Unit 11 Sad movies make me cry 单元表格式教案（4课时）

Unit 11　Sad movies make me cry.
课　题
Unit 11　Sad movies make me cry.
课时
第一课时Section A(1a-2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
rather, drive, lately, friendship, would rather, the more. . . the more, be friends with, leave out
2. 掌握以下句型:
①Sad movies make me cry.
②The movie was so sad that it made Tina and Amy cry.
③The more I get to know Julie, the more I realize that we have a lot in common.
能力目标
学生能够用英语描述事情对自己感情的影响
情感目标
能正确表达自己的感情, 并培养学生正确处理事情, 特别是不好的事情对自己的影响。
教学重点
1. Talk about how things effect you
2. The use of the word “make”
教学难点
1. How to help students to express their feelings freely
2. The use of the phrase “the more. . . the more. . . ”
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
1a
1. Show students two pictures about restaurants. (P81)
2. Play two kinds of music:
Loud music; soft music
1. Students look at the pictures.
Review words:
sad, happy, crazy, mad, excited, bored, angry, lucky etc.
Then work on 1a: Talk about the questions.
2. Students enjoy the music. Then talk about which one they like and why.
利用学生感兴趣的图片和音乐, 复习学过的描述人物情感的词汇, 为谈论事情对人的影响作铺垫; 并通过图片和音乐激发学生的学习兴趣。
Step 2
Listening
(1b)
1. Ask some students to show their feelings after looking at the two restaurants and listening to music: sad, happy, bored, crazy ect.
2. Let students look at the pictures about Rockin’s Restaurants and Blue Ocean. Then play the tape of 1b.
Students listen to the conversations in 1b and fill in the blanks.
在语境中呈现和导入目标语言。
Step 3
Practice
(1c)
1.
First let students read the conversation in 1xx. Then ask them to make similar conversations about the other restaurants or other places.
2. Let students summarize the use of the word “make”.
1.
Students first read the conversation in pairs, then make similar conversations about the other restaurants or other places.
2. Students summarize the use of the word “make”.
通过两人小组对话, 让学生从听对话到模仿对话, 练习事物对自己感情的影响。
Step 4
Listening
(2a&2b)
1. Let students look at the pictures in 2a first.
2. Play the tape of 2a.
3. Play the tape of 2b.
1. Students look at the pictures in the box in 2a before listening to the tape.
2. Listen and number the pictures in the order in 2a.
3. Listen to the tape in 2b and complete the statements.
通过听力练习, 在语境中体会事物对人的感情的影响。
Step 5
Oral Practice
(2c)
1. Let students look at 2a and 2b and role-play a conversation between Tina and John in pairs: -Did you have fun with Amy last night? -Well, . . . yes and no. She was really late.
2. Explain the difficulties.
Students look at 2a and 2b and role-play a conversation between Tina and John in pairs.
通过利用“2a提供信息”进行口语角色扮演活动, 在交流信息过程中, 体会事物对感情的影响。
Step 6
Role-Play
(2d)
1. Let students learn about the background of the conversation.
2. Let students read the conversation together.
3. Explain the difficulties.
4. Let students read in pairs.
5. Let six pairs of students role-play the conversation in front of the class.
1.
Students learn about the background of the conversation by going through it quickly and according to the picture beside it.
2. Students read the conversation together , then in pairs.
3. Role-play it.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7
Summarize
1. Guide the students to summarize how to show their own feelings that things affect them.
2. Guide the students to summarize the use of sentence “so. . . that; the more. . . the more”.
Summarize how to show their feelings that things affect them and the use of sentence “so. . . that; the more. . . the more”.
培养学生探究、归纳总结能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空:
1. The movie made me feel (feel) sad.
2. The loud music makes us want (want) to leave quickly.
3. The soft music makes her sleepy. (sleep)
4. I’d rather go (go)swimming with my friend.
5. The busier (busy) I am, the happier I am.
Ⅱ. 完成句子
1. 玩电脑游戏使他的妈妈发疯了。
Playing computer games makes his mother mad.
2. 你越多锻炼, 你就越健康。
The more you exercise, the healthier you will be.
