应用型大学英语视听说教程发展篇1第五版课件 Unit3 Mindset

Unit3Mindset目

录CONTENTSEUnit3MindsetPartOneWarm-upPartTwoListening—ListeningSkillFocus识别态度和语气PartThreeTestingPartFourSpeaking—SpeakingSkillFocus如何展现积极态度？PartFiveReviewingPartOneWarm-upIViewingDirections:Watchthevideoandanswerthefollowingquestions.Script:PartOneWarm-upIViewingDirections:Watchthevideoandanswerthefollowingquestions.1.Whatisthespeaker’smindsetaboutlifeinthevideo?Doyouagreewithhim?2.Canyousharesomemindsetsthatyoubelieveaboutlifeorwork?Failuregavehimstrength,thathispainwashismotivation.Failureisthemotherofsuccess.Adaptability;Resilience;Initiative;Positiveattitude…PartOneWarm-upIIDiscussionDirections:Discussthefollowingquestionwithyourpartner.Incareerdevelopment,howcanyouadjustyourmindsettoadapttotheopportunitiesandchallenges?Inordertokeepcompetitiveinthesocialmarket,weneedtokeepthefollowingmindsets.Holdalifelonglearningattitude.Keepself-discipline.Improveemotionalintelligence….PartTwoListeningListeningSkillFocus识别态度和语气指从口头表述或文字里，借助用词偏好、语法、语音语调等线索，洞察说话者或作者对所涉人、事、物、观点抱有的立场。识别态度和语气IdentifyingtheAttitudeandTone3.客观-定义：不带有明显的个人情感倾向，以客观、公正的态度陈述事实或观点。-例子：“Thereportshowsthatthecompany’sprofitshaveincreasedthisyear.”4.不确定-定义：对真实性或正确性表示怀疑。-例子：“I’mnotsureifhewillcometotheparty.Hemightbebusy.”1.肯定-定义：表达认可、赞扬、支持等正面情感。-例子：“Thisisanexcellentbook.Ithasgreatlyinspiredme.”2.否定-定义：传达不满、批评、反对等负面情绪。-例子：“Ireallydislikethewayhetreatsothers.Heissorude.”PartTwoListeningExercise1Keywordsmalleable/ˈmæliəbl/adj.可塑的，易改变的innate/rˈneɪt/adj.先天的，固有的setback/ˈsetbæk/n.挫折，阻碍proficient/prəˈfɪnt/adj.熟练的，精通的pioneer/ˌpaɪəˈnɪə(r)/v.开创，倡导unwavering/ʌnˈwervərɪŋ/adj.坚定的，不动摇的daunting/ˈdɔːntɪŋ/adj.令人畏惧的，使人气馁的springboard/ˈsprɪŋbɔːd/n.跳板，助力BackgroundTipsPartTwoListeningExercise1成长型思维（growthmindset）由心理学家卡罗尔·德韦克提出，指人们相信自身能力和智力可通过努力、学习及坚持不懈得到提升。与之相对的固定型思维认为能力是天生且一成不变的。拥有成长型思维的人勇于迎接挑战，把失败当作学习机会，不断追求自我提升。该思维在教育领域，能激励学生积极进取；在职场，可助力员工突破自我，对个人成长和发展具有深远的意义。PartTwoListeningIListeningSkillExerciseDirections:Choosethecorrectanswersaccordingtotheconversation.1.Accordingtotheconversation,whatisthecorecharacteristicofpeoplewiththefixedmindset?A.Theybelievehardworkcanimprovetheirabilities.B.Theythinkintelligenceandabilitiesarefixed.C.Theyembracechallengeswithenthusiasm.D.Theyviewfailuresasopportunitiesforgrowth.2.Howdostudentswiththegrowthmindsetreacttoexamfailures?A.Theygetextremelyfrustratedandgiveup.B.Theyignoreresultsandmoveon.C.Theyanalyzemistakesandfillknowledgegaps.D.Theyblameexternalfactorsfortheirpoorperformance.BCScript:PartTwoListeningIListeningSkillExerciseDirections:Choosethecorrectanswersaccordingtothepassage.3.Intheprofessionalcontext,whatkindofattitudesdogrowth-mindsetemployeeshavetowardsnewprojects?A.Theyavoidnewprojectsforthefearoffailures.B.Theyacceptnewprojectsreluctantly.C.Theyseenewprojectsasburdens.D.Theyeagerlytakeonnewprojectstoexpandskills.4.Whatdoesthetheoryofthegrowthmindsetmainlyfocuson?A.Theimportanceofnaturaltalentinachievingsuccess.B.Theroleofexternalfactorsinpersonaldevelopment.C.Themalleabilityofintelligenceandabilities.D.Thefixednatureofpersonalqualities.DCPartTwoListeningIIListeningComprehensionDirections:Choosethecorrectanswersaccordingtothepassage.1.Whofirstproposedtheconceptofthegrowthmindset?A.AlbertEinstein.B.CarolDweck.C.SigmundFreud.D.CarlJung.2.Whatdopeoplewiththegrowthmindsetthinkabouttheirintelligenceandtalent?A.Theyarefixedandunchangeable.B.Theycanonlybeslightlyimproved.C.Theycanbedevelopedthroughefforts.D.Theyaredeterminedbygeneticfactors.BCScript:PartTwoListeningIIListeningComprehensionDirections:Choosethecorrectanswersaccordingtothepassage.3.Howdopeoplewiththegrowthmindsetreacttosetbacks?A.Theygiveupeasily.B.Theyblameothersfortheirsetbacks.C.Theyviewsetbacksasopportunitiestolearn.D.Theyignoresetbacksandmoveon.4.Intheprofessionalcontext,whatadvantagedoemployeeswiththegrowthmindsethave?A.Theyaremoreresistanttochanges.B.Theyarelesslikelytolearnnewskills.C.Theyaremoreadaptabletochanges.D.Theyalwayssticktotraditionalmethods.CCPartTwoListeningExercise2Keywordsneuroscience/ˈnjuərəʊsaɪəns/n.神经科学resilient/rɪˈzɪliənt/adj.适应力强的stagnation/stæɡˈneɪʃn/n.停滞criterion/kraɪˈtɪəriən/n.标准Script:PartTwoListeningExercise2BackgroundTipsNASA将成长型思维作为选拔系统工程师的标准。研究表明，成长型思维者往往更成功，他们不惧挑战、敢于冒险。而固定型思维者则抵触挑战，害怕失败。PartTwoListeningIMindMapDirections:Completethefollowingmindmapaccordingtothevideoyouhavewatched.PartTwoListeningIMindMapDirections:Completethefollowingmindmapaccordingtothevideoyouhavewatched.4.stagnation5.assaultTheGrowthMindsetDefinitionsResearchandEvidenceCharacteriticsTheGrowthMindset:Anyonecan1abilitiesinanythingTheFixedMindset:Intelligenceandskillsare2Thegrowth-mindsetstudentsarethreetimesmorelikelyto3inthetop20%7thgradersinagrowth-mindsetprogramavoidadropingradesTheGrowthMindset:Prioritizegrowingover4TheFixedMindset:Lookatafailureasan5ontheiridentityThegrowthmindsetleadstohighersuccessThefixedmindsetlimitspotentialWhydevelopthegrowthmindsetHowtodevelopthegrowthmindsetImpactsonSuccessDevelopment1.nurture2.innate3.scorePartTwoListeningIIDictationDirections:Watchthevideoagainandfillintheblankswiththeexactwordsyouhaveheard.1.Peoplewiththegrowthmindsetbelievethat_____________________________canbedevelopedthrougheffort.Basically,theybelievethatanyonecannurturetheirabilitiesinanything.2.We’reeither_____________________;there’snoroomforchange.Basically,theybelieveintelligenceisfixedfrombirth.3.Allofusareamixtureofboththe__________________________.Insomeareasofourlives,weoperatewiththegrowthmindset;inothers,weoperatewiththefixedmindset.4.Anotherstudyfoundthatwhen7thgradersparticipatedinagrowth-mindsetprogram,theywereableto____________________ingradeswhichusuallyoccursinmiddleschool.5.Ontheotherhand,peoplewiththefixedmindsetdon’twanttochallengethemselvesbecausetheybelievetalentandintelligencearefixed.Theylookat_____________________onwhotheyareasaperson.intelligenceorskillinanyfieldborngiftedornotgrowthandfixedmindsetsavoidadropfailureasanassaultUnitTopicResearchPartThreeTestingBefore-classDirections:Workingroupsanddiscussthefollowingquestions.1.Survivinginthecurrentworkplaceisnotthateasy.Insomeoccasions,youhavetoabandonyouroriginalpropositionsandevenyourownrights.Whatprinciplesshouldyousticktoandwhatcanbechangedtomakeyourcareerlifesmooth?2.Ifyouarealeaderofanewcompany,howcanyouencourageacollaborativeratherthancompetitivemindsetamongteammemberstoimproveoverallperformance?INewsPartThreeTestingIn-classDirections:Inthissection,youwillhearanewsreport.Attheendofthenewsreport,youwillhearthreequestions.Boththenewsreportandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthechoicesmarkedA),B),C)andD).

