17 @ ao) se 201 use motets, = O19] ARIS Betsl7| Sak Sx] GO| Arto} ZNO! USS MHOHsICH, @ ooney saist zetern weet, = UB A HHO] Sz0| AH] 7 oA Of HS steals wIshD, o}M0] INS Ect. = APS SAISHE O18 SS(+ OUR|, SAPO! eH, BRITA, SAUL SAA! SAL, BIS USAh, SSAA! SA Sol, FOIE ie a . . Ozlanzus Your parents may be afraid that you will not spend your allowance at ge 221 @ Wisely. You may make some foolish spending choices, but if you Odo, 48: SEB Haw al bie ae a : SS) awe Wem, SOI E 2a the decision to do so is your own and hopefully you will lea from sugajoe yas we ae your mistakes. Much of learning ® occurs through trial and error. OS a2) VS al 27200-0974 7200-7097 s Explain to your parents that money is something you will have to ove} aia deal with for the rest of your life. It is better @ what you make your OOHEA do: . a na - © Fos SACI 2 mistakes early on rather than later in life. Explain that you will havea 3 rast ynee family someday and you need to know ®how to manage your money. @ SBA HORE Not everything ®is taught at school! SF eMiboro0) 122 Reading Power $8 7h01 ‘ata ad 6s ‘7200-096 «7200-7078 CS 29] UE a SH S, 1s Se! 2127 The pleasures of kindness ®were well known in the past. Kindness > suspect 1. @ kates, eI was mankind’s “greatest delight,” the Roman philosopher-emperor "suspected they were . : . j trying to evord me. Marcus Aurelius declared, and thinkers and writers have echoed him Wnatwawidme, down the centuries. But today, many people find these pleasures literally #01810 Sten) 2@ant 5 @incredible or at least highly Suspect. An image of the self has been ‘The suspect may have created @what is utterly lacking in natural generosity. Most people fled to New York City. appear ©to eve that deep down they (and other people) are mad, bad, (89%) Ae SF8ER) ct) and dangerous to know; that as a species—apparently unlike other species > @ SHAE Some of the information of animals—we are deeply and fundamentally hostile to each other, that was found to be highiy ‘© our motives are utterly self-seeking, and @that our sympathies are forms SSeS a reap ons of self-protection. delight 718 echo wt sich highly Ht, m= species & hostile 2ckse! sympathy S249, 221 124 Reading Power #22 71 ‘Demperor 24 literally @ c4= utterly 2461 apparently 27, SH6h Omotive 571 self-protection X71 5 aig 0m wer) declare 4eteict Cincredible 18 4 et generosity Bcist Cifundamentally 2BOR Ciself-seeking O72!7 02 armen cranes e Che Bol BS al He S, oltiat Sel 227 On a campaign in Silesia, Frederick, King of Prussia, gave orders * mske certeln (tha) ~ one day that all fires and lights were to be extinguished in his camp by ye aco o make certain a certain hour. OTo'make certain that his order was obeyed, the king tat. gong 0 frat. himself went the rounds. @Passing by the tent of a certain Captain xeeewzoom) s Zietern, he noticed the glimmer of a candle, and upon entering found the officer sealing a letter to his wife. Frederick demanded to know @that Zietern thought he was doing; didn’t he know the orders? The Jf at the king’s feet, unable to deny or excuse his disobedience. Frederick instructed him to sit down and @add a postscript ‘0 to the letter, which Frederick himself dictated: “Tomorrow I shall perish on the scaffold.” Zietern wrote what he was told and was duly executed the following day. + scaffold HEC, CH Ccampaign 8, 2At a1 Gextinguish ($3) Dc ‘go the rounds 283ict glimmer sale seal Bact codemand c}2Ach, 28h Bdeny 2l8tct excuse Wessict Cinstruct *Alsich Cpostscript (2x12) #4! Oduly akc Dexecute ##sict (CHAPTER 05 Unit 17 O18 (1). 125OB Sol BE A ee S, oes Bel WE? Em at 64 ‘7200-100 «47200-7100 Before you begin teaching your children responsibility, be certain you > manage have the concept Dclear in your own mind. What docs responsibility Sp. anages a legal mean to you? What responsibilities do you think children should have, department in a large company and at what ages? Most parents feel that basic responsibilities include Sage 2 sph yo keeping a clean room and picking up any mess @makes in other rooms etc) of the house. When our children become students, we want them to > manage to do meet the requirements of being a learner and to do their homework. st) to get to religiously. Another responsibility is for personal hygiene, @being _thealpodin time. bathed and combed and well dressed. There is financial responsibility, a) (OE Ar Ul ON at ‘© @in which children leam to budget and to spend wisely their allowances or income from part-time jobs. Children need to become responsible with their time, getting to school before the bell rings, keeping curfew, managing to fit in all their activities and still @have down-time left. = down-time RAKE 180 ARE * ords & hrases Geoncept 7H mess O88! 