Unit 3: Thought
Reading 2: Emotional intelligence
Name:……………………………………… Class:……………….. Groups:
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Peer’s full name:……………………………………. Groups:………………..
I-Before reading
1. Please read the title and fill in the table:
What I know What I want to know What I learned
(background (expect to know before (after reading)
knowledge) reading)
II-Reading
A. Emotional intelligence as a theory was first brought to public attention by
the book Emotional Intelligence, Why It Can Matter More Than IQ by Daniel
Goleman, but the theory itself is, in fact, attributed to two Americans, John D.
Mayer and Peter Salovey (6). What is emotional intelligence exactly? According
to Goleman, emotional intelligence consists of five key elements. The first is
knowing one's own emotions: being able to recognise that one is in an emotional
state and having the ability to identify which emotion is being experienced, even if
it is not a particularly comfortable feeling to admit to, e.g. jealousy or envy.
B. Emotional awareness can then lead to managing one's emotions. This involves
dealing with emotions, like jealousy, resentment, anger, etc., that one may have
difficulty accepting by, perhaps, giving oneself comfort food, or doing nice things
when one is feeling low. Many people do this instinctively by buying chocolate or
treating themselves; others are able to wrap themselves in positive thoughts or
"mother themselves". There are, of course, many people who are incapable of
doing this, and so need to be taught. The third area is self-motivation. Our emotions
can simultaneously empower and hinder us, so it is important to develop the ability
to control them. Strategies can be learnt whereby emotions are set aside to be
dealt with at a later date (7). For example, when dealing with the success or good
fortune of others, it is better not to suppress any "negative" emotion that arises. One
just has to recognise it is there. And then one just needs to be extra careful when
making decisions and not allow one's emotions to cloud the issue, by letting how
one functions with that person. The separation of logic and emotion is not easy
when dealing with people.
C. As social beings, we need to be able to deal with other people, thus bringing us
to the next item on Goleman's list, namely: recognising emotions in other people.
This means, in effect, having or developing "social radar", i.e. learning to read the
weather systems around individuals or groups of people. Obviously, leading on
from this is the ability to handle relationships. If we can recognise, understand and
then deal with other people's emotions, we can function better both socially and
professionally. Not being tangible, emotions are difficult to analyse and
quantify, compounded by the fact that each area in the list above does not
operate in isolation (8). Each of us has misread a friend's or a colleague's
behaviour to us and other people. The classic example is the shy person,
categorised by some people as arrogant and distant and by others as lively and
friendly and very personable. How can two different groups make a definitive
analysis of someone that is so strikingly contradictory? And yet this happens on a
daily basis in all our relationships — even to the point of misreading the
behaviour of those close to us (9)! In the work scenario, this can cost money. And
so it makes economic sense for business to be aware of it and develop
strategies for employing people and dealing with their employees (10).
D. All common sense you might say. Goleman himself has even suggested that
emotional intelligence is just a new way of describing competence(11): what
some people might call savoir faire or savoir vivre. Part of the problem here is that
society or some parts of society have forgotten that these skills ever existed and
have found the need to re-invent them.
E. But the emergence of emotional intelligence as a theory suggests that the
family situations and other social interactions where social skills were honed in
the past are / fast disappearing, so that people now sadly need to be re-skilled
(12).
Questions 1-5
Choose one phrase (A-I) from the list of phrases on the next page to complete each
key point below. Write the appropriate letters (A-I) beside questions 1-5. The
information in the completed sentences should be an accurate summary of the
points made by the writer.
N.B. There are more phrases than key points, so you will not need to use them all.
You may use each phrase once only.
Note down the key words for each question.
Key Points
1. Knowing one's emotions - C
2. One aspect of managing one's emotions - I
3. Self-motivation - A
4. The ability to recognise emotions in other people - H
5. Handling relationships - F
List of Phrases
A. empowers and hinders us
B. means many people eat chocolate
C. involves both recognition and identification
D. is intangible
E. is achieved by learning to control emotions
F. is the key to better social and professional functioning
G. is particularly comfortable
H. is like having social radar
I. is that some emotions are difficult to accept
Questions 6-12
Choose the appropriate letters (A-D) and write them in questions 6-12 on your
answer sheet. Find out key words that helps you find the answer
6. Emotional intelligence as a theory..................
A. is attributed to Daniel Goleman
B. was unheard of until the 1970s
C. is attributed to Mayer and Salovey
D. consists of at least five key areas
7. One way of controlling emotions is to.........................
A. hinder them
B. suppress the negative ones
C. put them to the side to deal with later
D. use both logic and emotion
8. As well as being intangible, the problem with emotions is that they.................
A. are difficult
B. are difficult to qualify
C. do not operate in isolation
D. are compounded
9. Misreading the behaviour of others.......................
A. is most common with those close to us
B. is always expensive
C. is a classic example
D. happens on a daily basis
10. Employers need to ...............
A. save money
B. know about people's emotions
C. employ and deal with employees
D. work scenario
11. Goleman links emotional intelligence to....................
A. competence
B. incompetence
C. happiness
D. common sense
12. The fact that the idea of emotional intelligence has emerged suggests that social
interactions ...............