1.A.Companiesshouldinvestmoreincomfortableofficefurnituretoboostproductivity.B.Teachersmustfollowstrictprocedureswhenhandlingnervousstudentsinclass.C.Flexiblethinkingiscrucialforadaptingtonewchallengesandcanbedevelopedthroughpractice.D.Daydreamingisthemosteffectivewaytoimprovecreativityintheworkplace.2.A.Bystrictlyfollowingafixeddailyroutine.B.Throughexposuretodiverseexperiences.C.Byavoidingunfamiliaractivities.D.Throughmemorizingtheoreticalconcepts.CBScript:INewsPartThreeTestingIn-classA.Couchesforrelaxationandideageneration.B.Isolatedcubiclesforfocusedwork.C.Silentroomstoavoiddistractions.D.Strictschedulestomaximizeefficiency.3.ADirections:Inthissection,youwillhearanewsreport.Attheendofthenewsreport,youwillhearthreequestions.Boththenewsreportandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthechoicesmarkedA),B),C)andD).CIILongConversationPartThreeTestingIn-class

1.A.Themangotthepoorevaluationfromhiscolleagues.B.Themanmadelittlecontributiontothecompany.C.Themanpaidattentiontotrivialthings.D.Themanhadanattitudeproblem.2.A.Theymakeunhelpfuldecisionsforsolvingproblems.B.Theyfavorsomeemployees’suggestionsoverothers’.C.Theyusemanipulativelanguagetomasktheirirrationalchoices.D.Theyrejectemployees’reasonableargumentsforworkefficiency.DDirections:Inthissection,youwillhearalongconversation.Attheendoftheconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthechoicesmarkedA),B),C)andD).Script:IILongConversationPartThreeTestingIn-class

3.A.Itisamustforrationaljudgment.B.Itismoreofasinthanavirtue.C.Itisagoodqualityintheworkplace.D.Itismoreimportantnowthanever.4.A.Smoothingrelationshipsintheworkplace.B.Makingrationalandproductivedecisions.C.Focusingonemployees’careergrowth.D.Preservingtheirpowerandprestige.BDDirections:Inthissection,youwillhearalongconversation.Attheendoftheconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthechoicesmarkedA),B),C)andD).IIIPassagePartThreeTestingIn-class

1.A.Itisvital.B.Itisinstrumental.C.Itisnatural.D.Itispersonal.2.A.Toguardagainstbeingperceivednegatively.B.Tomaintainworkplaceharmony.C.Toconcealpersonalitypreferences.D.Topreventthemselvesfrombeingisolated.CBDirections:Inthissection,youwillhearashortpassage.Attheendofthepassage,youwillhearfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthechoicesmarkedA),B),C)andD).Script:IIIPassagePartThreeTestingIn-classDirections:Inthissection,youwillhearashortpassage.Attheendofthepassage,youwillhearfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthechoicesmarkedA),B),C)andD).