3. 王老师如此善良以至于她的学生们都喜欢她。
Miss Wang is so kind that her students love her.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases。
2. Make some sentences with“make, the more. . . the more. . . , so. . . that. . . ”.
板书设计
Section A (1a-2d)
1. New words: rather, drive, lately, friendship, would rather, the more. . . the more. . . , be friends with, leave out
2. Structures: ①Sad movies make me cry.
②The movie was so sad that it made Tina and Amy cry.
③The more I get to know Julie, the more I realize that we have a lot in common.
教学反思
在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
音乐对人的情绪的影响
音乐对人的情绪是有影响的, 它通过音调来影响人的情绪。不同的音乐类型也会导致不同的情绪。国外有位心理学家曾对三个不同的交响乐队的208名队员进行了分析。结果发现, 以演奏古典乐曲为主的乐队成员情绪都平稳愉快; 以演奏现代乐曲为主的乐队成员中60%以上的人容易急躁, 22%以上的人情绪消沉, 还有一些人经常失眠、头痛、耳痛。曾经有人对一些音乐爱好者进行过调查, 发现在欣赏古典音乐的家庭里, 人与人的关系和睦; 经常欣赏浪漫派音乐的人, 性格开朗; 而热衷于现代派音乐的家庭, 成员之间经常争吵不休。
　　可见音乐的确是能够影响人的, 但是不是音乐对人的影响程度都一样呢? 答案是否定的。有人曾经选用290种名曲, 先后测试过两万人, 都能引起听者情绪的变化。情绪变化的大小与被测试人的欣赏能力成正比。但是, 音乐只能引起抽象的情绪, 如愤怒、畏惧、忌妒等。
音乐具有开拓性和创新性, 并且对人有着很强的陶冶作用, 如德国音乐家贝多芬曾经说过: “谁读懂了我的音乐, 谁就可以打败命运。”在音乐学习1~3年中的孩子, 更有审美眼光, 性格开朗, 爱动脑筋, 想象力强。
课　题
Unit 11　Sad movies make me cry.
课时
第二课时Section A(3a-4b)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
king, power, banker, pale, queen, examine, nor, palace, wealth, grey, lemon, call in, neither. . . nor. . . , to start with
2. 掌握以下句型:
①He slept badly and didn’t feel like eating.
②Neither medicine nor rest can help him.
③I’m always worried about losing my power.
能力目标
能够理解、表达和分析事情对他人感情的影响及其原因
情感目标
通过分析国王或他人的烦恼, 学会正确处理事情, 特别是不好的事情对自己的影响的方法。
教学重点
1. Talk about how things effect the king, the prime minister, the banker and top general.
2. The use of the phrase “neither. . . nor. . . ”
教学难点
1. Understand and experience the feelings of others and be able to express their feelings.
2. The use of the phrase “neither. . . nor. . . ”
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
1a
1. Tell students a story about a king who was always unhappy. His queen and his people were worried, Can you help him? This class let’s learn the story together.
2. Play the tap of the story : The Shirt of a Happy Man
1. Students listen to the story
Review words:
king, queen, rich, pale, chalk, examine, power, wealth, free, take one’s position etc.
Then work on the story: Talk about the methods of helping the king.
2. Students listen to the tape of the story
利用学生感兴趣的故事, 复习学过的人物及描述人物情感的词汇, 为谈论事情对他人的影响作铺垫; 并通过故事激发学生的学习兴趣。
Step 2
Reading
(3a)
1. Ask some students to read the story and answer the question in the white box.
Students read the story and find out the answers to the the four questions in the white box.
在情境中体验事物对他人的影响。
Step 3
Reading
(3b)
1. Ask some students to read the story again.
2. Then ask them to find words or phrases from the story with meanings similar to these phrases: 1. did not want to eat 2. was asked to come and help etc.
1. Students read the story again.
2. Students find words or phrases from the story with meanings similar to these phrases: ①did not want to eat ②was asked to come and help etc.
通过读故事, 让学生从事物对他人的情感的影响中, 找到解决负面影响的办法。
Step 4
Role-Play
(3c)
1. Let students read the story again.
2. Let students role-play the story with their group. E. g. king, queen, doctor, prime minister, banker, palace singer, top general etc.
