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METHODOLOGY
EVALUATING AND SUPPLEMENTING MATERIALS
TABLE OF CONTENTS
TABLE OF CONTENTS ………………………………………………………….……….……….. 3
INTRODUCTION ……………………………………………………………………….….………. 5
DEVELOPMENT ……………………………………………………………………….…….…….. 5
CONCLUSION ……………………………………………………………………….……….…….. 9
BIBLIOGRAPHY …………………………………………………………….……………….….… 10
APPENDICES
APPENDIX 1: Unit 2. Training Modified Activities………………………………..………… 11
APPENDIX 2: Lesson Plan …………………………………………………………………….. 16
APPENDIX 2.1: MMDI – Myers Briggs Personality Types ………………………….… 19
APPENDIX 2.2: Mental Muscle Diagram Indicator Personality Type Questionnaire … 20
APPENDIX 2.3: MMDI – Career Resources ………………………………….……….… 24
APPENDIX 3: Units in Course Book …………….………………………………….………… 25
APPENDIX 3.1: Unit 2. Training: Listening and Discussion ………………………..… 26
APPENDIX 3.2: Unit 2. Training: Reading and Language ………….……………….… 30
APPENDIX 3.3: Unit 2. Training: Business Skills …………………..…………………… 33
APPENDIX 3.4: Unit 2. Training: Writing Skills …………………..…………………… 34
APPENDIX 3.5: Unit 2. Training: Case Study……………………....…………………… 36
DECLARATION …………………………………..…………………………………….……….…. 38
2
METHODOLOGY
ASSIGNMENT NO. 3 – EVALUATING AND SUPPLEMENTING MATERIALS
INTRODUCTION
As this assignment required, I briefly analyzed course material and selected appropriate
supplementary material to include in a lesson, which I then gave to a group of mixed-ability students
comprised of five Mexican college graduate adults ranging from their twenties to their forties at a
global bread manufacturing company, in order to evaluate its effectiveness.
For this exercise I chose “Unit 2: Training” of the course book “Market Leader: Advanced
Business English Course Book”. This Business English course book’s target groups are students who
are working professionals. In my opinion, this unit is very well balanced in content but lacks
personalization and does not address all basic perception modes, as suggested by Howard Gardner’s
theory:
“I believe that the brain has evolved over millions of years to be responsive to different
kinds of content in the world. Language content, musical content, spatial content,
numerical content, etc.” (Gardner, 1996: 57)
My intent was threefold: (1) to integrate auditory, visual and kinesthetic learning modalities, (2) to
ensure personalization to the teaching techniques of this unit, and (3) to change the pace of the unit by
complementing it with a Myers Briggs psychometric questionnaire applied in L2 to determine the
students’ personality type, based on their psychological preferences in how they perceive the world and
make their decisions.
“By developing individual strengths, guarding against known weaknesses, and
appreciating the strengths of the other types, life will be more amusing, more interesting,
and more of a daily adventure than it could possibly be if everyone were alike.” (Myers,
1980: 201)
DEVELOPMENT
I have broken down the unit to skills acquired per lesson, albeit bearing in mind that skills are
not separate, for two reasons:
3
“Firstly it is very often true that one skill cannot be performed without another. It is
impossible to speak in a conversation if you do not listen as well, and people seldom
write without reading - even if they only read what they have just written. Secondly
…people use different skills when dealing with the same subject for all sorts of
reasons.” (Harmer, 2003: 30)
Attached herewith as Appendix 2 are the Modified Activities for Unit 2, as well as scanned
copies of the original unit marked as Appendices 3, 3.1, 3.2, 3.3, 3.4 and 3.5, to allow for comparison
in evaluating the activities that I added, the teaching modalities and the techniques that I applied to this
end, as follows:
This particular unit includes the following sections:
a) a first Listening and discussion section (see Appendix 3.1), which presents an
interview with a Consultant;
“Methodologists are persuaded that the more students listen, the better their speaking
becomes…pronunciation improves for many students.” (Harmer, 2003: 29)
In this section the changes made to the course book material include realia to determine leadership
profile, personalization of the topics of discussion, a car race for a language skill team competition, and
integrating individual work, pairwork, and groupwork.
