Мовилэ Кэтэлина Витальевна

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Emotional intelligence: what it consists of and what conditions stimulate the

formation of emotional intelligence in the process of individual development. The
potential of foreign language education for the development of emotional
intelligence of learners.

The main communication goal - This essay develops the reader's communication
culture. This essay has a communicative purpose, since the information from the
essay can be applied in discussion.
The type of this essay - expository essay because we identify causal relationships
in the analyzed data.

Organization of the essay:

Introduction
“Emotional intelligence is the ability to understand and manage both one's own
emotions and those of others. This concept is increasingly used, and some experts
believe that people who show emotional intelligence have the ability to adapt their
thinking and behavior to the context or to achieve certain goals.”
1. Body
Answer the question by developing a discussion:
“What is emotional intelligence? The concept of emotional intelligence….”
Show your knowledge and grasp of material you have read:
“The emotional coefficient is different from IQ, which measures…”
Offer exposition and evidence to develop your argument:
“The importance of emotional intelligence in learning foreign languages.
Emotional intelligence is critical, especially when children learn foreign
languages...”
Use relevant examples and authoritative quotes:
“In this way, teachers with emotional intelligence can manage conflict in a way
that motivates students…”
 2. Conclusion:
Re-summarize the main points and include the final, broad statement:
“Emotional intelligence is a component of the human…”

This essay used scientific language tools (vocabulary).

Essay outline (stages):

- Motivational (to motivate)
- Orientational (to discuss aspects of the topic)
- Mapping out (to make a plan)
- Delivery (writing essay)
- Monitory and repairs (to correct and to control)

ESSAY:
Emotional intelligence is the ability to understand and manage both one's own
emotions and those of others. This concept is increasingly used, and some experts
believe that people who show emotional intelligence have the ability to adapt their
thinking and behavior to the context or to achieve certain goals.
What is emotional intelligence?
The concept of emotional intelligence, sometimes called emotional coefficient,
emerged in the 1960s, but became known three decades later, thanks to Daniel
Goleman. He was one of the promoters of the concept of emotional intelligence,
and the author has written numerous books on this subject.
The emotional coefficient is different from IQ, which measures human intelligence
in terms of cognitive mental abilities in general, based on standardized tests,
related to chronological age.
If the IQ is easy to measure there is no value scale or standardized tests in terms of
emotional intelligence. However, some companies have integrated their own
emotional intelligence tests into the recruitment process, considering that people
who demonstrate a high level of emotional intelligence will be employees or more
leaders.
The importance of emotional intelligence in learning foreign languages.
Emotional intelligence is critical, especially when children learn foreign languages.
The teacher needs a high level of emotional intelligence because in the current
activity he must manage stressful situations and find solutions without blaming
others for problems or failures.
In this way, teachers with emotional intelligence can manage conflict in a way that
motivates students as well as stimulating the creation of an environment that
encourages students to successfully master foreign languages.
Productivity is sometimes associated with empathy, and teachers with emotional
intelligence can see what makes their students happy. Encouraging a relaxing
environment can greatly increase productivity.
Emotional intelligence is a component of the human psyche that influences all
aspects of life - from the personal to the professional and helps us more easily
achieve the goals we have set.

A system of tasks aimed at preparing students for this type of essay.

Educational aim: 1. to teach students to interact with each other
Aim/s:
1. to develop reading skills (scanning and reading for detail)
Subsidiary aims: 
1. to improve pronunciation skills.
2. to develop listening comprehension skills.
1. to master the use of new lexical items on the topic.
Speech patterns, structures, vocabulary, text/s:
intelligence, score in IQ test, be skilled verbally, to produce intelligence, foreign
languages, comfort environment, goals, professional, critical, ability.

1)Warming-up stage
Good morning! I’m glad to see you again! Sit down please. How are you today?
Good! I’m fine, too.
So, today we are going to talk about interesting and unusual topic, but I’ll tell you
its name later. And now we are going to play an Association game. Do you
remember the rules? I tell you the first word, and you tell your association to my
word, then, next pupil will tell us his association not to my word, but to the
previous one. Is it clear?
Ok, my word is emotion. Now, P1, what’s your association of ideas to it?
Good! P2, what do you think when you hear “emotional intelligent”?
Wonderful! You’ve got very interesting and creative associations! And now back
to our topic. Today we are going to talk about “Emotional intelligent in foreign
languages”
Do you know what these words mean? Have a look at your papers. Here you can
see some key words that I wrote out from our text for you and several definitions
so match the words with the definitions.
EXERCISE №1
Match the word with the definition
1. intelligence
a) the capacity to be aware of, control, and express one's emotions, and to handle
interpersonal relationships judiciously and empathetically.
2. genius
b) somebody with very high level of abilities and skills
3. score in IQ test
с) ability to understand, gain and use knowledge
4. emotional intelligence
в) get points in special tasks that check thinking abilities
…

Are you ready? So what is emotional intelligence? P1, can you read the
explanation?
And what about IQ? P2, read the definition.

