Unit 10 Section a I Background Knowledge EQ &IQ EQ is short for"emotional intelligence" It is used to indicate a kind of intelligence that involves the ability to perceive, assess, and positively influence one's own and other people emotions. Elliot Solloway coined the term. He thought 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 iQ is short for "intelligence quotient,, a measure of a person's intelligence ability in relation to that of the rest of population. It is expressed as the ratio of mental age to actual age, multiplied by 100, and is based on the scores achieved in the intelligence test EQ: The expression"emotional intelligence"is used to indicate a kind of intelligence that involves the ability to perceive, assess and positively influence ones 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 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 ones 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) For a more detailed introduction about the concept, check out the web page at http://www.eiconsortium.org/research/whatisemotionalintelligencehtmThewebsitesat http://www.eiconsortium.org/index.htm http://trochim.humancornelledu/gallery/young/emotion.htmprovidemoreextensiveinformation on the subject 2. 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 peri and that children can -and should -be taught these abilities. earn more about Goleman, check out the web page at http://www.eiconsortium.org/members/goleman.htmHighlightsofthebookcanbefoundat http://www.uwsp.edu/education/lwilson/learning/emot.htm The web at http://www.readinggroupguides.com/guides/emotionalintelligenceaspprovidesalistofquestions
Unit 10 Section A I. Background Knowledge EQ &IQ. EQ is short for “emotional intelligence”. It 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. Elliot Solloway coined the term. He thought 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. IQ is short for “intelligence quotient”, a measure of a person’s intelligence ability in relation to that of the rest of population. It is expressed as the ratio of mental age to actual age, multiplied by 100, and is based on the scores achieved in the intelligence test. 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. 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). For a more detailed introduction about the concept, check out the web page at http://www.eiconsortium.org/research/what_is_emotional_intelligence.htm. The websites at http://www.eiconsortium.org/index.htm and http://trochim.human.cornell.edu/gallery/young/emotion.htm provide more extensive information on the subject. 2. 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. To learn more about Goleman, check out the web page at http://www.eiconsortium.org/members/goleman.htm. Highlights of the book can be found at http://www.uwsp.edu/education/lwilson/learning/emot.htm. The web page at http://www.readinggroupguides.com/guides/emotional_intelligence.asp provides a list of questions
that can be used for your classroom discussion on the topic. To read about different opinions about Golemanandhisworkscheckoutthewebpageathttp://eqi.org/gole.htm 3. 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 ge, multiplied by 100, and is based on the scores achieved in an intelligence test. The two 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 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 inte 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 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 creator's 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 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. 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. TolearnmoreaboutIqpleasevisithttp://www.iqtest.com/scoreexplain.htmland http://www.mugu.com/cgi-bin/upstream/lssues/psychology/lq/ ndex html http://www.indiana.edu/-intell/providemoreextensiveinformationonthesubjectofintelligence tests example http://www.jobshejobs.com/htm/career/test/note.htm Ⅱ. Text Analysis The article is focused on how to cultivate eQ. It can be divided into five parts Part 1, para I to 3 an argument that EQ is a hot ticket for business success a transitional paragraph leading to the topic of how to cultivate Part 3, paras to8 four recommended skills to develop eQ Part 4; para9 tol2 possibility to cultivate EQ Part 5, para 1 a conclusion that without EQ, academic training alone is worth less and less General-specific(总分法) This part is organized in a general-specific manner to illustrate the significance of EQ for
