Emotional Intelligence by Daniel Goleman

Emotional Intelligence by Daniel Goleman

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

Learn more words

THE BLUE TREE

Man & Society

CEF B1

CEFR B2

Upper
Intermediate

Practise speaking by describing this image

warm up

Answer the questions below. Listen to some people answering these questions. Report back or read the transcript to practise speaking.

TRANSCRIPT

I first came across the idea of emotional intelligence a few years ago when I was reading about psychology. From what I understand, it is about recognising your own emotions and understanding how other people feel. I think it also includes things like managing stress and communicating well. It seems like something that affects almost every area of life, not just work. I find it fascinating how much our emotions influence our decisions without us even realising it.

TRANSCRIPT

I think both matter, but in different ways. IQ helps you get through the door — it opens opportunities in education and careers. However, once you are working with people, emotional intelligence becomes much more important. The ability to listen, stay calm under pressure, and understand others is what really builds trust. In my experience, people with high EQ tend to create better relationships and handle difficult situations more effectively.

TRANSCRIPT

I tend to value honesty and self-awareness the most. I find it impressive when someone can admit they were wrong or recognise their own weaknesses. I also appreciate people who listen properly instead of just waiting for their turn to speak. From a practical perspective, I think these qualities make cooperation much easier, whether at work or in personal relationships. People who are genuine and thoughtful are usually the ones I respect the most.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

100:26What makes Emotional Intelligence particularly important?
200:35What can IQ predict?
300:48When does Emotional Intelligence kick in?
401:21How many books has Daniel Goleman written and what are they mostly about?

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

101:45What is Emotional Intelligence?
201:57What does Socrates encourage us to do?
302:05What made Goleman’s book so important?
402:18Where did he find the title for his first book?
502:28Why may somebody think that “emotional intelligence” is an oxymoron?

part three

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the third part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

102:55Who was Daniel writing his first book for?
203:11Who did Goleman study to understand EQ better?
303:29How many domains are there in the EQ framework?
403:30How many competencies are there? Do you remember any of them?

part four

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fourth part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

103:41What is self-awareness?
203:56What did they find in their research regarding this domain?

part five

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fifth part of the video.

COMPREHENSION

Answer these questions using the information from the film.

104:09What is Self-Management about?
204:17What examples illustrate that people are not very good at it?
304:23Do people in general need to get better at it?

part six

VIDEO

Watch part six.

COMPREHENSION

Answer the questions below using the information from the video.

14:31What is Social-Awareness related to?
24:35What are the two components of empathy?
34:50Goleman mentions many kinds of people. What do they have in common?

part SEVEN

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the seventh part of the video.

COMPREHENSION

Answer these questions using the information from the film.

15:05What is Relationship Management about?
25:13What does it mean to have a rapport with somebody?

part EIGHT

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch part eight of the video.

COMPREHENSION

Answer these questions using the information from the film.

15:22What is the main difference between IQ and EQ?
25:27What does it mean that EQ is learned and learnable at any point in life?
35:42How is EQ like going to a doctor to get a physical?
45:52Do we all have the same ability across these competencies?

part NINE

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch part nine of the video.

COMPREHENSION

Answer these questions using the information from the film.

15:58What is the “common cold” of EQ?
26:04How does it show in an interaction?
36:36What is neuroplasticity? 
46:53What does the example with crossing our arms illustrate?

part TEN

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch part ten of the video.

COMPREHENSION

Answer these questions using the information from the film.

17:20What does Goleman like to ask on his lectures?
27:39What do leaders who people hate have in common?
37:55How do people feel when they have a boss who has high EQ?
48:19What is The Ripple Effect about?
58:52How important is the leader’s mood?
69:18What happens to teams who have a bad boss?

part ELEVEN

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the last part of the video.

COMPREHENSION

Answer these questions using the information from the film.

19:40What was the weather like when he took the bus?
29:45What does it mean that people had “a bubble”around them?
39:53How did the bus driver shock Daniel?
410:15How did people feel when they were leaving the bus?
510:44Who is Govan Brown?
610:54How was he different from a regular bus driver?
711:30How would our society benefit if we had higher EQ?

POLL

Cast your vote in the poll below.

