FEELINGS & EMOTIONS

10

Elizabeth Sweetheart,
known as the Green
Lady of Brooklyn,
New York, USA

IN THIS UNIT, YOU WILL: THINK AND DISCUSS:

• Watch or listen to a lecture about emotions 1. The Green Lady chooses to have everything in her life
• Watch a video about recognizing emotions be green. Why do you think she does this?
• Listen to a conversation about emotions 2. How do different colors make you feel?
• Discuss your emotional reactions to places 3. What other things affect your feelings and emotions?
OR Present about a color
18 1
EXPLORE THE THEME
Read the information and listen to
the soundscape. Then discuss the
questions.
1. How does the image make you feel?
What about it makes you feel that way?
2. How does the sound make you feel?
3. What other places or sounds make you
feel specific emotions?

Finding
Peace
A “soundscape” is an audio recording
of sounds that creates the sensation
of experiencing an environment.
In this case, the soundscape allows
you to feel like you are in a peaceful,
natural setting with waterfalls.
Listening to the sounds in our
environment can tell us whether
we are safe, or whether we need
to be on alert. Indoor spaces often
have a lot of noises that can distract
us, or make us feel anxious. Being
in nature generally makes us feel
relaxed and calm. We can’t always
be in nature, but we can bring the
sounds of nature indoors by listening
to nature soundscapes. These
soundscapes have been shown to
improve our well-being and boost
our productivity. Ban Gioc Waterfall is located in the northeastern
province of Cao Bang, Vietnam. The falls are
30 meters high and 300 meters across.

182 UNIT 
FFEEEELLI INNGGSS && EEM
MOOTTI IOONNSS 18
1833
 A Vocabulary
A MEANING FROM CONTEXT Read and listen to the article about anthropologist Margaret
Mead. Notice each word in blue and think about its meaning.

MARGARET MEAD AND COMING OF

AGE IN SAMOA

Margaret Mead was an American

cultural anthropologist. She was interested
in the emotions experienced by young
people as they grew to be teenagers and
young adults. She wanted to know whether
these emotions were universal or whether
they varied in different cultures. In the background at this time was an ongoing “nature
or nurture1” debate, which addressed the question of whether behavior was the result of
biology or of culture.

Mead knew that young people in the USA in the 1920s often experienced stress,
and she wondered whether this was the case in other parts of the world. To carry out
her research into this question, Mead traveled to the island of Samoa in the Pacific
Ocean to research the psychological development of Samoan girls.

Mead spent nine months in Samoa, talking to girls aged 9 to 20 and giving them
psychological tests. She watched their behavior, their relationships with others, and how
they expressed themselves. Mead was an early student of body language, so she must have
noticed the girls’ facial expressions in specific situations. It was evident to Mead that stress
did not occur in young Samoans in the same way that it did in young Americans; Samoan
girls had more freedom and did not experience the same pressure as American girls.

Mead published her research findings in her book Coming of Age2 in Samoa. The
reaction to the book was not entirely positive. Some anthropologists thought her
writing did not reflect the complex reality of life in Samoa. Some Samoans found
Mead’s description of their culture offensive. Although it is controversial, Mead’s book
became a well-known anthropology text and is still used in many college courses.

nurture (n) care given to growing children

1

come of age (v phr) to become an adult

2

184 UNIT  LESSON A

B Write each word in blue from exercise A next to its definition.

1. (n) how someone thinks or behaves as a result of a situation

2. (v) to show or tell an opinion or emotion

3. (adj) causing someone to feel hurt, upset, or angry

4. (adj) clear

5. (adj) true of all people in all places

6. (n phr) the look on a person’s face that shows their feelings

7. (v) to represent or show something

8. (v) to focus on

9. (v) to happen or exist

10. (n) the conditions or situation behind an event

C Use a dictionary to complete the word-family chart. Then write sentences in your notebook
with each word.

Noun Verb Adjective Adverb

1. evident
2. express
3. occur
4. offensive
5. reflect
6. universal

D PERSONALIZE Discuss the questions with a partner.

1. Which book or article have you read recently? What was your reaction to it?
2. If you were angry at something your friend said, how would you express your feelings?
3. What are three facial expressions that you believe are universal?
4. If you received a grade that you thought did not reflect your ability, what would you do?
5. What exciting event has occurred in your life in the last few months?
6. If you heard a classmate say something offensive, what would you do?
7. Talk about a paper you have recently written. What question did it address?
8. If it is evident that a class is at the wrong level for you, what would you do?