A. happen in the family
B. need to be re-skilled
C. are becoming less frequent
D. are honed
Question 13
Does the statement below agree with the information in the reading passage?
Beside question 13, write:
YES if the statement agrees with the information in the passage;
NO if the statement contradicts the information in the passage;
NOT GIVEN if there is no information about the statement in the passage.
13. The author believes that the lack of emotional intelligence will lead to the
disintegration of the family as a social unit. NOT GIVEN
III-Post-reading:
1. Critical Thinking Questions:
1. What evidence from the passage supports the idea that emotional intelligence
involves more than just recognizing one's own emotions?
Emotional intelligence is more than just knowing your own feelings. It also means
controlling emotions, understanding others, and handling relationships well. For
example, just knowing you are angry is not enough—you need to manage it and
react wisely. It also helps you understand how others feel and communicate better.
This makes it important for friendships, work, and everyday life.
2. How does the passage challenge traditional notions of intelligence, such as IQ?
The passage challenges traditional IQ by showing that intelligence is not just
about logic and problem-solving. It argues that emotional intelligence, like
understanding and managing feelings, is just as important. Success in life often
depends on how well people handle emotions and relationships, not just their IQ
scores.
3. What are some real-life examples of situations where emotional intelligence
might be more important than IQ?
Emotional intelligence is more important than IQ in many real-life situations. For
example, a manager handling a conflict between employees needs empathy and
communication skills more than a high IQ. A teacher helping a struggling student
must understand their emotions to motivate them. In personal relationships,
recognizing and managing emotions helps resolve arguments and build strong
connections.
4. In what ways do emotions impact decision-making, both personally and
professionally, according to the passage?
Emotions impact decision-making by influencing how we react to situations.
Personally, strong emotions like anger or jealousy can cloud judgment and lead to
poor choices. Professionally, emotions can affect relationships at work, making it
important to manage them to communicate effectively and make logical decisions.
The passage highlights that emotions should be recognized but not allowed to
control actions.
2. Write down the solutions for these scenarios by answering the questions:
1. Imagine you're in a situation where you're feeling overwhelmed with anger.
Based on what you've learned about emotional intelligence, what strategies could
you use to manage your emotions effectively?
If I feel overwhelmed with anger, I can manage my emotions by taking deep
breaths, stepping away from the situation to calm down, and identifying what
caused my anger. I can also try to reframe my thoughts in a positive way, talk to
someone I trust, or engage in activities like exercise or listening to music to relax.
The key is to stay in control and not react impulsively.
2. Consider a scenario where you're working on a group project with individuals
who have different communication styles and emotional expressions. How might
your understanding of emotional intelligence help you navigate and collaborate
more effectively in this situation?
Understanding emotional intelligence can help me work better in a group by
allowing me to recognize different communication styles, stay patient, and be a
good listener. I can adjust my approach to match how others express themselves,
resolve conflicts calmly, and make sure everyone feels heard and valued. This will
create a positive team environment and improve collaboration.
3. Picture yourself in a leadership role where you need to provide constructive
feedback to a team member who is struggling with managing their emotions in the
workplace. How would you approach this conversation using principles of
emotional intelligence?
I would approach the conversation with empathy and understanding. First, I would
choose a private and comfortable setting to talk. I would listen to their concerns,
acknowledge their feelings, and offer support. Then, I would give clear and
respectful feedback, focusing on solutions rather than criticism. I would also
suggest ways to manage emotions at work, like taking short breaks or practicing
self-awareness. My goal would be to help them improve while making them feel
valued and supported.
4. Think about a time when you misinterpreted someone else's emotions or
behaviors. How could an understanding of emotional intelligence have helped you
better understand the situation?
There was a time when I thought a friend was angry with me because they were
being quiet and distant. Later, I found out they were just stressed about personal
issues. If I had used emotional intelligence, I would have recognized that their
behavior might not be about me. Instead of assuming, I could have asked how they
were feeling and shown support, which would have helped avoid
misunderstanding.
5. Suppose you're tasked with creating a workshop on emotional intelligence for a
group of high school students. What activities or discussions would you include to
help them understand the importance of emotional intelligence in their personal and
academic lives?
A workshop on emotional intelligence for high school students should include
simple and practical activities. First, they can reflect on their emotions and what
triggers them. Then, they can learn ways to manage emotions, like deep breathing
or writing down their feelings. Role-playing can help them practice handling
conflicts with friends or teachers. Activities like active listening can teach them to
understand others' emotions better. Lastly, a discussion on how emotions affect
decisions can help them make better choices in school and life. These activities will
help students improve their relationships and personal growth.
