- Independent school: a privately funded school
- Masters: a postgraduate degree
- Developmental psychology: the study of how people change and develop over their lifespan
- Pursuing: working towards or trying to achieve something
- One-on-one setting: a situation where an individual is being helped or taught by only one person
- Flexibility: the ability to change or adapt easily
- Suicide ideation: thoughts or plans of ending one's own life
- Systemic level: working with all aspects or levels of a situation or problem
"A Day in the Life of a School Psychologist"
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📝 Vocabulary
📚 Word Bank
🔤 Fill-in-the-gap Exercise
🔤 Grammar
1. I think it was more about _____ I was always interested in how people work. (fill in the blank with "that" or "what")
2. I was thinking _____ a teacher for a while. (fill in the blank with "of" or "about")
3. There _____ always meetings with parents and teachers. (fill in the blank with "is" or "are")
4. You have to _____ extremely flexible in a school system. (fill in the blank with "be" or "being")
5. I've found it very challenging working with young people _____ private practice. (fill in the blank with "in" or "at")
2. I was thinking _____ a teacher for a while. (fill in the blank with "of" or "about")
3. There _____ always meetings with parents and teachers. (fill in the blank with "is" or "are")
4. You have to _____ extremely flexible in a school system. (fill in the blank with "be" or "being")
5. I've found it very challenging working with young people _____ private practice. (fill in the blank with "in" or "at")
👂 Listening
1. What is the speaker's name and job?
2. Where does the speaker work?
3. What did the speaker study in school?
4. Why did the speaker choose their current job?
5. What does the speaker love about working in a school system?
2. Where does the speaker work?
3. What did the speaker study in school?
4. Why did the speaker choose their current job?
5. What does the speaker love about working in a school system?
🎯 Activity
Have students work in pairs or small groups to create a schedule for a school psychologist based on the transcript. They can use their own creativity to add in different types of appointments and tasks that the psychologist may encounter in a day.
📚 Homework
In a short essay, students will write about their own experiences with flexibility and adapting to changes in their daily lives. They should also discuss the importance of flexibility in different professions, such as being a school psychologist.
✅ Assessment
Listening:
1. Brady Huggins, school psychologist
2. An independent school in Melbourne
3. Masters of educational and developmental psychology
4. Combining interests in how people work and education/psychology
5. Seeing students in different settings and getting to know them beyond just counseling sessions
Grammar:
1. That
2. About
3. Are
4. Be
5. In
1. Brady Huggins, school psychologist
2. An independent school in Melbourne
3. Masters of educational and developmental psychology
4. Combining interests in how people work and education/psychology
5. Seeing students in different settings and getting to know them beyond just counseling sessions
Grammar:
1. That
2. About
3. Are
4. Be
5. In
🔚 Closing
Ask students to reflect on what they have learned about the role of a school psychologist and the skills that are necessary for this job. Review the vocabulary and grammar covered in the lesson and ask students to share any additional thoughts or questions they may have.
📄 Complete Lesson Content
1. TITLE: "A Day in the Life of a School Psychologist"
2. LEVEL: B2
3. VOCABULARY:
- Independent school: a privately funded school
- Masters: a postgraduate degree
- Developmental psychology: the study of how people change and develop over their lifespan
- Pursuing: working towards or trying to achieve something
- One-on-one setting: a situation where an individual is being helped or taught by only one person
- Flexibility: the ability to change or adapt easily
- Suicide ideation: thoughts or plans of ending one's own life
- Systemic level: working with all aspects or levels of a situation or problem
4. LISTENING:
1. What is the speaker's name and job?
2. Where does the speaker work?
3. What did the speaker study in school?
4. Why did the speaker choose their current job?
5. What does the speaker love about working in a school system?
5. GRAMMAR:
1. I think it was more about _____ I was always interested in how people work. (fill in the blank with "that" or "what")
2. I was thinking _____ a teacher for a while. (fill in the blank with "of" or "about")
3. There _____ always meetings with parents and teachers. (fill in the blank with "is" or "are")
4. You have to _____ extremely flexible in a school system. (fill in the blank with "be" or "being")
5. I've found it very challenging working with young people _____ private practice. (fill in the blank with "in" or "at")
6. ACTIVITY: Have students work in pairs or small groups to create a schedule for a school psychologist based on the transcript. They can use their own creativity to add in different types of appointments and tasks that the psychologist may encounter in a day.
7. HOMEWORK: In a short essay, students will write about their own experiences with flexibility and adapting to changes in their daily lives. They should also discuss the importance of flexibility in different professions, such as being a school psychologist.
8. ASSESSMENT:
Listening:
1. Brady Huggins, school psychologist
2. An independent school in Melbourne
3. Masters of educational and developmental psychology
4. Combining interests in how people work and education/psychology
5. Seeing students in different settings and getting to know them beyond just counseling sessions
Grammar:
1. That
2. About
3. Are
4. Be
5. In
9. CLOSING: Ask students to reflect on what they have learned about the role of a school psychologist and the skills that are necessary for this job. Review the vocabulary and grammar covered in the lesson and ask students to share any additional thoughts or questions they may have.
2. LEVEL: B2
3. VOCABULARY:
- Independent school: a privately funded school
- Masters: a postgraduate degree
- Developmental psychology: the study of how people change and develop over their lifespan
- Pursuing: working towards or trying to achieve something
- One-on-one setting: a situation where an individual is being helped or taught by only one person
- Flexibility: the ability to change or adapt easily
- Suicide ideation: thoughts or plans of ending one's own life
- Systemic level: working with all aspects or levels of a situation or problem
4. LISTENING:
1. What is the speaker's name and job?
2. Where does the speaker work?
3. What did the speaker study in school?
4. Why did the speaker choose their current job?
5. What does the speaker love about working in a school system?
5. GRAMMAR:
1. I think it was more about _____ I was always interested in how people work. (fill in the blank with "that" or "what")
2. I was thinking _____ a teacher for a while. (fill in the blank with "of" or "about")
3. There _____ always meetings with parents and teachers. (fill in the blank with "is" or "are")
4. You have to _____ extremely flexible in a school system. (fill in the blank with "be" or "being")
5. I've found it very challenging working with young people _____ private practice. (fill in the blank with "in" or "at")
6. ACTIVITY: Have students work in pairs or small groups to create a schedule for a school psychologist based on the transcript. They can use their own creativity to add in different types of appointments and tasks that the psychologist may encounter in a day.
7. HOMEWORK: In a short essay, students will write about their own experiences with flexibility and adapting to changes in their daily lives. They should also discuss the importance of flexibility in different professions, such as being a school psychologist.
8. ASSESSMENT:
Listening:
1. Brady Huggins, school psychologist
2. An independent school in Melbourne
3. Masters of educational and developmental psychology
4. Combining interests in how people work and education/psychology
5. Seeing students in different settings and getting to know them beyond just counseling sessions
Grammar:
1. That
2. About
3. Are
4. Be
5. In
9. CLOSING: Ask students to reflect on what they have learned about the role of a school psychologist and the skills that are necessary for this job. Review the vocabulary and grammar covered in the lesson and ask students to share any additional thoughts or questions they may have.