How to Cultivate "EQ"

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Unit 10
How to Cultivate "EQ"
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Stage 1 Warming-up Activities
Stage 2 Reading-Centred Activities
Stage 3 After-Reading Activities
Stage 4 Listening-and-Speaking Practice
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Warming-up Activities

• Group work
• Questions for thought and discussion
• Background information
• Enriching your vocabulary
• Comparing the following words

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Group work

• Go over the preview, the pre-reading questions
  and the title of the text before listening to the
  summary of the story and anticipate what we are
  going to read.

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Questions for thought and discussion

• Listen to a short passage carefully and then
  answer the following questions .

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Background information

• EQ The expression emotional intelligence is
  used to indicate a kind of intelligence that
  involves the ability to perceive, assess and
  positively influence one's own and other people's
  emotions. Intelligence is the ability to adapt
  effectively to the environment, either by making
  a change in oneself or by changing the
  environment or finding a new one. According to
  this definition, being intelligent entails much
  more than having strong cognitive abilities the
  kind of abilities that are typically measured by
  an intelligence test.  

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• To address some of the further abilities
  possessed by intelligent people, Elliot Solloway
  coined the term emotional intelligence. He
  considered that being able to direct one's
  emotions, as well as being able to understand and
  influence other people's emotional responses,
  went a long way towards effective adaptation to
  an environment. The term was picked up in 1995 by
  Daniel Goleman in his best-seller book of the
  same title Emotional Intelligence (cf. the
  relevant background information below).

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• Daniel Goleman A psychologist who for many years
  reported on the brain and behavioral sciences for
  The New York Times, Dr. Goleman previously was a
  visiting faculty member at Harvard. Dr. Goleman's
  1995 book, Emotional Intelligence (Bantam Books),
  argues that human competencies like
  self-awareness, self-discipline, persistence and
  empathy are of greater consequence than IQ in
  much of life, that we ignore the decline in these
  competencies at our peril, and that children can
  and should be taught these abilities.

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• IQ IQ is an abbreviation for intelligence
  quotient, a measure of a person's intellectual
  ability in relation to that of the rest of the
  population. It is expressed as the ratio of
  mental age to actual age, multiplied by 100, and
  is based on the scores achieved in an
  intelligence test. The two most important scales
  for measuring IQ are the Standford-Binet test and
  the Weschler test. The distribution of IQ scores
  is more-or-less Gaussian, that is to say that it
  follows the bell curve. 

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• Modern ability tests produce scores for different
  areas (e.g. language fluency, three-dimensional
  thinking, etc.), with the summary score being the
  most meaningless. It is much more useful to know
  which are the strengths and weaknesses of a
  person than to know that he or she beats n
  percent of the populace in some general
  intelligence measure. Two persons with vastly
  different ability profiles may score the same IQ,
  but may exhibit different affinity to a given
  task, or may not be valued equally intelligent by
  other people. 

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• IQ scores are sometimes taken as an objective
  measure of intelligence, and since intelligence
  is notoriously difficult to define, the
  definition intelligence is what the IQ test
  measures has been seriously proposed. However,
  IQ tests encode their creators beliefs about
  what constitutes intelligence. What various
  cultures dub intelligence differs. Most people
  also think that creativity plays a significant
  role in intelligence creativity is almost
  unmeasurable by tests. 

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• The modern field of intelligence testing began
  with the Stanford-Binet test. It is worth noting
  that Alfred Binet, who created the IQ test in
  1904, was aiming to identify students who could
  benefit from extra help in school his assumption
  was that lower IQ indicated the need for more
  teaching, not an inability to learn.  The
  following numbers apply to IQ scales. Scores
  between 90 and 110 are considered average so a
  person scoring 95 is simply average, not
  below-average.

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• For children scoring below 80 special schooling
  is encouraged, children above 125 are highly
  gifted. In previous years, scores below 90 were
  divided into ranges labeled moron, imbecile and
  idiot, while scores above 150 were labeled
  genius. Some writers say that such scores outside
  the range 55 to 145 are essentially meaningless
  because there are not enough people to make
  statistically sound statements. 

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Enriching your vocabulary

• Read the sentences carefully and guess the
  meaning of the italicized term in each sentence
  according to the context and your own
  experiences.

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• Instead the article attacked what I had said or
  written about EQ in other places.
• He discovered that the girl had an IQ of genius
  level and announced that she needed firm
  discipline and intellectual stimulation.
• This is largely because, once incorporated into
  the academy, this study had to adopt the values
  and principles of the academy.

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• When he reached maturity, we would be in a
  position to know precisely which of his
  behavioral patterns he had inherited and which he
  had learned.
• His heart attack was triggered by the physical
  and emotional pressures suffered under
  interrogation.
• The two gunmen triggered a massive search when
  they fled in a stolen car and opened fire.

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• Everyone in the area had made a contribution to
  the family restaurant market, which enabled
  people to have a very good value meal in
  enjoyable surroundings, for less money.
• I have been sorting through these old papers to
  see what can be thrown away.
• When he was in university, he was aiming at a
  scholarship.

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• I was always afraid that Hindley would hurt his
  small son, either by accident or on purpose, when
  he was drunk.
• Any one of us may arrest a person who is in the
  act of committing a crime.
• But the names mean nothing to me because I only
  take note of the roles actors take in the play.
• I keep at it whatever it is and dont give up
  too easily.

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• A special period of at least two weeks should be
  set aside solely for the purpose of carrying out
  an inspection.
• He reflected on the options which had been open
  to him, one of which had led to his downfall.
• As if an unknown force were compelling her,
  Katherine strode towards the woman, pulled her
  away from her partner.

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Homework

• Learn the new words and expressions of the text
  by heart.
• Go over the text and try to get the main idea of
  the text.
• Analyze the structure of the text.

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Reading-Centred Activities

• 1. Global Reading Task
• Reading Skills
• Text structure analysis
• 2. Detailed Reading Task
• Language points
• Simulated writing
• Summary of the text

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After-Reading Activities

• Vocabulary Exercises
• Translating and Writing

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Listening and speaking activities

• Talking about the topic or retelling the text
• Listening and speaking practice in XP center