METHODOLOGICAL JUSTIFICATION
The warming-up activity helps the teacher to establish a contact with the class and
create a positive, friendly and working atmosphere. Association game motivates
students, prepares them for the lesson, helps them to revise vocabulary and
conversational formulas of expressing opinion and trains their pronunciation skills.
Introducing new words using definitions; uninterrupted semantization.

Wonderful! You’ve already noticed that the word “intelligence” sounds very
similar to Russian “” but the meaning is completely different. Don’t forget about
it!
METHODOLOGICAL JUSTIFICATION
This task develops guessing and predicting skills of students. They don’t translate
words and word-combinations, except the word “intelligence”, it needs to be
translated because it can be misunderstood. Individual regime of doing exercise
develops students’ skill of individual work.
Checking exercise orally in class develops lexical and pronunciation skills of
students.

3. Pre-reading stage and Reading stage (Guessing the content, True-False

exercise)
Ok, very good, now you know our words and we can start working with text. Can
you read the title of the text?
Right! So, look at the title and the list, what do you think is this text going to be
about?
Good, so have a look at your papers now, there is True or False exercise for you
here, write down your answers. Don’t discuss them with your partner.
EXERCISE №2
Are the statements true or false?
1. Scientist knows for sure how the brain works to produce intelligence.
2. Brains of people with emotional intelligence differ greatly from brains of
ordinary ones.
3. It is no important for the teacher to be emotional intelligent.
4. Daniel Goleman was not one of the promoters of the concept of emotional
intelligence.
…

Ready? Ok, so now, let’s have a look at our text. P2, can you start reading please?
Is everything clear with the text?
Great! Now, let’s get back to your papers, and check your guessings. P3, start
please, read the sentence and say if it’s true or false, don’t forget to correct the
false sentences.
Very good! Pay attention that the text is full of terminology. Can you find and
underline all of them?
Have a look at ex 3 in your papers. Fill in the gaps with the termynology from the
text. Is the task clear?
EXERCISE №3
Fill in the gaps with the terminology from the text.
__________ - a serious disagreement or argument, typically a protracted one.
___________ - the objective analysis and evaluation of an issue in order to form a
judgement.
…
Are you ready? Let’s check your answers. P1, will you start? Read the whole
sentence.
METHODOLOGICAL JUSTIFICATION
Finding information from the text (answers to true-false exercise, looking for
terminology) develops scanning.
Filling in the gaps exercise develops socio-linguistics
and cultural competence of students.

4. Post-Reading stage (discussion, speaking contest)

Ok, and now let’s discuss our text. To do this I’m going to divide you into 2
groups. Each group gets a set of questions for discussion, so share your ideas and
then you’ll represent your ideas in front of the class. Do you understand the task?
Use our new words and conversational phrases of expressing opinion, agreement
and disagreement.
EXERCISE №4
Discuss the questions in your groups.
1. Who studied emotional intelligence? What were the results?
3. What is IQ test? Have you ever tried to pass this test? What score did you get?
4. Is it important for the teacher to have an emotional intelligence? Why?
5. How can you develop your emotional intelligence?
…

I see you are ready. So, let’s listen to your ideas. Gr.1, who answers in your group?
Gr.2, do you agree with them?
Great! Thank you! Now, what about another question, what are your variants?
Wonderful! And now we are going to have speaking contest. In your group think
or one more question for another group and then we’ll discuss it. The group that
thinks of more interesting question and uses more key words and conversational
phrases wins. Is the task clear? So, think of a question, you have one minute only.
Ok, Are you ready? Let us start with group 1. Use as many new words as you can.
All the groups worked well.
METHODOLOGICAL JUSTIFICATION
Students discuss the questions in groups. Discussion is a communicative exercise.
This exercise also develops students’ pronunciation skills and their thinking
abilities.
Moreover, some debatable variants of activities give students additional
opportunity to express their opinion making the task meaningful for them and
making them concentrated and focused.
While the groups are discussing, teacher is walking around the room listening to
the answers.
Speaking contest makes the task
Even more personal and meaningful because students create their own questions.
Moreover they get motivated because the discussion is in the form of contest and
they can get good marks if they win.

5.Summing up
Homework stage
So, let’s sum up the results of the lesson. You
worked hard today, you were active and creative. And now it’s time for your
homework. At home you have to read our text once again and to learn our new
vocabulary. Write a short essay (about 70-100 words) on the topic “How can I
develop emotional intelligenge?” using our new words. Don’t forget to include
introduction, main part and conclusion. If you have any questions I’ll be glad to
answer them. Thank you for the lesson! Good bye!

METHODOLOGICAL JUSTIFICATION
This stage of the lesson sums up the results of student work and teacher’s praise
makes children feel satisfied and happy. Homework is important part of work for
mastering lexical and reading skills. A teacher should make sure that all students
understand the task.