1️⃣ What do you think matters most for success at work?
2️⃣ When you feel frustrated or angry at work, what do you usually do?
3️⃣ What quality do you value most in a leader?
0 votes

×

DISCUSSION

ROLE-PLAY

Alita and Pete are having coffee after work. Alita has just watched a talk about emotional intelligence and wants to discuss it.

Read their dialogue. Whose views do you lean towards?

Alita: I watched something really interesting today — a talk about emotional intelligence. It made me think about how much we underestimate it.

Pete: What do you mean?

Alita: Well, the speaker said that once you’re in a room with people who are equally smart, it’s not IQ that makes the difference. It’s how well you understand yourself and others.

Pete: That makes a lot of sense. I’ve seen brilliant people at work who are terrible at communicating with their team.

Alita: Exactly. And apparently, emotions are contagious — especially from leaders. If the boss is stressed and negative, the whole team feels it.

Pete: I’ve noticed that too. But I think it also works the other way. A calm leader can completely change the atmosphere in a room.

Alita: What I found most encouraging is that unlike IQ, emotional intelligence can actually be learned. It just takes intentional effort.

Pete: I believe that. It’s like any habit — the more you practise listening or managing your reactions, the more natural it becomes.

Alita: It makes you wonder why we spend so much time measuring intelligence but so little time developing empathy.

Pete: Maybe because empathy is harder to put on a test.

OVER TO YOU

Discuss these questions.

BulletWhy do many people focus more on developing technical skills than emotional intelligence?
BulletWhat makes it difficult for people to manage their emotions in stressful situations?
BulletHow does the emotional atmosphere in a workplace affect people’s performance and motivation?
BulletWhat habits or practices help people become more self-aware over time?
BulletWhy do some leaders inspire loyalty while others drive talented people away?

MIND-MAP

Use the mind-map to have a more in-depth discussion on this topic or to better remember that main points.

lesson glossary

COMMENTS

What do you think of the ideas presented in this lesson?

Share your views and experience here.

The 6 Skills AI Will Never Replace by Daniel Pink

The 6 Skills AI Will Never Replace by Daniel Pink

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

Learn more words

THE BLUE TREE

Man & Society

CEF B1

CEFR C1

Advanced

Practise speaking by describing this image

warm up

Answer the questions below. Listen to some people answering these questions. Report back or read the transcript to practise speaking.

TRANSCRIPT

I think AI has more advantages overall, but the disadvantages are harder to ignore. It can process information quickly and handle repetitive tasks, which saves a lot of time. However, it also raises serious questions about jobs, creativity, and what we actually value in people. My feeling is that the real challenge isn’t AI itself — it’s learning how to work alongside it without losing the skills that make us genuinely useful.

If you were to give career advice to a young person today, what jobs would you recommend them to pursue?
TRANSCRIPT

I’d probably recommend careers that combine technical knowledge with strong people skills — things like teaching, healthcare, counselling, or strategic management. These roles require judgment, empathy, and creativity, which are difficult for AI to replicate. In my experience, the most secure jobs are ones where relationships and trust really matter. I’d also advise any young person to develop their ability to ask good questions and think critically, regardless of the field.

TRANSCRIPT

That’s a question people have debated for centuries, but it feels especially relevant now. I think what makes us human is our ability to reflect — to question our own actions, feel responsibility for others, and find meaning in what we do. AI can simulate a lot of things, but it doesn’t have a conscience or genuine curiosity. It doesn’t wonder about its place in the world. That inner life, I think, is essentially human.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

100:06What do the headlines predict?
200:13How will Daniel’s Survival Plan help us?
300:20How many skills is this going to be about?
400:24What’s the title of the book that Daniel wrote on this topic?

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

100:45What is the first human skill?
201:07What makes questions more relevant these days?
301:15What does Daniel connect questions with?
401:29What examples show that questions can be a start of a breakthrough?
501:46What phrases can we begin our questions with?
602:03What’s the first piece of advice Daniel gives us to improve our questioning muscle?
702:36How many times should we ask: “Why?”?

part three

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the third part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

103:09What is the second human skill?
203:15Why is knowing what’s good a superpower?
303:26How does Daniel define taste?
404:28How does he use taste to come up with titles for his newsletter?
505:12What should be put into the Hall of Fame and what should we do with it?

part four

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fourth part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

105:25What is the third human skill?
205:53What examples illustrate the importance of iteration?
306:03Where does the magic of excellence lie according to Pink?
406:32What is “Shitty First Draft” strategy about?
506:49Why is it a good idea to space out our iterations?
607:15What’s the “Version 0.8 Rule” about? Why is it tough for some people?

part five

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fifth part of the video.

