Unit 6 新视野大学英语第二册

A Teaching Plan for Unit 6
(In New Horizon College English Book 2)
I. Time:10 class hours
II. Contents:
·Listening and Speaking
·Section A: As His Name Is, So Is He
·Section B: Judge by Appearances
III. Suggested Timetable:
1.The first two-class-hour session for listening and speaking (Unit 6 in College English
Listening and Speaking Course Book 2).
2.Next four-class-hour session for Section A
3.The fourth two-class-hour session for exercises of Section A
4.The fifth two-class-hour session for Section B and Section C
IV. Aims and Requirements:
Listening and Speaking:
1. Train the students’ability to understand the main idea and grasp important details of the
listening texts.
2. Give the students a chance to exchange views on the texts they have heard to enable them to
have a deeper understanding of the texts.
Section A: As His Name Is, So Is He
1.Let the students acquainted with some new words, phrases and expressions:
application, confidence, talent, reserve, attractive, confess, intelligence, determination, even so, turn down, come up to, free from, be guilty of, take charge of
2.Teach the following structures: independent elements; -ing participle clause
3.Teach the writing skill: present a point of view followed by a comparison and a result Section B: Judge by Appearances
1. Teach the reading skill: reading for the main ideas in paragraphs
2.Enable students to grasp the main idea of the text
V. Focal Points and Difficult Points:
Listening and Speaking:
1. Enable students to be familiar with the passage listening skill
2. Grasp some words and expressions which often appear in CET-4
Section A: The Expensive Fantasy of Lord Williams
1. Analyze the structure of several compound sentences and comprehend them.
2. Learn to use structures: independent elements; -ing participle clause
3. Grasp several CET-4 key words
Section B: Judge by Appearances
1. Teach the reading skill:reading for the main ideas in paragraphs
2.Enable students to grasp the main idea of the text
VI. Suggested Teaching Procedure and Methodology:
Listening and Speaking: (an interactive approach is introduced)
1.Pre-listening Task:
Arrange the students in pairs and ask them to talk about the following questions:
①Do you have friends or relatives that work in a business company? What is it like to work
there?
②Would you like to work in a business company after you graduate? Why or why not?
③What do you think is more important in getting a job, education background or experience?
④What qualities are needed to get a promotion in a company?
Some key words and expressions in Language Focus:
sentimental: a. showing much tender feeling rather than reasonable or practical judgment;
emotional
dynamic: a. full of energy, new ideas, the will to succeed, etc; forceful, energetic
know the ropes: (informal) know how to do a particular job
put one’s name forward: apply for a position that is open
2.Background Information:
People working in a company all dream of promotion. It usually takes two or three years for an entry level clerk to get promoted to a junior level position. But one may have to wait much longer (sometimes as long as 10 years or more or never) for a promotion to a middle management position. When a position is open, employees who think themselves qualified for the job can put their names forward as candidates. The management will then discuss their strength and weaknesses to make a decision as to whom to promote.
3.Listening to text 1 and 2
4.Speaking Tasks: ask the students to get into pairs and explain to them how to carry out
Speaking Task A, then select a pair to present their views in class.
Section A As His Name Is, So Is He
1. Background Information:
①The following is a brief explanation of the names that appeared in the reading passage. Debbie (f.) represents the personality characteristics of generous, understanding, honest, creative, and intense. It is a short name of Deborah originally from a Hebrew name for a woman described in the Old Testament history of the Bible.
Lynne (f.) or Lynn (m.) represents the personality characteristics of sensitive, deeply artistic and creative, intense, and nature-lover and comes from Welsh meaning ―lake‖ or is a short form of Linda (Spanish), or Belinda(Italian), both meaning ―beautiful.‖
Webster (m.)represents the personality characteristics of original, inventive, friendly, positive, outspoken, and procrastinator and comes from Old English, meaning ―weaver.‖
Joe (m.)represents the personality characteristics of spontaneous, social, easy-going, warm, generous, lacking in initiative and is a short form of Joseph, originally from a Hebrew name of a famous man in the Old Testament history of the Bible.
Adrian (m.) represents the personality characteristics of diplomatic, friendly, lacking in energy, confidence and initiative, and a procrastinator. This name is the English form of Hadrian,the name of a Roman Emperor who built a wall across northern Britain.
Susan (f.)represents the personality characteristics of pleasant, easy-going, friendly, patient, social, cautious and is a short form of Susanna.It is from the Hebrew Shoshanna name for a woman in the Old Testament history of the Bible.
Harry (m.)represents the personality characteristics of individual, reserved, serious, stubborn, alone, loyal, and thoughtful. It is the Medieval English form of Henry, the name of eight kings of England.
Nigel (m.) represents the personality characteristics of imaginative, creative, inconsistent, insecure, gullible, talkative and is an Italian form of Neil,or a French name meaning ―hero.‖ It is sometimes associated with the Latin niger,meaning ―black.‖
Bertha (f.)represents the personality characteristics of idealistic, generous, kind, caring, possessive and comes from German, meaning ―bright, famous‖. Bertha is well known in German legends as a character who sneaks into nurseries and rocks children to sleep.
Pope Mel is a humorous reference, meant to show how foolish it would be to put the two names together. ―Pope‖ is a title given to the highest authority of the Roman Catholic Church in Rome. ―Mel‖ is possibly a short form of either Melvin (m.), or Melanie (f.) or Melissa (f.), and is a playful name which has no meaning in and of itself.
Julian (m.)represents the personality characteristics of patient, careful, cautious, conservative, intense and comes from Julius, the name of the last Roman emperor.
Rory (m.)represents the personality characteristics of practical, logical, analytical, systematic, particular, and serious and comes from the Irish, Ruaidhrí, meaning ―red king‖. It is the name of the last high king of Ireland who reigned in the 12th century.
Elmer (m.) represents the personality characteristics of shrewd, aggressive, decisive, self-centered, and independent and comes from Old English, meaning ―noble, famous‖.