that can be used for your classroom discussion on the topic. To read about different opinions about Goleman and his works, check out the web page at http://eqi.org/gole.htm. 3. 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. 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. 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 creator’s 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. 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. 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. To learn more about IQ, please visit http://www.iqtest.com/scoreexplain.html and http://www.psyonline.nl/en-iq.htm. The websites at http://www.mugu.com/cgi-bin/Upstream/Issues/psychology/IQ/ index.html and http://www.indiana.edu/~intell/ provide more extensive information on the subject of intelligence. You can also try a few IQ tests at, for example, http://www.jobshejobs.com/htm/career/test/note.htm. II. Text Analysis The article is focused on how to cultivate EQ. It can be divided into five parts: Part 1, para 1 to 3 an argument that EQ is a hot ticket for business success. Part 2, para 4 a transitional paragraph leading to the topic of how to cultivate Part 3, para5 to 8 four recommended skills to develop EQ. Part 4 ; para9 to12 possibility to cultivate EQ. Part 5, para 13 a conclusion that without EQ, academic training alone is worth less and less. General-specific (总分法) This part is organized in a general-specific manner to illustrate the significance of EQ for
employees in the world of business General statement. The most valuable contribution for employees to make is not knowledge but judgment, which involves something of a sixth sense, a high performance of the mind The book Emotional Intelligence says that the latest scientific findings prove that intelligent but inflexible people in our age don t have the adaptive ability According to Time magazine, emotions may be the true measure of human intelligence Listing(列举法) Main idea and devices for developing it Since eQ is the key to business success, four skills are listed for individuals to cultivate it By applying listing to the development of this part, the author makes the four adaptive skills clear at a glance Explanation(解释法) Explanation is used in this part to confirm the practicability of cultivating eQ by practicing the four skills mentioned in Part Il. This makes very convincing the proposal of"keep at it Para. 9)Keep at it, however, because they are based on what we're learning about the mechanisms of the mind Para. 12)With a discipline, however, we can change our world view, thus improving our skills Without EQ, academic training alone is worth less and less Ill. Language Points 1. make a contribution to/towards do sth to help to cause sth (line 1) Eg: He made an important contribution to the company's success The increasing employment made a great contribution to the stability of the society 2. Knowledge, no matter how broad, is useless until it is applied. (line 2) dge is useful only when it is put to use, however broad it is 3. a sixth sense: an ability to know sth without using the five senses of sight, hearing, smell (line 3) Eg: I had a sixth sense that the train is going to crash 4. sort through: look for sth among a lot of similar things, esp, when one arranges these things in order(line 9) Eg: She found the pen when sorting through her old books It is a tedious work to sort through so many files without other's help 5. If the revolutionary pressure of marketplace are making EQ, not EQ, the hot ticket for business success, it seems likely that individuals will want to know how to cultivate it( Para, 3) Meaning: with the development of the business, the pressure from the market are becoming case, individuals are very likely to want to know how to develop and improve ep ccess. IN this higher and higher and this causes eQ, rather than IQ, to be the key to business su 6. The hot ticket: here it refers to what is needed or required to be successful and everyone wants it 7. Cultivate 1)try to acquire or develop a relationship, an attitude, etc
employees in the world of business. General statement: The most valuable contribution for employees to make is not knowledge but judgment, which involves something of a sixth sense, a high performance of the mind. Specific details: The book Emotional Intelligence says that the latest scientific findings prove that intelligent but inflexible people in our age don’t have the adaptive ability. According to Time magazine, emotions may be the true measure of human intelligence. Listing (列举法) Main idea and devices for developing it Since EQ is the key to business success, four skills are listed for individuals to cultivate it. Back By applying listing to the development of this part, the author makes the four adaptive skills clear at a glance. Explanation (解释法) Explanation is used in this part to confirm the practicability of cultivating EQ by practicing the four skills mentioned in Part II. This makes very convincing the proposal of “keep at it”. (Para. 9) Keep at it, however, because they are based on what we’re learning about the mechanisms of the mind. (Para. 12) With a discipline, however, we can change our world view, thus improving our skills. Without EQ, academic training alone is worth less and less. III. Language Points 1. make a contribution to/towards : do sth to help to cause sth. (line 1) Eg: He made an important contribution to the company’s success. The increasing employment made a great contribution to the stability of the society. 