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
(划线部分可替换) 写作模式(因果关系说明文) 1)A preliminary diagnosis of sb /sth. can find that sb. sth is cursed / troubled mainly with problem of .. 2)As his /its specific syl to… and therefore almost always at the mercy of.. 3)A deeper probe/research /insight into the problem, however, can reveal something worthy of our careful consideration (划线部分可替换) 4) To the best of my insight/ knowledge/ understanding,he/ it is the product of..(成因说明D5) It turns out that. 6). fo while.-. 7) He /It is also a good mirror of (成因说明I)8)He/ It reflects faithfully, but in expanded dimensions 9) And above all. he/ it is the victim of.(成因说明I)10) According to the experts sult of this, ..12)Clearly, an effective cure remedy for the problem rests/ lies much with ". Diagnoses of the Problem with the College Studer 1)我国大学生中存在的主要问题是 2)根据问题的特征说明其成因。 1)A preliminary diagnosis of the modern college student can find that he is cursed mainly with the problem of being impulsive. 2)As his specific symptoms, he is subject to changing moods, apt to look for immediate results, and therefore almost always at the mercy of his wavering confidence in anyone else as well as in himself. 3)a deeper probe into the problem, however can reveal something worthy of our careful consideration 4)To the best of my insight, he is the product of the eagerness of this society for quick success 5) It turns out that our society as a whole is anxious about immediate benefits. 6)The government officials, for example, thirst for rapid achievements in their political careers while businessmen desire to make their fortune in a flash. 7) He is also a good mirror of the undue of his parents, teachers, and superiors. 8)He reflects faithfully, but in expanded dimensions, the weakness and anxiety of those who failed to realize their life values but now pin excess hope on him 9)And above all, he is the victim of our failure in the cultivation of emotional intelligence. 10) According to the experts concerned, our school work has given too much weight to intellectual training to cultivate students in EQ. 11)As a result of this, many a student lacks adaptive skills in the face of adversity and emergency. 12)Clearly, an effective remedy for the problem rests much with the improvement of his EQ, namely a good mixture of self-awareness, self-control elf-confidence. and self-motivation Section B . Reading Skills We talked about the Reading skills-Skimming -in Unit 6, Book 3. Whenever we have to find some specific facts in a passage, we look quickly at sentences that offer the needed
（划线部分可替换） 写作模式（因果关系说明文） 1) A preliminary diagnosis of sb. / sth. can find that sb. / sth. is cursed / troubled mainly with the problem of ... 2) As his / its specific symptoms, he / it is subject to …, apt to …, and therefore almost always at the mercy of ... 3) A deeper probe / research / insight into the problem, however, can reveal something worthy of our careful consideration. （划线部分可替换） 4) To the best of my insight / knowledge / understanding, he / it is the product of ... (成因说明 I) 5) It turns out that ... 6) …, for example, … while … 7) He / It is also a good mirror of … (成因说明 II) 8) He / It reflects faithfully, but in expanded dimensions, … 9) And above all, he / it is the victim of ... (成因说明 III) 10) According to the experts concerned, … 11) As a result of this, …. 12) Clearly, an effective cure / remedy for the problem rests / lies much with … Diagnoses of the Problem with the College Student 1) 我国大学生中存在的主要问题是······ 2) 根据问题的特征说明其成因。 1) A preliminary diagnosis of the modern college student can find that he is cursed mainly with the problem of being impulsive. 2) As his specific symptoms, he is subject to changing moods, apt to look for immediate results, and therefore almost always at the mercy of his wavering confidence in anyone else as well as in himself. 3) A deeper probe into the problem, however, can reveal something worthy of our careful consideration. 