“It is probably best not to have students practice listening in isolation but rather as part
of a multi-task event…such things as discussion, reading, role-play or language study...”
(Harmer, 2003: 30)
b) a second Reading and Language section (see Appendix 3.2), with a text titled “Time to
break out from campus”, concentrating on multiword verbs; bearing in mind that:
“…language teaching is not just about teaching language, it is also about helping
students to develop themselves as people. These beliefs have led to a number of teaching
methodologies and techniques which have stressed the humanistic aspects of learning. In
such methodologies the experience of the student is what counts and the development of
their personality and the encouragement of positive feelings are [sic] seen to be as
important as their learning of a language.” (Harmer, 1998: 22)
4
This section’s course book material adjustments include student correction of a subtitled text after a
jigsaw reading because it
“…provokes mandatory participation. And such participation is the beginning of
agency.” (Harmer, 2006)
a team tic-tac-toe for vocabulary, team competition for finding words and expressions, identifying
multiword verbs related to education in order to
“…aim to give students a chance to take charge…give students a listening or reading
text - or some examples of English sentences - and ask them to discover how the
language works”. (Harmer, 2003: 41)
reinforcing the activity with bingo cards containing illustrations of the action of each multiword verb,
musicalizing them with related popular songs, describing the action in the format of a bingo game,
closing the lesson with a tie in peer-corrected personalized writing of a story using the language
learned, and integrating individual work, pairwork, and groupwork.
c) a third section that deals with Business Skills (see Appendix 3.3), specifically,
telephone strategies that require clarifying and confirming.
The modifications made in this section to the course book material begin with a ‘broken phone’
game, a random student choice of number where
“…all students run the same risk of being asked, and ‘loafing’ is, therefore, less
attractive”. (Harmer, 2006)
in order to assign a student-corrected jigsaw listening activity that ties in with a script writing activity.
We also included a personalized telephone call activity using the students’ mobiles, which ties in with
the student-corrected writing of an email to their partner confirming the content of the call, integrating
individual work, pairwork, and groupwork.
d) a fourth Writing skill section (see Appendix 3.4), focusing on e-mails.
The course book material modifications in this section include a pre that elicits feedback in
regard to the emails sent the previous class, comparing them with the tips for effective writing included
in this lesson; and personalization of the written production based on course book material, in the form
of a sequential cumulative sentence game
“…the point of the activity is that everyone, even the would-be loafers, has had to take
5
part”. (Harmer, 2006)
all peer-corrected.
e) close with a Case study based on the reading “Training at SmileCo” (see Appendix 3.1),
which ties in with a final related written email.
This section’s adaptations to the course book material begin with a brainstorm session for
candy forms, colors, textures and flavors, with a choice in role play.
“This will involve the students in a discussion of the…different accounts after which
they will have to reach a consensus before writing the report.” (Harmer, 1998: 122)
that will result in a tie in written production requiring an email to their real life bosses containing the
report of the system presented in the lesson as a possible project for their company, with the students
selling themselves as leaders or participants of the project using the description of their qualifications
as obtained from the Myers Briggs test.
“…skills are not performed in isolation but integrated with other skills. As a general
methodological principle, therefore, we would expect students to use what they have
read or heard in order to perform some task. When they have done work on
comprehension skills, in other words, we would expect them to react to, or do something
with, the text. This might take the form of giving opinions about what they have just
read, following instructions, writing a postcard, summarizing the content of the text or
having a conversation based on the text”. (Harmer, 1998: 106)
The supplementary lesson with placement after the Reading and Language section will provide
a change of pace to the unit. It is based on the Myers Briggs psychometric questionnaire, to describe
what the students bring to the company for whom they work. It also provides a profile description of
each student that is valuable for their résumés, job interviews and evaluations.