Hubert (m.) represents the personality characteristics of pleasant, diplomatic, sensitive, passive, and procrastinator and comes from German, meani ng ―bright heart‖. The Saint Hubert who lived in the 8th Century is the patron saint of hunters.
Michael (m.)represents the personality characteristics of clever, responsible, serious, self-confident and independent and is from the Hebrew name Mikha’el me aning ―who is like God‖. The New Testament of the Bible identifies Michael as the archangel who leads heaven’s armies. He is the patron saint of soldiers.
Linda (f.) represents the personality characteristics of hard worker, careful, patient, independent, reliable, and practical and comes from Spanish or Italian, meaning ―beautiful.‖
Diane (f.)represents the personality characteristics of clever, responsible, friendly, serious, reliable, and independent and comes from the French form of Diana, originally from the Roman goddess of nature and fertility.
Barbara (f.)represents the personality characteristics of sensitive, artistic, unstable, and self-conscious and comes from the Greek, barbaros,meaning ―foreign‖. Saint Barbara was a woman killed by her father, who was then killed by a bolt of lightning. She is the patron of architects, geologists, stonemasons and artillerymen.
Carol (f. or m.)represents the personality characteristics of quiet, practical, clever, methodical, creative, inventive, analytical, studious, and moody and is an English feminine form of Carolus meaning ―song‖ or ―hymn‖ in English. Note that Carol used to be a masculine name as well but now it is for girls only.
Cindy (f.)represents the personality characteristics of idealistic, proactive, impressionable, receptive, candid, self-centered, sensitive, imaginative, visionary, and perfectionist. Cindy is a short form of Cynthi which comes from the Greek, “Kynthos”, the name of the Greek moon goddess Artemis who was named after the mountain Kynthos on which she and her twin brother
Apollo were presumably born.
②The Bible
A collection of sacred texts usually regarded as a unified whole and published as a book consisting of a number of books. For Christians these are in two groups, an Old Testament (OT), whose original texts are Hebrew (and some Aramaic), and a New Testament (NT), whose original texts are Greek. The first five OT books are known in Hebrew as the Torah (instruction, law) and in Greek as the Pentateuch (five scrolls). The term testament reflects the Christian belief that God made two covenants with humanity, the first with the Hebrews as a chosen people, the second with the followers of Jesus Christ. When, in the 4–5c, St Jerome translated OT Hebrew and NT Greek into one language, Latin, the Christian scriptures in the West acquired a linguistic homogeneity that strengthened perceptions of the Bible as a single text providing an unbroken account of events and prophecies.
2. Pre-reading Activities
Listen to this short passage twice and answer questions
①What are some of the ways names can make a difference?
②In what way can teachers be guilty of name prejudice?
③What does the writer suggest you do if your name does not suit you?
听力原文：
This writer describes ways names can make a difference. When one woman used her middle name, she felt better and her professional achievement improved. A magazine refused to print the writer’s name because it suited a baseball player more than an art expert. At a party, another woman was uncomfortable: the man she wanted the writer to introduce her to was the same one she had refused a blind date because of his name. The writer thinks we often assign name prejudices to people. One of his friends described working with some four-year-olds, and exchanging two boys’ personalities because of their names. One classroom study showed teachers give lower grades to essays written by boys with certain names than to the very same essays with only the names changed. Similarly, girls’popularity can relate to their names, so the writer suggests if your name doesn’t suit you, you can change your name.
Answers:
①What are some of the ways names can make a difference?
A good name can make one more confident. Furthermore, names attach to specific images and people often assign name prejudices to others.
②In what way can teachers be guilty of name prejudice?
Teachers give lower grades to essays written by boys with certain names than to the very same essays with only the names changed.
③What does the writer suggest you do if your name does not suit you?
If your name doesn’t suit you, you can change your name.
3.Work on Section A
A) Structure of the Text (a method of analyzing the text structure is employed)
Part I (Paras. 1-2)
When using her middle name, Lynne, Debbie felt better and her professional achievement improved.
Part II (Paras. 3-5)
Names are attached to specific images and names with a positive sense can work for you.
Part III (Paras. 6-7)
People often assign name prejudices to others.
Part IV (Para. 8)
If your name doesn’t suit you, you can change your name.
B) Raise some questions to make students grasp some detailed information in the text (question and answer method is used)
Part I (Paras. 1-2):
Questions: -Why did Debbie not feel like her name?
-How did she change her name?
- What contributed to Debbie’s success?
Answers: - Her name has always made her think she should be a cook.(Para. 1)
-While filling out an application form for a publishing job, Debbie impulsively substituted her middle name, Lynne, for her first name .( Para. 2)
-The name change contributed to her success by adding a bit of self-confidence to her talent. (Para. 3)
Part II (Paras. 3-5)
Decide whether the following statements are True or False:
1.) One prominent magazine constantly refused to print ―Joe‖ in my by-line, because the name is too average. (T)
2.) One woman the writer knows turned down a blind date because the man was dull. (F) Question: Why was the woman ill at ease?
Answer: Because the man she wanted the writer to introduce her to was the same one she had refused
Part III (Paras. 6 -7)
Decide whether the following statements are True or False:
1.) A boy named Julian likes to play ball while a boy named Rory prefers sitting quietly and reading books.(T)
2.) Some students get lower grades in classroom performance only because of teachers’ prejudice.
(F)
3.) According to a companion study, girls’ popularity was related to their appealing names. (T) Part IV (Para. 8)
Question: How can you do if you are not satisfied with your name?
Answer: With determination, I can change my name.
4. Language Points
Part I (Paras 1-3)
①As His Name Is, So Is He! (Title)
Meaning: His nature or manner as a man is similar to what he is called, his name.
The “as …so”here is used to express parallelism or proportionality.
e.g. As is the teacher, so is the pupil. 有其师必有其徒。

