1 . As the concept of emotional intelligence (EI) has gone global, we’ve watched professionals fail as they try to improve their emotional intelligence because they either don’t know where to focus their efforts or they haven’t understood how to improve these skills on a practical level. In our work consulting with companies and coaching leaders, we have found that if you’re looking to develop particular EI strengths, it helps to consider areas for improvement others have identified along with the goals you want to achieve and then to actively build habits in those areas rather than simply relying on understanding them conceptually.
The first step is to get a sense of how your self-perception (how you see yourself) differs from your reputation (how others see you). This is especially true for the development of EI because we can be blind to how we express and read the emotional components of our interactions. For example, most of us think that we’re good listeners, but very often that’s really not the case. Without this external reality check, it will be difficult for you to identify the ways that your actions affect your performance. Getting teed back from others can also provide proof of the necessity of shifting our behavior and motivation to do so.
To give you the best sense of where the differences lie between your self-perception and reputation, you should use a 360-degree feedback assessment that takes into account the multiple aspects of EI. The key is to find one to give you feedback, which is focused on development and not on performance assessment. And that can give you a detailed understanding of how other people’s assessments of you differ from your own assessments.
Secondly, when you get your feedback from an assessment, let that inform what you want to improve. But also consider what your goals are. When it comes to cultivating strengths in emotional intelligence, you’re at a huge disadvantage if you’re only interested because others say you should be. Your emotional intelligence is so tied up in your sense of self that being intrinsically (内在的) motivated to make the effort matters more when changing longstanding habits than it does when simply learning a skill.
That means the areas that you choose to actively work on should lie at the intersection of the feedback you’ve gotten and the areas that are most important to your own aspirations (抱负). Understanding the influences of your current EI habits relative to your goals will keep you going over a long period at time as you do the work or strengthening your emotional intelligence.
1. What do we know from the first paragraph?| A．EI can be better improved with others’ help. |
| B．Leaders are badly in need of improving their EI. |
| C．EI plays a key role in professional development. |
| D．Professionals fail to understand the concepts of EI. |
| A．You help your siblings make a key decision. |
| B．Your career development speeds up with others’ help. |
| C．You reflected yourself and made a New Year resolution. |
| D．Your teacher directed you towards a better attitude in study. |
| A．To improve your EI, following your inner call is the most reliable. |
| B．It’s bard for others to know your EI because it hides deep inside. |
| C．To improve your EI, you should take your goals into consideration. |
| D．Acquiring a new skill is more significant than improving your EI. |
| A．Your inner self discourages you from improving your EI. |
| B．Effective EI development is determined by different factors. |
| C．The importance of performance assessment is underestimated. |
| D．EI development is unlikely to happen unless you know what EI is. |
Not setting homework can be impossible in certain situations. There are many arguments for homework, and most teachers would agree with many of the following: homework is a perfect opportunity to review what was done with the teacher, and rethink and develop that initial input; homework offers a moment for students to work as individuals and develop self-governance outside the classroom; students and parents expect homework to be set and graded. Nevertheless, the drawbacks homework may have are often overlooked.
There are two key issues which need to be raised when dealing with the concept of homework. Firstly, there is the question of home. Often homework is not done at home at all, but at a friend’s house, on the way back home or to class. Additionally, for it to be done effectively at home, homework often requires adults’ involvement. Parents aren’t always available, for some very valid reasons, and a tutor’s ability to aid and guide may be limited in many ways. The implications are unsettling: if homework is crucial to success in class, some children have an automatic disability.
If the idea of “home” can be problematic, so can the concept of “work”. Very often there is so much to do. Demand on their time means homework is usually something to get out of the way as fast as possible. It is not always seen as useful time spent strengthening what is done in class but, rather, as something quickly finished. It might be correct or not, copied from a friend or cut and pasted from the Internet, but the important thing is that a teacher sees the exercise completed and, as a result, the task achieved: how much effort went into that result is not always appreciated or easy to evaluate and, even when work clearly falls below standard, and the mere fact of its having been done is often good enough. Teacher and students are happy because everyone has officially fulfilled their commitment.
