fTEACHERLEARNINGACTIVITIES! …apliense.xtec.cat/arc/sites/default/files/Teacher's...• Ithas!toincludedifferentsections:!presentation(generaloverviewof!thebusiness! created),! members!

Unit 6_ Let’s start a business!

Gemma Saladrigues

fTEACHER LEARNING ACTIVITIES CLASS SESSION 1: 1. Before giving the dossier to the students, show this image with the digital blackboard and ask: (10min) -‐What can you see in this image? -‐What is this man doing? -‐Does he want to do a sporting race? Is he a sports man? -‐Could you find out about the topic of the unit that we are going to start? 2. Give the students the dossier and show the first page on the digital blackboard. Explain that we are going to start a new business. (5min) 3. Give the students the teacher’s email and tell them to talk to you if any problem with the unit. Give them the rubrics and explain how it will work. 4. Go to page 1 of the dossier and present the main objective. Then present the situation. (10min)

In this unit, you are going to become a young entrepreneur. You are going to create an enterprise with a group of classmates and you are going to present the business’ proposal doing an oral presentation in the class.

The Council of Lleida has just announced that it offers a local space in the centre of Lleida to open a new business. Since this offer must be equitable for all the citizens, the council has proposed to do a competition between all the people interested in opening a new enterprise. The winner will also receive some fund (2,000€ approximately). The interested people have to send a business proposal to the Council before the end of April and an oral presentation is required for each business in front of the council’s committee. The requirements for designing this proposal and presenting it are:

• It can be a business of any kind (greengrocer’s, pub, gym, ecological shop, medical centre, language school, etc.). But, remember, be creative and look for the necessities that Lleida may have in any business sector.

• It should have 4 or 5 members in it. • It has to include different sections: presentation (general overview of the business

created), members and its description, the enterprise’s rules and a designed billboard. It should last 10-‐15 minutes more or less.

*Remember the deadline that Lleida’s council gives to you is until 17th April!!!!

Good luck!!!

Units 6_ Let’s start a business!

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5. After presenting the main objective and the task they have to achieve, ask the following questions to all the class. (5min) -‐Do you know what a business is? -‐What kind of business do you know of? Clothes, food, newsagent, computer shop, etc. -‐What kind of business would you like to make real? Write down your ideas here. Pub, coffee shop, greengrocers, language school, sports centre, etc. 6. The students can stand up and compare their answers with other classmates. They have to make groups according to their preferences. If they are a group of 30 students, they can group in 6 groups of 5. (10 min) Ask for the list of groups!!!! -‐You can compare your ideas with your partners. Try to make groups according to your preferences. (if possible groups of 4 or 5 members). 7. After doing the groups, we talk about enterprising people. Listening warming up: Ask the students what do they think about the characteristics of an entrepreneur are? We complete the chart with the adjectives of an entrepreneur. (10min) What do you think the characteristics of an entrepreneur are? Enthusiast Motivated Intelligence Hard-‐working Dedicated Creative Energetic Committed Active 8. Do the listening activity. The students work alone. (10min) Watch and listen the video. Write down the characteristics of an entrepreneur. http://www.youtube.com/watch?v=Tod1moy8VZM Try to complete the information of the sentences in each characteristic. CHARACTERISTICS OF AN ENTREPRENEUR: 1-‐Vision________________________________ “If you are going to dream, then dream big………………………………………………….…” 2-‐Influence_______________________________ “Every entrepreneur needs others………………………………….........................................” 3-‐Confidence_________________________________ “There is not such thing as failure, only feedbac...............................................................” 4-‐Commitment_________________________________


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“Committing to get things done is an invaluable ally in your road to success…………………” 5-‐Result orientated_________________________________ Energy and focus they put into their ideas. 6-‐Timing________________________________ They need 3 critical successful factors: supported partners, circumstances and good health. 7-‐Perseverance________________________________ Two undeniable qualities: determination and persistence. 8-‐Caring________________________________ “Take the time to understand the needs and wants of your key people” 9-‐Action________________________________ “Action is like a powerful drug, they make things happen……………………” 10-‐Intuition______________________________ “Intuition is an entrepreneur own inbuilt radial system……………………” 9. After completing the exercise, the students do the post-‐listening activity. (10min, if not at home). Now, add the following adjectives to the proper characteristics of an entrepreneur: responsible (4), decisive (3), flexible (8), communicative (8), competitive (5), innovative (1), creative (1), hard working (7), reliable (3), instinctive (10), active (9), dedicated (4), courageous (3), powerful (2), energetic (5). LABORATORY SESSION 2: 1.The class is done in the laboratory room. The students are grouped with business teams. Some groups are going to use the computers and others the tables, and then, they change. They work in groups. 2. The students in the tables are going to do a reading. They have to read the warming up activity and then answering the questions. (25 min). Read the title and the first paragraph. Choose the main topic A, B or C A. It is too difficult for teenagers to leave school and start a business. B. Some teenagers are successfully starting their own business. C. Going to school is bad for you if you want to start your own business.

