Focusing on Personality in the EFL Classroom for University Students
Olga Ershova and Elena Stolyarova, Russia
Olga Ershova and Elena Stolyarova are Ph.D. and associate professors at department of Foreign Languages № 1 at Plekhanov Russian University of Economics, presently teach General and Business English. Sphere of interest includes linguistics, discourse, learning technologies and ESP. E-mails: Stolyarova.EV@rea.ru; Ershova.OV@rea.ru
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Introduction
Learning Objectives /Expected Results
References
Appendix
We would like to share our experience of teaching the aspects and issues related to the topic "Personality" to University students of intermediate level. The English course for the 1st year Bachelor's students is aimed at studying General English. We have 12-15 students in a class, 2 hours of English lessons per week. Duration of the lesson is 90 minutes.
Students are taught to speak on personal issues from the very beginning of English language learning, therefore the learning objectives are to reinforce what they have already learnt and to obtain some new information which might be of great significance for them and to develop Students' basic skills (speaking, listening, writing and reading).
- Students learn to recognise and practice using the new vocabulary.
- At home the students read the text about different types of people, e.g. “Extroverts and introverts” and did some exercises on vocabulary. Having read the text Students get insight into the two psychotypes: extroverts and introverts. Studying the vocabulary they tried to describe their own personality and identify their psychotype.
- Students watch the video about Maryl Streep powerful speech at the Golden Globe 2017 and they practice using the vocabulary of the lesson in real life situations, learn to systematise information and analyse people's behavior and appearance and identify personality types.
- Students revise and practice the use of Grammar (Present Simple) relevant to the topic of discussion.
As a warm up activity the teacher suggests students thinking of and naming personality adjectives. Students name personality adjectives they remember from school and additionally from the home exercises on vocabulary. Usually students use simple top of mind adjectives: optimistic, ambitious, creative etc. Teacher writes down on the blackboard the adjectives the students name. It helps other students revise certain adjectives. Teacher asks them the difference between the meanings and connotations of such words as sensible and sensitive; talkative, communicative and speakable etc. Also it is useful to check how students interpret the false friends and find the relevant description in English or the equivalent in the native language, e.g. bossy, likable, accurate. Teacher pays Students' attention to compound adjectives, e.g. easy-going, warm-hearted, level-headed. Then Teacher asks students to write down in their notebooks the personality adjectives the teacher will name. Teacher dictates the adjectives. (The adjectives chosen by the teacher will be also needed for the listening activity, e.g. Adventurous, ambitious, assertive etc.) Then Teacher suggests students writing on the blackboard personality adjectives in their native language in case they are unfamiliar in English.
The following activity involves pair work when Students are handed out the photos of three or five people and the students are asked to describe and make notes on every person and answer several questions, e.g. – What psychotype does this person belong to? - Which adjectives from the list on the blackboard can you use for describing this man? - What does he do? Further on, listening to the recording Students check if they identified the speakers' personalities correctly and also make additions to their notes.
Students bring to the classroom portraits of their relatives, friends or acquaintances. Teacher hands out the portraits randomly. A Student describes personality of a person and justifies his/her opinion based on the portrait. The Student who brought that portrait comments whether it is true or not in his/her opinion.
To review the personality adjectives and to introduce discussion of different psychotypes “What phrases or words do you thing refer to Extraverts?” “What phrases or words do you thing refer to Introverts?” Teacher asks if other students agree and asks to justify their opinion in case of disagreement.
Teacher hands out the cards and gives the assignment: “Work in group of three and split the words and phrases written in the cards according to the personality types of Extroverts and Introverts.” Teacher thinks of forming the groups in advance and tries to ensure different types (extravert and introvert) join a group. Students work in groups and split the words and phrases according to the personality types Extraverts and Introverts. They listen to their groupmates' answers and give their feedback and explanations why they think so.
Teacher hands out a test “Are You More Extraverted or Introverted?” and explains the procedure and scoring. Students work in pairs and define if they are Extroverts or introverts according to the test. Then they share their findings with the class.
Further on, Teacher asks some students to come up to each other and share their finding and tells each other about his/her personality type. Students should find out how many Extraverts or Introverts there are in their group. Students compare their figures about Extraverts or Introverts.
Students watch the video about Maryl Streep powerful speech at the Golden Globe 2017 www.youtube.com/watch?v=EV8tsnRFUZw. They share their opinion and give arguments concerning the actress' psychotype They can refer to the questionnaire and answer them to come to the conclusion. The video reflects Students' interests and encourages them to reflect and make judgments on human's inner world based on the speaker's language, gestures, behaviour.
The final classroom activity involves working in groups of 4 students. Teacher assigns two students in a group with lower proficiency to speak and the rest students - to make additions to what they’ve heard “Tell your group about one personality type: an Extraverts or Introvert”. Teacher monitors and gives guidance when needed. The others make addition they find relevant. They also make notes and suggest corrections of the language mistakes.
“New Language Leader”, Coursebook, D Cotton, D. Falvey, S. Kent, Pearson 2014
Test: Are You More Extroverted or Introverted? www.yourofficecoach.com
MariiVicky, www.youtube.com/watch?v=EV8tsnRFUZw
Drawings by Polina Stolyarova
Are You More Extroverted or Introverted? (hand out)
This quiz provides a general idea of your extraverted or introverted tendencies. The styles are described at the end of the quiz. (NOTE: A Quick Quiz does not substitute for a formal psychological assessment.)
INSTRUCTIONS
For each item, distribute 3 points between choices (A) and (B). Use whole numbers, not 1.5. Example: If you feel that (A) is almost always true of you, then give 3 points to (A) and none to (B). If (A) is often true, but (B) is also sometimes true, then give 2 points to (A) and 1 point to (B).
| Points for A | "A" Items | Points for B | "B" Items |
| | 1. At parties, I tend to talk a lot. | | 1. At parties, I tend to listen a lot. |
| | 2. People view me as lively and outgoing. | | 2. People view me as calm and reserved. |
| | 3. I express my opinions openly. | | 3. I keep my opinions to myself. |
| | 4. People think I am easy to get to know. | | 4. People think I am hard to get to know. |
| | 5. I enjoy social gatherings where I can meet lots of new people. | | 5. I enjoy being home alone and having time to myself. |
| | 6. I tend to speak before I think. | | 6. I tend to think before I speak. |
| | 7. On a plane, I enjoy talking with people I don’t know. | | 7. On a plane, I prefer not to talk to people. |
| | 8. Spending too much time alone makes me tired. | | 8. Spending too much time with other people makes me tired. |
| | 9. When I have a decision to make, I like to talk it over with other people. | | 9. When I have a decision to make, I like to think it through on my own. |
| | 10. In my neighborhood or apartment complex, I know many people. | | 10. In my neighborhood or apartment complex, I know a few people. |
| | Total Points for A | | Total Points for B |
YOUR SCORE
Your total scores can range from 0 to 30. The "A" items are more typical of Extraverts, while the "B" items are more typical of Introverts. If you have a high score (20-30) in one category, then you may be likely to use that style most of the time. A moderate score (10-20) in both categories may mean that you tend to be introverted in some situations and extraverted in others.
UNDERSTANDING EXTRAVERTS & INTROVERTS
The higher your score, the more you are likely to have the extraverted or introverted characteristics described below. In general, Extraverts are more outwardly focused, while Introverts are more inwardly focused (NOTE: A Quick Quiz does not substitute for a formal psychological assessment.)
Please check the Methodology & Language for Secondary course at Pilgrims website.
Please check the Teaching Advanced Students course at Pilgrims website.
Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the Practical uses of Technology in the English Classroom course at Pilgrims website.
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