Lesson Type: Reading Level of Class Number Length of Materials

of
Lesson Aims: Upper-intermediate (B2) lesson
students
1 Can student listen and read for
- Handouts for homework
gist?
- PDF/DOC presentation for the stages of the lesson
60 mins - Audio-podcast
2 Can student speak on a topic of 1
the lesson without prior
preparation?

Lesson Objectives: Anticipated difficulties:

Student will answer questions It will be rather difficult for a student to read the text fast enough in order to
that require listening and reading grasp the gist. She will possible try to read very attentively and slowly as if she had
for gist to understand all the details.

Student will practise unprepared Solution: I will set the time limit and stress that she has to read fast enough just to
speaking in final stage. get the gist of the text and answer the suggested questions.

Stage Aim Timing Teacher activity Student activity

1. Warm- Warm the student up, help 1 Greet the student. Ask her how is she feeling today. Ask about Student greets a teacher answer the
up to plunge into the foreign the result of her entrance exam. Congratulate if she`s entered the questions.
language atmosphere. University.
Develop friendship with the
 student.
2.Lead-in Introduce the topic, check
the actual level of
awareness on the topic of
the lesson.
3. Vocabulary
pre-teaching (for To familiarize the student
listening task) with vocabulary she will
meet in the listening task.
To practice and consolidate
new vocabulary items.
Student speculates on the tasks and the
3 Tell the student that today you`ll have an unusual lesson. Draw topic of the lesson, speculates
attention to the picture and ask if she understands her task for the
lesson today.
Ask: Student answers the questions.
1. What is “TED”?
2. Which ideas do you consider worth spreading?
3. Would do you like to give a speech their (at least once in
your life)?
4. What do you need to make a worthy speech?
3
Ask the student to share her ideas with you:
1. What difficulties do you suppose you will face after Student starts brainstorming possible
entering the University? answers.
2. What can help you to deal with them easily?
3. Are you in agreement with the statement that
emotional intelligence (EQ) is more important than
IQ? Why?
4. What does the term “EQ” mean for you? Compare
your ideas with the definition given be Cambridge
Dictionary? Are they alike?
“Emotional intelligence – is the ability to understand the
way people feel and react and to use this skill to make
good judgments and to avoid or solve problems”
Tell the student she is going to give a speech on the topic
“Emotional intelligence” at Ted-talks platform at the end of this
lesson.
4 Student makes up collocations/ Answers
Ask: what does a person need to prepare a worthy speech? the questions on concept check, makes
Suggest accumulating information from the reputable sources some examples.
such as British Council podcasts. Before listening ask to match
the words to form collocations. Ask to make up some examples
of the sentences with the given collocations. Concept check. Give
feedback.
4. 1st Listening To listen to get a general
understanding of the text.
5. 2nd Listening To listen attentively to get a 5
more detailed understanding
of the whole text.
6. Follow-up To consolidate
speaking activity understanding of ideas in
the text.
Practice speaking.
7.Vocabulary To introduce the vocabulary 3
pre-teaching (for she will meet in the reading
reading task) task.
To practice and consolidate
new vocabulary items
To read for the first time to
8. 1st Reading get a general understanding
of the text.
4 Say: before becoming a highly skilled speaker listen to another Students listens to instructions, podcast
professional! and gives examples of the advice she
Ask to listen to an extract from a lecture on emotional remember from the audio.
intelligence given by a professor at a business school and say
what pieces of advice does the professor give?
Ask to listen to the text again and decide whether these Student listens to instructions, asks the
statements are true or false. questions if there are any. Decides
Give feedback on their mistakes if needed. whether the statements are true or false.
3 Say: Let`s sum up the ideas you`ve received from this podcast Student shares his ideas, covers the
before getting to another task. Ask: suggested questions.
1) What pieces of advice do you consider the most
valuable? Why?
2) Which of them would you use in your speech at TED?
Praise for the task completion.
Ask: What level of vocabulary should a good speaker use while Student matches the advanced phrases
giving his speech at TED-talks? with their simple equivalents, makes up
Say: Let`s become an advanced English speaker! Match the some examples.
phrases of advanced students with the average student`s
equivalents. Prove that you are an advanced one: give your
examples of their usage!
3 Say: Need more information to perform with flying colours? Student gives her answers, reads the task
Here you are. Ask: fast, dwell on her choice of headings.
1) Is the level of EQ anyhow related to the person`s career?
2 How? Let`s read the article and check your ideas!
2) Put the proper skills in the missing gaps of each paragraph!
(each skill is repeated only in its paragraph):
a) Social skill
b) Self-awareness
c) Self-regulation
d) Motivation
e) Empathy
Set the time limit of 3 min.
Give feedback on the headings choosing.
9. 2nd Reading To listen instensively to get 5 Say: Read the text again and answer the questions bellow! Student reads again in order to find and
a more detailed 1. What do the vast majority of leaders have in common? formulate the answers.
understanding of the whole What skills do they possess?
text. 2. What would a highly self-aware person do if he
understands that some particular situation will irritate him and
provoke negative emotions?
3. How can a person with a high level of self-regulation
deal with the negative impulses?
4. What is the best source of motivation for a good leader?
5. How can you identify people with the proper kind of
motivation?
6. What does a senseless boss lack?
7. In which way can social skill be used in terms of
leadership?
8. Which skills do you feel are highly developed in your
personality? Which knacks would you like to improve?