“Whatever the circumstances of your life, the understanding of type can make your
perceptions clearer, your judgments sounder, and your life closer to your heart’s desire.”
(Briggs Myers, 1974)
This supplement is contained in the attached Reading/Writing skill-based lesson plan, where the ‘pre’
was a brainstorming session around the question “How would you describe yourself in your résumé or
during an interview or in an evaluation?” For the ‘while’, the students read the cover page and then
replied to the Personality Type questionnaire, taking turns to read the options out loud, and then, each
6
choosing his/her preferred option on their laptop. The teacher provided examples for each item. She
also replied to queries in regard to the unfamiliar vocabulary, as well as the significance of the
questions.
“[Although] Pre-recorded listening allows students to hear a large variety of voices…
Live listening is a wonderful ideal…” (Harmer, 2003: 29)
Once they finished, the site’s software provided a result, which they copy-pasted on a world
processor document. Then, they looked up their particular personality type in a diagram within the
original webpage, which they copy-pasted again at the beginning of their document. The results
provided each learner with his/her preferred perceptions and decisions, what they bring to the
companies they work for, their strengths and their areas of opportunity, as well as awareness of their
dark side. And lastly, students accessed yet another webpage to determine the careers for which they
would be best suited and which they would enjoy the most. During the first ‘post’ production activity,
learners exercised their speaking skills while sharing their personalized information with each other in
pairwork to provide their feedback as to the accuracy of the results. The second ‘post’ production
activity linked the reading skill with a writing skill through students writing a real introductory
summary to their résumé based on the information obtained from the test. The lesson was a success.
Ss appreciated the real life tools provided to them during this class.
CONCLUSION
Sustaining motivation of my Ss is a difficult task, as evidenced by Jeremy Harmer,
“What is much more difficult [than engaging Ss] … is sustaining motivation over any
length of time. [] That seems to me to be a bigger challenge than merely getting students
involved for a few minutes”. (Harmer, 2006)
This unit deals with training, and what better place than this to provide Ss with the real tools
that will enable them to choose what courses they will enjoy, and thus be more productive for their
learning as well as the application of their knowledge. Before I gave this lesson, I practiced on my one-
on-one Ss to streamline the lesson plan. This ICELT course has taught me that simpler is better,
against my natural tendency to overdo. The first experiences helped me eliminate the reading of the
first results of the questionnaire which are very technical and required a pre-reading that was beyond
the scope of my Ss, so I chose to delete that portion, leaving a short summary reading and the
questionnaire, alluding only to the result summaries that are easily understood by laymen, albeit the
7
professional vocabulary. This proved to be a wise choice, even with Ss that found the test emotionally
exhausting. I was also very careful to be ethical with Ss findings, allowing them the opportunity not to
disclose their results; although this particular group, except for one individual, was more than willing to
share enthusiastically their rediscoveries of themselves—even their dark sides. They were all able to
complete the activity in L2 to my satisfaction with excellent and meaningful results. I was very pleased
with the final outcome because it is very difficult to access your emotions in a second language, and my
students did it brilliantly. When they left the class, they were totally immersed in L2.