FROM CLASSROOM TO OFFICE

Getting an education and going into business are both hard work. But some teenagers manage to start their own companies while they are still at school! So, how did they do it? Has their age been a problem? I talked to some young entrepreneurs to find out. Andrew Butt is the twenty-‐year-‐old manager of a computer software business. When he was twelve, he offered to do small jobs at a local helicopter-‐training centre. At first, he


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made people cups of tea, then he began programming the centre’s computer system. During his time at the centre, Andrew realized that he might have the ability and experience to work for himself. Unfortunately, his teacher disagreed with him! At fifteen, Andrew left school. He hired a tutor, and by the age of sixteen he was running his own company, which was called Enable Software. Harlem Lyrics Cards was launched by Chauncey Holloman in Arkansas, USA, when Chauncey was only sixteen. Her greetings card are brightly-‐coloured, and they often feature hip-‐hop characters and informal, colloquial language. Chauncey explained that she started designing cards because she couldn’t find anything suitable for her friend’s birthdays. In California, sixteen-‐year-‐old student Ryan Glasgow has started his seventh company! His latest business is Pure Five Audio, which is an online shop that sells more than 700 products. Ryan started his business career at the age of seven by selling locally-‐picked fruit to friends. All these young people became very successful entrepreneurs at an early age. But has their commitment to business had any negative impact on their lives? Andre wonders whether some of his friendships might have been damaged by his decision to leave school early. If he hadn’t left school, it would have been easier to stay in touch. In general, however, he feels very glad that he took the risk! Chauncey has been able to rely on her family to help with her company. She has missed a few days of school, but she hopes to finish her education and go to Business College. Ryan thinks that it is a challenge to keep school, business, and a social life in balance, but he feels that it is a challenge that he can meet. In conclusion, it seems that age is no barrier to business success. All you need is a good idea, confidence, and a lot of hard work! Read the questions.

1. How did Andrew Butt first get experience of working in a business? He worked doing small jobs at a local helicopter-‐training centre. He began programming the centre’s computer system.

2. Why did Andrew leave school? Because he realised that he might have the ability and experience to work for himself.

3. Why did Chauncey Holloman start her own company? Because she could not find anything suitable for her friends’ birthdays

4. How did Ryan Glasgow start his career in business? He started his career by selling picked fruit to friends

5. What would Chauncey like to do in the future? She hopes to finish the education and go to the College.

6. What does Ryan think is the main challenge of running your own business?

To keep the school, business and social life in balance

You can use WORDREFERENCE to look for the unknown words


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Find the words in the text that mean: -‐people who start their won business entrepreneurs (paragraph 1) -‐leading; being in charge of (paragraph 2) running -‐started (paragraph 3) launch -‐include, show (paragraph 3) feature -‐dedication (paragraph 4) commitment -‐obstacle (paragraph 5) barriers *When they finish doing the reading, they change and go to a computer to do the listening exercise. The teacher corrects the answers or gives them the solutions, or they will be corrected when the dossier is collected. 2. The students with the computer have to do the listening exercise. They have to do the warming up activities and then watch the video. (25 min) 1. Here you have a list of words. Try to look for their meaning. You will need them for your listening: -‐ Launch: treure al mercat -‐Allocate: distribuir -‐Loan: prestar -‐Mentor: guía -‐Challenge: repte -‐Import: import -‐Did you know that the government give money to young entrepreneurs? Do you think it is a good idea? Why? -‐How this can help the new business? Finance the first bills. Promotion. 2. Watch and listen the video called, Giving cash to young people to start a business. Then, answer the questions (http://www.youtube.com/watch?v=pfxIEUqBpNM)

1) How much money does the government have for entrepreneurs? How much businesses are supposed to start?