1. Students read the story.
2. Students role-play the story with their group. E. g. king, queen, doctor, prime minister, banker, palace singer, top general etc.
通过角色扮演各种人物, 体会事物对他人情感的影响。
Step 5
Grammar
Focus
1. Explain the use of“make”.
2. Ask students to make sentences with“make”.
1. Students listen to the use of “make”.
2. Students make sentences with“make”. Eg. Waiting for her made me mad.
通过讲解语法, 在讲解过程中让学生实际运用, 体会make的用法。
Step 6
Practice
(4a&4b)
1. Let students think of appropriate words for the blanks and compare their choices with partners.
2. Let students complete the survey and ask 1~3 group(s) to give a report by asking and answering.
3. Explain the difficulties.
1. Students think of appropriate words for the blanks and compare their choices with partners.
2. Students complete the survey and give a report by asking and answering.
在了解他人和完成调查的基础上, 进行比较 , 开展有实际意义的运用活动。
Step 7
Summarize
1. Guide the students to summarize how to show other people’s feelings that things affect them.
2. Guide the students to summarize the use of these “make; neither. . . nor”.
Summarize how to show other people’s feelings that things affect them and the use of sentence “so. . . that. . . ; the more. . . the more. . . ”.
培养学生探究、分析、比较、解决问题的能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空:
1. They don’t feel like walking (walk) after dinner.
2. Neither his parents nor he likes (like) action movies.
3. He’s worried about losing (lose) his power.
4. I’ll try to take his (he) position.
5. This made them worried (worry).
Ⅱ. 完成句子
1. 我不想穿那件毛衣了。
I don’t feel like wearing that sweater.
2. 爸爸不是老师妈妈也不是。
Neither my father nor my mother is a teacher.
3. 他爷爷总是担心丢掉他的钱。
His grandfather is always worried about losing his money.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Make some sentences with“make, neither. . . nor. . . ”.
板书设计
Section A (3a-4b)
1. New words: king, power, banker, pale, queen, examine, nor, palace, wealth, grey, lemon, call in, neither. . . nor. . . , to start with
2. Structures:
①He slept badly and didn’t feel like eating.
②Neither medicine nor rest can help him.
③I’m always worried about losing my power.
3. Grammar: make +sb. + do sth. ; make + sb. +adj.
教学反思
在本节课的教学活动设计中, 通过让学生反复地阅读短文, 并设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
音乐的作用——音乐治疗
　　“音乐治疗”这一术语是在上世纪四十年代才正式出现的。五十年代在美国首次有“音乐治疗家”的文凭。现代的音乐治疗是把音乐作为一种活动疗法, 即通过具体的音乐活动来求得治疗的效果。这不仅把音乐作为一种艺术, 而且作为一种科学来对待。音乐治疗是针对病理的治疗。它注重的是人的整体而不是某一部分。通过对人的整体乃至生活环境的调整, 使其取得协调一致, 从而消除心理与身体的病态。
　　英国的一位医生给一个患神经性胃痛的病人开了一张奇怪的“处方”, 就是让病人听乐曲唱片, 每天听三次, 都是在饭后, 病人果然恢复健康。罗马的一位医生在给病人做手术时除了用麻醉药以外, 还加上音乐的催眠, 起到了良好的镇静作用。在妇产科中也利用音乐产生镇痛和催产的作用。当高血压病人烦躁不安时, 听一些抒情平静的音乐, 血压就会下降。
音乐的感染力是很强的。庄严的旋律赋予人们丰富的想象, 悠扬的曲调能够让人感觉愉快放松, 舒缓悦耳的曲子能够驱散疲劳。
课　题
Unit 11　Sad movies make me cry.
课时
第三课时Section B(1a-1e)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
remain, fame, even though
2. 掌握以下句型:
①The king remains unhappy forever.
②How long did it take the general to find the happy man?
③What made the poor man so happy even though he had no power, money or fame?