In closing, I am reminded of my responsibility to provide my Ss with more than just
involvement—to allow them to choose—for example to choose the tools with which they prefer to
work. Jeremy Harmer says it best, with the concept of agency:
“Agency, a concept taken from the social sciences, is in its broadest sense, as [Charles]
Taylor1 puts it, ‘responsibility for self’. Harry Frankfurt
2 goes further and suggests that
the difference between humans and animals lies in the structure of a person’s will; that
we are ‘capable of wanting to be different … no animal other than man appears to have
the capacity for reflective self-evaluation’. Others have tried to work out the role of
agency in culture or looked at how it works in IT environments (where sometimes,
according to [Julie A.] Belz3, ‘learner agency appears to override institutional
pressures’). Agency, for me, is best defined by the metaphor of the agent in, say,
passive sentences. Here, the agent is what Michael Swan4 calls ‘the person or thing that
does the action’, and I want to suggest that when we allow students at least some power
to ‘do the action’, when we hand over some of the task of learning to them, rather than
making it all a one-way production (teacher) and reception (student) process,
students are likely to be more engaged than if they don’t have any responsibility for their
own actions…However, we must never forget that it is, in the end, up to the students to
decide how much responsibility they want to take. We cannot impose autonomy on
them.” (Harmer, 2006)
WORD COUNT: 1294
1 Taylor, Charles (1991). “The Ethics of Authenticity.” Cambridge: Harvard. 2 Harry G. Frankfurt, Freedom of the Will and the Concept of a Person, The Journal of Philosophy, Vol. 68, No.1 (Jan 14,
1971), P. 5-7 3 Belz, J. (2002). Social Dimensions of Telecollaborative Foreign Language Study. Language Learning & Technology. Vol
6, No. 1, pp.60-81. Accessed on July 7, 2011 at http://llt.msu.edu/vol6num1/belz/default.html 4 Swan, M. (2005). “Practical English Usage.” Second and third edition. Oxford: Oxford University Press. Pp. 393-4, P.
120
8
BIBLIOGRAPHY
Dubicka, I. and O’Keeffe, M. (2006). “Market Leader: Advanced Business English Course
Book.” Essex: Pearson Education Ltd. Pp. 2, 14-21, 119, 135, 143, 150, 162-3
Harmer, J. (1998). “The Practice of English Language Teaching.” Fourth edition. Essex:
Pearson Education Limited. P. 22
Harmer, J. (2003). English Teaching Essentials: Listening. English Teaching Professional.
26:29.
Harmer, J. (2006). Engaging Students as Learners. English Teaching Professional. Issue 42.
Accessed on July 6, 2011, at
http://www.etprofessional.com/index.php?option=com_content&view=article&id=186%3Aengaging-
students-as-learners&catid=54&Itemid=100001
Koch, Ch. (1996). The Bright Stuff: An interview with Howard Gardner. CIO Magazine. III-
15-96. Page 57. Accessed on July 3, 2011 at
http://books.google.com/books?id=ewYAAAAAMBAJ&pg=PA57&lpg=PA57&dq=I+believe+that+th
e+brain+has+evolved+over+millions+of+years+to+be+responsive+to+different+kinds+of+content+in+
the+world.+Language+content,+musical+content,+spatial+content,+numerical+content,+etc.&source=
bl&ots=uyxDqW0Ccw&sig=W7B0Dp4pL6HBvJfh6-
dB0vOkvuI&hl=en&ei=NvYQTuTUEcTl0QG06PmwDg&sa=X&oi=book_result&ct=result&resnum=
4&ved=0CDAQ6AEwAw#v=onepage&q=I%20believe%20that%20the%20brain%20has%20evolved
%20over%20millions%20of%20years%20to%20be%20responsive%20to%20different%20kinds%20of
%20content%20in%20the%20world.%20Language%20content%2C%20musical%20content%2C%20s
patial%20content%2C%20numerical%20content%2C%20etc.&f=false
Mental Muscle Diagram Indicator: MDI™ – Career Resources accessed on July 1, 2011 at
http://www.teamtechnology.co.uk/careers.html
Mental Muscle Diagram Indicator: Personality Type Questionnaire Accessed on June 20, 2011
at http://www.teamtechnology.co.uk/mmdi/questionnaire/
Myers Briggs Personality Types Accessed on June 20, 2011 at
http://www.teamtechnology.co.uk/myers-briggs/myers-briggs.htm
Myers, I. (1974). “Type and teamwork.” The Myers & Briggs Foundation. Accessed on July
3, 2011 at http://www.myersbriggs.org/
Myers, I. (1980). “Gifts Differing: Understanding Personality Type.” London: Nicholas
Brealey Publishing. P. 201.