FEELINGS & EMOTIONS 185

 A Listening Are Emotions Universal?
Critical Thinking A ACTIVATE Work in a small group. Discuss the following questions.

1. What does the word emotion mean to you?

2. Do you think people around the world have the same emotions, or do emotions vary
across cultures? Explain.

B MAIN IDEAS Watch or listen to a lecture about emotions and take notes. Which of the
following are true about Paul Ekman and his work? Choose Yes or No.
1. Ekman wanted to know whether emotions are universal. Yes No
2. Ekman was a strong supporter of Margaret Mead’s theories. Yes No
3. Ekman did research with an urban population. Yes No
4. Ekman’s work with the Fore people led him to conclude that
emotions are universal. Yes No
5. The same facial expressions are found in different cultures. Yes No

Universal facial
expressions from the
Paul Ekman Group, LLC

C DETAILS Listen again and take notes in the word web. As you listen, write the words you find
essential to the overall message about emotions.

186 UNIT  LESSON A

 g. a. b.
Cultural Questions Emotion definition
differences

f. c.
Universal facial Opposing opinions
expressions EMOTIONS

e.
Universal emotions d.
Ekman’s research

D Use your word web to choose the correct word in each sentence. Then compare your answers
with a partner’s.

1. Ekman did research with the Fore, a remote population in the (North / South)
Pacific Ocean.
2. He showed the Fore people (photographs / videos) of people expressing emotions.
3. Ekman eventually identified (7 / 17) universal emotions.
4. The emotion you express when you see something offensive is (disgust / anger).
5. The emotion that includes excitement and peace is (contempt / enjoyment).
6. Sophie Scott’s research (supports / doesn’t support) Ekman’s findings.
7. The expression of emotions is influenced by (culture / biology).
8. When a researcher was present, the Japanese participants (showed / hid) their emotions.

E FOCUSED LISTENING Listen and complete the excerpts with the words you hear. What do
these words and phrases express?
1. Do you all remember the biologist Charles Darwin? Well, in 1872, Darwin
that emotions are universal.

2. Through this research and other studies in later years, Ekman

that certain emotions are universal . . .

3. Ekman also that certain facial expressions are universal.

4. Ekman that in Japanese culture, it is perhaps less acceptable to show

strong emotions in front of others.

FEELINGS & EMOTIONS 18 7

 A Speaking
Critical Thinking A BRAINSTORM As you heard in the lecture, Paul Ekman identified seven universal emotions.
Work in small groups. In addition to facial expressions, how would you express these emotions
in your culture? Think about your voice, body position, hand gestures, and anything else.

anger disgust fear surprise

contempt enjoyment sadness

Critical Thinking B RATE Discuss the question with a small group.

In some cultures, people express their emotions openly while in other cultures, emotions are
hidden. Where would you place your own culture? Explain with examples.
Do not
Express
express
emotions
emotions
openly
openly

CRITICAL THINKING Question What You Hear

When you hear an opinion or theory, it’s important to ask yourself questions like these:
• What is it based on?
• Why might someone disagree with it?
• What do you think? Does it match your experience?
In social sciences like psychology and sociology, there may be various opinions and theories
on the same topic. Don’t be afraid to disagree with someone’s opinion or theory if it doesn’t
match your own experience or if it’s not well supported.

Critical Thinking C Read these theories. With a partner, discuss how other people might react to each one. Ask
these questions:

• Why might someone disagree?

• What do you think? Why?

1. “People who have many friends are happier than people who have few friends.”
2. “Richer people are happier than poorer people.”
3. “If you are angry, it is better to express your anger than to hide your emotions.”
4. “Social media has made people less social.”
5. “Only children are lonely and have poor social skills.”

188 UNIT  LESSON A

 SPEAKING SKILL Refer to Experts
When you share your opinion about an academic topic, it’s helpful to refer to an expert. Say
who the expert is, where you heard the information, and how it supports or contradicts your
own opinion. Use phrases like these:
• I read an article by . . . He/She said . . . I agree/disagree because . . .
• I listened to a lecture about . . . I think he/she was right/wrong because . . .
• I agree with the ideas of . . . He/She said that . . .

D Work in groups of three. Imagine you learned about these theories in psychology. Take turns
sharing your opinion about each one, referring to the psychologist who first had the theory.

