Step by Step 3000 第2册 Unit2:Shaping and Reshaping Personality(2)

 　　Part 2. Self-esteem.

　　Keywords. self-esteem, respect, ability, value, tests observations, active, express ideas, relations with other people, love.

　　Vocabulary. investigate, self-esteem, observation, harsh¹, democratic².

　　In this part, you're going to hear a science report on self-esteem.

　　Listen carefully and complete the experiment report.

　　...... ......

　　Scientists have learned³ a great deal about the parts of brain and their functions.

　　They've also study the development of the personality.

　　For example, how a baby learns to love.

　　In recent studies at two universities in the United States, scientists have investigated the development of self-esteem.

　　Self-esteem is the respect to a person has for himself, his belief in his ability and in the value of what he does.

　　The scientists studied self-esteem in young boys, they gave them many tests.

　　These tests measured boys' abilities and also how they felt about their own abilities.

　　After the tests, boys were divided into three groups, those with high self-esteem, those with middle self-esteem, and those with low self-esteem.

　　The scientists continued to study the boys in all situations, they studied them at home, at work, in school and with their friends.

　　From their studies, the scientists made some observations.

　　Boys with high self-esteem were active, they were able to express their ideas.

　　They were successful in school and in their relations with other people.

　　In discussions⁵, they led, they didn't just listen.

　　They were interested in world problems.

　　They were creative and believe that they could finish whatever they started.

　　They seldom became tired and sick.

　　In many ways, the boys with middle self-esteem were like the boys with high self-esteem.

　　They, too, express their ideas freely⁶ and saw the world as a good and happy place.

　　However, they were not sure of their own value as people.

　　They did their best work when they were sure that other people like them.

　　The boys with low self-esteem were different from the other two groups.

　　They were sad most of the time.

　　They were afraid to start activities.

　　They felt that no one loved them.

　　They could not express their ideas.

　　They were afraid of anger.

　　In a discussion⁴, they listened, but they didn't talk.

　　The scientists asked "how do some boys develop high self-esteem, what is difference in their lives?"

　　Some of the answers were surprising.

　　High self-esteem did not depend upon physical appearance or money or size of family.

　　It did not depend upon how much the mother was at home.

　　The scientists found that there was a closeness between the boys with high self-esteem and their parents.

　　Their parents showed real interest in them and spend time with them.

　　They listened to their sons and gave them help when the boys asked for it.

　　They knew their sons' friends.

　　The sons knew that they were important to their parents.

　　These parents demanded good behavior.

　　They made definite rules.

　　They were strict but not harsh.

　　They corrected their sons' behavior by rewards, not by punishment.

　　They never took away their love.

　　On the other hand, the parents of boys with low self-esteem let their sons almost anything.

　　If a boy made a mistake, the parents punished him harshly⁷.

　　The boys believed that their parents didn't love them.

　　There were no definite rules.

　　The family life of the boys with high self-esteem was democratic.

　　The parents made rules, but they led in a kind and thoughtful⁸ way.

　　They showed respect for their children's ideas, even when they did not agree with them.

　　They let the boys give their opinions in discussions of family plans.

　　These boys were productive⁹ citizens.

　　Now these scientists are studying other groups of children.

　　They want to learn how to help children with low self-esteem feel better about themselves.

　　In this way, these children can become productive citizens, too.

1 harsh   

adj.严厉（酷）的，刺耳的，刺目的，毛糙的

参考例句：

• The sunlight is very harsh.太阳光很刺眼。
• Although his words are harsh,there is positiveness in them.虽然他的话很苛刻，但有建设性。

2 democratic   

adj.民主的；民主主义的，有民主精神的

参考例句：

• Their country has democratic government.他们国家实行民主政体。
• He has a democratic work-style.他作风民主。

3 learned   

adj.有学问的，博学的；learn的过去式和过去分词

参考例句：

• He went into a rage when he learned about it.他听到这事后勃然大怒。
• In this little village,he passed for a learned man.在这个小村子里，他被视为有学问的人。

4 discussion   

n.讨论，谈论；论述

参考例句：

• It is certain he will come to the discussion.他肯定会来参加讨论。
• After months of discussion,a peace agreement is gradually taking shape.经过几个月的商讨，和平协议渐渐有了眉目。

5 discussions   

n.讨论( discussion的名词复数 )；商讨；详述；论述

参考例句：

• Discussions are held on an informal basis within the department. 讨论限于在本部门内非正式地进行。
• Her specialist input to the discussions has been very useful. 她在这些讨论中提供的专家建议很有助益。

6 freely   

adv.自由地，随便地，无拘无束地

参考例句：

• She was unable to keep back her tears,and wept freely.她抑制不住泪水，痛痛快快地哭了起来。
• A liquid flows freely and has no fixed shape.液体能自由流动，无固定形态。

7 harshly   

ad.严厉地；苛刻地

参考例句：

• The grit beneath her soles grated harshly on the wooden deck. 粘在她鞋底的沙砾蹭在木甲板上发出刺耳的声音。
• We should not judge the young writers too harshly. 我们不应当对青年作家太苛求。

8 thoughtful   

adj.思考的，沉思的，体贴的，关心的

参考例句：

• She is thoughtful for her friends.她很体贴她的朋友们。
• This is a thoughtful essay.这是一篇具有思想性的随笔。

9 productive   

adj.能生产的，有生产价值的，多产的

参考例句：

• We had a productive meeting that solved some problems.我们开了一个富有成效的会议，解决了一些问题。
• Science and technology are part of the productive forces.科学技术是生产力。