21 hygiene #43 allowance 8= 126 Reading Power #2) 718 Clinelude =esict requirement 22 8 22 financial AeS2! ‘income 421 pick up (ofael ee zis) aeeICt xIect religiously als! budget ote asec} curfew #7} AitCee 04 emena nazi e Che Bo] we al oe S ones Sel te? A suryey is somewhat like an interview in that the person Oconducting — > in that . : as 018, ~2he it prepares a set of questions. However, an interview is done one-on- Sue ce iwunan in one, and the conversation has great flexibility. A survey, on the other se had fends t hep hand, is usually written in advance. A number of participants agree to (auie nile sm 27501 5 answer a set of questions. If they write their answers, the survey takes #58 S018) the form of a questionnaire. They may or may not complete the survey > S088 10 do in your presence. ®What you will get will be the briefest answers to ieee a your questions—no more, no less. Obviously, you will run into difficulty a8 10.4 scone in is if you realize later on that you should @have asked different questions. (hea amie agso1 a7 10 Therefore, in a survey, most of the work @lying in the preparation of the LS" ‘questions So as to get the best answers. A FO) ZA Csurvey 42 24h conduct +4#8tct Da set of Yetel one-on-one 1 1 CO flexibility 22s, 884 Gin advance 12} C participant 7+ ire 42 Ccomplete asic obviously #21 CHAPTER 05 Unit 17 OF () 127@ ae) se0 use nec, * A Bo] UBS nlteorefeol Be EHS Ale 4 sic @ see s051 eH9) of eee more = BAO] PAS MSHA OF SY QAB tojof SHex] SOlBIct, @ BSS RASA Ool She BAS DEC = FIX BOO BAO] OfMoll Sx] RAIBICE 2a reese ozone KEYCIUE SD = A), ©), (C)21 2 UIs SlOHAY OF SE HALOS JHE ABE AS? © ofet 44801 AfzO4 suet 2 © Alot of customers buy products only after they are made aware that aja dew wai 30 a0) the products are available in the market. Let’s say a product, even if 8801 et uisoIct. © it has been out there for a while, is not (A) advertising /advertised. —_@ ojw of gaw en een) Then what might happen? Not knowing that the product exists, #8. » customers would probably not buy it even if the product may have (Re sae antart worked for (B) |it/ them . Advertising also helps people find the (C= BéAlet Wiel 201 best for themselves. When they are made aware of a whole range of =" #" 24 g00ds, they are able to compare them and make purchases so that they © #848 ee" 201 get (C) that / what | they desire with their hard-earned money. Thus, "#2 #* 1» advertising has become a necessity in everybody's daily life. (a) © © advertising that © advertising what @ advertised what @ advertised what @ advertised that 128 Reading Power 282 712a ‘3 7200-109 «7200-7108, A), (8), (C)2] 2t UIE lol Ad O10 = HMOS HY AE AL? When you remove body language and facial expressions from > withdraw a . 1 communication, you remove many of the signals we use to read other FR winarow People. Communication over the phone (A) Ieaves/Ieaving you and trams. your customer with limited insight into how the person on the other gaunt) 5 end of the conversation is reacting. Is he in a defensive posture and (B) gets/ getting | more Withdrawn as you talk? Is she rolling her eyes while you tell her how much you value her business? Is he reading 2.428) gett He went to the bank to his email instead of listening to you? The more physical cues we 3 #2 a. Baz | quickly withdrew my han remove from our interactions, the (C) easier / more easily it is to have from the inside pocket, ‘0 misunderstandings. Fortunately, you can still tell a lot from tone of voice. (a) D leaves ®@ leaves @ leaves @ leaving ® leaving (remove 0K, NPHBICH Cinsight $2 Sposture AML S. Cleve BM, 818 Dtone of voice RAFI €, 01 130 Reading Power 82! 