1. People think employees are motivated most strongly by money, but this isn’t true. They
are motivated by praise, by achievement, and by opportunities to develop their skills.
~Frederick Herzberg, business psychologist
2. Children learn positive or negative behavior by seeing it. For example, they learn to be
violent by watching violent behavior, either in person or on television.
~Albert Bandura, educational psychologist
3. When people make mistakes in speaking, they might be showing hidden emotions. For
example, if you can never remember a particular person’s name, this might be a sign that
you had a bad experience with someone who had the same name.
~Sigmund Freud, doctor specializing in the brain

GRAMMAR FOR SPEAKING Used to and Would

Use used to and would + the base verb to talk about events or situations in the past that
happened over a certain period of time, but that no longer happen.
Both used to and would can be used to talk about repeated past actions.
I used to worry about what other people thought.
I would worry about what other people thought.
Use used to and not would to talk about past states or conditions.
She used to have long hair.
They used to be best friends.
In questions and negatives, do not use -d on use to.
Did you use to fight with your sister?
No, I didn’t use to fight with her. We used to get along well.
Don’t confuse used to + verb with be used to + noun or gerund, which means “familiar with.”
Are you used to your new neighborhood yet?

FEELINGS & EMOTIONS 189

 E Imagine life in a small community. What did they do in the past? With a partner, complete the
sentences with used to, didn’t use to, would, or wouldn’t and any suitable verb.

1. In the past, the people in the community stories.

Now, they watch television.

2. They wild animals and plants. Today, fast food

is popular.

3. They traditional clothes. Now they are comfortable in

jeans and t-shirts.

4. They sick very often. Now they suffer from new diseases.

5. They money. Today, cash and credit cards are

commonly used.

6. They horses. Motorcycles are a popular form of

transportation today.

7. They in simple homes. The community has apartment

buildings now.

8. Few of them to school. Now there is a modern

high school.

F With a partner, discuss the differences in meaning between the two sentences.

1. a. I used to drive in cold, icy weather.

b. I am used to driving in cold, icy weather.
2. a. I didn’t use to eat meat.
b. I wasn’t used to eating meat.
3. a. A few years ago, I would study early in the morning.
b. If I were preparing for a big exam, I would study early in the morning.
4. a. Did you use to live in Jeddah?
b. Are you used to living in Jeddah?

G With a partner, make questions

about the past using the
phrases below. Use a wh-
question and use to . . . Take
turns asking and answering
the questions.

1. live
2. foods . . . like
3. do after school
4. sports . . . play
5. clubs . . . be a member of
6. clothes . . . wear

190 UNIT  LESSON A

 Video

Guess That Emotion

wrinkle (n) a line or crease, especially on the face crinkle (v) to form small lines or wrinkles ▲ Listening to or making
music can increase our
focus, help us manage
A Discuss the questions with a partner: stress, and improve our
mood.
1. Why do you think it’s important to know how someone is feeling?
2. What facial expressions give clear information about someone’s feelings?
3. How do you think the person in the photo is feeling? Why do you think that?

B Watch the video. Match each emotion with the common facial expression.

1. anger a. our face shows no respect

2. contempt b. our eyebrows are low

3. disgust c. our mouth is open and our eyes are wide

4. enjoyment d. we have wrinkles around our eyes

5. fear e. our eyebrows are raised

6. sadness f. our noses are crinkled

7. surprise g. our mouth is turned down

C PERSONALIZE Watch the video again. Then discuss the questions with a partner.

1. Are you generally good at knowing how a person is feeling? Or do you find it difficult
to “read” emotions?
2. Do you believe it is possible to hide your true feelings? Or do your facial expressions
always show your emotions?

FEELINGS & EMOTIONS 191

 B Vocabulary
A MEANING FROM CONTEXT Read and listen to the conversations. Think about the meaning
of each word in blue. Then write the correct form of the words next to the definitions.
A: Arif, can you explain the difference between anxiety and depression?
B: Sure. Anxiety is worry or fear. It can be about something specific, or it can be general.
Depression involves deep sadness and a loss of interest in things that you usually enjoy.
You might feel a lack of energy, and you might not feel secure. Sometimes you can’t
sleep, and a reduction in sleep just adds to the bad feelings.

A: Christina, you’re not eating. What’s happened to your appetite?

B: I don’t know. I guess I’m feeling stressed right now. I have so much work to do!
A: I hear you. I’ve been learning a lot in psychology class about mental health among
students. We’re all under pressure to do homework and get good grades. Listen! Forget
the school cafeteria. Let’s go to the new Indian restaurant downtown. It smells so good.
I’m sure it will stimulate your appetite and get you eating again!
B: Good idea. I need a break from studying. Let’s go!