4) To the best of my insight, he is the product of the eagerness of this society for quick success. 5) It turns out that our society as a whole is anxious about immediate benefits. 6) The government officials, for example, thirst for rapid achievements in their political careers while businessmen desire to make their fortune in a flash. 7) He is also a good mirror of the undue expectations of his parents, teachers, and superiors. 8) He reflects faithfully, but in expanded dimensions, the weakness and anxiety of those who failed to realize their life values but now pin excess hope on him. 9) And above all, he is the victim of our failure in the cultivation of emotional intelligence. 10) According to the experts concerned, our school work has given too much weight to intellectual training to cultivate students in EQ. 11) As a result of this, many a student lacks adaptive skills in the face of adversity and emergency. 12) Clearly, an effective remedy for the problem rests much with the improvement of his EQ, namely a good mixture of self-awareness, self-control, self-confidence, and self-motivation. Section B I. Reading Skills We talked about the Reading Skills — Skimming — in Unit 6, Book 3. Whenever we have to find some specific facts in a passage, we look quickly at sentences that offer the needed
information. Rapid reading for information is called skimming. When we skim a paragraph or a page, we are searching quickly among sentences for the answers to some questions we have Unlike scanning which involves searching for details or isolated facts(see Unit 7), skimming requires the reader to note only information which provides an idea of the central theme or topic of a piece of writing When we skim, we probably have to move our eyes faster than when we scan al though similar steps of reading are involved. Of course, the key step is to decide what information we want to know, and then try to skim for it When we skim, we read only selected sentences in order to get the main idea We should also use textual clues such as italicized or underlined words, headlines or subtitles, spacing paragraphing, etc. Do not read every word or sentence Here are some hints for skimming Make sure that we know what information we are looking for. That is to say, we are reading with questions in mind 2)Move our eyes quickly from line to line and from sentence to sentence, paying special attention to numbers, paragraph markers, italicized words, capital letters, subtitles, etc. while al ways having the questions in mind 3)When we have found what we need, think about the questions to see whether the information 4)Take down the answers to the questions we have in mind Here are some examples from Passage A in this unit to explain how to skim for the particular information that a reader is interested in Now skim Passage A for the answers to the following questions as quickly as you can Example 1 Skim the first 2 paragraphs to find out the name of the new book written by Daniel Goleman ey: Emotional Intelligence What we have to do is search quickly or to skim the Name -Daniel Goleman and then find the italicized words- Emotional Intelligence. the name of the book Example 2 Skim Paragraph 4 to find out how many adaptive skills are mentioned by the author ey Example 3 Skim the whole passage to find out the 4 adaptive skills suggested by the author. Key: Raising consciousness; Using imagery; Considering and reconsidering events to choose the most creative response to them and Integrating the perspectives of others Practic 1. Skim the first 3 paragraphs to find: what is the result of watching four-year-olds interact with a Key: Those four-year-olds who had enough self-control to hold out for the second piece of candy generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers 2. Skim Paragraph 4 find: what is the master skill attached to high achievers? Key: The ability to delay reward 3. Skim Paragraph 6 to find: what is the theory proposed by Emotional Intelligence by Daniel