2. Knowledge , no matter how broad , is useless until it is applied. (line 2) Meaning : knowledge is useful only when it is put to use , however broad it is. 3. a sixth sense : an ability to know sth without using the five senses of sight, hearing , smell, touch and taste. (line 3) Eg: I had a sixth sense that the train is going to crash. 4. sort through: look for sth among a lot of similar things, esp, when one arranges these things in order. (line 9) Eg: She found the pen when sorting through her old books. It is a tedious work to sort through so many files without other’s help. 5. If the revolutionary pressure of marketplace are making EQ, not EQ, the hot ticket for business success, it seems likely that individuals will want to know how to cultivate it (Para, 3) Meaning: with the development of the business, the pressure from the market are becoming higher and higher and this causes EQ , rather than IQ , to be the key to business success. IN this case, individuals are very likely to want to know how to develop and improve EQ. 6. The hot ticket: here it refers to what is needed or required to be successful and everyone wants it. 7. Cultivate v 1) try to acquire or develop a relationship , an attitude, etc
Eg: The school is aimed to cultivate student's such virtues as hard working, independence, loyalty and confidence in everything 2)prepare and use land, soil, etc, for growing crops Eg: It is thought rice was first cultivated in India and Indo-China, but it is now grown extensively throughout the Far East 8. Embrace v: (line 18) He embraced my offer to employ him as the general manger Most people have embraced the concept of high tech-communication road 2)hold sb tightly with both arms to express one's love, liking or sympathy Eg: The mother embraced her son whom she had not seen for a decade g: The article embraces many important points of the government reconstruction plan 9. Adaptive adj: that can be adapted (line 19) Eg: The manufacturer created adaptive clothing for children and young man with special needs 10. Compare: adapt v to make suitable or fit for a situation Eg He tries to adapt himself to the cold weather adjust apt or conform to a new situation Eg: They are unable to adjust themselves to the new environment 11. I thinks of this as thinking differently on purpose. (line 21-22) Note some of verbs are often followed by a noun group a preposition phrase which consists of as and a noun group. For example cons ..as strike. as label.. as appoint.as view/look at.. as dismiss. as describe.. as On purpose: deliberately, intentionally Eg: They are not meant to make such a mistake on purpose, so do give them another chance for compensation 12. Raise your consciousness by catching yourself in the act of thinking as often as possible Meaning: pay particular attention to thinking differently when you are thinking in order to ralse your consciousness. In the act of doing sth while sb is doing sth He was in the act of closing the door when he heard the ring of the telephone 13. imagery: the description in sth such as a poem or song, and the picture they created in one's Eg It is hard for the foreigners to understand the imagery in Chinese poems and landscape 14. Compare: image: One that closely or exactly resembles another; a double, A vivid description or representation Eg: Child is the image of good health He is the image of hi Is uncle In literature. night is the image of death 15.set aside: save sth for a special use(line 30) Eg: I try to set aside a bit of money every month to afford a new car
Eg: The school is aimed to cultivate student’s such virtues as hard working, independence, loyalty, and confidence in everything. 2) prepare and use land, soil, etc, for growing crops. Eg: It is thought rice was first cultivated in India and Indo-China, but it is now grown extensively throughout the Far East. 8. Embrace v: (line 18) 1) accept enthusiastically He embraced my offer to employ him as the general manger. Most people have embraced the concept of high tech-communication road. 2) hold sb tightly with both arms to express one’s love , liking or sympathy. Eg: The mother embraced her son whom she had not seen for a decade. 3) Include Eg: The article embraces many important points of the government reconstruction plan. 9. Adaptive adj: that can be adapted (line 19) Eg: The manufacturer created adaptive clothing for children and young man with special needs. 10. Compare: adapt v to make suitable or fit for a situation . Eg :He tries to adapt himself to the cold weather. adjust v to adapt or conform to a new situation. Eg: They are unable to adjust themselves to the new environment. 11.I thinks of this as thinking differently on purpose.(line 21-22) Note some of verbs are often followed by a noun group a preposition phrase which consists of as and a noun group. For example: Choose ….as consider/regard ….as strike….as label….as appoint…as view/look at….as dismiss…as describe….as On purpose: deliberately, intentionally. Eg: They are not meant to make such a mistake on purpose, so do give them another chance for compensation. 