A: Hey, Khaled, I’ve been researching my essay for psychology class, and I found an
interesting article. It says that eating fruits like oranges and grapefruit can lead to better
grades!
B: Really? How is that possible?
A: It involves a chemical that increases blood flow to the brain. Some scientists did a study.
They gave orange juice to 40 students for 8 weeks, then gave them some psychological
tests. The juice boosted the students’ brain function, and they performed much better on
the tests than the students who didn’t drink orange juice.
B: That’s a small study, but the results are quite significant. Maybe we should try eating
more fruit while we’re studying.
A: Right. No more processed food for us!

1. (adj) safe

2. (adj) important, meaningful

3. (n phr) food that has been changed in some way and

packaged for consumers

4. (n) the state of being less or smaller

5. (n) the state of feeling nervous or worried

6. (n phr) a person’s emotional well-being

7. (v) to make something better or stronger

8. (n) a condition in which a person feels extreme sadness

9. (v) to make something more active

10. (n) the desire for food

192 UNIT  LESSON B

B Read the article and complete the sentences with the correct form of a word from exercise A.
Two words are not used. Listen to check your answers.

CHOCOLATE: THE SECRET TO HAPPINESS?

Mmm . . . chocolate! Who does not like chocolate? There is no doubt that chocolate
is one of the most popular foods on the planet—but did you know that it’s also good for
your ¹ ? Chocolate is full of chemicals that might ²
your level of happiness.

Chocolate contains ingredients that have been linked to a ³ in

negative emotions and an increase in happiness. Chocolate also contains flavonoids—
chemicals that increase the flow of blood to the brain. This ⁴ the brain
which results in improved mental functioning. Finally, the taste and smell of chocolate
make people feel happy and ⁵ . While eating chocolate will not cure
medical conditions like ⁶ and ⁷ , it may improve your
mood on a daily basis.

This is ⁸ for people who were told as children not to eat

chocolate. The best kind of chocolate to eat is dark chocolate. Some experts
recommend eating a small piece of dark chocolate every day.

VOCABULARY SKILL Subject-Specific Vocabulary

When you listen to an academic text, you will encounter many new words.
• Some are general academic words, such as address, evident, and reflect.
• Some are related to a specific subject area but are also useful in everyday life. Words
related to psychology but also used in daily life include mental health and anxiety.
• Some are related to a specific subject area and are not used in daily life. These words
are known as jargon. An example from food science is flavonoids.
When you encounter a new word, ask yourself how useful it is to you. General academic
words are always useful. However, if you are not a student of food science, you may not
need to remember the meaning of flavonoids.

C Look at the following groups of words. Decide which subject area they are from. Use a
dictionary to help you. With a partner, discuss how useful these words are to you.

1. inflation, deficit, capital, recession, bankruptcy

2. amplitude, hydraulic, compression, stability, pivot

3. algorithm, cybernetics, encryption, interface, mainframe

FEELINGS & EMOTIONS 19 3

 B Listening How Does It Make You Feel?
Critical Thinking A ACTIVATE In your experience, how do specific foods, smells, and colors affect the way you
feel? Discuss your ideas with a partner.

LISTENING SKILL Listen for Consequences

It’s important to understand the relationship between actions and their consequences
(results). Here are some ways to signal consequences.
consequence
If clauses: If you get more exercise, you will sleep better at night.
When/Whenever clauses: When I sleep well, I wake up in a good mood the next day.
Certain verbs: Long-term job stress can lead to health problems.
Eating junk food often results in a lack of energy.

B Complete each statement with a consequence. Then listen to find out what the person actually
says. Were your consequences different?

1. If you eat meat, eggs, and beans, you’ll .

2. When you drink coffee in the morning, you’ll .

3. Smelling lavender or peppermint at work can result in .

4. Eating in a very colorful fast-food restaurant might lead to .

C MAIN IDEAS Listen to the conversation. Use the phrases to complete the summary.

be creative different colors moods relax

brain function fresh fruits and vegetables processed foods stimulate

Our emotions are affected by many things; these include food, smell, and color.
When it comes to food, the best way to eat is to include foods of many
¹ . This means plenty of ² and very few
³ . If you eat colorful foods, you will consume chemicals that
help with ⁴ , and this will lead to better ⁵ .
Smell also affects our emotions. Did you know that businesses use certain smells to
inspire workers to ⁶ ? Finally, color has a significant effect on our
emotions. Bright colors like red and orange ⁷ our brains, while
pale colors ⁸ us.