80,000 million pounds / 30,000 business 2) How old was Steward when he started his business?

18 years old 3) They talked about the loans each entrepreneur would receive. How much

money is that per each of them? 2,500 pounds

4) How much money did Steward need when he started? 10,000 pounds

5) Where did James start? Did he receive money?


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Service office. Yes. 6) James’ daughter wants to start a business too. What kind of business?

Import of handbags 7) Steward says that the good mentoring is more important than money 8) Does James say that teenagers have to leave education?

No they don’t. 9) Is this a good initiative for Britain? Why?

Yes it is. To get more people to the business. CLASS SESSION 3: 1. Correct the listening exercise if it wasn’t finished in class. (10min) 2. The students sit down in groups of work, according to the business they want to create. They move the tables. (5min) 3. Before doing the reading exercise I do the warming up activities of the reading. (5min) -‐Do you know any famous entrepreneur? Bill Gates, J.K. Rowling, Coco Chanel, Herny Ford, Steve Jobs, etc. -‐Do you think it is something easy? -‐Do you know the meaning of these words? Reject: rebutjar Pass away: morir Brand: marca Sketch: esboç Manage: dirigir, manejar Bankrupt: fallida 4. The students read the readings individually and then they answer the questions. They can share the answers. (20 min) J.K. Rowling J.K. Rowling, author of the Harry Potter books is currently the second-‐richest female entertainer on the planet, behind Oprah. However, when Rowling wrote the first Harry Potter book in 1995, twelve different publishers rejected it. At the time when Rowling was writing the original Harry Potter book her life was a self-‐described mess. She was going through a divorce and living in a tiny flat with her daughter. Rowling was surviving on government subsidies, and her mother had just passed away from multiple sclerosis. J.K. turned these negatives into a positive by devoting most of her free time to the Harry Potter series. She also drew from her bad personal experiences when writing. The result is a brand name currently worth nearly $15 billion. Walt Disney Walt Disney was born in Chicago, Illinois on December 5, 1901. As a child, Walt enjoyed drawing, and when he was seven years old, he would draw and sell sketches to his neighbors. Moving to Kansas City, he partnered with another cartoonist Ubbe Iwerks to form a company called, “Iwerks-‐Disney Commercial Artists”. The business stagnated and


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the two went to work for the Kansas City Film Ad Company. While there, he found an interest in animation, and partnered with another employee, Fred Harman, to start his animation company. The two produced short cartoons, which they called Laugh-‐o-‐grams. They secured a deal with local theatre owner Frank Newman to air their cartoons, which soon became a huge success in the Kansas City area. Soon, Walt would be able to afford a studio and hire animators and staff to produce more cartoons. Unable to successfully manage his new company, laugh-‐o-‐grams became bankrupt and Walt decided to head to Hollywood, California to establish a studio there. Over the next five years, Walt Disney Studios completed other full-‐length animated classics such as Pinocchio, Fantasia, Dumbo, and Bambi. All the while, Walt had an idea in the back of his mind to someday open an amusement park for families. In 1955, this dream came true, as Disneyland Park opened in 1955 in Anaheim California. Walt also became a television pioneer beginning television production in 1954, and was among the first to present full-‐color programming with his Wonderful World of Color in 1961. J.K.Rowling:

• Why was J.K. Rowling living in a mess? She was going through a divorce and living in a tiny flat with her daughter. She was surviving on government subsidies and her had just passed away from multiple sclerosis

• Was she a strong person during that period? Yes she was.

• What did she do in her free time and to get over the problems? She devoted most of her free time to the Harry Potter series. Walt Disney:

• What did Walt Disney sell to his neighbours? He sold sketches to his neighbours.

• Where did Walt Disney have a deal with Frank Newman? In Kansas City area

• Was Walt Disney offered a studio in Hollywood? No he wasn’t

• What was Walt’s other dream? He wanted to open an amusement park for families. 4. Discuss. (5 min) -‐What do you think of them? -‐Would all people have done the same under their circumstances? 5. Correct the answers. (10 min) 6. AGREE DISAGREE ASK FOR OPINION I (totally) agree with you

I (totally) disagree with you

Do you think that….?


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I think that…. I am sorry, I don’t agree…

What do you think?

Yes, I think so… I don’t think that… Do you agree? You are right / Exactly You are wrong… What about you? I couldn’t agree with you more

I’m not sure about that Can I add something here?