12. Raise your consciousness by catching yourself in the act of thinking as often as possible. Meaning: pay particular attention to thinking differently when you are thinking in order to raise your consciousness. In the act of doing sth: while sb is doing sth. He was in the act of closing the door when he heard the ring of the telephone. 13. imagery: the description in sth such as a poem or song , and the picture they created in one’s mind. (line 28) Eg: It is hard for the foreigners to understand the imagery in Chinese poems and landscape paintings. 14. Compare: image: One that closely or exactly resembles another; a double; A vivid description or representation. Eg: Child is the image of good health. He is the image of his uncle. In literature , night is the image of death. 15.set aside: save sth for a special use (line 30) Eg: I try to set aside a bit of money every month to afford a new car
In such a conflict, it is reasonable to set aside some time for both sides to have a peace talk before launching a fighting Compare: put aside: to save money or time, to deal with sth latterly Eg: the young lovers are trying to put some money aside for their marriage The manage has to put his work aside for a time for an urgent accident 16. integrating the perspectives of others(line 37) Meaning: take into account the views of other people and combine them with yours Integrate v: combine two things in a such way that one becomes fully a part of the other Eg: Many suggestions are needed to integrate the plan The teachers are trying to integrate all the children into society Perspective n: a particular way of thinking things g: It is needed to view a problem in a proper perspective 17. nothing less than(line 39) The phrase is used to press how great or extreme sth is Eg: His carelessness is nothing less than a crime Their dream was nothing less than a revolutionary project to bring computers and ordi 18. Enlarge v(line 39) a)to broaden, to become bigger Eg: Reading can enlarge one's mind b)to develop a bigger print of a photograph Eg: He had his pictures enlarged Compare: expand: to increase in size, number or importance Eg: when heated, objects will expand They expand their business by cooperating with foreigners 19. reflect on(line 41 1)to consider carefully and at lengtH Eg: I need time to reflect on what should I do next 2) To give evidence that(one) has acted in a given way: Eg: The excuses you gave reflect disappointingly on you 20. confine to(line 48) Limit sth/sb to sth Eg: Can you confine your point to the matter which we are discussing now? to the book they have read 21. But you need a discipline for doing it. (para 13) Meaning: But you need a particular training method to do it IV. Writing (因果关系说明文) Diagnoses of the Problem with Sb / Sth 1.某人/事中存在的问题是 2.根据问题的特征说明其成因
In such a conflict, it is reasonable to set aside some time for both sides to have a peace talk before launching a fighting. Compare: put aside: to save money or time; to deal with sth latterly. Eg: the young lovers are trying to put some money aside for their marriage. The manage has to put his work aside for a time for an urgent accident. 16.integrating the perspectives of others (line 37) Meaning : take into account the views of other people and combine them with yours. Integrate v: combine two things in a such way that one becomes fully a part of the other Eg: Many suggestions are needed to integrate the plan. The teachers are trying to integrate all the children into society. Perspective n: a particular way of thinking things Eg: It is needed to view a problem in a proper perspective. 17. nothing less than (line 39) The phrase is used to press how great or extreme sth is. Eg: His carelessness is nothing less than a crime Their dream was nothing less than a revolutionary project to bring computers and ordinary people together. 18. Enlarge v (line 39) a) to broaden , to become bigger. Eg: Reading can enlarge one’s mind. b) to develop a bigger print of a photograph. Eg: He had his pictures enlarged. Compare: expand: to increase in size , number or importance Eg: when heated, objects will expand. They expand their business by cooperating with foreigners . 19. reflect on (line 41) 1) to consider carefully and at length Eg : I need time to reflect on what should I do next. 2) To give evidence that (one) has acted in a given way: Eg: The excuses you gave reflect disappointingly on you. 20. confine to (line 48) Limit sth /sb to sth Eg: Can you confine your point to the matter which we are discussing now? Students should not be confined to the book they have read. 21. But you need a discipline for doing it. (para 13) Meaning : But you need a particular training method to do it. IV. Writing （因果关系说明文） Diagnoses of the Problem with Sb. / Sth. 1. 某人/事中存在的问题是······ 2. 根据问题的特征说明其成因