71 ‘more easily easier more easily easier D facial expression UH #8 react #Ssich Gvalue ABsi71 of7Ich Dinteraction 8883 (Us sel OFOIUOLY a Cllimited Bist Cidefensive worse! physical Ato! Cimisunderstanding 284| 02 200-106 6 7200-7108 A, (8), (0121 2} US StOLM Ofefol B= BLO 7H HE Be See The tradition of a pep squad as a support for sports teams (A) [is/are] be familiar with ‘one that many people Are familiar wit different types of high school and college sports, most notably football. Essentially, a pep squad is a group of individuals (B) who/ which have vu . These groups exist for many ~B at ac, ~ol flash (Us etoile 0] eh ‘3c Some of you may be the responsibility of motivating and promoting enthusiasm for a particular fgrurar wins poms sports team before and during a sports competition. The use of the tem. (offs & 2BE 3 ogo 1 ‘aE SEU) varies to a degree from place to place. In some settings, the pep squad is ‘of be well acquainted with considered to be the same as a cheerleading squad. Other locations see it “te muleoweniad th as a separate entity from the cheerleaders, although they share a common —_| aml acquabtod wih hi, purpose. This may lead to the squad (C) [being/to be| more of adance yas} aati) team, performing more complicated routines that are usually associated with cheerleading. (A) ) . who who which who pep squad S82 (promote “seit, aelstct Ovary cect Complicated sale © being tobe to be being tobe Gotably 2p Centhusiasm B setting 44 Crroutine 28! 289] & St ‘She was well acquainted with the literature of Latin ‘America. (ase al ob eto wea) motivate ¥471C} Dterm 04 Centity Su) CHAPTE 05 “Unit 18 O18 2 131© 03 ores omens A), ©), (C2| 2} UIe Sto OfHiol Stt= REO 7H AEE AE? It was usual among “Savages” for the man who had food to share it savage with the man who had none, for travelers to be fed at any home they (chiefly in historical contexts) @ member of chose to stop at on their way, and for communities harassed with drought _@ people regarded as ee oe : primitive and uneiviiznd (A) |were / to be| maintained by their neighbors. If a man sat down to his (2 sajs2! soa) aia meal in the woods, he was expected to call loudly for someone to come on eases] yet of alma ze and share (B) | it/them_ with him, before he might justly eat alone. When ‘The movie reinforces the stereotype of Indians as a Western traveler told a Samoan about the poor in London, the “savage” _—_Savageu asked in astonishment: “How is it? No food? No friends? No house to live she olcieig oWelowe tae cet) in? Where did he grow? Are there no houses belonging to his friends?” The hungry Indian had but to ask to receive; (C) | how / however | small the supply was, food was given to him if he needed it: “no one can want food while there is corn anywhere in the town.” A& @) © Owere it ~~ how @were ~~ them ~~ however tobe ~~ it how @tobe them «how ® tobe it however Geommunity , BSA drought 71 Gjustly ett Dastonishment 132 Reading Power #2 7h harassed AIB2IE ‘omaintain #26tct have but(only) to do ~8i7Iet aiet Sich—————— Eee 04 cote ro. (A), (©), (C)2| 2} UI Stoll Ofziol| = BBO 7H ANS AS? Sus Over the past 10,000 years, Homo sapiens has grown so accustomed > 9fov/ accustomed to ol SEE to being the only human species that it’s hard for us to think of any yy syos-slowly grow other possibility. Our lack of brothers and sisters makes (A) | it/ that sueopein te easier to imagine that we are the best example of creation, and that aa) 5 chasm separates us from the rest of the animal kingdom. When Charles... Darwin indicated that Homo sapiens (B) | being / was just another kind. ~g gaapret of animal, people were outraged. Even today many refuse to believe it, aa » Peop! ged. Bi 'y many 7 . disaster may wipe out life If the Neanderthals had survived, would we still imagine ourselves to be on Ear ———| (ome eo Pa es a creature apart? Perhaps this is exactly (C) [what / why] our ancestors sig zquuuie Seen 1» Wiped out the Neanderthals. They were too familiar to ignore, but too different to tolerate. chasm 2 301 (A) @®) © Oit being «what @that ~~ being ~~ what @it ~~ was @ that ~~ was what wit Creation 328, 82 Oseparate FHStCt Dindicate AIC, So} C+ Sloutraged ae survive shat Clereature 8201 = EH, BE Capart (Al! HOLM) SS), Solst Cancestor 2 familiar 138 Glignore #Asict tolerate geisict CHAPTER 05 + Unit 18 OF (2). 