COMPREHENSION

Asnwer these questions using the information from the film.

107:27What is the 5th human skill?
207:34How did Daniel explain it using the examples of ingredients and meals?
307:09What are the elements of composition?
408:18Why is it also relevant for people who are not artists?
508:47What is the “Rule of Three”?
609:12How can taking pictures help us learn to see structure?
709:30What game can we play when we are watching a movie?

part six

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the sixth part of the video.

COMPREHENSION

Answer these questions using the information from the film.

109:40What is the 5th human skill?
209:55What’s the difference between the knowledge economy and the allocation economy?
310:37What do we need to learn to do to be better at allocating resources?
410:53What is “Centaur Thinking”?
511:05How can doing a “Team Inventory” help us become better allocators?
611:32What two piles should we divide our work and why?
711:52How can the third tip: “Time-as-talent Audit” help us?

part SEVEN

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the seventh part of the video.

COMPREHENSION

Answer these questions using the information from the film.

112:02What is the final human skill?
212:17Why is integrity so important in the age of AI?
312:31What doesn’t AI have?
412:43What is wisdom rooted in?
512:58What examples illustrate the practical value of integrity?
613:43What is the “Washington Post Test” about?
714:00How does “Integrity Inversion” help us ask with integrity?

part EIGHT

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch part eight of the video.

COMPREHENSION

Answer these questions using the information from the film.

114:30Can you repeat the six human skills?
214:14What do you we need to become when the world is becoming more artificial?
314:55What question does Daniel ask in the end?

POLL

Cast your vote in the poll below.

1️⃣ Which skill do people need to develop most urgently today?
2️⃣ Which skill is the hardest to develop?
3️⃣ Which skill will help people stand out the most in the future?
0 votes

×

DISCUSSION

6 human skills

Read their dialogue. Whose views do you lean towards?

Pete:
I found this video really thought-provoking. People often ask whether AI will replace us, but Daniel Pink asks a better question: what makes us truly human?

Kat:
Yes, and his answer is quite encouraging. He says that in a world full of artificial intelligence, people need to develop more human qualities, not less.

Pete:
The first one was questioning, and I think that makes perfect sense. AI can give answers very quickly, but it still depends on the quality of the question. A lazy question usually gets a lazy answer.

Kat:
Exactly. That idea about asking “why” five times was really practical. It shows that the real problem is often hidden under the obvious one. Good questions help us think more deeply.

Pete:
I also liked the point about taste. AI can produce thousands of ideas, images, or texts, but somebody still has to decide what is actually good, useful, or beautiful.

Kat:
That’s true. Taste is difficult to define, but we all recognize it when we see it. It’s a mix of judgment, intuition, and experience. Machines can generate options, but they don’t really care which one has meaning.

Pete:
Then there was iteration, which is something many people dislike. Everyone wants great results, but few people enjoy revising, improving, and starting again.

Kat:
Yes, but that’s how quality is created. The idea of a “shitty first draft” is quite freeing, actually. It reminds us that first attempts don’t need to be impressive. They just need to exist.

Pete:
I think composition was one of the most interesting skills. AI can give us separate ingredients, but humans are better at putting them together into something coherent and emotionally strong.

Kat:
I agree. Composition is what turns information into communication. It’s not just what you say, but how you arrange it. Structure, rhythm, emphasis — all of that matters.

Pete:
The skill of allocation also feels very modern. It’s no longer just about doing everything yourself. It’s about deciding what should be done by you, what by AI, and what maybe by other people.

Kat:
Yes, that requires self-awareness. You need to know your strengths and also understand what technology is actually good at. Otherwise, you either overuse AI or ignore it completely.

Pete:
And finally, integrity. That may be the most important one of all. AI can help us act faster, but it can’t tell us whether something is fair, honest, or wise.

Kat:
Exactly. The tools are becoming more powerful, so character matters more than ever. Just because something can be done doesn’t mean it should be done.