10. Follow-up To consolidate
speaking understanding of ideas in
activity the text.
To develop unprepared
speaking skills.
11. Cool-down. To get feedback on the
lesson, consolidate what
you`ve learned at the lesson.
To give homework.
Ask just some of the questions if it`s obvious that the text is
understood properly for the next task.
Provide the student with feedback. Praise.
1 Say: Aleksandra, THE FLOOR IS YOURS! Student listens to the instructions, covers
Your audience is hungry for the information which is able to the suggested points using the active
change their lives! vocabulary items and the ideas she`s
Give a sparkling speech on “The power of emotional intelligence grasped from the listening and reading
or how to boost the quality of your live!” task.
Cover the points:
a) The notion of EQ
b) It`s importance in our life
c) What skills is it comprised of?
d) Characteristics of each skill.
Use the vocabulary you`ve recently learned as much as possible
Note down only gross mistakes though do not interrupt student`s
speech. Provide the student with a feedback. Praise for
momentous speech!
8 Do the error correction of the most common mistakes. Praise the Students discuss the suggested points and
learner for her diligent work. Ask: make some predictions on the Inuit
• What have we learned today? possible future lifestyle changings.
• What can you do now? Comment on each other`s answers.
 • What was the most interesting to know?
Give homework:
1) learn the idioms which will help you to express you emotions.
Divide them into the following columns: happy, sad, angry,
desperate.
Idioms: 1. down in the dumps 2. beside yourself 3. to rub
someone up the wrong way 4. over the moon 5. on cloud nine 6.
thrilled to bits 7. to do one’s nut 8. at your wits end 9. at the end
of your tether 10. to be a bit hot under the collar
2) Do the exercise
IDIOMS Match the missing word with the appropriate idiom:
tether rub wits thrilled collar moon dumps beside nine nut
1. down in the ___________
2. ____________yourself
3. to __________ someone up the wrong way
4. over the ___________
5. on cloud __________
6. ___________ to bits
7. to do one’s _____________
8. at your __________end
9. at the end of your ___________
10. to be a bit hot under the _____________
3) Use the new vocabulary from the lesson and write
down the essay on “Why is EQ a vital element of any
professional and how I can develop it”.

Reference:
1. https://learnenglish.britishcouncil.org/podcasts-professionals/emotional-intelligence
2. https://dictionary.cambridge.org/ru/%D1%81%D0%BB%D0%BE%D0%B2%D0%B0%D1%80%D1%8C/%D0%B0%D0%BD%D0%B3%D0%BB
%D0%B8%D0%B9%D1%81%D0%BA%D0%B8%D0%B9/emotional-intelligence
3. http://www.englishisapieceofcake.com/support-files/emotional-intelligence.pdf
4. WHAT MAKES A LEADER? by Daniel Goleman http://hbr.org/2004/01/what-makes-a-leader/ar/1
5. https://www.google.com/search?q=ted+talks&rlz=1C1CHZL_ruUA768UA769&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjr983-
4LniAhW3AhAIHdOLAowQ_AUIDygC#imgrc=lbTrWN0riJ8qWM:
 SPECIAL GUEST:
6. https://www.google.com/search?q=ted+talks&rlz=1C1CHZL_ruUA768UA769&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjr983-
4LniAhW3AhAIHdOLAowQ_AUIDygC#imgrc=TyUHHCgEYckA9M:
7. Audio file: https://drive.google.com/open?id=1kxCGNOqTCov7aGrhYvFMRs_nObbFlV5r GORYAINOVA
ALEKSANDRA

1. What is “TED”?
2. Which ideas do you consider worth spreading?
3. Would do you like to give a speech their (at least once in your life)?
4. What do you need to make a worthy speech?