133,@ 22) eerie ge merc, © 28 2S wey) Bol aD 2] SAL Qx/B moysicy, » Bi al Colo] Ussi7 chs Bol Asie! eS mjojatss eich, @ we a ort got xe F0) ug] gol See AceR BetsIC, = 29] SHY nPIARiA| Ret eee sloruict, © BIB 21 Elo cht! Soizt SS Soi Mor Bovat zigiAcielx|=s| geletch, EXAMP! 2niaat 3 * CS BO] US 2 He S, Beles Sato] melo] Awe BE AL? When people share the same daily, weekly, monthly, and seasonal rhythms, connections among them form faster and stay stronger. © The people trust each other more deeply, and Ocoordination becomes easier. After all, they are @ frequently doing the same things and 5 working on the same problems together. In fact, several organizations use regular stand-up meetings to maintain strong bonds and reinforce a @shared mindset. A CEO of a food company talks about his short daily meeting with his team. He explains, “The rhythm that frequency generates allows relationships to @weaken, personal habits to be 10 understood, and stressors to be identified. All of this helps the members of the team understand not only their roles but also how they can get the best out of one another.” 134 Reading Power #88 712 ranse areca REVIVES O w1 4 met wie! 2B Bee wat BABS LRT) @ 2 ofsial sya mE ePeel IBS BRAI AOL a ASS WE 3k SBE A a cH Sale! ol Ox] St we 8 OND} MOI a ‘Bol ayatolofslol aime af sete, oz otter Dare SsoKeCa CS Bol VS A Se S, Bales ao! solo] Awsixl WS WS? ‘Bea at 69 (7200-108 «47200-7108 Team sports offer a particularly compelling form of drama. The > nee outcome of a game, unlike that of a scripted drama, is @unknown. Few people watch the same play or motion picture re after they have seen it Once they know the ending. ®gone. But tension fills each and every game of baseball, football, and nee She goos out once a peatedly because Week by hersel. . (Gide Be a aa . The tension is ae) 2. Be ~ehet Once you meet the gt basketball. Moreover, in organized sports the tension carries beyond each you! ik her. (shed 2 ats es wo any individual game and tends to @decrease over time, Each game is part gow seen of a designated sequence—a season—the goal of which is to produce a champion. Both individual games and the season as interest and attention. Spectators follow the first to find a whole @attract ‘out which of the two contesting teams will win, and the second to learn which one will emerge as the ultimate champion. Suspense ®mounts because, as the end of the season approaches, games tend to become more important to the determination of the champion. compelling S08 $0IG EP= outcome Za} ‘motion picture 231 repeatedly eaioz tension 2282) organized 221301 sequence 24 as a whole MIE ‘contest 282 Wolct emerge as ~= S28ict Cisuspense 2182 mount 8716, Bev kt tadetermination 2 136 Reading Power #821 71 Ooscripted cio] = ending 22 Codesignated xAI Cspectator 28, 22 Culimate 38421 Capproach civic02 eee i CS 29] WE 2! He S, Saat eao] elo] Aaistx| BS 22? Benjamin Franklin began and ended each day with a question: “What _* good®l 8=1 elo) 4, Aa 8, ‘good shall I do this day?” in the morning, and “What good have Tdone "ihe ditterence between this day?” in the evening. In fact, many great thinkers @embraced the _—_—gead and evi (as 219 x00 idea of constantly questioning things. As Albert Einstein reportedly said, Develop the habit of “Learn from yesterday, live for today, hope for tomorrow. The important 1g the good in peor thing is not to ®stop questioning.” Of course, getting into the habit of _—H#E! BUA we ae zee self-reflection is easier said than done, as we often prefer to @enjoy 2 the good 2182) NIE asking ourselves the tough questions. As philosopher and psychologist ‘a gathoring of the great andthe good John Dewey explained in his 1910 book, How We Think, reflective (CHE! ARIES! 88 AFBI! thinking involves overcoming our predisposition to accept things at 4 op ag. face value and the willingness to endure mental unrest. Enduring this fr Ne good makina discomfort is well worth the effort, as it can result in the confidence wet good wi tna a? ®boost necessary to perform better in our work and daily lives. CDembrace WoHsolct, BBtict constantly 2zi0l self-reflection 3171 88 Oreflective até ‘Dovercome Ss8ict O predisposition st, fa unrest #2 Odiscomfort 2. 