e.g. As you treat me, so I shall treat you. 你怎样对待我，我也将怎样对待你。

②... good looks and elegant manner. (Para.1)
elegant: a.
pleasing and refined in appearance or style
e.g. The lady is elegant in her manners and her speech. 那女士举止言谈优雅得体。

Adjectives ended in –ant or –ent can be made into their corresponding nouns mainly by omitting the letter –t and adding –ce.
elegant elegance
significant significance
important importance
ignorant ignorance
brilliant brilliance
excellent excellence
competent competence
intelligent intelligence
magnificent magnificence
③I just don’t feel like a Debbie. (Para. 1)
Meaning: I just don’t identify with the name Debbie.
feel like: identify with (as used in this instance); have a wish for, want
e.g. I don’t feel like taking a holiday now. 我现在不想去度假。

④... while filling out an application form ... (Para. 2)
In adverbial clauses of time introduced by the conjunction “while”(and “when”, “until”, “as soon as”, “once”, etc.), we may have finite verb forms or non-finite verb forms. So this clause of time may be rewritten as: ... while she was filling out an application form...
e.g. She was singing a tune while working. (or: She was singing a tune while she was working.) application: n.
an application for financial aid 要求资助的申请
The verb form of application is “apply”.
apply v.
1) request sth., esp. officially and in written form
e.g. You may apply for the job in person or by letter. 你可以亲自到场或来信申请这项工作。