Share your ideas with me:

1. What difficulties do you suppose you will face after entering the University?
2. What can help you to deal with them easily?
3. Are you in agreement with the statement that emotional intelligence (EQ) is more important than
IQ? Why?
4. What does the term “EQ” mean for you? Compare your ideas with the definition given be
Cambridge Dictionary? Are they alike?

“Emotional intelligence – is the ability to understand the way people feel and react and to use

this skill to make good judgments and to avoid or solve problems”
1B Before becoming a highly skilled speaker listen to another professional!

1. Listen to an extract from a lecture on emotional intelligence given by a professor at a business school
and say what pieces of advice does the professor give?

2. Listen to the text again and decide whether these statements are true or false.
1C Let`s speak a bit.
1) What pieces of advice do you consider the most valuable?
2) Which of them would you use in your speech at TED?

2A Let`s become an advanced English speaker!

Match the phrases of advanced students with the average student`s equivalents. Prove that you are an advanced one: give
your examples of their usage!
2B Need more information to perform with flying colours? Here you are.

1) Is the level of EQ anyhow related to the person`s career? How? Let`s read the article and check your ideas!
2) Put the proper skills in the missing gaps of each paragraph! (each skill is repeated only in its paragraph):
a) Social skill
b) Self-awareness
c) Self-regulation
d) Motivation
e) Empathy

WHAT MAKES A LEADER?

I have found, however, that the most effective leaders are alike in one crucial way: They all have a high degree of what has come to be known
as emotional intelligence
How can you tell if someone has high emotional intelligence, for example, and how can you recognize it in yourself? In the following article, we’ll
explore these questions, taking each of the components of emotional intelligence—self-awareness, self-regulation, motivation, empathy, and social
skill—in turn.
_______________
____________ is the first component of emotional intelligence. ___________ means having a deep understanding of one’s emotions, strengths,
weaknesses, needs, and drives. People who have a high degree of _________ recognize how their feelings affect them, other people, and their job
performance. Thus, a _______ person who knows that tight deadlines bring out the worst in him plans his time carefully and gets his work done well in
advance. She will understand the client’s impact on her moods and the deeper reasons for her frustration.
__________ people know—and are comfortable talking about—their limitations and strengths, and they often demonstrate a thirst for constructive
criticism.
_______________
Biological impulses drive our emotions. We cannot do away with them—but we can do much to manage them. ___________, which is like an ongoing
inner conversation, is the component of emotional intelligence that frees us from being prisoners of our feelings. People engaged in such a conversation
feel bad moods and emotional impulses just as everyone else does, but they find ways to control them and even to channel them in useful ways.
Why does ________ matter so much for leaders? First of all, people who are in control of their feelings and impulses—that is, people who are
reasonable—are able to create an environment of trust and fairness
__________
If there is one trait that virtually all effective leaders have, it is ________. They are driven to achieve beyond expectations—their own and everyone
else’s. The key word here is achieve. Plenty of people are __________ by external factors, such as a big salary or the status that comes from having an
impressive title or being part of a prestigious company. By contrast, those with leadership potential are ________ by a deeply embedded desire to
achieve for the sake of achievement.
If you are looking for leaders, how can you identify people who are _________ by the drive to achieve rather than by external rewards? The first sign
is a passion for the work itself—such people seek out creative challenges, love to learn, and take great pride in a job well done.
__________
Of all the dimensions of emotional intelligence, ________ is the most easily recognized. We have all felt the ________ of a sensitive teacher or friend;
we have all been struck by the absence of empathy in an unfeeling coach or boss.
_____________
Empathy and _________ concern a person’s ability to manage relationships with others. _________, rather, is friendliness with a purpose: moving
people in the direction you desire, whether that’s agreement on a new marketing strategy or enthusiasm about a new product.
__________ people tend to have a wide circle of acquaintances, and they have a knack for finding common ground with people of all kinds—a knack
for building rapport.

2C Read the text again and answer the questions bellow!

WHAT MAKES A LEADER?