3.A.Ithelpstoenhanceteamspirit.B.Ithelpstoresolveproblems.C.Itstimulatesinnovativeideas.D.Itfacilitatespolicy-making.4.A.Aninnovativemind.B.Ahealthymentality.C.Thecorporateculture.D.Mutualtrust.CDRetellingPartThreeTestingAfter-classDirections:Trytoretellthepassageyoujustheard.ISpeakingSkillIntroductionPartFourSpeakingSpeakingSkillFocus如何展现积极态度？HowtoShowaPositiveAttitude?积极态度是个人成长和成功的关键因素，它能显著提升生活质量和工作效率。一方面，积极心态增强抗压能力，使人专注于解决方案而非问题，从而提高工作效率和创造力。另一方面，乐观情绪具有感染力，能改善人际关系，营造和谐的团队氛围，促进协作与信任。例如，在职场中总会遇到项目调整的问题：A:Theclientchangedrequirements.Thismightdelayourproject.B:Noproblem!Let’sseehowwecanadjusttheproject.A:Goodidea.Maybewecansimplifysomefeaturesfirst.B:Yes!I’llupdatethetimeline.We’llmakeitwork!“Let’s...”体现了积极性，“Noproblem”“Goodidea”更是鼓励性的表达，最终双方积极想出解决方案。在职场中，积极者更易获得领导认可和晋升机会，因为他们展现出责任感和适应力。总之，培养积极态度不仅利于个人发展，还能为周围环境注入正能量，创造更大价值。IIUsefulExpressionsPartFourSpeakingSpeakingSkillFocusUsefulExpressionsTranslationsApositiveattitudeturnschallengesintoopportunitiesandinspiresothersaroundyou.积极的态度把挑战转化为机遇并激励你身边的人。Thisisindeedchallengingthattheclientmovedthedeadlineupbytwoweeks,butIbelievewecanadapt.Let’sfocusonsolutions.客户将截止日期提前了两周，这确实有挑战性，但我相信我们能适应。让我们关注解决方案。Insteadofcomplaining,focusonsolutionstodemonstrateyourproactivemindset.与其抱怨，不如专注解决方案，这能体现你积极的思维。Weshouldn’tignoreproblemsinworkandlife,butshouldfacethemwithcourageandhope.我们不应逃避工作与生活中的问题，而应以勇气和希望面对它们。Wehaveovercomebiggerchallenges,andIfirmlybelievethistaskisachievableatlast.我们克服过更大的挑战，我坚信这项任务最终是可以完成的。IInterpretationPartFourSpeakingSpeakingExercise1.EnglishtoChineseDirections:TrytointerpretthepassageyoujustheardintoChinese.心态是我们思考和感知世界的根本方式。拥有良好的心态意味着对新思想持开放态度，并愿意不断学习。拥有成长心态的人坚信自己有能力提升并掌握各种技能。他们展现出非凡的毅力，面对挑战时从不轻易放弃。相反，那些持有固定心态的人认为自己的能力是静止不变的，这往往导致他们回避困难的任务。通过选择采用积极的心态，我们可以培养更强的自信和幸福感，使我们能够将问题视为宝贵的成长机会。最终，通过积极努力改变自己的心态，我们有能力让生活变得更好。Script:IInterpretationPartFourSpeakingSpeakingExercise2.ChinesetoEnglishDirections:TrytointerpretthepassageyoujustheardintoEnglish.Mindsetplaysavitalroleinpersonalgrowthanddevelopment.Apositivemindsetcanstimulateourinnerpotential,giveusthecouragetofacechallenges,andhelpuskeenlyseizeeveryopportunity.Conversely,anegativemindsetcanlimitourvisionandhinderourprogress.Therefore,wemustlearntoadjustourmindset,stayoptimistic,andtakepracticalactionstopursueandachieveourdreamsandgoals.Script:IISpeechPartFourSpeakingSpeakingExerciseDirections:Workingroupsandmakeashortdialoguetothewholeclassaccordingtothegiveninformation.Manypeoplebelievethatachievingcareergrowthandsuccessprimarilydependsonstrongprofessionalskills.Inreality,theworkattitudeisalsoacrucialfactorindeterminingyourcareerdevelopment.Supposeyouareanewcomertoaworkplacefacingdifficultiesinaproject.Wouldyougiveupontheprojectorbravelytrynewmethodstoovercomethedifficulties?Differentattitudesmayleadtodifferentoutcomes.Aperson’sattitudedirectlydetermineshis/heractions,tosomeextent,alreadydecideswhetherhis/hercareerpathwillleadtosuccess.AShortVideoAboutChinaPartFourSpeakingCulturalLinkDirections:China’sanimatedhitNeZha2hasnotonlymesmerizedtheaudienceathomebutalsocaptivatedviewersworldwide.Thefilmisinfusedwithnumerousculturalsignifiersthatenrichitsnarrativeandvisuallycaptivateitsaudience.TheculturalelementsserveaspowerfulsymbolsofChineseheritage.Moreover,theyresonatedeeplywiththefamiliarconceptofcultivation—anancientnotioncenteringonself-improvementandspiritualgrowth.Script:PartFiveReviewingSelf-reviewHaveyougraspedkeyvocabulariesandphrasesrelevanttothemindset?