2) bring or put into use
e.g. This rule applies to new students only. 此项规定仅适用于（大学）一年级新生。

3)use in a situation or activity.
e.g. His project is concerned with applying the technology to practical business problems.
⑤Friends and associates call her Lynne. (Para. 2)
associate: n. a person connected with another, especially at work
e.g. He is not a friend but an associate. 他是同事，而不是朋友。

associate: v. (cause to) join as friends or as partners in business
e.g. They were closely associated with each other during the war.
战争期间他们间的关系很密切。

⑥Naturally, the name change didn't cause Debbie / Lynne's professional achievement — but it surely helped if only by adding a bit of self-confidence to her talents. (Para. 3)
当然，戴比（或林恩）的职业成就并不是改名带来的，但是这肯定给她带来了好处，虽说改名仅使她对自己的才能增加了一点点信心。

naturally: ad. of course; as one could have expected
e.g. Naturally, the children are behaving well when you are here. 你在这里, 孩子们当然规规矩矩。

―N aturally‖is an independent element that’s independent of the other parts of the sentence in terms of grammar. Independent elements are often set off by commas or dashes.
e.g. Apparently, such prejudices can affect classroom achievement as well.
e.g. Obviously, television has both advantages and disadvantages.
if: conj. accepting that, although
e.g. It is a nice house, if a little expensive. 这房子不错, 虽说价钱高了点。

confidence: n.
1) belief in one’s own or another’s ability
e.g. John lacks confidence in himsel
f. 约翰对自己缺乏信心。

e.g. He answered the questions with confidence. 他很自信地回答了那个问题。

2) faith; full trust
e.g. Don’t break my confidence. 不要辜负了我的信任。

e.g. I have every confidence in her. She’ll be perfect for the job. 我对她充满信心。

她干这项工作完全合适。

confident: a. feeling or showing confidence
e.g. He is confident of victory. 他对胜利坚信无疑。

Notice that the adjective ―confident‖ is used together with the preposition ―of‖ when it is followed by a complement.
⑦... adding a bit of self-confidence to her talents. (Para. 3)
talent: n.
1) (a) special natural or learned ability or skill, esp. of a high quality
e.g. Alice has a talent for language. 爱丽丝有语言天才。

e.g. This sort of work calls for special talents. 做这种工作要求有特殊的才干。

2) [U] people of such ability
e.g. We’re always looking for new talent. 我们总是在寻觅新的人才。

e.g. Promising talent is hard to find. 很难找到有发展前途的人才。

Notice that the noun ―talent‖ with the second sense is uncountable, followed by either a singular or plural verb.
Part II (Paras. 4-5)
①Names become attached to specific images,... (Para. 4)
Meaning: People’s names come to be connected with the particular appearance or quality.
②The latter name particularly bothers me since my name is Joe, which some think makes me more qualified to be a baseball player than, say, an art critic. (Para. 4)
后面的那个名字特别使我烦恼,因为我的名字也叫乔. 有些人认为这个名字使我更适合于做一个棒球运动员而不是,比如说,艺术评论家.
③Even so, one prominent magazine consistently refused to print ―Joe‖ in my by-line, ... (Para.
4)
even so: in spite of that
e.g. There are many spelling mistakes; even so, it’s quite a good essay. 虽然有很多拼写错误，但
它仍不失为一篇相当不错的文章。

e.g. I had a terrible headache, but, even so, I went to the concert. 我头痛得厉害，但我还是去欣
赏了音乐会。

