1 | Describe personal qualities • Unit 22 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Describe personal qualities
Vocabulary & Expressions Language Focus
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
GOAL-SETTING01
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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
do you have?
Warm-up
Present and practice: unavailable (rev.) / un- / (un)pleasant / (un)reliable / (un)fair / dis- / (dis)honest / (dis)organized
Substitution: The receptionist is on the phone. Can you talk to her? [N] →She’s unavailable.
Draw two faces happy / unhappy on the board: Is she happy? [Y] Is he
happy? [N] → unhappy
Substitution: Is the receptionist friendly to everyone? → pleasant
Have you ever had an unpleasant boss / neighbor?
Dictionary: Is she always there on time? Does she always do her job well? →She is reliable.
Contrast: Is Clive a reliable person? [N] → He’s unreliable.
Dictionary: Does Mr. Bennett try to treat all the employees the same way?
[Y] Does he have any favorite employees? [N] → He tries to be fair.
Contrast: Do children often think their parents aren’t fair? → unfair
Write on the board: satisfied, dissatisfied
Dictionary: Does Mr. Simpson ever say something that isn’t true? [N] Does
he ever steal things? [N] → He is an honest man.
Contrast: Is everyone honest? → some people are dishonest
Dictionary: Do you always know where you put all your things? Can you find
them quickly? Do you manage all your appointments well? [Y] → You are
organized.
Contrast: Is everyone organized? [N] → some people are disorganized.
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PRESENTATION02
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Why should you always be pleasant when you meet customers for the first
time? Have you ever met an unpleasant customer? Are most of your friends
reliable? Is your boss always fair? etc.
QA & QFS
Are your coworkers friendly or unfriendly?
Do you think taxes in this country are fair?
Who is the most reliable / unreliable (person in your family / employee in
your department)? etc.
Correct the teacher: un- or dis-?
1. My boss is a lot nicer to some people than others. He’s very fair. → He’s very unfair.
2. It was honest of Tim to take money from his mother’s purse.
3. Stella never completes her work on time. She’s very reliable.
4. I’m so organized that I can never find my phone.
5. The clerk we spoke to was pleasant; she never smiled once. etc.
Present and practice: in- / (in)decisive / (in)flexible / im- / (im)mature / (im)patient / il- / (il)literate / (il)logical/ computer (il)literate / ir- / (ir)rational
Write on board and review as needed: efficient, polite, responsible, legal
Write on board: in-, im-, il-, ir-
What do you think the opposites of these words are?
Substitution: Can you make decisions quickly? → decisive
Can you change your plans or your schedule quickly? → flexible
Dictionary: Is Emily Simpson 16 or 36? [16] Does she think and speak like
an adult? [Y] → She’s mature (for her age).
Does Mrs. Bennett wait for her students to answer her questions? [Y] →She’s patient (with her students).
Contrast: Are all employees polite with customers? [N]→ impolite (listen for correct pronunciation)
Is Andrew Simpson mature? [N] → immature
When people are waiting for the newest (iPhone) are they patient? [N] →
impatient
Substitution: Do you know how to read and write? → literate
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PRESENTATION
PRACTICE
PRACTICE
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Contrast: Are there people who don’t know how to read and write? Use a
computer? → (computer) illiterate
Substitution: Do computer programmers think in a very clear, organized
way? → logical thinkers
Contrast: Is English spelling logical? → sometimes illogical
Dictionary: Are doctors usually calm in an emergency? Do they think
clearly? → Doctors are rational in an emergency.
Contrast: In an emergency, do people think clearly? → sometimes irrational
Are you decisive or indecisive? In which situations do you need to be
flexible? Are you a logical thinker? Do you sometimes get impatient? Have
you ever been impolite to a friend or colleague? etc.
Give us an example!
Read the statements aloud. Students state what quality the people have or need. Model as needed. For example:
I: Paramedics at an accident scene. S: → They are decisive and rational.
1. A child standing in front of the ice cream counter.
2. A teacher with a group of young children.
3. A flight attendant during a long flight.
4. A college graduate looking for an IT job. etc.
Present and practice, as needed: hardworking / lazy / enthusiastic (about + -ing) / indifferent / outgoing / shy / calm (rev.) / nervous / I consider myself … / to seem to be … / strength / weakness
Substitution: Is the office clerk a hard worker? → hardworking
Contrast: Are all of the people in the conference room hardworking? →Some of them are lazy.
This woman is a sales rep, isn’t she?
Substitution: Does she like selling? Is she excited by it? → enthusiastic
(about sales / selling)
Contrast: Is she enthusiastic about working weekends? → indifferent
Dictionary: When she goes to conferences, does she talk to everyone?
Strangers, too? → outgoing person
Contrast: Is the office clerk an outgoing person, too? [N] → shy
Do sales reps make many presentations?
Naming / Gesture: How does she feel before a presentation? → (Deep breath, still hands) Is she calm? → (Shaking, trembling hands) Or is she
nervous?
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PRESENTATION
PRACTICE
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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
weekends, I’m a little lazy.
I’m always outgoing, and never shy.
lazy -------------X---------------------------------- hardworking
indifferent ---------------------------------X------- enthusiastic
shy X-------------------------------------------------- outgoing
nervous -X-------------------------------------------- calm
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.
Track:LISTENING
PRACTICE
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[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.
honest; 3. lazy; C. 1. fast; 2. organized; 3. rude; 4. polite (or pleasant)]
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.
Describe personal qualities
PERFORMANCE10
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Extension 1. Game / Vocabulary review
Call out an adjective used in the unit. Students give the opposite. If a student gives the correct prefix, he / she gets a point.
Extension 2. Reading / Discussion
Read the reference letter in the SG. Discuss.
To Whom It May Concern
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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