Spring 2019 Administrative Observation
B1+ level

Description

In this lesson, students will review, clarify, and practice personality adjectives. They will also practice the skill of gist and detailed reading in the context of group psychology. They'll discuss teams they have been in, review adjectives used to describe personality and use a reading exercise to demonstrate their understanding of the vocabulary. After that, they'll choose roles from the reading with which they identify or do not identify and give reasons why.

Materials

Abc Answer Key
Abc Flower outline HO
Abc Projector
Abc Definitions Matching HO
Abc Example Sentences HO
Abc PPT

Main Aims

  • To provide review, clarification and practice of personality adjectives in the context of group psychology

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about how team roles affect team performance in the context of group psychology
  • To provide fluency speaking practice in a conversation in the context of personality and working in a team

Procedure

Lead-in/Warmer (5-5 minutes) • To set lesson context and engage students

*Give Ss an outline of a flower *Instruct them to write their name in the middle of the flower and to make a circle with 4-5 Ss *They pass their flowers around in a circle and each person in the group writes one personality adjective on one petal *Once it's full of adjectives, they can look at their flowers to see what their peers have said about them

Exposure (5-5 minutes) • To provide context for the target language through a situation

*Ss discuss questions relating to teamwork and personality in same groups *Ss have about 2 minutes to discuss the conversation questions given in the PPT *Take WC feedback on 'What sort of people/personalities do you think make an effective team?'

Highlighting (5-5 minutes) • To draw students' attention to the target language

*Divide Ss up into pairs *In pairs, Ss must divide personality adjectives into 'adjectives I know' and 'adjectives I don't know' *Early finishers may look up definitions of words they don't know in their dictionaries *Elicit WC feedback regarding 'adjectives I don't know' and write Ss answers on the board *Encourage Ss to provide definitions for some adjectives listed under 'adjectives I don't know'

Clarification (15-15 minutes) • To clarify the meaning, form and pronunciation of the target language

*Give Ss example sentences using the 10 personality adjectives given in the previous activity *Ss work in the same pairs to match target language with definition using example sentences given *Monitor and provide assistance as necessary *Ss compare their answers with other pairs *Provide answer key for Ss to check answers *Ss use the example sentences given and/or their dictionaries to find some common collocations as instructed in the PPT *If time: Ss compare with other pairs *Provide possible answers and discuss other answers Ss may have given *Drill pronunciation of target language with the whole class, focusing on "ambitious", "authoritative", "conscientious", "knowledgeable", "resourceful".

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

*Ss turn to page 97 and skim the reading for information about the Belbin model and discuss what it is with the person sitting next to them *WC FB is given on what the Belbin model is *Divide Ss into pairs or groups of 3 depending on number of Ss and assign 1-2 roles from the Belbin model (again depending on number of Ss) *In groups, Ss decide which personality adjective from the previous activity matches their assigned role(s) and discuss why *Monitor and provide feedback if necessary *Once they have agreed, Ss will write their thoughts on Padlet *Early finishers are asked to read through other Ss posts and "upvote" if they agree or "downvote" if they disagree *Take WC FB and provide answers

Free Practice (10-10 minutes) • To provide students with free practice of the target language

*Depending on how quickly or slowly the previous stages take, this activity can be completed at the beginning of the next lesson. It is most likely that there will not be enough time to complete this stage in the same lesson hour. *Ss reread the team roles individually and make notes on which role they would and wouldn't be good at and why *Ss also prepare to discuss which personality adjectives describe them best *Ss discuss their answers in pairs *Monitor and note down any use of language needed to be corrected or reformulated for delayed feedback. *Take WC feedback *Ss discuss the reflection questions relating to the Belbin model in pairs

Feedback and Error Correction (2-2 minutes) • To provide feedback on students' production and use of language

*Write examples of target language in need of correction/reformulation and elicit correct sentences. *Praise for good language use throughout lesson.

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