194 UNIT  LESSON B

D DETAILS Listen again and complete the notes.

Food

What you eat today affects 1

Sugar, processed food 2

Chicken, nuts, tofu 3

4
energy

The rainbow diet = 5 of rainbow

Examples: 6 , red peppers, orange 7 ,

blueberries

How it works: phytochemicals 8

Smell

What you smell affects your emotions, e.g., baking bread, coffee
9
know the effect of smell

Lavender 10

Peppermint 11

Color

Also affects emotions

Fast-food restaurants painted 12 b/c stimulate

13

Elementary school classrooms painted 14 b/c stimulate

15

Medical centers painted pale blue, green b/c 16

NOTE-TAKING SKILL Review Your Notes

After you take notes, it’s important to review them later. Review your notes at these times:
1. Soon after you take them: Check that everything is still clear to you. Read your notes
aloud, forming complete sentences. Add any missing information and write questions
you have. Delete any information that is not essential.
2. A few days later: Check that your notes are still clear. If not, ask your teacher or a
classmate to help you.
3. Well in advance of a test: Don’t wait until the night before. Do your notes still make sense?

E Look at your notes from exercise D. Make any changes or additions while the material is still
fresh in your mind. Write down any questions you have.

FEELINGS & EMOTIONS 19 5

 B Speaking
The Mood
Feeling anxious, nervous
in Food Feeling happy
Too much caffeinated Nuts, seeds, tofu, beans,
coffee or tea eggs, chicken, fish

Feeling emotionally
balanced
Fish like salmon and cod,
nuts like walnuts and almonds
Having mood swings
Sugary processed
foods such as cookies,
candy, and sodas

Negative Positive

Feeling low Feeling more alert and active

Fatty and high-calorie food such as fast food Meat, eggs, soy beans, chickpeas

Critical Thinking A APPLY Work in a small group. Discuss the following questions.

1. In the conversation, Sam refers to the diagram above. Has this information changed your
ideas about the relationship between eating and emotions? Explain.
2. How does the information in the diagram compare to your country’s typical diet? Which of
the foods are commonly eaten? Which are not? Is fast food popular? What similarities and
differences can you find?
3. What unusual eating habits do you have? For example, do you eat all of one type of food
before starting another? Do you eat special kinds of food? Are you willing to try really
unusual foods?
4. Has this conversation inspired you to change your own diet? Has it confirmed that your
diet is good?

B In some countries, students are advised to eat dried fruit before an exam because it boosts
their brain function. Do you think it is good advice? Working in a small group, make a list of
dietary advice often given to students and evaluate how useful the advice is.

196 UNIT  LESSON B

C As you heard in the conversation, color can have an effect on emotions. In a small group,
choose one of these places and choose a color scheme for it. Discuss your choice of color
scheme and the effect it might have. Share your ideas with the class.

1. Maryam is opening a café in a downtown area. She intends it to be a very relaxing place,
where customers can drink healthy teas, eat fresh foods, and escape from the stress of the
world outside. She wants a color scheme that is calm but not boring.
2. Nico is a newly qualified accountant. He has opened his business in a small town where
many of the residents are elderly. He is worried that his clients may not trust him because
he is young. He wants a color scheme that is both professional and appealing.
3. Maggie is a doctor who specializes in working with sick children. She is opening an office in
a new medical center. She wants a color scheme that will make the children feel happy, but
that will help their parents to stay calm.

PRONUNCIATION Recognize Weak Forms of Words

In connected speech, the vowel sound turns into a schwa sound /ə/, pronounced “uh”; it
can also almost disappear. This usually happens with function words, like articles, pronouns,
conjunctions, and prepositions, when they are not emphasized. You don’t have to produce
this sound, but it will help if you can recognize it. Here are some examples.
Strong form Weak form
The first letter of the alphabet is A (/eɪ/). We have a (/ə/) new teacher this year.
They saw me, but I didn’t see them (/ɛ/ ). I saw the cookies, but I didn’t eat them (/ə/).
Who will win? The other team, or us (/ʌ/)? They won’t beat us (/ə/) next time.
A common conjunction is “and” (/æ/ ). I waved and (/ə/) said hello.
Which words are followed by “of” (/ɑ/)? I’ve never heard of (/ə/) that person.
What’s correct, “too” or “to” (/u/)? Tell him to (/ə/) come here right now.