2! (cel aie a Fe 4801 gat wn reportedly Zshtlt biol 2}3}21 Dinvolve #Hékct Dat face value “etc CHAPTER 05 Unt 19 181 (1) 137St al 705 03 erate renzt0 OS 29 Be a Se S, SUS eeo| 20] satsix| WE Ae? Telling schoolchildren that they are smart Oimpairs their future» count on 3, . Eh, we abnlstct performance, whereas telling them that they work hard or not praising jw sosnige se you to them at all leads them to work harder in the future, Therefore, attempting _—belp to convince people to be @impressed with themselves can actually make We san’ count on the 5 people do worse, which isn’t all that surprising really. Convincing people ee ey to rely mostly on their self-esteem is really telling them that they can’t $8282 4094524) Count on other people, and that is a mighty @unhappy thought indeed, ‘Worse still, some probably hear the message that they should think and act like they are better and more important than other people, or even that 1 @gpecial rules don’t apply to them, Real “self-esteem” @derives from the esteem of others. Why shout out your victories if no one hears you? Climpair 2447 1cb attempt Aissict convince *#58IC, BEAFICE rely on ~0t Sf8ic} self-esteem 2h Omighty cH 28 Capply to ~ol 48iC} derive from ~0iAi S248ich 138 Reading Power #82 7hNe 0 04 rman ons Che 29] WS Al He S, Bots eetol Melo] AwSIA| MES AS? Help your teen verbally @label emotions. ‘This isn’t as easy as it sounds because hurting teens often feel multiple emotions At the same time. Develop a rich, accurate vocabulary for emotions, and @allow your teen to “name” what he is feeling. Various studies have shown that verbally naming an emotion has a quieting effect on the nervous system, which can in turn help teens @recover faster from emotional stress. This has to do with the brain’s structure and how emotions are processed. By verbalizing an emotion, the language area in the left side of the brain is engaged, which also @impacts logic and other higher-level types of thinking. Breaking the connections between the logic areas and emotional processing areas of the brain may help your teen think about his emotion in a different way, thus leading to a calming effect. > atthe same time BA01 You can communicate with many people at ‘samo time, (ofa| HIBS) SAO I eaeuch) > lead to i oftnich ‘This would only load to fa waste of taxpayers’ money. (Obs Suimeet 8 wUlot esto ta) Coverbally 22 Cohurt 22801 atch Omultiple of, cH42} accurate B88 ‘vocabulary o15% Cquiet 22A7Ic, 7itetsIct Conervous system 21 intum abice a recover Si8ICt Uoprocess aletsict Dengage BOAivIc, SAAlzIC impact S88 ct logic #21 Dealming effect 2 a2 CHAPTER 05 “Unit 19 0191 (1) 139 4 o@ ceo 29) s9) sas mesic, = Bl ANY SME MOtSlOF |S} AHS Qi= LIBS] SO] SSM OFS AEYBICL © BOS OE AAAS DSI Hall SES AHAB) She 11H DBch @ ue eso) uso Ho] Bayt sk yes EC, © (A), (©), (C)2l A SeHoL 2F yoo woah Ae wetol cyst LAH LECH, = AMS HHS Mest Fol Bol SBo| AAe Sr] xHSIo!sIch. Seni cronies TREVCLUE ND . . Ota 82) For aL In most people, emotions are situational. Something in the here —_glec/=te 2014 (al cI and now makes you mad. The emotion itself is (A) tied/unrelated | =" © A), ©), (C2 2} IS Stow seaHoy k= eta 7H AHIBt AS? to the situation in which it originates. As long as you remain _@ the oppositool # 2821 - somal eituati ve Ji youre likely to stay angry in that emotional situation, you're likely to stay angry. If you Youre tel fo say angry s leave the situation, @the opposite is true. The emotion begins to ol BLE BEC. (B) disappear / appear | as soon as you move away from the situation. - smuati, « i © the source of your Moving away from the situation prevents it from taking hold of you. angers whatever is Counselors often advise clients to get some emotional distance from (C) | bothering 7 pleasing | . Ihewheting Paleauing : themo| S10/8t CMB OHECK whatever is (C) [bothering / pleasing | them. One easy way to do that is ame! ele 78 OIE 1» to geographically separate yourself from the source of your anger. ec. (A) @) © Otied ++ disappear ~~~ bothering ® tied disappear pleasing tied appear bothering @ unrelated disappear pleasing © unrelated appear pleasing rasa ait (B) disappear AztxIct/ appear LIEILIC (C) bother a158ict/ please 2184 sict 140 Reading Power 8481 7101 eat