Absolutely

Moderately

HardlyLanguagePointsTheListeningSkillHaveyouacquiredthelisteningskillofidentifyingtheattitudeandtone?

Absolutely

Moderately

HardlyTheSpeakingSkillHaveyouacquiredthespeakingskillofshowingapositiveattitude?

Absolutely

Moderately

HardlySkillsPartFiveReviewingSelf-reviewHaveyouunderstoodtheroleofthemindsetinlifeandcareersuccessandhowdevelopingthegrowthmindsetcanenhanceadaptability,resilience,andlong-termprofessionaldevelopment?

Absolutely

Moderately

HardlyLiteracyPartOneWarm-upIViewingI’vemissedmorethan9,000shotsinmycareer.I’velostalmost300games.26times,I’vetrustedtotakethegame-winningshotandmissed.I’vefailedoverandoveragaininmylife.AndthatiswhyIsucceed.Maybeit’smyfault.MaybeIledyoutobelieveitwaseasywhenitwasn’t.MaybeImadeyouthinkmyhighlightstartedatthefreethrowlineandnotinthegym.MaybeImadeyouthinkthateveryshotItookwasagame-winnerthatmygamewasbuiltonflashandnotfire.Maybeit’smyfaultyoudidn’tseethatfailuregavemestrength,thatmypainwasmymotivation.MaybeIledyoutobelievethatbasketballwasagod-givengiftandnotsomethingIworkedforeverysingledayofmylife.MaybeIdestroyedthegameormaybeyou’rejustmakingexcuses.PartTwoListeningIListeningSkillExerciseA:Hey,haveyoueverdelveddeepintothetheoryofgrowthmindset?Ifindithasprofoundimplicationsforpersonaldevelopment.B:Absolutely!CarolDweck’sworkonthisisrevolutionary.Thosewithagrowthmindsetperceiveintelligenceandabilitiesasmalleable,unlikethosewithafixedmindsetwhothinktheseareinnateandunchangeable.A:Precisely.Takeacademicperformance,forinstance.Studentswithagrowthmindsetviewsetbacksasstepping-stones.They’llanalyzetheirmistakesinexams,figureouttheknowledgegaps,andworkonthem.B:Right.Incontrast,fixed-mindsetstudentsmightbedevastatedbyapoorgrade,believingit’sareflectionoftheirunalterableintellectualcapacity.A:Anditextendsfarbeyondacademics.Intheprofessionalrealm,agrowth-mindsetemployeewilleagerlytakeonnewprojects,seeingthemaschancestoexpandtheirskills.B:Exactly.They’renotafraidofthesteeplearningcurve.Theyunderstandthatthemorechallengestheyovercome,themoreproficienttheybecome.PartTwoListeningIIListeningComprehensionIntherealmofpersonaldevelopment,theconceptofgrowthmindset,pioneeredbypsychologistCarolDweck,hasemergedasacornerstoneforunderstandinghumanpotential.Agrowthmindsetistheunwaveringbeliefthatone’sbasicqualities,suchasintelligenceandtalents,arenotfixedtraitsbestowedatbirthbutrathermalleableentitiesthatcanbecultivatedthroughdedicationandhardwork.Thosewithagrowthmindsetembracechallengeswholeheartedly.Forthem,eachchallengeisnotadauntingobstaclebutastepping-stonetowardsself-improvement.Whenfacedwithsetbacks,theydonotcrumbleundertheweightoffailure.Instead,theyviewfailuresasinvaluableopportunitiestolearn,adjusttheirstrategies,andgrowstronger.Ineducationalsettings,studentswithagrowthmindsetaremorelikelytopersevereinthefaceofdifficultacademictasks.Theyunderstandthatmistakesareaninevitablepartofthelearningprocessandusethemasspringboardstogreaterknowledge.Intheprofessionalworld,employeeswithagrowthmindsetaremoreadaptabletochange.Theyactivelyseekoutnewskillsandexperiences,constantlystrivingtoexpandtheircapabilities.Thismindsetnotonlyenrichestheirpersonalgrowthbutalsocontributessignificantlytothesuccessoftheirorganizations.PartTwoListeningExercise2Thereisapsychologicaltraitthatallsuccessfulpeopleappeartohaveincommon.It’sbeencoinedbyBillGates,andNASAusesitasacriterionforselectingpotentialsystemsengineers.Thisconceptiscalledthegrowthmindset,atermoriginallycoinedbyCarolDweck.Peoplewiththegrowthmindsetbelievethatintelligenceorskillinanyfieldcanbedevelopedthrougheffort.Basically,theybelievethatanyonecannurturetheirabilitiesinanything.Theinverseofthegrowthmindsetisthefixedmindset.Peoplewiththisonebelievethatintelligenceandskillareinnate—it’ssomethingthatwe’rebornwith.We’reeitherborngiftedornot;there’snoroomforchange.Basically,theybelieveintelligenceisfixedfrombirth.Inthisessay,we’llexplorewhythegrowthmindsetisthebetteroneandhowwecandevelopit.Sowetalkedalittleaboutwhatthegrowthmindsetis:thebeliefthatintelligenceandskillinanyfieldcanbedeveloped.Butlet’salsotalkaboutwhatit’snot.It’snotmagic;itwon’thelpyougeteverythingyouwantoutoflife,anditwon’tmakeyouthenextElonMuskorSteveJobs.However,itisaverypowerfullenswithwhichtoseetheworld,anditcanimprovetheprobabilityofyoursuccess.Allofusareamixtureofboththegrowthandfixedmindsets.Insomeareasofourlives,weoperatewiththegrowthmindset;inothers,weoperatewiththefixedmindset.Becauseofthis,Iwantedtothinkofbothmindsetslikeapairofglasses.Somepeoplewearthegrowthglassesmoreoften,andotherswearthefixedglassesmore.Butweallwearbothindifferentsituationsinourlives.Althoughweshouldallstrivetowearthegrowthonesmuchmorethanwewearthefixedones.But,why?Well,alotofresearchseemstosuggestthatpeoplewiththegrowthmindsetaremoresuccessfulthanpeoplewiththefixedmindset.2-1PartTwoListeningExercise2