The ideal that students go home, review what they did with their teacher, use the great resources to put everything they have learnt in class into practice, doesn’t often happen with some students.
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5 . Are things not working out in your life, despite your doing all the “right” things? Is it possible that you are holding “unforgiveness” in your heart? It is worth thinking about. What do you do when somebody hurts you? Do you want to hurt that person back, or do you hold it against them for the rest of your life? If you answered “yes” to these questions, you are like most people.
People don’t forgive readily, because it is easier to hate than to forgive. Some people think to forgive is a sign of weakness, but actually to forgive takes courage and effort.
Forgiveness is a gift from a generous heart. It is not a reward for good behavior. It is not based on whether the person deserves it or whether the person has asked for it. Besides, forgiveness is an act and a long-term process.
| A．Those who learn to forgive deserve respect from others. |
| B．To forgive is something that most people have difficulty with. |
| C．The deeper your pain, the longer it usually takes to completely forgive. |
| D．Forgiveness brings freedom, whereas hate is neither sweet nor satisfying. |
| E．Forgiveness is necessary because it releases you from the burden of bitterness and hate. |
| F．Psychologically forgiveness is defined as a deliberate decision to release feelings of hate toward a person who has harmed you. |
6 . Trying to make a big decision while you’re also preparing for a scary presentation? You might want to
It’s a bit
The increased focus on the positive also helps explain why stress plays a role in
Stress also
| A．try | B．delay | C．deny | D．forbid |
| A．requirements | B．reasons | C．chances | D．alternatives |
| A．weigh | B．overlook | C．confuse | D．classify |
| A．imperfection | B．risk | C．advantage | D．uncertainty |
| A．conflicted | B．focused | C．unexpected | D．separated |
| A．break off | B．hold up | C．account for | D．bring out |
| A．surprising | B．fortunate | C．reasonable | D．pleasant |
| A．conscious | B．immediate | C．negative | D．favorable |
| A．neglecting | B．enhancing | C．analyzing | D．evaluating |
| A．position | B．decision | C．qualification | D．schedule |
| A．judgement | B．progress | C．relationship | D．addiction |
| A．value | B．adopt | C．resist | D．maintain |
| A．downsides | B．desires | C．defeats | D．benefits |
| A．declines | B．increases | C．eliminates | D．worsens |
| A．reliable | B．reluctant | C．qualified | D．willing |
1.
| A．He found the best budget hotel ever. | B．He ended up at an unexpected destination. |
| C．He lost his way to the booked hotel. | D．It took him long to find the booked hotel. |
| A．Background information isn’t necessary. |
| B．Information should be more vividly written. |
| C．Travelers don’t read the information carefully. |
| D．Information should be revised more often. |
| A．Because it allows him to save time and expense. |
| B．Because he can get free advice from the local people. |
| C．Because it helps him discover some unusual things to do. |
| D．Because he can meet more travelers and share experiences. |
| A．The limitation of guidebooks. | B．The importance of guidebook usage. |
| C．How to choose a right guidebook. | D．The real value of traveling. |
The UK government recently has made a plan to reduce waste that shifts the responsibility for disposal (处置) from the state to the companies that make it.
The legislation (法律条文) requires waste producers to pay into the system
The demand for legislation like the tough attitude the UK
What is absolutely certain is that local governments will save a lot of money as the responsibility shifts to the polluters. That could be
In many countries, kitchen and gardening waste makes up of the biggest part of waste. This type of waste,
1.
| A．Peter Evans. | B．Jim Carson. | C．Gio Santos. | D．Kiren Nadar. |
| A．Frightened. | B．Excited. | C．Desperate. | D．Quiet. |
| A．He won the grand prize of the year. | B．He takes pictures of endangered animals. |
| C．He shots images of common creatures. | D．He loves to observe animal behaviors. |