④I suspect that if I were a more refined Arthur or Adrian, the name would have appeared complete. (Para. 4)
Meaning: I think it likely that if my name were Arthur or Adrian, (a name suggesting that a person is more polite, better educated and better-mannered), my full name would have been printed in my by-line.
⑤.... turned down a blind date ... (Para. 5)
turn down: refuse to consider
e.g. He tried to join the army but was turned down because of poor health. 他想参军，但因身体
不好被拒绝。

e.g. Why was I turned down for the job? Is it because I’m a woman? 为什么不让我做那项工
作？因为我是一个女人吗？
blind date: arrangement to meet (each other) made between a man and a woman who have not met each other before.
⑥... they’d been exchanging glances all evening. (Para. 5)
Meaning: They had been glancing at each other (with admiration) all evening.
Part III (Paras.6-7)
①Though most of us would like to think ourselves free from such prejudiced notions, we're all guilty of name stereotyping to some extent. (Para. 6)
虽然我们中大多数人会认为自己没有这样的偏见,但在某种程度上, 我们都有对名字产生固定看法的毛病.
②…we project name-based stereotypes on people…(Para. 6)
我们把由名字引起的固定想法加到他人身上.
③... we’re all guilty of name stereotyping to some extent. (Para. 6)
to some extent: People use expressions such as ―to a large extent‖, ―to some extent‖, or ―to a certain extent‖ in order to indicate that something is partly true, but not entirely true.
e.g. I agree with what you say to a large extent. 我很大程度上同意你所说的话。

e.g. To what extent can he be believed? 可以在多大程度上相信他?
④…confess: Wouldn’t you be surprised to meet a carpenter called Nigel? (Para. 6)
confess: v.
1) admit often unwillingly
e.g. I’m rather bored, I must confess. 我不得不承认我有点厌烦了。

e.g. He confessed that he had slept through the second half of the film. 他承认电影放到一半后他一直在睡觉。

2) admit that one has done sth. wrong, esp. when what one has done is secret
e.g. She confessed to her husband that she had sold her wedding ring. 她向丈夫坦白她卖掉了结婚戒指。

e.g. I’m afraid that I've got something to confess: I’ve broken your vase. 恐怕有件事我得坦白告诉你——我打破了你的花瓶。