That’s so true / That’s so sure

No way / Not necessarily

What’s your idea about this?

7. Since they are sitting in groups of work, they talk together about the chart they have. They have to read it and do the same with their business. (10-‐15 min) 1. Here you have a list of the 8 sections that you enterprise should have. Start thinking about them and talk to your group and try to start up your new business. SUCCESSFUL BUSINESS EXAMPLE OUR BUSINESS

1. Name: Segre’s Sport Centre!!!

2. Product: a sport centre full of equipment and sports activities to get fit any time. You can practice the sports of: squash, swimming, table tennis, aerobics, karate, taekwondo, Boxing, Ioga, Modern Dance, Spinning, Volleyball, Basketball.

3. Business description: The “Segre’s Sport Centre” is a sport centre that offers the proper equipment and different kind of sports for all kind of customers. Our staff is qualified in all sports and you have the attention you deserve.

4. Members: -‐President: Marc Sala -‐Secretary: Laia Pont -‐Marketing: Pere Pla -‐Sales advisor: Maria Mas

5. Kind of customers: -‐All kind of customers; from babies to adults.


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6. Money: Our monthly fee is 40€ Children (-‐6) monthly fee is 20€ Our semester fee is 70€ Children semester fee is 35€ Daily fee is 8€

7. Advertising strategies: Radio commercial Website Billboards

8. Market analysis: There was a district in Lleida that had not had any gym. We started a new business there.

*Our magic belief: “You can only become truly accomplished at something you love. Don't make money your goal. Instead, pursue the things you love doing, and then do them so well that people can't take their eyes off you.”

1.1.When you finish, explain your idea to the class. Use this chart. If they don’t have time to finish it in class, they can do it at home and the following day I will check if they have established the characteristics of their business!!!!!! CLASS SESSION 4: 1. The business teams group the tables all together. There have to be 5 groups of tables in class. (5min) 2. The teacher asks: Do you know what it is an organization chart of a business? They try to find out. (5 min) An organizational chart (often called organization chart, org chart, organigram(me), or organogram(me)) is a diagram that shows the structure of an organization and the relationships and relative ranks of its parts and positions/jobs. 3.The students work in groups in order to do the exercise 1. (5-‐10 min) Here you have an organization chart of a business. Try to describe in general terms what each member does in a business.


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The President is the person who… Rules the company / is the boss / has the responsibilities /

The Accounting manager is the person who…

is in charge of the sales and relationships with customers.

The Marketing manager is the person who…

Is in charge of the marketing resources, products, the brand, etc.

The Operations manager is the person who…

overseeing, designing, and controlling the process of production and redesigning business operations

The H.R. Manager is the person who… Human resources manager. It is responsible for the attraction, selection, training,assessment, and rewarding of employees

The Sales supervisor is the person who… Is responsible for counselling, motivating and assist the higher and lower members of business.

The Sales staff is the person who… Is in charge of selling or provide the products to the clients.

4. Correct the sentences. Each group can describe one. (5min) 5. With their business team, they have to decide which member of the business they want to be in charge of. (5 min) ***If you want to create an organizational chart for your business and then include it in your business proposal presentation, you can use this website: http://www.exploratree.org.uk/. It is very helpful to create organizational charts!!!


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6. The students have to read the president’s description of the Sport’s Centre. One or two voluntaries read the text aloud. (5 min) 1. The local newspaper of Lleida has a section for young entrepreneurs and each month it appears one description of an entrepreneur in order to promote their task and make it public to all city. Last month it appeared the boss of the “Segre’s Sport centre”. Read it carefully and answer the questions. 7. The teacher asks the first question and they complete the chart. What information does the president include in each paragraph? Paragraph 1: General introduction of the subject Paragraph 2: Person’s physical appearance Paragraph 3: Describe the person’s charater

8. All the class work together. The students have to match each adjective with their antonyms. (5min) 3.Match adjectives with their antonyms:

