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B.Put a suitable word from the box above into each gap.

1.I feel nothing but ___ for his dishonest behavior towards me. 2. Let’s ___ Carroll Izard’s theory as re gards his classification scheme of primary emotions.

3.Constant worries and trouble have done much ___ to his health and well being. 4. He has the ___ of a first class education to make a successful career. 5. I had no thing to do but to ___ to pressure on his part and obey him. 6. At the meeting the Dean expressed his ___ to students for their active participation in the experi ment. 7. Any experimental research must have an ___

theoretical basis.

Exercise 5. Arrange the following words into pairs of

Exercise 3.

In his book “Emotional Intelligence” (N.Y., 1995, p. 289) D.Goleman gives the following list of 8 core emo tions:

angersadnessfearenjoymentlovesurprisedistasteshame

According to D.Goleman, each of them comprises a lot of variations and nuances. Here is a list of them:

anxiety, annoyance, apprehension, amusement, ac ceptance, astonishment, amazement, aversion, cheerless ness, contempt, despair, delight, devotion, euphoria, ecstasy, embarrassment, fury, fright, friendliness, grief, gloom, guilt, hatred, hostility, happiness, irrita bility, joy, kindness, loneliness, melancholy, nervous ness, phobia, panic, pride, sensual pleasure, regret, sor row, self pity, satisfaction, shock, scorn, trust, wonder

A.Match each emotion with one of the 8 core emotions given above.

B.Express your opinion about the 8 core emo tions singled out by D.Goleman.

(Mind that his classification is not univer sally accepted)

Exercise 4. Read the quotation from D.Goleman’s book “Emotional Intelligence” (N.Y., 1995, Ch.12) on the role of family life for our emotional development and be ready to say whether you agree or disagree with

the author. Try to prove your viewpoint by giving examples from your personal experience or literature.

“Family life is our first school for emotional learn ing; here we learn how to feel about ourselves and how others will react to our feelings; how to think about these feelings and what choices we have in reacting; how to read and express hopes and fears.

This emotional schooling operates not just through the things that parents say or do directly to their chil dren, but also in the models they offer for handling their own feelings and those that pass between husband and wife. Some parents are gifted emotional teachers, others are awful.

How parents treat their children has deep and last ing consequences for the child’s emotional life.”

Exercise 5.

Task 1. Scan the text below to find

–who offered the best assessment of the emotional mind;

–the main difference between the emotional mind and the rational mind;

–the relationship between emotional response and con scious awareness;

–disadvantages of the emotional mind;

–advantages of the emotional mind;

–overt and covert manifestations of emotional reac tions;

–a peculiarity of triggering emotions in the rational mind.

HALLMARKS OF THE EMOTIONAL MIND

Only in recent years has there emerged a scientific model of the emotional mind that explains how so much

of what we do can be emotionally driven – how we can be so reasonable at one moment and so irrational the next – and the sense in which emotions have their reasons and their own logic. Perhaps the best two assessments of the emotional mind are offered independently by Paul Ek man, Head of Human Interaction Laboratory at the Uni versity of California, San Francisco, and by Seymour Epstein, a clinical psychologist at the University of Mas sachusetts.

A Quick but Sloppy Response

The emotional mind is far quicker than the rational mind, springing into action without pausing even a mo ment to consider what it is doing. Its quickness precludes the deliberate, analytic reflection that is the hallmark of the thinking mind.

The rapid mode of perception of the emotional mind sacrifices accuracy for speed, relying on first impres sions, reacting to the overall picture or the most strik ing aspects. It takes things in at once, as a whole, react ing without taking the time for thoughtful analysis.Vivid elements can determine that impression, outweighing a careful evaluation of the details. The great advantage is that the emotional mind can read an emo tional reality in an instant, making the intuitive snap judgements. The emotional mind is our radar for dan ger. If we waited for the rational mind to make some of these judgements, we might not only be wrong – we might be dead. The drawback is that these impressions and in tuitive judgements may be mistaken and misguided.

Paul Ekman proposes that this quickness, in which emotions can overtake us before we are quite aware they have started, is essential to their being so highly adap tive: they mobilize us to respond to urgent events with out wasting time pondering whether to react or how to respond. Using the system he developed for detecting emotions from subtle changes in facial expression, Ek

Notes

* shunting blood flow изменение кровотока

**to simmer and brew зд. созревать, формироваться

***fait accompli фр. свершившийся факт

Task 2. Read the text again and be ready to speak about the rational mind and the emotional mind.

Task 3. Say whether you belong to the group with the rational mind or the emotional mind and try to prove it.

Exercise 6.

Emotions are often easily recognized because differ ent emotions are characterized by their own specific changes in overt behavior and in their facial expression. Moreover, one even speaks about universality of emo tions and their overt expression.

Think of some emotion, try to convey it through your facial expression for other students to guess and explain what it is. If their guess is wrong, say what your facial expression was to convey.

Exercise 7.

In University, in the classroom environment, like in any other setting where people work and spend a lot of time together, it is essential to have a positive emotional atmosphere which would contribute to more successful work and active participation of everybody so that stu dents will show their best and achieve their best. Natu rally, the teacher’s role is very important. On the other hand, in creating a friendly relaxed atmosphere in the classroom and outside it much depends on personal quali ties and attitudes of every student.

A.Fill in the test on your emotional behavior in the University setting. Tick ( ^) the an

swer you think applies. Add points which, to your mind, are missing.

1.There is a variety of emotions among students who study together. To create a positive classroom atmo sphere do you think studends should

a)be encouraged to express their feelings freely

b)be discouraged to act on feelings because they may affect others not the way they would like to

c)make a conscious effort to spread positive feelings to create a friendly atmosphere

d)…

2.Are you aware of the emotional effect you have on others? Do you make them

a)tense

b)relaxed

c)enthusiastic

d)open

e)withdrawn

f)…

3.When you feel good, do you

a)share the positive mood

b)keep it to yourself

c)…

4.When you feel rotten, do you

a)put the blame on the world and on others

b)keep your negative feelings to yourself

c)try to understand its causes and talk it out with your friend(s)

d)…

5.If someone wants to shift his/her anger or frustra tion onto you, is your reaction

a)to get rid of it by accepting and passing it on

b)to stop it spreading by listening sympatheti cally to its causes

c)to ignore the ill feeling

d)…

6.If you see that your friend is close to an emotional outbreak, do you

a)try to help him relax by suggesting a solu tion

b)keep watch over him without interfering

c)…

7.Misunderstanding often creates all sorts of emotional problems. To avoid wrong interpretation, do you

a)keep your message direct and to the point

b)try to be careful about your tone and word choice when delivering your message

c)speak clearly and distinctly

d)check if you are being understood correctly by asking questions to make sure

e)follow a logical plan when delivering your message that was carefully thought out be forehand

f)…

8.If your group mates are unreasonably angry and tense, do you

a)ask them about the reasons

b)join in

c)tell them to pull themselves together

d)….

9.In interacting with people, do you

a)act in accordance with the emotional atmo sphere around you

b)adjust your words and behavior to produce the desired effect

c)artificially manipulate others to make the most effective emotional impact

d)have your own way regardless of the atmo sphere around you

e)…

Modified after “English for Practical Management” by Z. Ardo. Oxford, 1988

B.Be ready to speak about your emotional be havior making use of the test results.