Pete:
So maybe the message is not that humans should compete with AI in speed or volume. We should focus on the areas where conscience, judgment, and imagination still matter most.

Kat:
Yes. In a strange way, AI may force us to become more human — more thoughtful, more creative, and more responsible.

OVER TO YOU

Discuss these questions.

BulletWhich of the six skills seems the most important today?
BulletWhich skill is the hardest to develop well?
BulletCan AI help people become more creative, or does it make them lazier?
BulletWhy does integrity become even more important in the age of AI?
BulletWhat should people use AI for, and what should they keep for themselves?

MIND-MAP

Use the mind-map to have a more in-depth discussion on this topic or to better remember that main points.

lesson glossary

Here’s a handy glossary for this lesson. 

COMMENTS

What do you think of the ideas presented in this lesson?

Share your views and experience here.

The Power of Mindmaps

The Power of Mindmaps

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

The Power of Mindmaps
Learn more words

THE BLUE TREE

How to Learn

CEF B1

CEFR B2

Upper
Intermediate

Practise speaking by describing this image

warm up

Answer the questions below. Listen to model answers. Read the transcript. 

At school we learn a lot of stuff, but does school teach us how to think or learn?
TRANSCRIPT

That’s something I’ve wondered about for a long time. At school, I memorised a lot of facts, but nobody really showed me how to organise my thinking. I had to figure that out on my own later. I think schools focus mostly on what to learn, not how to learn. If students practised things like making connections between ideas, learning would feel much more natural.

TRANSCRIPT

I think the most important thing is to slow down and create some distance from the noise. When there is too much information, the mind needs structure, not more input. I usually try to write down the key ideas and look for connections between them. Over time, I have learned that clarity comes not from thinking faster but from thinking more deliberately.

TRANSCRIPT

I think schools do both. They give us knowledge and useful skills, but they often focus too much on finding the right answer. From what I have seen, children start out very creative, but over time they learn to follow rules instead of experimenting. Creativity needs a bit of freedom and space for mistakes. Schools could do more to encourage that.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • ⌚ 0:13 How many people admitted that they suffer from information overload?
  • ⌚ 0:24 What age are not in any more according to Tony Buzan?
  • ⌚ 0:35 What is the new age called?
  • ⌚ 0:45 What do we call people raised in this age?
  • ⌚ 1:38 What is more important to manage than knowledge?
  • ⌚ 1:47 What is a manager of knowledge?
  • ⌚ 2:07 What does the brain uses to manage knowledge?
  • ⌚ 2:47 What is the third age Tony hopes will come next?
  • ⌚ 3:46 How does Tony Feel about the future of Intelligent Workers?

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • ⌚ 4:20 What did Tony Buzan ask people to think about?
  • ⌚ 4:39 How long did it take people to access information about mangoes in their brain?
  • ⌚ 5:05 What didn’t people see in their mind’s eye? What did they see instead?
  • ⌚ 5:30 What does Tony mean when he says: “Welcome to the human race”?
  • ⌚ 6:28 Tony introduces the idea of a personal language. What two words describe it?
  • ⌚ 6:45. Why does this idea of the language of imagination and associations matter?

part three

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the third part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • ⌚ 7:11 What, according to studies, happens to creativity as we age?
  • ⌚7:30 Does Tony Buzan believe this decline in creativity is natural?
  • ⌚ 7:54 How many ideas did a boy generate for uses of a paper-clip when he was using linear thinking?
  • ⌚ 8:15 What did the teacher teach him about for an hour?
  • ⌚ 8:34 How many ideas did he have for the elastic band?
  • ⌚ 9:12 How did the boy’s assessement of his own creativity change?

part four

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fourth part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • ⌚ 10:36 In what sense the idea of radiant thinking and mind-maps are egalitarian?
  • ⌚ 11:01 Who is a scientist?
  • ⌚ 11:16 What are the stages in the scientific method?
  • ⌚ 12:19 WHat does the experiment with a sheet of paper and a baby prove?

part five

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the next part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • ⌚ 13:00 Why is the question: “How many of you were babies?” funny?
  • ⌚ 14:00 How many of us are scientists?
  • ⌚ 14:55 Who do people write poems to?
  • ⌚ 15:33 What is the benefit of thinking of yourself as a scientist or a  poet?

part six

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the last part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • ⌚ 16:03 What did the little girl say when the train was going too fast?
  • ⌚ 16:20 How did the mother react to her daughter’s observation?
  • ⌚ 16:45 What does Tony belive we have done to the way we teach creativity and poetry?
  • ⌚ 17:08 Why does Tony encourage us to be wariors of the mind?
  • ⌚ 17:30 Whas was Ted Hughes’s poetry about?

