Lesson 1 EQ：IQ优秀教学实录

A Teaching Plan for

L1 Success comes with a high EQ Unit 13 People, Module 5 (高中新课标北师版必修模块5)

Teaching subject: Teaching objects: Teaching time: Teacher:

Success comes with a high EQ

Students from Senior I, Xiamen Foreign Language School 40 minutes

Chen Ying

June 15, 2018 from Xiamen Foreign Language School Teaching aims of the lesson: Aims of skill focus: 

Students are to figure out the structure and understand the content of the article with the aid of Mind Mapping method. 

Students are to get familiar with the reasoning process of the article. 

Students are to reproduce the article by means of Mind Mapping method. 

Students are to expand their thoughts by means of Mind Mapping method.

Aims of knowledge focus: Language difficulties are as follows: 

Success is not simply the result of high IQ. 

invent the term 

get you hired / get you promoted 

academic research 

matter more than 

deserve good grades 

end up failing exams 

People are often mistaken in thinking that …. 

This association can exist, but it is just as possible for…to…. 

It is generally believed that…. 

be open to new ideas 

have positive attitudes towards life 

deal with difficult situation 

have a harder time surviving in life 

be determined by birth 

EQ has a lot to do with education. 

receive the education 

Their futures are not entirely determined by their IQs.

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The Mind-mapping method: Mind-mapping method is an effective way to use radiant thinking to maximize people’s brain’s untapped potential. As Tony Buzan and Barry Buzan (1993) shows in “The Mind Map Book”, with the aid of vivid diagrams and exciting, easy-to-follow exercise, you can mirror and magnify your brain’s pattern of perception and association in the way you learn, think, and create … and have it serve as the tool you need to succeed in business as well as in school, in the studio, in sports, in your love life and other relationships, quickly master the right way to take notes, organize a speech, a writing assignment, a report, and join with others to pool thinking productively, memorize a mammoth amount of data, free your ideas to grow and expand constantly in depth and dimension. We believe that the employment of mind-mapping method in the teaching process will help with students’ cognitive elaboration. Different from the traditional modularized skimming-scanning pattern, the further elaboration of the reading material is to magnify students’ brains’ pattern of perception and have more association in the way they learn, think, and create. Rather than stop at the apperceived input stage, the mind-mapping method enable the students to go deeper into comprehended input and intake stages of the learning target, which leads to better integration and output of the learning process.

In this period, mind-mapping method is a relatively new teaching approach, which was introduced to the students in this semester. In spite of that, we think it valuable to have a try in encouraging them to explore the power of mind map and see where it will get us. Of course, Rome is not built in a day. Therefore, more regular training is required in future teaching to achieve the aim of maximizing students’ potential.

Teaching & learning approach:

The Mind-mapping method

Teaching procedures: I. Activating Input 1. A video clip is shown to the students to have a general understanding of what EI means. 5 components of emotional intelligence (EI) 

Self-awareness 

Emotion management 

Motivation 

Empathy 

Social skills

2. Reviewing the structure of the text: Why does EQ matter? Based on the previous general reading, students are to review the structure of the text.

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Part I (Para. 1):

Introduction: Success is not simply the result of a high IQ. Presentation of supporting details: Studies by Prof. Salovey (Para. 2) Examples (Para. 3) Some qualities of people with high EQ/EI (Para. 4-5) Studies by Prof. Mayer (Para.6) Conclusion: To get ahead in the world, students are to improve their EQ/EI by Part II (Para. 2-6): Part III (Para.7):

receiving appropriate education. In this procedure, the previous comprehensive input of the text is to be activated under the guide of the teacher by reminding students of the layout and key points in the text. 3. Utilizing the mind-mapping method.

Students have been told to draw their own mind map based on their understanding of the text. Instead of dividing the text into small parts and explaining paragraph by paragraph, they are told to have a whole view of the text and create their own stream of thoughts while drawing the mind map. Therefore, the visualized contents are presented respectively with their own style of thinking and signing. This is an individualized process which involves personal cognitive elaboration of the new material.

II. Comprehensive Re-construction 1. Re-constructing in pair work Students are to do oral reproduction of the text and practice in pairs. Since whole class response does not ensure full participation of thinking, more time is to be given for students to comprehend and intake what we’ve just gone through. Therefore, at this point, students are to reproduce the text with the aid of mind maps they’ve drawn respectively and review what is in the text through pair work.

This process involves comprehensive input and intake of knowledge, during which the skill focus is getting prepared to shift from receptive skill to productive skill. However, it is worth mentioning that in this procedure, students will naturally focus more on the ideas rather than the accuracy of language forms, as Gass and Selinker point out that learners process input for meaning before form. Despite of that, key sentence patterns from the text will still be provided as the language support for the self-constructing process. Hopefully, students will gradually be aware of the inaccuracy of their language output and improve it bit by bit.

2. Presentation of reproduction

Students are to retell the passage by referring to their own mind map. In this procedure, students are to share their thinking pattern and learn from each other with the aid of the visualized mind map. In the meantime, the knowledge intake goes to integration stage. However, all the above procedures are mainly about following the train of thought in the passage with barely any new ideas coming along. Still, teacher’s comments and recognition are needed for their language fluency and creative styles of

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mind-map presentation. III. Expanding Output

1. Pushing forward Since the article was written at least 10 years ago, there must be some further development in the last decade. So students were given extra materials concerning the qualities of people with high EI. We’ve learnt the good news that anyone can learn to improve their EI at any point in life. So how exactly can we do it to better our real life skills? A video clip is shown to activate thoughts. 2. Expanding further:

Thought-provoking activities -- relating to real life skills

Students are to expand the thoughts based on the first draft of mind map and continue to write a paragraph as a follow-up part of the passage. Some questions are given to help students reflect on their own behavior and try to come up with possible plans for self-improvement. Get ahead with your high EI How to improve your EI?

Here are some questions to help you give it some thoughts about your EI. 

Are you afraid of changes? 

Do you embrace changes happily and are confident that you are able to adapt to new environment? 

Do you know your strengths and weaknesses and know how to utilize what you’re good at? 

Are you able to relate to people?



Do you find it hard to understand people around? 

Are you willing to help others? 

Do you learn from your mistakes and let go instead of keeping frustrated at failure and blaming yourself for a long time? 

Do you maintain a balanced life, eating well, getting enough sleep and have interests outside work? 

Are you curious and ready to explore the possibilities and open to new solutions? 

Do you appreciate what you’ve got and don’t let toxic people affect your daily life? Guided productive oral / writing assignment Part 1: Indentifying your own problems / Describing a phenomenon

In reflection, I notice that…

/

Speaking of…, I find….

/ Looking back, I find…. Part 2: Analyzing the problem / Comparing your behavior with that of those with high EI

I’ve learnt that people with high EI tend to…. In comparison, I ….

Part 3: Providing possible solutions / plans for self-improvement

In order to achieve … and make a better me, I determined to …. / I thought it won't be too hard for me to ….

3. Sharing Students share their work in class by referring to the related extended mind map. 4. Recognition Students’ works are to be presented in class if time permits, followed by teacher’s recognition. They are to be given encouragement for their self-reflection and given best wishes for their future success. IV. Concluding Assignment To ensure the most effective language learning, homework assignment is necessary. Students are to polish their writing work and the mind map to turn the comprehensive input into comprehensive output while in the meantime lateral thinking and radiant thinking skills are improved.

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