I have found, however, that the most effective leaders are alike in one crucial way: They all have a high degree of what has come to be known
as emotional intelligence
How can you tell if someone has high emotional intelligence, for example, and how can you recognize it in yourself? In the following article, we’ll
explore these questions, taking each of the components of emotional intelligence—self-awareness, self-regulation, motivation, empathy, and social
skill—in turn.
SELF-AWARENESS
Self-awareness is the first component of emotional intelligence. Self-awareness means having a deep understanding of one’s emotions, strengths,
weaknesses, needs, and drives. People who have a high degree of self-awareness recognize how their feelings affect them, other people, and their job
performance. Thus, a self-aware person who knows that tight deadlines bring out the worst in him plans his time carefully and gets his work done well
in advance. She will understand the client’s impact on her moods and the deeper reasons for her frustration.
Self-aware people know—and are comfortable talking about—their limitations and strengths, and they often demonstrate a thirst for constructive
criticism.
SELF-REGULATION
Biological impulses drive our emotions. We cannot do away with them—but we can do much to manage them. Self-regulation which is like an
ongoing inner conversation, is the component of emotional intelligence that frees us from being prisoners of our feelings. People engaged in such a
conversation feel bad moods and emotional impulses just as everyone else does, but they find ways to control them and even to channel them in useful
ways.
Why does self-regulation matter so much for leaders? First of all, people who are in control of their feelings and impulses—that is, people who are
reasonable—are able to create an environment of trust and fairness
MOTIVATION
If there is one trait that virtually all effective leaders have, it is motivation. They are driven to achieve beyond expectations—their own and everyone
else’s. The key word here is achieve. Plenty of people are motivated by external factors, such as a big salary or the status that comes from having an
impressive title or being part of a prestigious company. By contrast, those with leadership potential are motivated by a deeply embedded desire to
achieve for the sake of achievement.
If you are looking for leaders, how can you identify people who are motivated by the drive to achieve rather than by external rewards? The first sign is
a passion for the work itself—such people seek out creative challenges, love to learn, and take great pride in a job well done.
EMPATHY
Of all the dimensions of emotional intelligence, empathy is the most easily recognized. We have all felt the empathy of a sensitive teacher or friend; we
have all been struck by the absence of empathy in an unfeeling coach or boss.
SOCIAL-SKILL
Empathy and social skill concern a person’s ability to manage relationships with others. Social skill rather, is friendliness with a purpose: moving
people in the direction you desire, whether that’s agreement on a new marketing strategy or enthusiasm about a new product.
Social-skilled people tend to have a wide circle of acquaintances, and they have a knack for finding common ground with people of all kinds—a knack
for building rapport.
Question time!

1. What do the vast majority of leaders have in common? What skills do they possess?
2. What would a highly self-aware person do if he understands that some particular situation will irritate him and provoke
negative emotions?
3. How can a person with a high level of self-regulation deal with the negative impulses?
4. What is the best source of motivation for a good leader?
5. How can you identify people with the proper kind of motivation?
 6. What does a senseless boss lack?
7. In which way can social skill be used in terms of leadership?
8. Which skills do you feel are highly developed in your personality? Which knacks would you like to improve?

Aleksandra, THE FLOOR IS YOURS!

Your audience is hungry for the information which is able to change their lives!
Give a sparkling speech on “The power of emotional intelligence or how to boost the quality of your live!”
Recommended points to cover:
a) The notion of EQ
b) It`s importance in our life
c) What skills is it comprised of?
d) Characteristics of each skill.

 label our own feelings (rather than labelling situations or other people).
 take more responsibility for (our feelings)
 to respect the feelings of others
 listen with empathy and in a non-judgemental way.
 lecture others
 To do smth for the sake of (achievement)
 seek out (creative challenges)
 to be struck by (the absence of empathy)
 have a knack for (finding common ground with people
of all kind)
 (a knack for) building rapport
Congratulations! It was success!

Feedback:
 What have we learned today?
 What can you do now?
 What was the most interesting to know?

Homework
1) learn the idioms which will help you to express you emotions. Divide them into the following columns: happy, sad,
angry, desperate.
Idioms: 1. down in the dumps 2. beside yourself 3. to rub someone up the wrong way 4. over the moon 5. on cloud nine 6. thrilled to bits 7. to do one’s
nut 8. at your wits end 9. at the end of your tether 10. to be a bit hot under the collar
 2) Do the exercise
IDIOMS Match the missing word with the appropriate idiom: tether rub wits thrilled collar moon dumps beside nine nut
1. down in the ___________
2. ____________yourself
3. to __________ someone up the wrong way
4. over the ___________
5. on cloud __________
6. ___________ to bits
7. to do one’s _____________
8. at your __________end
9. at the end of your ___________
10. to be a bit hot under the _____________

3) Use the new vocabulary from the lesson and write down the essay on “Why is EQ a vital element of any professional and how I can develop it”.