POLL

Cast your vote in the poll.

1️⃣ What do you think matters most for effective thinking today?
2️⃣ When you have many ideas at the same time, what helps you most?
3️⃣ How do you see creativity in everyday life?
1 vote

×
w

DISCUSSION

Dialogue

Alita and Pete are discussing how the way people think and learn has changed over time.

Read or role-play their dialogue.

Alita: I found the idea of the three ages really interesting — the Information Age, the Knowledge Age, and the Intelligence Age.

Pete: Me too. In the Information Age, the focus was mainly on access. People just wanted more and more data.

Alita: Yes, and now we’re clearly in the Knowledge Age. We can access information instantly, but we also need to organise it properly.

Pete: Exactly. Without good knowledge management, people start to suffer from information overload.

Alita: And that’s where the Intelligence Age comes in. It’s not about how much you know, but how you think and make connections.

Pete: Right. Using imagination and associations becomes more important than memorising facts.

Alita: I like that idea. The Intelligence Age feels more human — more about meaning than speed.

Pete: I agree. If we understand how to use our minds well, information becomes useful instead of overwhelming.

Alita: So maybe progress isn’t about more technology, but better thinking.

Pete: That’s a good way to put it. Smarter thinking, not just more data.

OVER TO YOU

Discuss these questions.

BulletWhy does moving from the Information Age to the Intelligence Age require a change in how we think, not just what we know?
BulletMany people believe that having well-organised knowledge is enough. Why might intelligent thinking still go beyond good knowledge management?
BulletWhat’s best for the Intelligence Age: collecting reliable information or learning how to connect ideas meaningfully? Why?
BulletAdvise someone who constantly consumes information but struggles to turn it into clear thinking or insight. What should they change?
BulletMany people believe faster access to information leads to better decisions. Why might slower, more reflective thinking be more valuable today?

MIND-MAP

Use the mind-map below to have a more in-depth conversation about this topic.

lesson glossary

COMMENTS

Share your views and experience here.

The Power of Vulnerability by Brene Brown

The Power of Vulnerability by Brene Brown

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

Learn more words

THE BLUE TREE

Man & Society

CEF B1

CEFR C1

Advanced

Practise speaking by describing this image

warm up

Answer the questions below. Listen to some people answering these questions. Report back or read the transcript to practise speaking.

TRANSCRIPT

For me, vulnerability means allowing yourself to be seen as you really are, not just as you’d like others to see you. It’s admitting that you don’t have everything under control and being okay with that. I think it takes quiet courage to say, “This matters to me,” or “I’m struggling.” But it also means choosing carefully who you open up to. It’s honesty with awareness, not emotional chaos.

TRANSCRIPT

I wouldn’t naturally describe myself as a vulnerable person. I’m open, but I don’t show my doubts or emotions easily, especially at work. I’ve always felt that being too emotionally exposed in a professional setting can weaken your position. I prefer to build trust through competence and results first. Once that foundation is there, I can open up more. For me, vulnerability works best when it’s balanced with confidence and self-control.

TRANSCRIPT

Yes, I think it can. If you open up at the wrong moment or share too much with the wrong people, it might create awkwardness instead of connection. In a professional context, credibility really matters. If vulnerability starts to look like insecurity or a lack of direction, people may lose trust. For me, real courage also means knowing when to speak honestly and when it’s wiser to hold something back.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

  • ⌚ 1:30 Why wasn’t Brene happy with the way this person wanted to call her?
  • ⌚ 2:32 How was Brené’s approach to life different from other students?
  • ⌚ 3:12 Brene has found the perfect career. What do you find most appealing about your work?

