Unit 7 Careers Lesson 1 EQ：IQ 選擇性必修第三冊

Unit7Careers

Lesson1EQ:IQReadingBytheendofthisperiod,studentswillbeableto:1.readandtalkaboutemotionalandintelligencequotients(EQandIQ);2.comparepersonalopinionswiththeideasofothers;3.readforspecificinformationtounderstandwordsincontext;4.noticeargumentsandsupportingdetailsinwrittenpassagesLearningobjectivesLeadinEnjoyavideoandfindoutwhatisthespeaker’sopinionofEQandIQ?DoyouwanttoknowmoreaboutEQ&IQ?1.WhatdoyouknowaboutEQandIQ?IntelligenceQuotient(智商):tellsyouhowsmartyouare.EmotionalQuotient(情商):tellsyouhowwellyouuseyoursmartness.2.Whichismoreimportanttoaperson?Why?EQismoreimportantbecauseitcanhelppeoplegetonwellwithothers.IQismoreimportantbecauseitcanhelppeoplegaingoodgrades.…Pre-readingSuccessisnotsimplytheresultofahighIQAbriefdescriptionofIQandEQFeaturesofpeoplewithhigh/lowEQsEQcanbeimprovedbyeducationImportanceofEQ(Para.7)(Para.7)

(Para.4)

(Para.5-6)

(Para.2&3)(Para.1)Fastreading:ReadandexploreReadparagraphs1-2.CompletetheinformationaboutEQandIQ.UnderstandingofEQandIQIQstandsfor

.EQstandsfor

.Moststudents’beliefsIQ：.NewresearchfindingsEQ：

.DescriptionofIQandEQIQ：

.

EQ：

.ProfessorSalovey’sdescriptionofIQandEQatwork__________________________________.

IntelligenceQuotient

EmotionalQuotient iswhatdetermineshowwelltheyaregoingtodoinlife

successisnotsimplytheresultofahighIQ itisIQthatgetsyouemployedbutitisEQthatgetsyoupromoted tellshowintelligentyouaretellshowwellyouuseyourintelligenceWhilereadingReadparagraphs3–7.Answerthequestions.Carefulreading:Readandexplore2.Whatdoestheauthorwanttoemphasizeinthefirstparagraph?3.HowdoestheauthorpresenthisideaaboutIQandEQ?A.Byanalyzingcauses.B.Bygivingexamples.C.Bylistingnumbers.D.Bymakingcomparisons.√SuccessisnotsimplytheresultofahighIQ.2.WhatmayProfessorSaloveydisagreewith?A.AstudentwithahighIQissuretogethighergrades.B.Aperson’scharacterhasagreaterinfluenceonone’ssuccess.C.PeoplewithahighEQmaymakebetteruseoftheirIQ.D.AhigherEQmaycontributetoone’spromotion.√3.HowdidtheauthorproveProfessorSalovey’stheoryaccordingtoParagraph3?A.Byanalyzingcauses.B.Bygivingexamples.C.Bylistingnumbers.D.Bymakingcomparisons.√peoplewithhighEQSpeoplewithlowEQSbeingopentonewideashavepositiveattitudeslifebeinglesslikelytobetroubledbyinternalproblemshavingproblemsgettingonwithothersanddealingwithdifficultsituationshavingahardertimeadjustinginlifeandcareers.Para.41.What’sthecommonbeliefaboutIQ?A．IQhasalottodowitheducation.B．EQhasalottodowitheducation.C．IQisdeterminedbybirth.D．EQisdeterminedbybirth.2.Whatare“peopleskills”?√“Peopleskills”refertoskillsabouthowtogetonwithothers,suchasunderstandingandcommunication.Paras.5-63.HowdidthedisabledstudentschangeinProfessorMayer’sstudy?A.Theyweremorewillingtohelppeoplewithdifficulties.B.Theycouldunderstandothers’feelingsbetter.C.Theybecameaspositiveaboutlifeasnon-disabledstudents.D.Theyweremorelikelytotrynewthings.√1.WhyisEQimportanttoaperson?Para.7EQisimportantbecausebeingsuccessfulinliferequiresbeingabletogetonwellwithothersandbeingabletounderstandandreacttosituationsinthebestwaypossible.1.Wheredoestheessayprobablycomefrom?A.Asciencefictionnovel.B.Anadvertisement.C.Ascientificmagazine.D.Abookreview.2.Whatisthestructureofthetext?√Thewholepassage√PostreadingspeakingWhydoesProfessorSaloveysay“itisIQthatgetsyouemployed,butitisEQthatgetsyoupromoted”?

(Creativethinking)ProfessorSaloveymeansthatwhendoingjobinterviews,interviewersoftenfocusonyourIQlevelorhowcleveryouare.Butinrealworkingsituations,yourbossfocusesmoreonyourEQ，i.e.“peopleskills”．ProfessorSaloveymeansEQmattersmorethanIQinrealworkingsituations.PracticeMoststudentsfeeltheirIQ,whichrefersto1___________________,iswhat2__________howwelltheyaregoingtodoinlife,butnewresearchsuggeststhatEQ,whichmeansEmotionalQuotient,isabetterwayfor3__________success.ProfessorSaloveysaysitisIQthatgetsyou4__________butitisEQthatgetsyoupromoted.Hemayberight.StudentswithhighIQssometimesendupfailingexamsandthismaybeduetoa5__________EQ.The6__________betweenIQandEQisinteresting.ItispossibleforsomeonewithalowIQtohaveahighEQorsomeonewithahighIQtohavealowEQ.PeoplewithlowEQsfinditharder7__________inlifeandintheircareers.8__________,theresultsofstudiesshowthatahighEQisnecessaryforgettingonwithpeopleandbeingableto9______inthebestway.Soschoolsneedtobe10________todevelopastudent’sentirecharacter.IntelligenceQuotientdeterminespredictingemployedlowerCompletethesummarywiththewordsandexpressionsyouhavelearnt.association