information. Rapid reading for information is called skimming. When we skim a paragraph or a page, we are searching quickly among sentences for the answers to some questions we have. Unlike scanning which involves searching for details or isolated facts (see Unit 7), skimming requires the reader to note only information which provides an idea of the central theme or topic of a piece of writing. When we skim, we probably have to move our eyes faster than when we scan although similar steps of reading are involved. Of course, the key step is to decide what information we want to know, and then try to skim for it. When we skim, we read only selected sentences in order to get the main idea. We should also use textual clues such as italicized or underlined words, headlines or subtitles, spacing, paragraphing, etc. Do not read every word or sentence. Here are some hints for skimming. 1) Make sure that we know what information we are looking for. That is to say, we are reading with questions in mind. 2) Move our eyes quickly from line to line and from sentence to sentence, paying special attention to numbers, paragraph markers, italicized words, capital letters, subtitles, etc. while always having the questions in mind. 3) When we have found what we need, think about the questions to see whether the information answers the question. 4) Take down the answers to the questions we have in mind. Here are some examples from Passage A in this unit to explain how to skim for the particular information that a reader is interested in. Now skim Passage A for the answers to the following questions as quickly as you can. Example 1 Skim the first 2 paragraphs to find out the name of the new book written by Daniel Goleman. Key: Emotional Intelligence. What we have to do is search quickly or to skim the Name — Daniel Goleman and then we find the italicized words — Emotional Intelligence, the name of the book. Example 2 Skim Paragraph 4 to find out how many adaptive skills are mentioned by the author. Key: 4. Example 3 Skim the whole passage to find out the 4 adaptive skills suggested by the author. Key: Raising consciousness; Using imagery; Considering and reconsidering events to choose the most creative response to them and Integrating the perspectives of others. Practice 1. Skim the first 3 paragraphs to find: what is the result of watching four-year-olds interact with a piece of candy? Key: Those four-year-olds who had enough self-control to hold out for the second piece of candy generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers. 2. Skim Paragraph 4 find: what is the master skill attached to high achievers? Key: The ability to delay reward. 3. Skim Paragraph 6 to find: what is the theory proposed by Emotional Intelligence by Daniel
Goleman? Key: When it comes to predicting people's success, brain capacity as measured by IQ may actually matter less than the qualities of mind once thought of as"characte 4. Skim Paragraph 9 to find: how much does IQ count for success II. Text Analysis Part I(Para. l-Para. 4): Influences of EQ on the growth of a child. Part II(Para. 5-Para. 8): The forming and meaning of EQ PartⅢ(Para9) The possible misuse of EQs role in personal success Ill. Language Points Para 1-4 1. turn out: prove to be, be discovered to be sb. or sth结果是,证明为 eg. If the complaint turns out to be more serious it must be referred back for a full nvestigation.如果投诉证明是较严重的,这投诉必须要送回作全面调查。 eg. This is true for simple problems but, as I have said many times before, as soon as the problems become more complicated our mathematical knowledge turns out to be greatly deficient.对于简单的问题确实如此,但是正如我以前多次说过,问题一变得更复杂,我 的数学知识最后会证明是很不够的 2. interact with: communicate with or react with( each other)互相交流,互相影响 eg: Economic decline was the most serious problem, and it interacted with other aspects of social disadvantage.经济衰退是最严重的问题,它与社会不利条件的其他方面互相影响。 eg: These factors interact with one another and different combinations and sequences will determine what eventually happens这些因素互相影响,不同的组合和顺序决定最终会发 生些什么。 