at 72 eran 7200-713 (A), (8), (C)2| 2} Lise etolLd SBAHOH| SH NMS 7H Aftst 2S? Democracy in ancient Athens was more (A) extensive /limited than take turns doing som im that individual i — ‘#20170 ~ate today’s version in that individual involvement occurred as citizens took Fey took wens making turns holding various offices. There were no elected officials in ancient easton Sundays. Athens. Instead, governmental positions, such as those of the councilors, oid se aust were filled by random drawings in which names were picked from a box. The selected persons served for about a year, and no person could serve twice in their lifetime. Where the knowledge of professionals was (B) needed / rejected , there would be permanent positions, but most governmental positions were temporary. Many Athenians felt ‘0 that the benefits of more experienced politicians and officials would be spoiled by a growth in corruption. Today we sometimes find that (C) [long-term / short-term | positions for career politicians lead to aspirations of power and selfish actions. (A) @) Dextensive needed extensive rejected extensive needed @ limited needed limited rejected ‘democracy 29) ‘Cloceur #alsict Ovarious cet governmental #2! random drawing P71 #2 Obenefit of Ceorruption aH Cselfish 01721 142 Reading Power $82 7 (c) ~ long-term long-term short-term short-term short-term Dancient 249} Citizen Ala! Celected eet C position 21%, x19, x2} Cpermanent 22412! experienced 2t! Dlead to ~& oloiatc, ~ 2aHstct involvement 104, B04 hold an office BS Bc} official 224 C councilor (AlS181 $2) S18 Ctemporary BAP! spoil aalct Saspiration 82a | 02 onan ara (A), (8), (C)2] 2 LS StoHAd SoHo Se wake TPS AMEE AS? If you’fe tempted to eat food you've dropped on the floor, you may want to think again: A new study (A) proved / disproved. the “5-second rule,” or the idea that food is safe to eat off the floor if you pick it up fast enough. The study found that bacteria from a surface can move to food very quickly, in less than a second in some cases. In the study, the researchers (B) | contaminated / dominated | four different surfaces— stainless steel, ceramic tile, wood and carpet—with bacteria. Then, they dropped four food types on the surfaces: watermelon, bread, bread and butter, and gummy candy. Results showed that, in general, the onger the food was allowed to sit on the surface, the more bacteria was (C) [resistant / transferred | to the food. But some bacterial infection happened in less than a second. Watermelon picked up the most bacteria, while gummy candies picked up the least. (A) @) © © proved - contaminated ---~ resistant ® proved - dominated ~ resistant © proved contaminated transferred @ disproved dominated ~ resistant @disproved ~~~ contaminated ~~ transferred “Ciarasearaae) eat off the floor Hisiol BOFR! SAE Hol 2c Ceramic £71 gummy Z5B5e, B26 Diinfection ei of # @ » be tempted to do tempted to exam? (it 2 4 tue aia ge 23] U7) > Ssecond rule 5a oat Histol Wolz! SAloiLt ADH S& OO 04 Bet SUL} AHBBIO! wHELzIOF zieo| sal Six] ereche eked CHAPTER 05 Unit 20 0194 (2). 143(8, ©), C21 2} UI eto RaHOH Sete ANE 2S AaIet te? ‘stat aks 7355 BOONE A 700-715 An often-repeated statistic says that four out of five small businesses turn out will fail within five years. This 80 percent is a frightening prospect for fereaar mane anyone thinking about (A) (ending / starting | a business, But a study 8 band of my younger by Bruce A. Kirchhoff of the New Jersey Institute of Technology 5 found the failure rate for small businesses to be only 18 percent during wade! aval zoe seize) ‘The question turned out > their first eight years. Why the huge gap? It turns out that studies by to be more dificult than . he nad thought. the U.S. government and others defined business failures much too [5 sxe} #2 ues (B) broadly / narrowly |, Any closing of a business, even if it occurred Hopie 20% each) because someone died, sold the business, or retired, was recorded as a ‘0 business failure. In fact, only 18 percent of the 814,000 small businesses tracked by Kirchhoff for eight years went out of business with unpaid bills. This should be a (C) ‘burden / comfort |to would-be entrepreneurs. (a) @) ending broadly ® ending narrowly + @ starting “narrowly « @starting narrowly starting ~~ broadly Ostatistic 874%] Drate lg: 2716IC} Oclosing =, ma would-be (88) ~ XIgieH= 14d, Reading Power #28 7h © burden ‘comfort burden comfort comfort frightening te2ke, SME huge tcHét track S8ict Centrepreneur 7/271 institute ee, 7/8 define aalsict Obill aEE (A), (8), (C)2l 2} Lala CtojlAd BeHol| She ate 7h ASE ASP 7200-116 67200-7116 Visualization techniques will help you display pleasure, interest and other emotions in your everyday interactions. If your Impression Management Plan calls for you to smile at a meeting that you dread, think in advance of several (A) awkward / happy moments in your life to replay mentally during the meeting. If the occasion calls for full attention, when you find yourself bored silly by someone’s presentation, (B) create / hide] an interest in him by focusing on the subtle changes o a @ > WOH out: (mstCt cf) + outwit: “Sct of Balai, wash ah ect ‘Somehow he always ‘manages to outwit his ‘opponents. Ge ONE 2 amc pans ac) + outlive: =} | acs He outlived his brothers. (AE XL SABC Set in the intonation of his voice as he speaks, or think about the words 2c he chooses to express his ideas. Let your rational brain Sutwit your" Suve@h “S441 “Bel emotional brain by injecting images (C) ‘consistent / inconsistent with __The advantages far out: weigh the clsadvantages, the emotions you want to project. Remember, the emotional brain doesn’t (cjas0l uote lsc ah distinguish between realistic visualization and reality! Sas) (A) (B) © @awkward ~ create ~- consistent @awkward ~~ hide ~~ inconsistent @happy create consistent @ happy hide inconsistent ® happy create inconsistent visualization Ae! 82121 technique 2ié > display 04 ct Ginteraction 8, cst Dimpression eta management 22] cadread Faigsict Din advance a2} S replay SI7Ich, isict bored silly OFF IFS Osubtle alas Sjintonation 22 Crational ovale! Dinject Sustct project (2 14S FE) wot cp distinguish 8Ict CHAPTER 05 -Unit 20 0181 (2) 145@ 29) 219 use moter. = 2} Sto] USS Oaks Bo] clos FEI, = HONS ash RAS Sat BAe TECH, @ ao seg 20 wen soz we sect, = LZ! MRO] WES SD YlZol West BH] CHE Stach. ey ‘as az, aang, ©Food is one of the most important tools you can use as a manager. 8 eee re eee Having a full stomach makes people feel satisfied and happier. @Eating together gives employees time to make connections with each other. @ #48 841 Niel BP a . . ore SucHe etal LEgOI Providing an occasional snack or paying for a lunch now and then can gjjac, s help your employees feel appreciated and make the office feel more welcoming, These do not need to be elaborate setups. If you have a (© 848 7HISE 201 # UE . . Of 7His@! WO] OF-12t eHBO} small budget, you're not going to want to buy lunch at a restaurant for aj aujsojaia woos ut your entire group. Bringing in some cookies once in a while is enough; oI Bia Ba FESR, you can also encourage employees to bring in food themselves. w ©The key to using food effectively is for it not to become a _ event. If everyone knows you bring donuts to the Friday morning meeting, it becomes an expectation and not a surprise. To create goodwill, the food must appear to be unexpected. It is also a g00d idea to praise employees who bring food in without being asked; 15 this creates an atmosphere of sharing. + elaborate B32 ores evraw-nas ero emer O1 gao) agoe 29 awe 227 02 2429) vizio soit ee 7H see! 22? © Offer Food for Better Relationships © surprising ® Eat Out But Consider Your Budget ® humorous @ Eat More Lunch But Less Dinner ® comfortable @ Take a Break Not to Be Tired @ random © Don't Eat During Work Hours © planned 150 Reading Power 28 71101~021 US SS cin, S8ol Sete, In a recent study, Stanford University psychologists Manly Oppezzo and Daniel Schwartz divided participants into two groups: walkers and sitters. They then administered something called Guilford’s Alternative Uses Test, in which participants come up with alternative uses for everyday objects. It’s designed to measure “divergent thinking,” an important component of creativity. Divergent thinking is when we come up with multiple, unexpected solutions to problems. Divergent thinking is spontaneous and free-flowing. Convergent thinking, - , is more linear and entails a