toadjustAltogetherreactsureConclusionAltogether,EQisasimportant,ifnotmoreimportantthanIQ.Watchyourthoughts;theyleadtoattitudes.Watchyourattitudes;theyleadtowords.Watchyourwords;theyleadtoactions.Watchyouractions;theyleadtoyourhabits.Watchyourhabits;theyleadtoyourcharacter.Watchyourcharacter;itdeterminesyourdestiny.Wishyouasuccess!SuccesscomeswithahighEQ?ThankforyourlisteningHomeworkChooseonequestiontoanswer:DoyouthinkEQandIQtestsshouldbeapartofjobrecruitment（招聘）?Why?Prepareapresentation“whysuccesscomeswithahighEQ”.EQ:IQP1MoststudentsdoanIQ(IntelligenceQuotient)testearlyintheirschoollife.Eveniftheyneverseetheirresults,theyfeelthattheirIQiswhatdetermineshowwelltheyaregoingtodoinlife.Whentheyseeotherstudentsdoingbetterthanthem,theyusuallybelievethatthosestudentshaveahigherIQandthatthereisnothingtheycandotochangetheirsituation.

However,newresearchintoEQ(EmotionalQuotient)suggeststhatsuccessisnotsimplytheresultofahighIQ.

大多數(shù)學生會在學生生涯早期做智商測試。即使從未看到過測試結(jié)果，他們也認為是智商決定了自己日后生活中的表現(xiàn)。當看到其他學生比自己優(yōu)秀，他們通常會認為那些學生智商更高，無論做什么也改變不了自身這一劣勢。然而，最新的情商研究表明，成功并不僅僅是高智商的結(jié)果。P2

WhileyourIQtellsyouhowintelligentyouare,yourEQtellsyouhowwellyouuseyourintelligence.ProfessorSalovey,whoinventedthetermEQ,givesthefollowingdescription:atwork,itisIQthatgetsyouemployed,butitisEQthatgetsyoupromoted.Supportedbyhisresearch,ProfessorSaloveysuggeststhatwhenpredictingsomeone’sfuturesuccess,theircharacter,asmeasuredbyEQtests,mightactuallymattermorethantheirIQ.智商表明你到底有多聰明，而情商表明你如何善用智慧。最先使用情商一詞的沙洛維教授這樣描述：幫你找到工作的是智商，但讓你升職的是情商。在其研究的基礎(chǔ)上，沙洛維教授建議，在預(yù)測某人未來的成功時，由情商測定的性格實際上可能比智商更重要。P3ProfessorSaloveymaybecorrect.Forexample,haveyoueverwonderedwhysomeofthesmarteststudentsinyourclass,whoyouthinkdeservegoodgrades,sometimesendupfailingexams?PerhapstheirfailureisbecauseoftheirlowerEQ.PeopleareoftenmistakeninthinkingthatthosewithhighIQsalwayshavehighEQsaswell.Thisassociationcanexist,butitisjustaspossibleforsomeonewithalowIQtohaveahighEQorsomeonewithahighIQtohavealowEQ.沙洛維教授或許是對的。舉個例子，你有沒有想過，為什么班里那些最聰明的學生，那些你認為本應(yīng)取得好成績的學生，有時卻考試不及格？也許他們的失敗是因為情商較低。人們常誤以為高智商的人也同樣擁有高情商。這種關(guān)聯(lián)可能存在，但同樣也有可能低智商擁有高情商，或者高智商的人擁有低情商。P4

ItisgenerallybelievedthatpeoplewithhighEQsareopentonewideasandhavepositiveattitudestowardslife.Theyarealsolesslikelyto

betroubledbyinternalproblems.Ontheotherhand,thereislittledoubtthatpeoplewithlowEQsoftenhaveproblemsgettingonwithotherpeopleanddealingwithdifficultsituations;hencetheyhaveahardertimeadjustinginlifeandintheircareers.人們普遍認為，情商高的人容易接納新思想，對待生活積極樂觀，很少為自身問題所困擾。另一方面，情商低的人毫無疑問往往在與人相處、解決困難方面存在問題。因此，他們適應(yīng)生活和職業(yè)生涯中的變化也就更困難。P5Peoplegenerallybelievethataperson’sIQisdeterminedbybirth.However,mostsocialscientistsagreethatEQhasalottodowitheducation.Somearetryingtostudythepossibilityofimprovingaperson’sEQ,especiallyintermsof“peopleskills”,suchasunderstandingandcommunication.人們普遍認為人的智商是一出生就決定了的。然而，大多數(shù)社會學家認為，情商與教育有很大關(guān)系。一些科學家正試圖研究提升情商的可能性，特別是“人際技能”方面，例如：理解和溝通。P6ProfessorMayer,recognisedbymanyasaleadingexpertinthestudyofchangestopeople’sEQs,recentlyannouncedtheresultsofastudyonseniorsecondaryschoolstudents.Whenstudentswereintroducedtothosewhohaddisabilities,theyfoundthat,afterwards,thenon-disabledstudentsweremorewillingtohelppeoplewithdifficulties.Comparedtostudentswhohadnotbeeninvolvedinthestudy,theyalsoshowedabetterunderstandingofthedisabledstudents’feelings