The same is true of the verb tense used in the next paragrap is used here to show vividness 3. And then he leaves.(Para. 1)Note the simple present tense 4. Some children grab for the treat the minute he's out the door(Para. 2)the minute: as soon as eg: The minute(that) I saw him I knew something was wrong.我一见到他就知道出事 eg; I recognized him the minute i saw him.我一眼就认出了他 ompare the moment, the instant, the second, immediately eg: The moment I get the money I'll send the ticket我一拿到钱就把票送出去。 eg; I tried phoning her the instant I got home.我一回家就试着给她打电话 eg: A microphone was put under my nose immediately I got off the horse.我刚下马,一个话 筒就塞到了我鼻子底下 5. Some children grab for the treat the minute he's out the door.(Para. 2)Meaning: Some
Goleman? Key: When it comes to predicting people’s success, brain capacity as measured by IQ may actually matter less than the qualities of mind once thought of as “character”. 4. Skim Paragraph 9 to find: how much does IQ count for success? Key: 20%. II. Text Analysis Part Ⅰ(Para.1-Para.4): Influences of EQ on the growth of a child. Part Ⅱ(Para.5-Para.8): The forming and meaning of EQ. Part Ⅲ(Para.9) : The possible misuse of EQ’s role in personal success. III. Language Points Para 1-4 1. turn out: prove to be; be discovered to be sb. or sth.结果是，证明为 eg. If the complaint turns out to be more serious it must be referred back for a full investigation. 如果投诉证明是较严重的，这投诉必须要送回作全面调查。 eg. This is true for simple problems but, as I have said many times before, as soon as the problems become more complicated our mathematical knowledge turns out to be greatly deficient. 对于简单的问题确实如此，但是正如我以前多次说过，问题一变得更复杂，我 们的数学知识最后会证明是很不够的 2. interact with: communicate with or react with (each other) 互相交流，互相影响 eg: Economic decline was the most serious problem, and it interacted with other aspects of social disadvantage. 经济衰退是最严重的问题，它与社会不利条件的其他方面互相影响。 eg: These factors interact with one another and different combinations and sequences will determine what eventually happens. 这些因素互相影响，不同的组合和顺序决定最终会发 生些什么。 3. And then he leaves. (Para. 1) Note the simple present tense is used here to show vividness. The same is true of the verb tense used in the next paragraph. 4. Some children grab for the treat the minute he's out the door. (Para. 2) the minute: as soon as eg: The minute (that) I saw him I knew something was wrong. 我一见到他就知道出事 了。 eg: I recognized him the minute I saw him. 我一眼就认出了他。 Compare : the moment, the instant, the second, immediately eg: The moment I get the money I'll send the ticket. 我一拿到钱就把票送出去。 eg: I tried phoning her the instant I got home. 我一回家就试着给她打电话。 eg: A microphone was put under my nose immediately I got off the horse. 我刚下马，一个话 筒就塞到了我鼻子底下 5. Some children grab for the treat the minute he's out the door. (Para. 2) Meaning: Some
children take the treat as soon as he has left the room. The phrase "the treat"refers to the cane 6. hold out: continue in spite of difficulties; refuse to yield,last坚持,支持,维持 eg; Given their state, the soldiers had done well to hold out for so long.考虑到他们的状 况,战士们坚持了这么长时间己经是干得很不错了 eg; Some struggled against her, but few held out for more than a moment or two.有些人同她 作搏斗,但是几乎无人能坚持片刻。 7. shy away from: avoid(sth. or doing sth )because of dislike, fear, or lack of confidence(HF 厌恶、害怕、缺乏信心等)躲开,回避,退缩 eg: All the others were talking and laughing happily while she shied away from being the centre of attention.所有其他的人都在谈笑风生,而她却避免成为注意的中心 eg;: I've always shied away from close friendships.我一向避免和别人建立太密切的朋友关 系 8. show up: appear; arrive, often after a delay出现,露面 eg: When he eventually did show up, it was obvious to all that he had changed his original idea.当他最终出现时,所有的人都清楚他已经改变了他最初的想法 eg: Real changes will show up only in the next ten or 20 years, and they would change peoples lifestyles.只有在10年或20年以后才会出现真正的变化,这些变化会改变人们 的生活方式 Para 5-8 9. end up: finish by becoming(sth) or doing(sth)结束,告终 eg: This family would probably end up in a concentration camp somewhere in germany. it 家人也许最终会关到德国某处的一个集中营。 eg: No one is going to thank you if you end up making changes which cause real troubles in our work.