D Listen to the speakers. Underline the weak vowel sounds. Listen again to check. Then practice
saying the sentences. The first one is done for you.

1. I’m feeling very proud of myself. I didn’t eat junk food for lunch; I had a salad instead. On
top of that, I cooked a healthy dinner of chicken and green vegetables.

2. I like the products in that store, but I hate going in there. It smells weird—like lavender or
something—and I always feel a little sick. I’m going to shop online from now on.

3. My cousin’s having a baby. She doesn’t know whether it’s a boy or a girl, so she’s going to
paint the baby’s room in a color that’s good for both. I told her to choose yellow.

4. Tom and I went to the new Vietnamese restaurant. It was both cheap and delicious; we’ll
definitely go again!

FEELINGS & EMOTIONS 19 7

 Review
SELF-ASSESS

How well can you . . . ? Very well. OK. I need improvement.

use the key vocabulary
use used to and would
refer to experts

A VOCABULARY

1. Answer the questions.

a. How do you react to people who express their emotions openly in public places?
b. If you wanted to boost your energy levels, what would you do?
c. If you thought your friend was suffering from depression, what advice would you give them?
2. Choose the best word to complete the sentence.
a. It’s easy to understand people’s emotions by looking at their (facial expressions / mental
health / backgrounds).
b. The act of smiling is generally thought to be (evident / offensive / universal).
c. Trouble sleeping might be a symptom of (eating processed food / depression / reduced
appetite).

B GRAMMAR Write sentences with used to or would describing changes in your life.
> Favorite subject: When I was younger, I used to love science. Now, I prefer literature.

1. Best friend:

2. Favorite food:

3. Transportation:

4. Language skills:

5. Computer use:

C SPEAKING SKILL Make a statement about each quote using the following structure:

I heard about the conclusions reached by [researchers]. I agree/disagree because . . .

1. Students who eat breakfast regularly achieve better grades than students who eat nothing.
~Katie Adolphus, Clare L. Lawton, and Louise Dye
2. There is a strong connection between a person’s favorite music and their personality traits.
~Peter J. Rentfrow and Samuel D. Gosling
3. Students do better on tests when the questions are printed on white paper, and worse
when blue or pink paper is used. ~David R. Fordham and David C. Hayes

RE-ASSESS What skills or language still need improvement?

198 UNIT  REVIEW

 Final Tasks
OPTION 1 Discuss your emotional reactions to places

A Note all the places you visit in one day (e.g., your home, your classroom, a store, a restaurant,
a health center). Make a note of the colors and smells you experience in each place. How does
each place and color make you feel? Use the chart below.

Your emotions
Place Colors Smells (2 or 3 words)

B Work in small groups. Discuss your results. Think about the following questions.

1. In which place did you experience positive emotions? How did you feel there? Why do you
think you felt this way?
2. In which place did you experience negative emotions? How did you feel there? Why do you
think you felt this way?
3. What would you say to the person responsible for decorating each space? t If this were your house,
how would this room
make you feel?

FEELINGS & EMOTIONS 199

 See Unit 10 OPTION 2 Present about a color
Rubric in the
Appendix.
A MODEL Listen to a presentation about the color red.

B ANALYZE THE MODEL Listen again and complete the notes.

Red as a symbol of danger:
• Red = international color for ¹ and ²
• ³ get red cards
Red is popular:
• Most popular color on ⁴ , with sports teams, and with ⁵
• In different cultures:
• China: red = ⁶
• India: red = ⁷
• South Africa: red = ⁸
Psychological effect:
• If you see something red: heart rate ⁹ ;
feel ¹⁰
• People who wear red: confident, optimistic but also ¹¹ , angry

PRESENTATION SKILL Interact with the Audience

When giving a presentation, try to engage your audience. You can do this in any of the
following ways:
• Ask audience members what they already know about the topic.
• Ask for volunteers to share personal stories that relate to your topic.
• Hold a question-and-answer session at the end of your presentation.
• Ask questions of your audience. They can be rhetorical or genuine.
• After someone participates, follow up by relating what they said directly to your topic.
ONLINE Encourage your audience to take part by asking them to use the “raise hand”
symbol or to type something into the chat feature.

C RESEARCH Choose a different color and research the following:

• What is the color associated with?
• Does the color have different meanings in different cultures?
• What do psychologists say about the effects of the color?

D PRACTICE AND PRESENT Practice with a partner. Give each other feedback before
you present to the class.

200 UNIT  F I N A L TA S K S