The president: Marc Sala Marc Sala was born in Lleida in 1975 and he studied Law in the University of Lleida. He started working in a Law office and he worked there for 5 years. He got married and now he has one son and one daughter. Their names are Pau and Jana. Last year, he decided to start a new business, a Sports Centre. He realised that there was a need of a Sports Centre in the region where he is living. Therefore, he grouped with 3 more friends, and here you have, the Segre’s Sports Centre. Marc has a good-‐looking appearance. He is 1.80 metres tall and he is dark-‐skinned and well-‐built. He has short black hair and brown eyes. He is also incredibly fit and well-‐musculated, so he trains in the gym every day. His favourite sport is squash and he is good at it. Normally, he tends to wear suits to attend to the meetings, but he also wears tracksuits. He is a hard-‐working person and he is fiercely competitive. He always tries to get what he wants. Although this responsible and energetic characteristic, he is a calm, helpful and a modest person. Moreover, he loves spending time with his family in the gym and one of his favourite hobbies is climbing in the mountains. *using compound-‐adjectives in the description


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Good-‐looking – Ugly Unhelpful Tall – Short Fair-‐skinned Dark-‐skinned – Fair skinned Nervous Well-‐built -‐ Weak Lazy Well-‐musculated -‐ Unfit Unfit Hard-‐working -‐ Lazy Weak Calm -‐ Nervous Short Helpful –Unhelpful Ugly 9. The students read the information about Rafa Nadal. (5 min)

Born: Manacor, Majorca, 1986 Heigh /weight: 1,85 metres tall; approx. 85 kg. Hair / eyes: Brown eyes and curly, shoulder-‐length hair Other: Right-‐handed but plays tennis with his left hand. Wears a headband, brightly coloured T-‐shirts and knee-‐length shorts. Background: Became professional in 2001; trains approximately ten hours a day. His uncle Toni is his trainer; he never travels without his trainer. Still carries his own equipment; he is respectful towards his opponents and fans. Achievements: The youngest tennis player with the highest number of consecutive wins in the history of tennis. Personal details: Lives in Manacor with his family when he is not competing. Happiness, health, family and friends are the things that are most important to him. He likes football, fishing and eating crisps.


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10. The teacher says: The Segre’s Sport Centre’s president has proposed to make a description of the only one famous person they have in it. They want to post it in the hall of the Centre so everybody can read it. The President offers the possibility of writing it to all the members. Then, your task is to write 80-‐100 word description of Rafa Nadal. Remember to follow the structure of any description. The best description will win a free monthly fee. (15min)

11. If they finish the description in class the teacher can correct it. If not, it can be corrected the day the dossier will be collected.

*The essay must be structured with the three paragraphs: introduction to the subject, physical appearance and character. *Use of adjectives *No more than 2 points for grammar or orthographic errors.


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LABORATORY SESSION 5: 1.The class is done in the laboratory room. The students are grouped with business teams. Some groups are going to use the tables and others the speaking room with the English assistant, and then, they change. They work in groups. 2. The speaking groups have to represent the following situation and have a final decision. The teacher supports the activity with the material needed (enough photocopies as groups of speaking in class (2 groups)) and the assistant can help them to use some expressions, etc. (25 min) Exercise: You work in groups of 4, A-‐D. Imagine that you work in an office. The company wants to organize a party for the office staff. Read the information on your role card and think about your answers to the questions below.

o What kind of party would you like: a meal in a restaurant, a disco, a drinks party? Where would you like the party to be?

o What day of the week would you prefer for the party? What time should it start and finish?

o Who should be invited to the party: only company staff, a staff and their partners, a staff and as many friends as they like?

o Who should pay for the party: the company, the staff, both the company and the staff?

2. Now work with your group. The boss has called a meeting to discuss the party. Share your opinions and decide what sort of party you are going to have. You can complete the chart. What kind of party

Which day

What time

Who the guests are


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Who pays

What you need

Material needed:

The boss A party is good for the staff because it is an opportunity for people to get to know each other better. For this reason, you don’t mind paying as long as it isn’t too expensive. You think that it is important that the staff decide what kind of party they want, but the final decision is yours

The workaholic You’re not very keen on parties and you hate dancing, but a meal in a restaurant would be a good opportunity to talk to people from other departments. You certainly don’t want a late night, because you like to get up early in the morning.

The gossip You think a party is a great idea. A disco would be nice and you have lots of friends who would like to come. You know some very good clubs in the centre of town and you think that everyone would like them. These clubs are often closed on Monday and Tuesday nights, so the company could rent one. It could be a fantastic night out.

The lazy worker You don’t really want to go out with people from work on a Friday night or at the weekend – you’ve got better things to do. But if the company is going to pay for an expensive meal in a restaurant or a good party, you don’t mind. In fact, you don’t mind organizing everything – booking a place and making other arrangements. It would b a nice change form your usual boring job.