能力目标
学生能够帮助他人分析、解决事情对感情的影响问题
情感目标
能正确表达事物对他人的感情影响, 并在帮助他人分析、解决事情对感情不良影响的过程中获得成功体验。
教学重点
Talk about how to solve the problems that things effect others
教学难点
1. How to help students to express their feelings freely.
2. Making up an ending to the story “The Shirt of a Happy Man”.
课前预习
Preview the new words and read the story “The Shirt of a Happy Man”
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
1a
1. Ask students to guess if the general found the happy man for the king.
2. Ask students to look at the possible endings to the story about the unhappy king and say which one is right.
1. Students guess if the general found the happy man for the king.
Review words:
general, power, remain, fame etc.
2. Then work on 1a: students look at the possible endings to the story about the unhappy king and say which one is right.
利用问题入手, 复习上节刚刚学过的故事, 通过为故事找结尾, 为描述事物对他人的影响以及解决办法作铺垫; 并通过问题激发学生的学习兴趣和积极性。
Step 2
Practice
(1b)
1. Ask students to find out some other possible endings to the story.
2. Let some students to say what the possible ending was and why.
Students discuss other possible endings to the story (their ideas) with partner.
在讨论中呈现和导入目标语言。
Step 3
Listening
(1c)
1. First let students look at the picture and sentences beside the picture in 1xx.
2. Play the tape of 1c: The story of The Shirt of a Happy Man (Part II).
1. Students first look at the picture and sentences beside the picture in 1xx.
2. Students listen to the tape of the story The Shirt of a Happy Man (Part II). Then check the things that happen in the rest of the story.
通过听力练习, 在语境中掌握解决问题的方法。
Step 4
Listening
(1d)
Play the tape of 1d again: The story The Shirt of a Happy Man (Part II) and answer the questions
Students listen to the tape again and answer the questions 1~4.
通过听力练习, 在语境中理解故事的结局, 体会穷人快乐的原因。
Step 5
Role-Play
(1e)
1. Let students discuss the poor man’s idea about happiness.
2. Ask the students to role-play the rest of the story.
1. Students discuss the poor man’s idea about happiness and share their ideas with their group.
2. Students role-play the rest of the story.
在充分讨论和分享的基础上, 进行角色表演 , 开展有实际意义的交际运用活动。
Step 6
Summarize
1. Guide the students to summarize how to solve the problem.
2. Guide the students to summarize the use of sentence “It takes sb. some time to do sth. ”.
Summarize how to solve the problem and the use of sentence “so. . . that. . . ; the more. . . the more. . . ”.
培养学生探究、归纳、总结的能力。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空:
1. It took me half an hour to do (do) the dishes.
2. He left without having (have) dinner this morning.
3. Tom lost a pen. His mother bought a new pen for him , but he remained unhappy. (happy)
Ⅱ. 句型转换
1. He could find a happy person. (改为否定句)
He could not find a happy person.
2. Tom spends an hour doing his homework every day. (改为同义句)
It takes Tom an hour to do his homework every day.
3. Loud music made me angry. (改为一般疑问句)
Did loud music make you angry?
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases。
2. Retell the story about The Shirt of a Happy Man.
板书设计
Section B (1a-1e)
Structures:
①The king remains unhappy forever.
②How long did it take the general to find the happy man?
③What made the poor man so happy even though he had no power, money or fame?
教学反思
在本节课的教学活动设计中, 能够利用故事的结尾, 展开学生的想象力, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作交流; 经验分享, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
团队合作(teamwork)
1994年, 斯蒂芬·罗宾斯首次提出了“团队”的概念: 为了实现某一目标而由相互协作的个体所组成的正式群体。在随后的十年里, 关于“团队合作”的理念风靡全球。团队合作指的是一群有能力、有信念的人在特定的团队中, 为了一个共同的目标相互支持、合作奋斗的过程。它可以调动团队成员的所有资源和才智, 并且会自动地驱除所有不和谐和不公正现象, 同时会给予那些诚心、大公无私的奉献者适当的回报。如果团队合作是出于自觉自愿时, 它必将会产生一股强大而且持久的力量。
课　题
Unit 11　Sad movies make me cry.
课时
第四课时 Section B
(2a-Self Check)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
weight, shoulder, goal, coach, kick, besides, courage, pull, nod, agreement, disappoint, let. . . down, kick sb. off, be hard on sb. , rather than, pull together
2. 掌握以下句型:
①He was really worried that his coach might kick him off the team.
