9 PERSONALITY / Reasons Extract 1  speaks clearly


explains the point clearly answers correctly


uses good fixed phrases Extract 2 


doesn’t speak clearly doesn’t answer the question is talking about astrological signs not environment poor use of visuals


Extract 3 Extract 4 


speaks clearly, but doesn’t answer the question the points are not relevant to the question – is talking about twin studies and inherited traits


 speaks clearly


explains the point clearly answers correctly


uses good fixed phrases has prepared well has a good visual


Exercise D


Students should work in the same groups as their research groups from Lesson 9.3, Exercise F. They will need to have with them the research they have done individually on the group’s chosen topic.


1 Tell each group to discuss the information they have found and agree on the best definition and description of the type of documentation they have researched.


2 In discussing this question, students will need to decide who is going to speak when and say what. Encourage them to practise presenting to each other before talking to the whole class.


3 Allow each group a maximum of five minutes for the presentation. Then allow some time for questions. If more than one group have done the same topic, encourage disagreement and critical analysis. Remind the groups when discussing to use all the good techniques and phrases they have learnt.


Exercise E


This is a case study of the personalities of famous world leaders, which will give more practice in discussion. To set the context, first refer students to the pictures of the world leaders in Figure 1. With the whole class, elicit the words needed to discuss the different leaders (for example: powerful, charming, domineering, independent, imaginative, etc.).


Discuss leadership with the class. Ask them about leaders they admire. What do they admire about them? Do they think a particular leadership style is always best? Does leadership depend on culture? What kinds of leaders are needed in particular circumstances (e.g., war, economic crisis, emergencies)?


159 Research into: 1 biological origins of traits


2 interaction between individual traits and environmental factors


3 degree of influence of environment on personality Exercise F


Remind students at the beginning of this exercise that it is a discussion about leadership styles and personalities. It is not a political forum and they should avoid making emotive statements.


Put students in pairs (or threes). For question 3, each pair can join another pair and agree a decision.


1 In their pairs, students can divide the information between them and then summarize the information for their partner. If there are words that they do not understand, they will need to check meanings in dictionaries or online.


2 Students will need to think here about traits that are shared by world leaders. They can compare the personalities of their own national leaders with the leadership traits described in the information.


3 In coming to a conclusion on this, students should use all the information in Figure 2 and other information available in the Unit.


Closure


Use the Vocabulary bank at the end of the Course Book unit to check that the group can remember the meaning, spelling and pronunciation of the vocabulary for psychology.


Possible additional information Any of these:


Research into: 1 twin studies into effects of parenting


2 situationism – Mischel extreme example of how personality is influenced by circumstances 3 cultural influences on social behaviour


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