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

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 books 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 Gardners 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:
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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 becomespronunciation 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 eventsuch things as discussion, reading, role-play or language study... (Harmer, 2003: 30) a second Reading and Language section (see Appendix 3.2), with a text titled Time to

b)

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)
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This sections 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 chargegive 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
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part. (Harmer, 2006) all peer-corrected. close with a Case study based on the reading Training at SmileCo (see Appendix 3.1),

e)

which ties in with a final related written email. This sections 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 thedifferent 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 rsums, 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 hearts 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 rsum 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
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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 sites 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 rsum 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 oneon-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
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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 themselveseven 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 involvementto allow them to choosefor 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 persons 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.] Belz 3, 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 Swan 4 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 dont have any responsibility for their own actionsHowever, 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:
1 2

1294

Taylor, Charles (1991). The Ethics of Authenticity. Cambridge: Harvard. 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

BIBLIOGRAPHY 26:29. Harmer, J. (2006). Engaging Students as Learners. English Teaching Professional. Issue 42. on July 6, 2011, at Dubicka, I. and OKeeffe, M. (2006). Market Leader: Advanced Business English Course Harmer, J. (1998). The Practice of English Language Teaching. Fourth edition.

Book. Essex: Pearson Education Ltd. Pp. 2, 14-21, 119, 135, 143, 150, 162-3 Essex:

Pearson Education Limited. P. 22 Harmer, J. (2003). English Teaching Essentials: Listening. English Teaching Professional.

Accessed

http://www.etprofessional.com/index.php?option=com_content&view=article&id=186%3Aengagingstudents-as-learners&catid=54&Itemid=100001 15-96. Koch, Ch. (1996). The Bright Stuff: An interview with Howard Gardner. CIO Magazine. IIIPage 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=W7B0Dp4pL6HBvJfh6dB0vOkvuI&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 Myers, I. (1980). Gifts Differing: Understanding Personality Type. London: Nicholas
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3, 2011 at http://www.myersbriggs.org/

Brealey Publishing. P. 201.

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 doctors 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, The while B and C listening activities include an explanation to the pre-listening in the

and preferred learning modes, at a round table. c)

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) f) Complete section E comprehension fill in slot exercise individually in the course book. 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 Whats your preference: face-toface 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
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jigsaw reading (wherestudents readdifferent 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) course book. f) As post personalization teacher will instruct Ss to create a story that reflects something Exercise F will be a fill in the slots with the suitable multiword verb from the box in the

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;
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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 Littlewoods 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) j) Ss will correct the room-booking planner according to the second conversation. 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 For post personalization, Listening and Speaking skills will be linked to writing skills.

B individually. Ss will check their answers with the group. l)

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 For the while, Ss will take turns to read aloud the tips for writing effective emails

other the previous class. b)

contained in Exercise D. They will compare the email they sent their peers with the tips and correct
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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 conclusionthe 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 During the while Ss will first read the introductory background text on Training at

regarding all the forms, colors, textures and flavors a confectioner could use to produce candy. b) SmileCo. c) 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 Listening exercise 2.5 is a Sales Director at SmileCo meeting with the Human Resources

opposite role in Task 2. As a follow-up task students can be asked to work in groups in which they have to
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write the...report to his superior about what he thinks really happened. This will involve the students in a discussion of thedifferent 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.

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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 seenrelated 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 rsum or during an interview or in an evaluation? Activity 1: The Pre-reading: How would you describe yourself in your rsum 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 rsum 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
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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 contents 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/myersbriggs.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
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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 rsum 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 Pia/ICELT

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