanttobefriendlywhenyourroommateasksyouforafavororinvitesyoutodosomething—butit’sjustasimportanttobehonest.Ifyou’renotsureaboutsomething,tellthembeforeyoucommit!

Empathize(seriously!)withyourroommate

We’reallalittlesensitiveaboutourlivingspace,andit’sveryeasytomisunderstandyourroommates’intentions.Soifsomeoneisdoingsomethingthatbothersyou,don’tjumptoconclusions.Theyprobablymeannoharm!Peopledon’talwaysrealizetheconsequencesoftheiractions,andwilllikelystopdoingsomethingthat’sbotheringyouifyouletthemknow.Bekindwithyourwords,butbeclear.Saying“Thistableisspecialtome,canweuseacoaster?”isaclearwaytocommunicatesomethingwithoutmakingsomeonefeeldefensive.

Pairwork

Focus:Thistaskencouragescriticalthinkingabouttheroletheuniversityplaysinpreparingstudentsforinteractionsintheworkplace,community,andpersonalrelationships.Studentswillpracticeexpressingopinionsandprovidingexplanationsinacollaborativesetting.

Procedures:

Dividestudentsintopairs.Askstudentstosharewiththeirpartnerstheirviewsonhowtoachieveagoodrelationshipwiththeirroommates.Remindthemtosumupallthesuggestionstheybothbelieveareeffectivesothattheycansharewiththeclassafterthepairdiscussion.Intheend,theteacherleadsthewholeclasstosumupalltheeffectivewaysofkeepingagoodroommaterelationship.

AdditionalResourcesforTeachers:

Herearesomereasonswhyuniversitystudentsshouldlearnskillsfordealingwithinterpersonalrelationships:

Preparethemfortheworkplace.Mostjobsrequiretheabilitytoworkeffectivelywithothersthroughteamwork,communication,andconflictmanagement.Learningtheseskillsincollegewillmakestudentsmoresuccessfulprofessionals.

-Helpthembuildstrongnetworks.Excellentinterpersonalcompetencehelpsstudentsconnectwithdiversepeers,professors,andindustrycontactswhileatuniversity.Thesenetworksareinvaluablefortheirfuturecareers.

-Developemotionalintelligence.Thecapacitytounderstandyourselfandothers,communicateempathetically,andmanagerelationshipsareessentialemotionalintelligenceskills.

Groupwork

Focus:Thistaskisdesignedforstudentstopracticedescribingeverydayannoyanceandgivingsuggestionsonresolvinginterpersonalconflicts.

Procedures:

Askstudentstofollowtheinstructionsinthetextbookanddothetaskstepbystep.(Thepiecesofpaperwiththestudents’dailyannoyancesarealsotobeusedforthesupplementaryactivityandtheteacherneedstokeepthemifhe/shewouldliketoincludethesupplementary

activityinhis/herclassroomteaching.).Wrapupwithaclassreflecti