②Peter heard his father knocking on his bedroom door.
③Peter went to soccer practice with courage rather than fear in his heart.
能力目标
学生能提高阅读和表达能力
情感目标
能正确叙述自己曾发生的错误以及带来的影响, 并能在体验他人错误的情感中学到修正错误的方法。
教学重点
1. Talk about what mistakes people have made.
2. The use of the phrases “let. . . down, rather than, be hard on sb. ”
教学难点
How to correct the mistakes that people have made.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work
on 2a
1. Tell students a mistake that a man made and how he felt.
2. Ask students to tell the mistakes that they made and how they felt.
1. Students share a mistake that they made and how they felt.
Review words:
mistake, sad, angry, let. . . down, kick off, as soon as, relief etc.
2. Then work on 1a: Talk to your partner about what happened.
利用一个人所犯的错误及感受, 复习学过的描述人所犯错误及感受的词汇, 为谈论错误对人的影响作铺垫; 并通过问题导入激发学生的学习兴趣和学习积极性。
Step 2
Reading
(2b)
Ask some students to read the story and number the events in the correct orders.
Students read the story and number the events in the correct orders. Then share their ideas with their partners.
在阅读中呈现和导入目标语言, 形成对全文的整体感知。
教学环节
教师活动
学生活动
备课札记
Step 3
Reading
(2c)
Ask some students to read the story again and answer the questions.
Students read the story again and answer the questions. Then talk about their answers with their group.
通过阅读并回答问题, 使学生进一步了解短文大意, 体会文章主人公Peter对自己所犯的错误的感受。
Step 4
Reading
(2d)
1. Let students read the story first.
2. Let students find idioms and phrases from the story to replace the underlined parts of these sentences in 2d.
3. Explain the difficulties.
1. Students read the story first.
2. Students find idioms and phrases from the story to replace the underlined parts of these sentences in 2d.
通过阅读, 在语境中体会一些词语及谚语的含义。
Step 5
Role-Play
(2e)
Let students role-play a conversation between Peter and his father.
Students role-play a conversation between Peter and his father.
通过角色扮演活动, 在交流信息过程中, 体会错误对人们感情的影响以及修正的方法。
Step 6
Practice
(3a-Self
Check)
1. Let students think of some experiences that made them feel very happy or sad using the following ideas in 3a.
2. Let students write a story similar to the one in 2b using their notes in 3a.
3. Let students do the exercises in Self Check.
1. Students think of some experiences that made them feel very happy or sad
and tell their partner about them.
2. Students write a story similar to the one in 2b using their notes in 3a.
3. Students do the exercises in Self Check.
在口头交流和阅读练习的基础上, 进行写作训练, 书面练习, 开展有实际意义的交际运用活动。
Step 7
Summarize
1. Guide the students to summarize how to show their mistakes and feelings.
2. Guide the students to summarize the use of sentence “hear sb. doing sth; sb. would do sth. . . . rather than do sth. ”.
1. Summarize how to show their mistakes and feelings.
2. Students summarize the use of sentence “hear sb. doing sth; sb. would do sth. . . rather than do sth. ”.
培养学生探究、归纳总结能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空:
1. I heard her singing (sing) in the room when I passed by.
2. Stop talking (talk)! The teacher is coming.
3. They were so close to winning (win)the football match.
4. When I want to join the chess club, my parents both nodded in agreement (agree).
5. His words made us think (think) carefully.
Ⅱ. 完成句子
1. 不要让你老师们失望。
Don’t let your teachers down.
2. 昨天他从队里被开除了。
He was kicked off the team yesterday.
3. 我想喝茶而不是咖啡。
I’d like to drink tea rather than coffee.
4. 不要对你的孩子要求严厉。
Don’t be hard on your child.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases。
2. Read the story in 2b again and try to retell the story.
板书设计
Section B (2a-Self Check)
1. Words and phrases:
weight, shoulder, goal, coach, kick, besides, courage, pull, nod, agreement, disappoint, let. . . down, kick sb. off, be hard on sb. , rather than, pull together
2. Structures:
①He was really worried that his coach might kick him off the team.