9
APPENDICES
APPENDIX 1: UNIT 2. TRAINING MODIFIED ACTIVITIES
In analyzing Unit 2, the Listening and discussion section (see Appendix 3.1) will be a
Listening/Speaking skill-based lesson:
a) As a pre-listening activity, T will provide Ss with five ‘documents’ in an office context:
a calendared diary, an invitation that asks for a RSVP, a business letter requiring a response, an email
requesting an urgent report, a phone message advising of an important meeting, and a doctor’s
appointment, all with specific dates, times and venues. T will ask Ss to prioritize the activities, and
within a few minutes, before they have had time to do the job, they will be ‘called to the hospital for a
family emergency’. Ss will be instructed to delegate and individually indicate, in writing, how they
solved their problem. Results will indicate organizational skills, teamwork and leadership traits within
the group.
b) The lesson will continue with the A discussion, personalizing their course experiences,
and preferred learning modes, at a round table.
c) The ‘while’ B and C listening activities include an explanation to the pre-listening in the
form of an interview with a consultant described in the course book.
d) The table addressing language skills in section D will be placed on a whiteboard and
completed as a car race. T will divide the classroom into two teams; each will take turns to paste the
correct verb, activity/process or person on the table that has been projected onto the whiteboard. Every
correct answer allows the Ss to move its car one to nine places on the road drawn on chart paper and
placed in the middle of the meeting room table. If it falls on a detour or a win, the player must follow
instructions. First group to reach the finish line wins.
e) Complete section E comprehension fill in slot exercise individually in the course book.
f) The ‘post’ production activity will link the listening with a speaking skill through the F
personalized discussion on Ss experienced and desired courses developed as pairwork.
The Reading and Language section (see Appendix 3.2) of this unit will be a
Reading/Language-based lesson, concentrating on multiword verbs;
The ‘pre’ will be Ss answering the question in groupwork “What’s your preference: face-to-
face or on-line learning?”
a) The ‘while’ will be a reading using the course book text titled “Time to break out from
campus”. We will use a modified
10
“…jigsaw reading (where…students read…different texts and have to share information
about what they have read in order to get the ‘whole story’).” (Harmer, 2006)
Once the whole story has been put together, the Ss will take turns to read aloud the text and subtitle it
individually during the reading; once the reading is done, Ss will compare their subtitles first with the
person to their right and then with the person to their left, modifying or complementing their choices
accordingly.
b) Vocabulary exercise C will be handled as a game of tic-tac-toe. T will divide the group
in two opposing teams. Ss will flip a coin to choose who begins the game. The first S tries to fill first
blank, if he/she succeeds, she/he earns the right to place a cross or a nought as preferred; if not, the
team misses their turn and the same blank goes to the next player; the first S of the second team does
the same; and so forth and so on. If all spaces are not filled the first game, it will continue with another
game until totally filled.
c) T will regroup the class into two opposing teams different to the previous activity.
Exercise D will be a teamwork competitive exercise finding words and expressions from the exercise
that have a similar meaning to those listed. Whichever team gets them all first, wins.
d) T will ask Ss to identify the multiword verbs related to education in the sentences in
exercise E, and decide on their correct meaning.
After Ss have read the sentences and tried to identify as many multiword verbs as they can, T
will distribute bingo cards containing illustrations of the action of each multiword verb, musicalizing
them with related popular songs (e.g., Urge Overkill: Dropout Lyrics); T will describe the musicalized
multiword verbs as in a bingo game, Ss will place a token on the correct verb, and whoever identifies
all six by the end of the game, wins. If time allows, they can reinforce the language with the
complementary exercise in the course book.
e) Exercise F will be a fill in the slots with the suitable multiword verb from the box in the
course book.
f) As ‘post’ personalization teacher will instruct Ss to create a story that reflects something
in their personal lives using the twelve multiword verbs they learned in this lesson. Once they finish,
they will share their production with the group; and the group will provide feedback regarding the
appropriate or inappropriate usage of the terms.
The third section that deals with Business Skills (see Appendix 3.3); specifically, telephone
strategies that require clarifying and confirming and writing emails;
11
g) The ‘pre’ will be a game of ‘broken phone’ T will initiate with the S to her right.