如果你最终作出的变化会给我们工作带来真正麻烦的话,没有人会感谢你的 10. on sight/ at sight: as soon as sb. or sth. Is seen一见到就 eg: He seemed to have hated her on sight, yet he knew nothing about her, except that she bore a physical resemblance to her father.他好像是一见到她就已不喜欢她,然而他对她一无所 知,除了她长得像她父亲 eg: She was surprised to find that they had recognized each other on sight.她很惊奇地发现 他们一见面就相互认出了对方 1l.in( the)face of I. in spite of., when opposed by尽管,不顾 eg: In the face of difficulties, one should never give up, but struggle on and thus establish a strong will尽管有困难,我们决不应该放弃,而是要继续奋斗,这样建立起坚强的意志 eg: In the face of transportation difficulties they nevertheless managed to get there on time. R 管交通不便,他们还是设法准时到达那儿 Ⅱ Facing在面前 eg: General Motors is promoting its latest models in face of falling demand in European markets.面临欧洲市场需求的下降,通用汽车公司正在推销其最新的车型 2. be about to do sth. be on the point of doing sth. have the intention of doing sth 刚要做某事,行将做某事,打定主意要 eg; He was about to leave when Tom arrived so he stayed a little longer.他正要走的时候汤 姆来了,于是他就多停留了一会儿
children take the treat as soon as he has left the room. The phrase “the treat” refers to the candy. 6. hold out: continue in spite of difficulties; refuse to yield; last 坚持，支持，维持 eg: Given their state, the soldiers had done well to hold out for so long. 考虑到他们的状 况，战士们坚持了这么长时间已经是干得很不错了。 eg: Some struggled against her, but few held out for more than a moment or two.有些人同她 作搏斗，但是几乎无人能坚持片刻。 7. shy away from: avoid (sth. or doing sth.) because of dislike, fear, or lack of confidence（由于 厌恶、害怕、缺乏信心等）躲开，回避，退缩 eg: All the others were talking and laughing happily while she shied away from being the centre of attention. 所有其他的人都在谈笑风生，而她却避免成为注意的中心。 eg: I've always shied away from close friendships. 我一向避免和别人建立太密切的朋友关 系。 8. show up: appear; arrive, often after a delay 出现，露面 eg: When he eventually did show up, it was obvious to all that he had changed his original idea. 当他最终出现时，所有的人都清楚他已经改变了他最初的想法。 eg: Real changes will show up only in the next ten or 20 years, and they would change people's lifestyles. 只有在 10 年或 20 年以后才会出现真正的变化，这些变化会改变人们 的生活方式。 Para 5-8 9. end up: finish by becoming (sth.) or doing (sth.)结束，告终 eg: This family would probably end up in a concentration camp somewhere in Germany. 这 一家人也许最终会关到德国某处的一个集中营。 eg: No one is going to thank you if you end up making changes which cause real troubles in our work. 如果你最终作出的变化会给我们工作带来真正麻烦的话，没有人会感谢你的。 10. on sight/ at sight: as soon as sb. or sth. is seen 一见到就 eg: He seemed to have hated her on sight, yet he knew nothing about her, except that she bore a physical resemblance to her father. 他好像是一见到她就已不喜欢她，然而他对她一无所 知，除了她长得像她父亲。 eg: She was surprised to find that they had recognized each other on sight. 她很惊奇地发现 他们一见面就相互认出了对方。 11. in (the)face of Ⅰ.in spite of; when opposed by 尽管，不顾 eg: In the face of difficulties, one should never give up, but struggle on and thus establish a strong will. 尽管有困难，我们决不应该放弃，而是要继续奋斗，这样建立起坚强的意志。 eg: In the face of transportation difficulties they nevertheless managed to get there on time.尽 管交通不便，他们还是设法准时到达那儿。 Ⅱ. Facing 在……面前 eg: General Motors is promoting its latest models in face of falling demand in European markets. 面临欧洲市场需求的下降，通用汽车公司正在推销其最新的车型。 12. be about to do sth.: be on the point of doing sth.; have the intention of doing sth. 刚要做某事，行将做某事，打定主意要…… eg: He was about to leave when Tom arrived so he stayed a little longer. 他正要走的时候汤 姆来了，于是他就多停留了一会儿
eg: I could not believe that such a simple mistake was about to have such dire consequences 我不能相信这样一个简单的错误将会造成这样可怕的后果 anks to: because of幸亏,由于 eg: Thanks to his help we were able to survive this terrible disaster in the end.由于他的帮助 我们最终能够在场可怕的灾难中幸免于难 eg: Today, thanks to overcrowding and overdevelopment, it is a bit of a nightmare for travelers to find any place of peace今天,由于过分拥挤、过分发展,让旅游者找到任何 个安宁的地方有点像是做一场恶梦。 14. at first glance: when first looking乍一看,乍看上去 eg: At first glance, the pictures don't look good, but on closer examination you will find they re not bad at all.乍一看,这些画画得不怎么好,但是再仔细看看,你就会发现它们 画得相当不错。 