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

  • ⌚ 3:43 What did she realise about connection after working for 10 years as a social worker?
  • ⌚ 4:22 What’s the tendency in how we respond to personal questions?
  • ⌚ 4:55 What’s the definition of shame?
  • ⌚ 5:34 What obstacle do we have to overcome in order for connection to happen?

part three

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the third part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

  • ⌚ 6:06 What was the plan? Did it work out well?
  • ⌚ 7:29 What’s the one variable that separated the two groups of interviewed people?
  • ⌚ 7:56 How did her focus shift after she understood what really keeps us out of connection?
  • ⌚ 8:42 What was her next research on? How did she approach it?

part four

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fourth part of the video.

COMPREHENSION 

Answer the questions. Use the information from this part of the movie. 

  • ⌚ 9:41 How did courage help the wholehearted group to feel connection?
  • ⌚ 10:16 What view of vulnerability did the wholehearted group have?
  • ⌚ 10:46 How did vulnerability help them to form connections?
  • ⌚ 12:05 How did Brené feel after her new discovery? What did she decide to do?

part five

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the fifth part of the video.

COMPREHENSION

Asnwer these questions using the information from the film.

  • ⌚ 13:21 What was her approach to therapy at first?
  • ⌚ 14:18 What changed after a year of therapy?
  • ⌚ 15:26 How do we deal with vulnerability?
  • ⌚ 16:48 What happens when we numb vulnerability?

part six

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the sixth part of the video.

COMPREHENSION

Answer these questions using the information from the film.

  • ⌚ 17:35 What’s the problem with making uncertain things certain?
  • ⌚ 18:31 Why is perfectionism dangerous?
  • ⌚ 20:13 Why is it important to let ourselves be seen and loved?

POLL

Cast your vote in the poll below.

1️⃣ What makes real connection possible?
2️⃣ How do people usually deal with uncomfortable emotions?
3️⃣ What is the healthiest attitude toward imperfection?
0 votes

×
w

DISCUSSION

MOTIVATION THAT WORKS

Context: Alita and Pete are having coffee after work. They start talking about vulnerability and connection after watching a TED Talk together.

Read their dialogue. Whose views do you lean towards?

Alita: I’ve been thinking about what real connection means. For me, it’s when you feel safe enough to show your vulnerability.

Pete: I agree, but I think it also needs trust. In HR, I see that people want belonging, but they’re afraid of being judged.

Alita: Yes, that fear can really numb emotions. Sometimes we pretend everything is fine just to protect our sense of worthiness.

Pete: True. But if we believe we are worthy of respect and kindness, it takes real courage to open up.

Alita: And maybe we are hardwired for connection, even if it feels uncomfortable.

Pete: It probably boils down to balance — being authentic but also respecting boundaries.

Alita: So real connection means accepting imperfection?

Pete: Exactly. We don’t need to be perfect. We just need honesty and compassion.

Alita: I like that. Maybe embracing vulnerability is not weakness — it’s strength.

Pete: Yes. When we stop trying to prove ourselves, connection happens naturally.

OVER TO YOU

Discuss these questions.

BulletWhy can a strong sense of worthiness influence the quality of connection between people?
BulletMany people believe vulnerability is a weakness. What arguments support this view, and what arguments challenge it?
BulletWhat’s best for building trust in a team: showing vulnerability early or developing competence first? Explain your reasoning.
BulletAdvise a company that wants to improve connection among employees. What principles should it focus on?
BulletMany people believe perfectionism leads to success. How might this belief affect connection and belonging?

MIND-MAP

Use the mind-map to have a more in-depth discussion on this topic or to better remember that main points.

lesson glossary

COMMENTS

What do you think of the ideas presented in this lesson?

Share your views and experience here.

Talking Point – Memory

Talking Point – Memory

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

Talking Point – Memory
Learn more words

THE BLUE TREE

Everyday English

CEF B1

CEFR B1

Intermediate

Practise English by describing this image

part one

General View of Memory

Study the flashcards below.

Questions for discussion

Discuss these questions. Listen to the model answer and read the transcript.

TRANSCRIPT

I think I have quite a good memory, especially for conversations and emotional moments. I remember some situations very vividly, even small details. But when it comes to names, I sometimes struggle — the name escapes me, even if I know the person well. It’s funny because later it’s on the tip of my tongue, and then suddenly it’s coming back to me. So maybe my memory is selective rather than perfect.