Forexample,astudyfoundthatstudentswhoheldthegrowthmindsetwerethreetimesmorelikelytoscoreinthetop20%onthetest,whilestudentswithafixedmindsetwerefourtimesmorelikelytoscoreinthebottom20%.Anotherstudyfoundthatwhen7thgradersparticipatedinagrowth-mindsetprogram,theywereabletoavoidadropingradeswhichusuallyoccursinmiddleschool.Peoplewiththegrowthmindsetaremuchmoreresilientwhichallowsthemtoovercomechallenginganddifficultsituations.Becausetheyprioritizelearningoverfailure,theyareunafraidtotakerisks.Theyprioritizegrowingoverstagnation.Ontheotherhand,peoplewiththefixedmindsetdon’twanttochallengethemselvesbecausetheybelievetalentandintelligencearefixed.Theylookatfailureasanassaultonwhotheyareasaperson.Tothem,lackofknowledgeisanindicatorofstupidity,andfailureoncemeansfailurealways.Apersonwiththegrowthmindsetbelievesthattheyarealwaysinastateoffluxandtransformation,sotheydon’tattachtheiridentitytotheirresults.Instead,theyfocusontheprocessofgrowingandlearning.Fewpeoplewilldenythatthegrowthmindsetseemstomapnicelyontoreality.Weknowthatthebraincancontinuetolearnuntilthedaywedie,thankstothefieldofneuroscience.Italsoseemsquiteintuitivethatpeoplemustworkhardandperseveredespiteobstacles,toendupbeingsuccessful.2-2PartThreeTestingINewsMostjobsrequiretheabilitytoproblem-solveandcopewithchallenges,atleasttoacertainextent.Imagineateacherwhohasanewandverynervousstudentintheirclass.Ifthatteacherisaflexiblethinker,theywillbeabletoadapttheirclassroommanagement,eveniftheyhaven’tseenthissituationbefore.AccordingtoLeonardMlodinow,authorofElastic,flexiblethinkersrelyonideagenerationandimagination--theyarewillingtoexperimentandtakerisks.“Elasticthinkingiswhatyouneedwhenthecircumstanceschange,andyouaredealingwithsomethingnew.It’snotaboutfollowingrules.”Therefore,insteadoffollowingthetypicalprocedureforinductinganewstudent,theteachermightcomeupwithatailoredresponse,basedonpredictionandpreviousexperience.So,howcanyoubecomeamoreflexiblethinker?AccordingtoDrLisaFeldmanBarrett,it’sallaboutexercisingthebrain.Onewayofdoingthis,shesays,isthroughexposuretoavarietyofexperienceswhichmakeiteasiertoadjusttonewsituations.Alotofcompaniesnowconsiderflexiblethinkingintheworkplace,especiallywhenitcomestodesign.Workspacesmayhavecoucheswhereworkerscanliedownandrelax,givingthemthespacetocomeupwithandprocessnewideas.Mlodinowsaysit’sveryimportanttotaketimetodaydream,listentoideasandconceptsyoudisagreewithandspendtimedoingactivitiesoutsideofyourcomfortzone.Thiswillhelpyouunderstandmultiplepointsofviewandthereforeblossominmanydifferentaspectsofyourcareer.So,ifyouwanttomakeachange,youcanbecomeaflexiblethinkertoo,withalittlepractice.Questions:1.Whatisthemainideaofthenewsreport?2.HowdoesDr.LisaFeldmanBarrettsuggestimprovingflexiblethinking?3.Whatworkplacedesignfeatureismentionedtoencourageflexiblethinking?PartThreeTestingIILongConversationW:Howdidyourannualperformanceevaluationmeetingwithyourmanagergo?Didyougetmuchinthewayofpraise?M:Nexttozero.Whenwecametothepartaboutdiscussingmyareasforgrowth,hebluntlytoldmethatIhadanattitudeproblem.Buthewouldn’treallyexpandonthatdescription.Hesaidit’sthelittlethingsIdoandsay.W:Didyouaskhimforaspecificexample?M:Ididaskhimafewmorequestionstotryandnarrowitdown.Hesaidmyconstantquestioningofhimandhisdecisionswasthemostobviousexamplehecouldgive.Thenourconversationwasswiftlybroughttoaclose.W:Ihadasimilarexperienceonce.MymanagertoldmeIwastoohonest.Inmostcases,Ithoughtmyhonestywashelpful,asdidmycolleagues,butmymanagerthoughtotherwise.Somemanagersreallyadoptmanipulativelanguagetodisguisetheunreasonablechoicestheyhavemade.Theydon’tusetherationalpowerofargumentstoresolveissuesofconflictorcomplaintsaboutunfairness.M:Right.Someemploytheirpersuasivevocabularyandinfluentialcommunicationstyletowinworkplaceargumentsbycompellingpeopletoperformtheintendedaction.W:Exactly.Toohonest?Isn’tthatagoodthing?Ithoughtthat’ssurelysomethingweshouldhavecoveredearlierinthesectiondiscussingstrengthsandtalents,butno.Honestywasdeemedtobemoreofasinthanavirtue,sinceitmadepeoplefeeluncomfortable,oratleastitmadethemostpowerfulfolksfeeluncomfortable.M:Indeed.Rhetoricisviewedbymanyphilosophersasthemethodthroughwhichthepowerfulaccumulatemorepower.Byvirtueofhavingtheloudestvoice,they’reabletocommandgreaterattentionandtofurtherasserttheirdominance,evenwhenwhatthey’resayingdoesn’treallymakemuchsense.W:Andretainingtheirpowerandprestigeistheirpriority.M:It’swhatmakesthemostsensetoalotofthem.Questions:1.Whatdoesthepassagesayaboutconflictinorganizations?2.Whydosomepeoplewanttoavoidconflictatallcosts?3.Whyisproductiveconflictimportantforteamsandorganizations?4.Whatdoesproductiveconflictneedasabasis?PartThreeTestingIIIPassageMostofushavebeeninteamsororganizationswherewe’vehadconflictwiththepeoplethatwe’reworkingwitharoundtheideasordecisionsthatwe’rediscussing.Conflictisnatural.Weallbringdifferentlifeandworkexperiencestothetable.Weallhavedifferentpersonalitypreferencesandtendencies.We’renotallgoingtohavethesameideasonhow