⑤A companion study showed girls' popularity with their peers was also related to the popularity of their names — although the connection was less clear for boys.(Para. 7)
一个与之配套的研究表明: 女孩受同龄人欢迎的程度也与她们的名字受欢迎的程度由关系, 虽然对男孩来说这种关系不太明显.
Part IV (Para. 8)
If your name no longer seems to fit you, don't despair; you aren't stuck with the label.
假如你的名字看上去不再跟你相配时, 不要苦恼; 你不必一辈子用这个名字.
5.Assignments for Section A:
①Ask students to review the text and do the exercises in the textbook
②Let students learn Text Structure Analysis on Page 158 and do the exercises on Page 153
Section B Judge by Appearances
1. Reading Skills:
Reading for the Main Ideas in Paragraphs
As was introduced in Unit One, finding the main idea of a paragraph is necessary for understanding a piece of writing. The main idea sentence of a paragraph is commonly known as a ―topic sentence‖ or ―topic statement‖. The topic sentence most frequently appears at the beginning of a paragraph.
Notice that the main idea sentences may also appear in other places: in the middle or at the end of a paragraph. Sometimes the main idea of a paragraph may be only implied: it is not directly stated by any one sentence in the paragraph.
Practice:
Write down the main ideas for the following paragraphs from Section B in your own words
1. A standard criticism of sociological research is that it goes to great lengths to prove what most people with common sense already know. Without exactly taking sides for or against that criticism, I want to describe a sociological exercise that might seem to validate it -- except that, for me and a classmate (and maybe for some who read this account), the experience made a common claim come alive. (Para. 1)
Main idea: I want to describe a social experiment.
2. During spring break from a local college, my friend and I went downtown to shop. First, however, we made ourselves virtually unrecognizable to our friends and even to our families. We wore clothing slightly inappropriate for the weather, clean but not ironed, clearly not the styles worn by most visitors to the area. We carried plastic bags of nameless possessions. Both of us were slightly untidy. My friend wore a faded cotton shirt over a T-shirt and a wrinkled skirt over sweat pants. I wore a wool hat that concealed my hair and an unfashionable coat and glasses with sun shades that clipped on. (Para. 2)
Main idea: My friend and I were dressed strangely so that no one would recognize us and then went downtown to shop.
3. The aim was to look like street people and to observe what difference that made in the way other people responded to us — whether the appearance of poverty would invite prejudice on us. We were also prepared to act out some mildly unusual behavior that might speak of some emotional problems, without appearing seriously disturbed or dangerous. As it turned out, there was no need for dramatics; people turned us off or tuned us out on the basis of appearance alone. (Para. 3)
Main idea: Our aim was to observe how people responded to the way we looked.
4. It was prejudice time. Some of the children we encountered stared, pointed, and laughed; adults gave us long, doubting looks. Clerks in stores followed our track to watch our every move. In a lunchroom a second assistant hurried to the side of the cashier, where they took my $2 check without asking for ID; it seemed worth that price to have us out the door. At one doorway a clerk physically blocked the entrance apparently to discourage our entry. (Para. 5)
Main idea: It was prejudice time.
5. So what did we learn? Mostly what we expected, what everybody knows: people judge by appearances. Just looking poor brings with it prejudice, accompanied by removal of much of the social grace most of us take for granted. Lacking the culturally acceptable symbols of belonging in this setting, we became, to a degree, objects, with less inherent dignity as persons. (Para. 7)
Main idea: People judge by appearances.
2. Ask students to finish reading Text B in ten minutes and doing exercises on Page 169 Decide whether the following statements from the text are facts (F) or just the writer’s opinions (O).
1) A standard criticism of sociological research is that it goes to great lengths to prove what most people with common sense already know. （F ）
2) We wore clothing slightly inappropriate for the weather, clean but not ironed, clearly not the styles worn by most visitors to the area. （F ）
3) Our first stop (after parking our cars near the railroad tracks) was in the bargain store of a local charity, where we politely asked access to a bathroom and were refused. （F ）
4) At one establishment we did blow our cover when we ordered French rolls with two special coffees; that may have been too far out of character for "bag ladies". （O ）
5) Just looking poor brings with it prejudice, accompanied by removal of much of the social grace most of us take for granted. （O ）
6) Lacking the culturally acceptable symbols of belonging in this setting, we became, to a degree, objects, with less inherent dignity as persons. （O ）
7) I had just noticed the place and had turned to my companion, saying, "I've never seen this store. Let's go in." She looked at me with alarm: "You're not really going there, are you?" （F ）
8) Undoubtedly, it's a good lesson to learn, maybe especially for sociologists. （O ）
3. Structure of the Text
Part I (Paras. 1-3)
The writer and her friend made preparation and disguised themselves for a sociological exercise to validate the obvious fact that people judge by appearances.
Part II (Paras. 4-6)
The writer accounted in detail the experience of their sociological experiment.
Part III (Paras. 7-9)
From the sociological exercise, the writer and her friend learned what everybody knows: people judge by appearances, which is mostly what they expected.
4. Languages Points:
Part I (Paras 1-3)
①A standard criticism of sociological research is that it goes to great lengths to prove what most people with common sense already know. (Para. 1)
Meaning: People normally criticize sociological research for trying very hard by means of reason or evidence to show a fact that is already known to nearly all people with common sense.
go to great lengths: make a great deal of effort (to do sth.)
e.g. They went to great lengths to keep the affair secret. 他们竭尽全力为这事保密。

②Without exactly taking sides for or against that criticism, I want to describe a sociological exercise that might seem to validate it－except that, for me and a classmate (and maybe for some who read this account), the experience made a common claim come alive. (Para. 1)
我不想完全支持或反对此类批评，我只是想描述一次似乎可以证实它的社会学考察活动。

只是，对于我和我的一位同学（也许还有那些看到报道的人）而言，这次活动使一个尽人皆知的观点变得真真切切了。

③I wore a wool hat that concealed my hair... (Para. 2)
conceal: v. (from) hide; keep from being seen or known
e.g. She knew at once that he was concealing something from her.
她立即就明白了他有什么事隐瞒着她。

e.g. I tried to conceal my surprise when she said she was only 22.
当她说她只有22岁时，我竭力掩饰自己的惊讶。

④We were also prepared to act out some mildly unusual behavior that might speak of some emotional problems, without appearing seriously disturbed or dangerous. (Para. 3)
我们也准备做出一点稍微有点不正常的行为，表明我们情感上有问题、但看上去又不是神经或对他人有危险的行为。

speak of: be evident of or convey a quality, experience, or feeling
e.g. Her eyes speak of suffering. 她的眼中流露出痛苦的神情。

e.g. The whole robbery spoke of inside knowledge on the part of the criminals.
整个抢劫案表明，罪犯掌握了内情。

⑤As it turned out, there was no need for dramatics; ... (Para. 3)
Meaning: As it proved to be, there was no need for us to show too much feeling to impress people.。