He/she, in turn, will ‘repeat’ what T said to the next S to her/his right, and so forth. After one turn
each, the final person will repeat what she/he was told out loud to the class.
h) For the ‘while’, following William Littlewood’s suggestion, T will
“…ask Ss to number each other without telling the teacher; when the teacher asks a
‘number’ for feedback, the choice is random, all students run the same risk of being
asked, and ‘loafing’ is, therefore, less attractive”. (Harmer, 2006)
Once all Ss are numbered, the T will divide both telephone conversations regarding staff induction day
at Ashley Pharmaceuticals amongst Ss for jigsaw listening. Student 1 will listen to the first half of
conversation 2.3, Student 2 will listen to the last half of conversation 2.3, Student 3 will listen to the first
half of conversation 2.4, and Student 4 will listen to the last half of conversation 2.4, and Student 5 will
listen to all the conversations. T will instruct each S to explain the portion each one heard and decide
which part came first, second, third and last. S 5 will listen to the predictions and help his/her
classmates reach the correct order. Finally, the group as a team will work together to write the script as
best as they remember it.
i) Ss will correct the room-booking planner according to the second conversation.
j) Ss will separate in pairs as far from each other as possible. Each pair will chose a topic
of real conversation that will allow them to use all the useful language tips suggested in Exercise A; for
example, making an appointment for lunch. One of each pair will telephone the other on his/her mobile
and converse for a maximum of 5 minutes each. A different real topic will be chosen by each pair of Ss
and the S that was the recipient of the first call, will become the caller.
k) T will instruct Ss to match the (1) to (5) phrases with the (a) to (c) techniques in exercise
B individually. Ss will check their answers with the group.
l) For ‘post’ personalization, Listening and Speaking skills will be linked to writing skills.
Ss will write an email to their telephone partner confirming the content (appointment, commitment,
etc.) of their telephone conversation that day, which the student will correct and return to the sender.
The fourth Writing skill section (see Appendix 3.4) focuses on e-mails
a) During the ‘pre’, T will ask Ss if they understood the message of the emails Ss sent each
other the previous class.
b) For the ‘while’, Ss will take turns to read aloud the tips for writing effective emails
contained in Exercise D. They will compare the email they sent their peers with the tips and correct
12
them accordingly. T will divide the class in two teams. Each team will then read one email each of the
examples which they will discuss amongst themselves as to how they compare to the tips on effective
emails, and then present the registry as well as the deficiencies they found to the rest of the class.
c) The ‘post’ personalization. T will instruct Ss to choose one of the situations at the end
of this lesson, adapt it to their own real work situation, and first write a formal email and then write a
less formal email following the sequence below:
“Students all start with a piece of paper on which the first line of [the email] is written
(or dictated by T)…then… [the next S] write[s] the second sentence of the story before
passing the paper to the person next to them. That person writes the next sentence, and
then the papers are passed on again. Finally, when the Ss get their original piece of paper
back, they write the conclusion…the point of the activity is that everyone, even the
would-be loafers, has had to take part”. (Harmer, 2006)
Final production will be read out loud by two volunteers, and corrected by the group based on the
effecting email writing tips.
Closing with a Case study (see Appendix 3.5) focuses on listening and ties in with a final
related written email
a) The ‘pre’ will ask “What do you know about candy?” to begin a brainstorm session
regarding all the forms, colors, textures and flavors a confectioner could use to produce candy.
b) During the ‘while’ Ss will first read the introductory background text on “Training at
SmileCo.”
c) Listening exercise 2.5 is a Sales Director at SmileCo meeting with the Human Resources
Manager.
“Listening material, especially when pre-recorded, allow students to study aspects of
spoken English, which are often very different from those of written grammar...”
(Harmer, 2003: 29)
T will instruct Ss to reply to questions one through three in the course book as based on their
conversation in the meeting. Once they have the answers, they will compare them with the rest of the
group for feedback.
d) T will ask Ss to choose the role they prefer to play in Task 1 and ask them to choose the
opposite role in Task 2.