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2. The other groups have to sit in the tables and they have to do the writing exercise. Now, the students have to write a description individually of the business member they have chosen. They have to describe themselves imagining that they are going to work in the business they will create. (25 min) *If they don’t finish at home, if not, the teacher corrects.

*The essay must be structured with the three paragraphs: introduction to the subject, physical appearance and character. *Use of adjectives *No more than 2 points for grammar or orthographic errors.


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CLASS SESSION 6: 1. The business teams group the tables together. (2min) 2.The teacher asks the warming up questions of the exercises. A class conversation is required. (5min) -‐Have you ever gone to a Sports Centre Club? -‐Do you think there are rules in it? -‐Which ones do you think are the most important ones? Write down 4 main rules of a Sports Centre. Example: You have to pay a fee.

2. The teacher read the question and asks one student to read the centre’s norms. All the class together try to find out about the false ones. Tell them to underline the false ones (10min) Here you have a leaflet of the Segre’s Sports Centre. In one of the sides you can see the rules that this enterprise has created for their customers. Read them and say which ones are true and which ones are false. Correct the false one.

4. The teacher asks: What have you noticed about the expression of the norms? Which verb does the sports centre use to write them down? Do you know this verb? What does this verb express?

CENTRE’S NORMS: Ø You have to pay a tax fee if you want to be a member Ø You might hire a locker Ø You don’t have to wear trainers in the gym Ø You shouldn’t bring your home water Ø You must have a shower before going to the pool Ø You need to buy our sports centre pack material Ø You can’t stay in it more than 1 hour Ø You should bring your towel Ø You mustn’t take care of the centre material

You must use special shoes in the building

You have to take care of the material and the building.

You should have a shower before going to the pool

You have to pay a fee to be a member.


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Obligation? Necessity? Modal verbs Class discussion (2 min) 5. The teacher gives 2 minutes to the groups to answer the following exercise. Then the correct it all together. (10 min) Discuss about: Do you know their meaning? Translate them. Do you know the characteristics they have? Take a look at their form and try to find out which the traits of the modals verbs are. 1. We don’t add S to the third person singular 2. Modal verbs are followed by an infinitive without TO 3 They don’t go preceded by TO except OUGHT TO 4. Modal verbs don’t have a form for the infinitive, -‐ing or past pariticple. If the verbs CAN and MUST have to use these verbs, they change the form by BE ABLE TO OR HAVE TO. They are equivalents. Ex. I ‘ll be able to speak Italian one day Ex. I have had to wait for the bus because my dad has not been able to pick me up today. 6. The class work together. The teacher supports them in completing the chart. The teacher helps them to write the modals and they write the examples. (10 min) Now, complete the modals’ charts with the information you have. You will have to add more modals. Think which one are left and if you need more information you can ask your group’s members for any help. Modal Example Use Must / have to / has to *Must: something urgent or important *have to: the obligation is external , eg. Law, rule. *Must does not have a past tense form

You must decided now I have to be fit to enter the race She has to get up early tomorrow

To express obligation


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Don’t have to / doesn’t have to *it is not the opposite of must or have to

You don’t have to phone me tomorrow She doesn’t have to train today. It’s her day off.

To express no obligation

Ought to Should Shouldn’t

They ought to thank her for the present You should stop dieting all the time You shouldn’t cross the street without looking first.

To express advice and recommendation

Mustn’t Can’t

You mustn’t ride a motorbike without a helmet You can’t park here-‐ look the sign.

To express prohibition

Can *will be able

I can swim My friends can’t speak Spanish.

To express ability in the present *will be able. Capacitats futures.

Could

He could ski when he was only four

To express ability in the past

Can Could May (permission in present or future)

Dad, can I go to the concert? Could I have some money?

To ask permission and make polite requests

Can Can’t

You can borrow this CD if you like

To express permission in the present

Could Couldn’t

I could stay out until midnight when I was 16.

To express permission in the past

May-‐ possible situation Might-‐less possible situation Could -‐not likely situation Might not

He’s wearing a ring, so he may be married I might go shopping later It could rain today

To express speculation *Might també s’utilitza per demanar permís I fer peticions educates


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Can’t She can’t be a professional. She’s not good enough

To express negative deduction

Must They must be the players.