In what situations does your memory work best, and when does it usually fail you?
TRANSCRIPT

My memory works best when I’m relaxed and genuinely interested in something. For example, I remember conversations with friends very vividly, especially if they were emotional or funny. But under pressure, my memory sometimes fails me. During exams or presentations, I can suddenly be drawing a blank, even if I revised regularly. Later, when I calm down, it’s coming back to me. I guess stress really affects how our brain filters information.

TRANSCRIPT

Yes, I definitely think it’s possible to improve your memory through practice. Our brain works like a muscle — the more you train it, the stronger it becomes. When I revise regularly and use repetition, information stays in my head much longer. Of course, sometimes I’m drawing a blank, especially under stress, but later it’s coming back to me. So I believe patience and consistent practice really make a difference.

part two

Personal Memories

Study the flashcards below.

Questions for discussion

Discuss these questions. Listen to the model answer and read the transcript.

TRANSCRIPT

One of my most pleasant memories from childhood is spending long summer evenings at my grandparents’ house. I have very fond memories of playing in the garden until it got dark and then listening to stories inside. I remember it vividly — the smell of fresh grass and the warm light in the kitchen. Even now, certain songs or smells bring back memories of that peaceful time.

TRANSCRIPT

Yes, I have — and it still makes me cringe when I think about it. Once, I completely forgot about an important school presentation. It slipped my mind because I was busy with other things. The next morning, when the teacher called my name, I was drawing a blank. For the life of me, I couldn’t explain why I wasn’t ready. I definitely learned to write important dates down after that.

Which types of memories stay with people the longest: emotional, surprising, painful, or joyful ones? Why?
TRANSCRIPT

I think emotional memories stay with people the longest, especially the ones that are very joyful or very painful. When something touches us deeply, it becomes etched in our memory. Even years later, we can remember it vividly. Surprising moments are strong too, but emotions make experiences more personal. That’s why certain smells, songs, or places bring back memories immediately — because they are connected to strong feelings.

Personal Memories

part three

Remembering Strategies

Study the flashcards below.

Questions for discussion

Discuss these questions. Listen to the model answer and read the transcript.

TRANSCRIPT

When I’m learning something new, I try to memorise it step by step instead of all at once. I revise regularly and use repetition because it really helps me remember. I also make associations, especially visual ones, so I store information more easily. If something is very important, I write it down so I don’t forget. For me, consistency is the key to making new knowledge stay longer.

TRANSCRIPT

Yes, I have kept a journal at different moments in my life, especially when I felt confused or stressed. Writing things down helped me organise my thoughts and understand my feelings better. Sometimes, when I read old entries, it brings back memories I had almost forgotten. It’s interesting how some moments are etched in my memory, while others need a small reminder from the past.

TRANSCRIPT

I think regular habits make a big difference. For example, if people revise regularly and use repetition, information stays in their memory much longer. It also helps to make associations or store information visually, like using diagrams or mind maps. Writing things down and keeping track of important dates can prevent problems later. In my opinion, small daily routines are more effective than last-minute studying.

Remembering strategies

part four

Reflective Memory

Study the flashcards below.

Questions for discussion

Discuss these questions. Listen to the model answer and read the transcript.

TRANSCRIPT

I think we remember some things better because they are connected to strong emotions. If something is joyful, painful, or surprising, it’s etched in our memory and stays with us for years. On the other hand, everyday details often fade over time because our brain filters information and keeps only what seems important. Memory is selective, so we don’t store everything — only what really matters to us.

TRANSCRIPT

I think modern technology has changed the way we remember things a lot. Today, we don’t always try to memorise information because we know we can find it online in seconds. Sometimes we just store information digitally instead of in our heads. At the same time, constant notifications can create a short attention span, which makes it harder to focus deeply. Our brain filters information differently when we are always distracted.

Many people believe that forgetting can be as important as remembering. Why might this be true?
TRANSCRIPT

I think forgetting can be just as important as remembering because our brain cannot keep everything. If we remembered every small detail, we would feel overwhelmed. Sometimes forgetting is a coping mechanism, especially after painful experiences. It helps us move forward instead of living in the past. Also, when some memories fade over time, we can focus more on what really matters in the present.

Reflective memory

COMMENTS

Submit your views and opinions below.