②Peter heard his father knocking on his bedroom door.
③Peter went to soccer practice with courage rather than fear in his heart.
教学反思
在本节课的教学活动设计中, 能够利用教材上的故事, 设置循序渐进的阅读和写作任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
团队合作的6个原则
　　1. 平等友善
与同事相处的第一步便是平等。不管你是资深的老员工, 还是新进的员工, 都需要丢掉不平等的关系, 无论是心存自大或心存自卑都是同事相处的大忌。同事之间相处具有相近性、长期性、固定性, 彼此都有较全面深刻的了解。要特别注意的是真诚相待, 才可以赢得同事的信任。信任是连接同事间友谊的纽带, 真诚是同事间相处共事的基础。即使你各方面都很优秀, 即使你认为自己以一个人的力量就能完成眼前的工作, 也不要显得太张狂。要知道还有以后, 以后你并不一定能独立完成一切, 还是平等友善地对待他人吧。
2. 善于交流
同在一个公司、办公室里工作, 你与同事之间会存在某些差异, 知识、能力、经历造成你们在对待和处理工作时, 会产生不同的想法。交流是协调的开始, 把自己的想法说出来, 听对方的想法, 你要经常说这样一句话: “你看这事该怎么办, 我想听听你的看法。”
3. 谦虚谨慎
法国哲学家罗西法古曾说过: “如果你要得到仇人, 就表现得比你的仇人优越; 如果你要得到朋友, 就要让你的朋友表现得比你优越。”当我们让朋友表现得比我们更优越时, 他们就会有一种被肯定的感觉; 但是当我们表现得比他们更优越时, 他们就会产生一种自卑感, 甚至对我们产生敌视情绪。因为谁都在自觉不自觉地强烈维护着自己的形象和尊严。
所以, 对自己要轻描淡写, 要学会谦虚谨慎, 只有这样, 我们才会永远受到别人的欢迎。为此, 卡耐基曾有过一番妙论: “你有什么值得炫耀的吗? 你知道是什么原因使你没有成为白痴吗? 其实不是什么了不起的东西, 只不过是你甲状腺中的碘而已, 价值并不高, 才五分钱。如果别人割开你颈部的甲状腺, 取出一点点的碘, 你就变成一个白痴了。在药房中五分钱就可以买到这些碘, 这就是使你没有住在疯人院的东西——价值五分钱的东西, 有什么好谈的呢? ”
4. 化解矛盾
一般而言, 与同事有点小摩擦、小隔阂是很正常的事。但千万不要把这种“小不快”演变成“大对立”, 甚至成为敌对关系。对别人的行动和成就表示真正的关心, 是一种表达尊重与欣赏的方式, 也是化敌为友的纽带。
5. 接受批评
从批评中寻找积极成分。如果同事对你的错误大加抨击, 即使带有强烈的感彩, 也不要与之争论不休, 而要从积极的方面来理解他的抨击。这样, 不但对你改正错误有帮助, 也避免了语言敌对场面的出现。
6. 创造能力
一加一大于二, 但你应该让它大得更多。培养自己的创造能力, 不要安于现状, 试着发掘自己的潜力。一个有不凡表现的人, 除了能保持与人合作以外, 还需要所有人乐意与你合作。
总之, 作为一名员工, 你应该表现出你的思想感情、学识修养、道德品质、处世态度、举止风度, 做到坦诚而不轻率, 谨慎而不拘泥, 活泼而不轻浮, 豪爽而不粗俗, 这样你一定可以和其他同事融洽相处, 提高自己团队作战的能力。
承担责任看似简单, 但实施起来则很困难。教会领导如何就损害团队的行为批评自己的伙伴是一件不容易的事情。但是, 如果有清晰的团队目标, 有损这些目标的行为就能够轻易地纠正。
团队合作并非是难以理解的理念, 但当所涉及的人是具有坚强意志、自身已经成功的领导时, 它极其难以实现。团队合作并非不值得经历这些艰辛, 但其回报鲜见且又代价高昂。如果领导没有勇气强迫团队成员去实现团队合作所需的条件, 还不如彻底远离这个理念。不过, 这又需要另一种勇气——不要团队的勇气。