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personal qualitiespleasantunpleasantreliableunreliablefairunfairhonestdishonestorganizeddisorganizeddecisiveindecisiveflexibleinflexiblematureimmaturepatientimpatientliterateilliterate
computer literatelogicalillogicalrationalirrationalhardworkinglazyenthusiastic (about + -ing)indifferentoutgoing (= personality type)shynervousto consider (my)self …to seem to be …strengthweaknessdependentindependentindependentlyto bite (my) tongue
Negating prefixes: un-, dis-, in-, im-, ir-, il-
Greet students. Review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ needs and experiences.
Do you need to have certain personal qualities for your job? Which ones?
etc.
Set a customized speaking goal. For example: Our goal is to describe your personal qualities to your boss. Write the goal on the board and get agreement from students.
Warm-up. Present and practice, as needed: personal qualities
Contrast: Is a receptionist usually nice? Friendly? Helpful? Are these skills?
[N] → personal qualities
Did anyone ask you about your personal qualities in your last job interview?
etc.
Have students look at the photo in the SG. Say: These people work together as a team in a department. What kind of personal qualities do you think they have? Which of these qualities do you have?
Alternatively, refer back to the warm-up picture in the previous unit and ask: What personal qualities should these people have? Which of these qualities
Substitution: Do you think you are a shy person or an outgoing person? →
You consider yourself an outgoing person. → I consider myself an outgoing
person.
Contrast: Do you know 100% if someone is outgoing? [N] → (he) seems to
be outgoing
Substitution: Is this a good quality? [Y/N] → (not a) strength
Contrast: Is being lazy a strength, too? [N] → weakness
Do you enjoy being lazy on the weekends? Is (your colleague) hardworking?
In which situations do you get nervous? Are you enthusiastic about working
on the new project? Is there a shy colleague in your department or is
everyone pretty outgoing? etc.
Draw four lines on the board, with adjectives at one end and their opposites at the other. Make statements and have students say where to place an X on the line.
For example: I consider myself hardworking usually, but sometimes on the
1 • 2 • 3Pre-listening. Present and practice, as needed: dependent / independent(ly) / to bite (my) tongue
Substitution: Can babies live without someone else’s help? [N] → Babies are
dependent on others.
Contrast: Do you need someone’s help at work? [N] You can do your work
by yourself, right? [Y] → can work independently
Build-up: Is it always a good idea to tell someone what you’re thinking? [N]
Do you have to stop yourself from saying it? → bite your tongue
Who are you dependent on when you work on a project? Do you enjoy
working independently? etc.
Listening 1. Set the scene: Three people are talking about their strengths and weaknesses. Set task: Listen for what each person does. Play the recordings.
[ANSWERS: 1. Annette is a buyer for a large department store. 2. Daniel is a
student. 3. Charlene is a flight attendant.]
What else do you remember about Annette, Daniel, and Charlene?
Listening 2. Set task: Listen again. This time, listen for the strengths and weaknesses they mention. Complete the sentences in your book.
Play the recordings one at a time, pausing for students to write their answers. To elicit the answers, call on students to ask each other questions about the statements. Ask students what else they remember about the recordings.
[ANSWERS: A. 1. decisive; 2. independently; 3. impatient; B. 1. friendly; 2.
Post-listening. Ask: Do you think Annette and Charlene have the right skills for their jobs? Why (not)? Are you more like Annette, Daniel, or Charlene?
What are they like?
Pre-task. Elicit what the lesson goal was from students, or remind them of it and point it out on the board: Our goal today is to describe your personal qualities to your boss.
Task. Which personal qualities describe you (your best and worst qualities)? Which would you use with your CEO? Choose two words or expressions that you consider your biggest strengths and one that is your biggest weakness. In pairs, explain why you chose the personal qualities that you did.
Second enactment. Give feedback, correction, and praise.
For a weak performance, set up a second enactment and focus on increasing speed, fluency, and confidence. For a strong performance, add a complication to make the task more challenging, e.g., have students talk about the strengths / weaknesses of a friend's personality.
Post-task. Have students summarize what they have learned.
Confirm lesson goal achievement with students. Assign homework activities.