“As a follow-up task students can be asked to work in groups in which they have to
13
write the...report to his superior about what he thinks really happened. This will involve
the students in a discussion of the…different accounts after which they will have to
reach a consensus before writing the report.” (Harmer, 1998: 122)
e) For the ‘post’ activity T will instruct Ss to write an email to their boss outlining the
training program for the new data-collection system and suggesting the possibility of its adaptation to
serve the needs of their company and closing the message by selling themselves as the leader or
participant of this project using the description of their qualifications as identified in the Myers Briggs
test.
14
APPENDIX 2 - LESSON PLAN
Name: Elizabeth De la Barrera Blanor
Date: June 21, 2011
Class Schedule: Wednesday 13:00 to 15:00 hrs. and Tuesday & Thursday 13:30 to 15:00 hrs
Observation Time: 13:30 to 14:20 hrs.
Level: Advanced according to the Common European Framework Levels: C1 up to 700 to 800 hrs.
Teaching Context and Class Profile: Private lessons to employees during lunchtime in a company
meeting room with only a round table and chairs. The group academically includes secondary, high
school and university graduates, the latter further divided into a B.A. and a M. B. A. There are five
Mexican adults ranging from their twenties to their forties. Their lower middle class social
background, though, is quite uniform. Gender breakdown is about half males and half females.
English levels range from Intermediate to Advanced. Most hold supervisory levels in purchasing.
Interests also vary from psychology to sports, action films, technology, fashion, romantic comedies,
music, and travel. Their strengths and weaknesses in the basic skills are widespread and differ greatly:
the majority has good reading skills, are able to communicate albeit grammar deficiencies, understand
most of what I say, but are weak at writing
Type of Lesson: Reading skill-based lesson tied in with Writing skill
Previous Knowledge: Students have recently seen…related vocabulary. During the previous class,
T requested Ss to bring their internet-accessed laptops/ipads/phones to this class.
Main Aim of the Class: By the end of the lesson, students will have….better comprehensive reading
skills as well as the spoken and written ability to express what they bring to the companies they work
for, their strengths and their areas of opportunity
Lesson Context: How would you describe yourself in your résumé or during an interview or in an
evaluation?”
Activity 1: The Pre-reading: “How would you describe yourself in your résumé or during an
interview or in an evaluation?”
Time: 5 min.
Objective: Brainstorm descriptive vocabulary
Procedure:
T presents the question “How would you describe yourself in your résumé or during an interview or
in an evaluation?” to Ss eliciting a brainstorming session in groupwork.
T asks Ss to write the question on their pads in a circle surrounded by lines, like a sun which she
draws on the board.
T instructs Ss to write their qualities and capabilities on each ray of sunlight while she does the
same on the board.
Ss brainstorm all their thoughts on the subject, while teacher writes on the board, and each S does
the same individually.
T explains that they are about to confirm or rebuke the results of the brainstorm by replying to a
short questionnaire that will provide them with their perspective as to their personality type, what
they like, and what they bring to the company.
Interaction: Individual and groupwork
Material:
Whiteboard and marker
Students Brainstorm Page Anticipated problems: Ss may lack vocabulary
Possible solutions: T provides vocabulary as requested
15
Activity 2: The While 1st Part: The Reading and Comprehension
Time: 20 min.
Objective: (1) Reading skills: Introduction to Myers Briggs Personality Type Test;
(2) Reading and Comprehension skills: Responding to the Myers Briggs Personality Type
Questionnaire
Procedure:
T asks Ss to take out their laptops and open the first website:
http://www.teamtechnology.co.uk/myers-briggs/myers-briggs.htm;
T asks Ss to take turns reading the explanatory page
T asks Ss to open the next webpage: http://www.teamtechnology.co.uk/mmdi/questionnaire/
T instructs Ss to take turns reading each question, for which T will provide an example,
T indicates to Ss that she will explain any new vocabulary upon Ss request.