eg: This may not, at first glance, be a major factor but in fact it is a crucial element in weight contro.乍一看,这也许不是一个重要的因素,但实际上,它是体重控制中一个关键的 要素 15. This is no abstract investigation. Goleman is looking for methods to restore "politenes to our streets and caring in our community life"?(Para. 8)restore: v. bring sth. back; make sb. have a quality or ability again that they have not had for a long time; return(sth. or sb. ) to an earlier condition or position eg: The government is trying to restore public confidence in its management of the economy 政府正在尽力恢复公众对其管理经济的信心。 eg: Some people are in favour of restoring capital punishment for murderers.一些人赞成恢 复对杀人犯的死刑 eg; He buys old cars and restores them to their original condition.他购买旧汽车,并将它们 修复到原来的状态。 eg: The badly neglected furniture and paintings have all been carefully restored.被严重疏忽 而损坏的家具和画都被仔细地修复了 6. have authority over: have the ability or power to control对-……有控制能力,对…有管辖 权 eg: They do not have authority over me because the right way to treat their advi my goals.他们没有权力管我,因为对待他们建议的正确方法取决于我的目标。 eg: Senior managers are required to coordinate the work of subordinates by having authority over a wider area of work高级经理须管辖工作中更大的范围以对下级的工作进行协 17. substitute for: take the place of,use(sth) to replace(sth.else)替代,用…….来代替 eg: No book or course of lectures can substitute for experience, but as you gain confidence in your practical ability, you can derive inspiration through reading the works of wise men. i 然书和课程不能取代经验,但是当你增强了对自己实践能力的信心时,你能通过阅读智 者的著作得到灵感 eg;: He substituted for the teacher who was ill他替代生病的教师 Para 9 l8. break out: begin suddenly( doing sth)发生,爆发,突然开始 eg; The epidemic was so severe that finally panic broke out.这个流行病太严重了,最终发
eg: I could not believe that such a simple mistake was about to have such dire consequences. 我不能相信这样一个简单的错误将会造成这样可怕的后果。 13. thanks to: because of 幸亏，由于 eg: Thanks to his help we were able to survive this terrible disaster in the end.由于他的帮助 我们最终能够在场可怕的灾难中幸免于难。 eg: Today, thanks to overcrowding and overdevelopment, it is a bit of a nightmare for travelers to find any place of peace. 今天，由于过分拥挤、过分发展，让旅游者找到任何 一个安宁的地方有点像是做一场恶梦。 14. at first glance: when first looking 乍一看，乍看上去 eg: At first glance, the pictures don't look good, but on closer examination you will find they're not bad at all. 乍一看，这些画画得不怎么好，但是再仔细看看，你就会发现它们 画得相当不错。 eg: This may not, at first glance, be a major factor but in fact it is a crucial element in weight control. 乍一看，这也许不是一个重要的因素，但实际上，它是体重控制中一个关键的 要素。 15. This is no abstract investigation. Goleman is looking for methods to restore “politeness to our streets and caring in our community life”. (Para. 8) restore: v. bring sth. back; make sb. have a quality or ability again that they have not had for a long time; return (sth. or sb.) to an earlier condition or position eg: The government is trying to restore public confidence in its management of the economy. 政府正在尽力恢复公众对其管理经济的信心。 eg: Some people are in favour of restoring capital punishment for murderers. 一些人赞成恢 复对杀人犯的死刑。 eg: He buys old cars and restores them to their original condition. 他购买旧汽车，并将它们 修复到原来的状态。 eg: The badly neglected furniture and paintings have all been carefully restored. 被严重疏忽 而损坏的家具和画都被仔细地修复了。 16. have authority over: have the ability or power to control 对……有控制能力，对……有管辖 权 eg: They do not have authority over me because the right way to treat their advice depends on my goals. 他们没有权力管我，因为对待他们建议的正确方法取决于我的目标。 eg: Senior managers are required to coordinate the work of subordinates by having authority over a wider area of work. 高级经理须管辖工作中更大的范围以对下级的工作进行协 调。 17. substitute for: take the place of; use (sth.) to replace (sth. else) 替代，用……来代替 eg: No book or course of lectures can substitute for experience, but as you gain confidence in your practical ability, you can derive inspiration through reading the works of wise men. 虽 然书和课程不能取代经验，但是当你增强了对自己实践能力的信心时，你能通过阅读智 者的著作得到灵感。 eg: He substituted for the teacher who was ill. 他替代生病的教师 Para 9 18. break out: begin suddenly (doing sth.) 发生，爆发，突然开始 eg: The epidemic was so severe that finally panic broke out. 这个流行病太严重了，最终发