narrowing, rather than an expanding, of your options. Convergent thinkers are trying to find the one correct answer to a question. Divergent thinkers reframe the question, ‘The results, published in the Journal of Experimental Psychology, confirm that the ancient Greeks were onto something. Creativity levels were “consistently and significantly” higher for the walkers versus the sitters, Curiously, it didn’t matter whether participants walked outdoors in the fresh air or indoors on a treadmill staring at a blank wall. They still produced twice as many creative responses compared with the sedentary group. It didn’t take a lot of walking to boost creativity, either—anywhere from five to sixteen minutes. > Guilford's Alternative Uses Test (i521 A218 Joy Paul Gullord8a?~987+ Ersel DEI IM ANZ ALAS Bo} SSI7| Sat MASE, ANB HS ARIODI 7250/4 Besioe AE BENS BO), ME, WE Sol Hl SiS ofwA CH=A 5 SIL7IE Hal S2ID CIS TBO} BOIS SIsHe VRIOIC, SOI Uris AE HA RAM, ‘90s, al Ameo OLN OFE, 152 Reading Power #22 71= vom 01 ene arae-m Bol FMS 7S ABBAS? © the creativity of ancient Greeks © the potential risks of sitting too much © the difficulties of measuring creativity @ the link between walking and creativity © the importance of appropriate walking speeds 02 rao arena WBO| plztol MOA BS 7ht Mast AS? Dotherwise in addition ®by contrast @ for example consequently participant (a) 417i Dladminister SsAletct alternative use CHa AS come up with $284 Wc} divergent thinking #241 A2_—_Cl component +8) 24 multiple 82, Ct Cispontaneous S82. sH3/@! Cl convergent thinking +25 Ata. entail 4sict narrowing 4 expanding 8 Coreframe Pict Geonfirm soit Dobe onto ~8 a2 ct significantly Sesh Dversus ~ot Hatt Cimatter 28Ict citreadmill ore! Dsedentary #2 Gi01A! XIE boost 4aArict CHAPTER 06 - Unit 21820 153[03~04) 2 BS oz, BEOl LAI, No matter how experienced, no matter how proficient, a trapeze artist will not attempt a totally new death-defying leap without first trying it with a net below him. And depending on how death-defying the trick is, he may insist on always having a net when performing the trick. Besides its obvious advantage of catching you if you fall, the net also provides a psychological benefit. Knowing it is there gives the trapeze artist the confidence to try something he’s never done before, or to do it again and again. Remove the net and he will only do the safe tricks, the ones he knows he can land. The more he trusts the quality of the net, the more he will take personal risks to make his act better. The trust the circus management gives him by providing him a net is probably afforded to other performers too. ‘Soon all the performers will feel confident to try new things and push themselves further. That collection of personal confidence and personal risk results in the entire circus putting on a much better show. An overall better show means more customers. And the system thrives. But not without trust. For those within a community, or an organization, they must trust that their leaders provide a net—practical or emotional. With that feeling of __ __, those in the organization are more likely to put in extra effort that ultimately benefits the group as a whole. *trapeze artist SS AOWAL > depending on ~alaiet ‘This restaurant changes its menu depending on the season. (0] AS ol ae} ob ECA) > put on -pafod SaICKSRIsICH ‘The local drama club will put on Flomeo and Juliet. ( Sol 'B01o9 Severe FHM BE AOI) 154 Reading Power #8 7hes | 03 omer anion BBO] HSOe 7 AME AO? Sine © Circus Tricks: The Product of Efforts ®How Do We Interact with Each Other? ® Success: What We Can Get beyond the Challenge @ What Do We Want to Get in Life in the Long Run? © What Encourages People to Take Risks for Their Community’? 04 omeia omen ‘BO| LiZIo| Sols Be 7Hs Bet 2127 @ support @ freedom @ excitement @ recognition ® acceptance experienced ‘28 Oproficient sé attempt Alsatct Gdeath-defying ofaoraet Cleap 80171 2r6Kc Ditrick 718 ist BISICL, FSICt Operform aeisic, select obvious ee sychological Hele! benefit oF OMA sich land erste Axial Buc Gmanagement 32st! Dafford xigaict 1D push oneself xisi5 A¥SIBI6ICt Geollection +21 $74 overall Zstol Ccommunity BEM, x2AK8! Cextra #71821 ultimately S322, CHAPTER 06 - Unit 213) 155