Ss read and reply to the Personality Type questionnaire; taking turns to read the options out loud,
each choosing his/her preferred option on their laptop.
T provides example in each case
T replies to questions in regard to vocabulary as well as content’s meaning.
Once they have finished, the sites software will provide a result
T instructs to bookmark, print or copy and paste the results on a word-processor page and save it
T asks Ss to identify the four capital letter code that identifies his/her personality type
Interaction: Individual and groupwork
Material:
Computers
APPENDIX 1.1 – MMDI: Myers Briggs Personality Types Accessed on June 20, 2011 at
http://www.teamtechnology.co.uk/myers-briggs/myers-briggs.htm;
APPENDIX 1.2 - Mental Muscle Diagram Indicator: Personality Type Questionnaire Accessed
on June 20, 2011 at http://www.teamtechnology.co.uk/mmdi/questionnaire/
Anticipated problems: Ss lack vocabulary and comprehension of a specialized text
Possible solutions: T provides definitions and examples of each item
Activity 3: The While 2nd
Part: Identifying Personality Type
Time: 10 min.
Objective: Silent reading and comprehension skills of test results
Procedure:
T asks Ss open the first website again: http://www.teamtechnology.co.uk/myers-briggs/myers-
briggs.htm
T asks Ss to right-clic on their four capital letter code in the chart
T explains that the results will provide each S with his/her preferred perceptions and decisions,
what they bring to the companies they work for, their strengths and their areas of opportunity, as
well as awareness of their dark side.
T asks Ss to bookmark, print or copy and paste this text at the beginning of their word processor
document and save
T asks Ss to open the last webpage: http://www.teamtechnology.co.uk/careers.html
T asks Ss to right-clic on their four capital letter code in the chart
T explains that the results will be the careers for which they would be best suited and which they
would enjoy the most.
T asks Ss to bookmark, print or copy and paste this text at the beginning of their word processor
document and save
T asks Ss to silently read the contents of their bookmarked, printed or saved word processor
16
document
T invites a volunteer to read his/her contents of the career and personality summary at the
beginning of the document, inviting the group to ask about anything that may require explanation
S reads contents
Ts responds to queries
Interaction: Individual and groupwork
Material:
Computers
APPENDIX 1.1 – MMDI: Myers Briggs Personality Types Accessed on June 20, 2011 at
http://www.teamtechnology.co.uk/myers-briggs/myers-briggs.htm;
APPENDIX 1.3 - MMDI – Career Resources accessed on July 1, 2011 at
http://www.teamtechnology.co.uk/careers.html Students’ Results of Test
Anticipated problems: Ss may be uncomfortable with the test results
Possible solutions: T requests a volunteer reader to allow T to explain unknown vocabulary; rest of
the class may mark and ask about their vocabulary. If no one volunteers, the teacher will read her own
career and personality summary, allowing for questions.
Activity 4: The Post 1: Confirm or rebuke brainstorm results vs Myers Briggs Personality Type Test
Time: 10 min.
Objective: Tie in Speaking skill in Pairwork
Procedure:
T instructs Ss to discuss (confirm or rebuke) their personalized information with each other in
pairwork and to provide their feedback as to the accuracy of the results versus their page of the
brainstorm activity at the beginning of the class. T monitors conversations
Interaction: Pairwork and groupwork
Material:
Students Brainstorm Page
Students’ Results of Test
Anticipated problems: Ss unwilling to talk about their results
Possible solutions: T clarifies that the activity does not require providing personalized information
unless they choose to do so.
Activity 5: The Post 2: Myers Briggs Personality Type Test
Time: 5 min.
Objective: Tie in Writing skill individually
Procedure:
T ties in the reading skill with a writing skill instructing the Ss to write a real introductory
summary to their résumé based on the information obtained from the test.
T monitors texts
Interaction: Individual
Material:
Students’ Results of Test
Anticipated problems: Ss have difficulty summarizing the description
Possible solutions: T provides individual aid
Structure Taken from: Lesson Plan Components Piña/ICELT