To express affirmative deduction

7. The teacher says: Now, all the new entrepreneurs are going to work together. Think about the other new business in the class and help them to create two norms. Each member of the group is going to make recommendations, prohibitions, advices, etc. about other’s business. Once you have helped in one business, go to help another one. But remember, they also have to help you to create your enterprise leaflet’s norms. Write the norms down in this chart. (10min)

8. The teacher gives them homework. She says: During this Easter break you have to meet with you business team and do the following task:

1. 2. 3. 4. 5. 6. 7. 8. 9.


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Now, with your business group, share and talk about the norms you have collected from the others entrepreneurs and make the final list for your enterprise’s norms. You can add more rules if you need to. (last minute in the class) 9. Wish them happy Easter holidays!!!! LABORATORY SESSION 7: 1.The class is done in the laboratory room. 2. The teacher asks them about the Easter holidays. (10 min) 3. The students are grouped with business teams. Some groups are going to use the computers and others the speaking room with the English assistant, and then, they change after 25 minutes. They work in groups. 4. The group in the computers have to do the grammar practice. The teacher tells them that they have to complete the grammar exercises and follow the instructions. After doing that, they have to work individually designing the rules of any sport. (25 min) 1.It’s time to practice modal verbs. Do you know how to use them accurately? You can use these websites to practice them online. http://www.englishpage.com/modals/modalintro.html http://www.englishexercises.org/makeagame/viewgame.asp?id=2215 2. Now, you have revised the modal verbs and you are ready to use them in the following exercise. -‐You have to choose a sport or activity in the Segre’s Sport Centre. Then, you have to design the rules for this sport/activity while you complete the chart. For example, if you choose AEROBICS, one rule would be: members can’t wear boots in class. They have to wear trainers. SPORT OR ACTIVITY:_______________________________________ THINGS YOU DO: THINGS YOU DON’T DO:


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4. The groups in the speaking room are going to do the speaking activity with the English assistant. The teacher asks them the first questions and makes them discuss in groups. (25 min) 1. You are going to work in groups. -‐Do you know what signs are? Where can you find them? -‐Does the school have signs? What kind? Give two examples. In groups and with the English assistant support they have to write what people do when they see the following signs. 2.You have the following signs and you have to explain what they mean. You can write a sentence below each image describing what it means. You have to agree with your group and write the same meaning. EXAMPLE: All visitors must go first to the main office.


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Possible answers: -‐You can’t use your mobile phone -‐You should go to first aid if you need -‐You should/must be careful in here -‐You can’t use these toiled unless you are disabled -‐You have to use the extinguisher in case there is fire -‐You can’t /mustn’t smoke in here -‐You should watch your step -‐You might exit in here -‐All visitors must go to the main office The teacher proposes them to decide which sign they would need in their business. She asks: 3. Would you use any of these signs in your new business? Which ones? Why? CLASS SESSION 8: 1. The business teams group the tables together. (2min) 2. The teacher asks the warming up activities. (5min) 1. In groups, ask and answer these questions: -‐What kinds of advertising do you know? Tv commercials, newspapers ads, etc. -‐Do you know what a commercial is? Advertisement paid for a tv, newspaper, flyers, billboards, etc. -‐Which is your favourite TV commercial? Explain it to you group mates. -‐Which characteristics do you think that any commercial should have? List 4 ideas: -‐creative -‐colourful -‐few letters -‐images, pictures


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3. The teacher puts the video twice. Then, they correct the questions. (15 min) 2. Watch and listen to the following video called Advertising techniques that provide good results. Try to answer the questions below. http://www.youtube.com/watch?v=Dt8tFq1QbD4

1. What is the goal of advertising according to the speaker? To reach masses

2. What is the whole purpose of advertising? To catch shoppers to want what we offer

3. What is the first example of advertising they give? Is it effective or not? Promotional campaign. Yes it is

4. Is Mobile advertising new? Is it used by enterprises? What is the exact name of this form of advertising?

Yes it is. Yes Texting

5. How many users are taking advantage of Internet advertising? According to the speaker, is it easy to create Internet advertising or do you need to learn it?

2 billion users / no it isn’t at the beginning. 6. How is the advertisement on the TV called? Is it the cheapest one or the most

expensive one? Commercials. It is expensive but it is effective. 4. The teacher asks them to discuss in groups about the most effective advertising method? The teacher goes table-‐by-‐table to check the result. (10 min) 3. In groups, talk about the different kinds of advertising methods we have seen and decide which the most effective one is and which other methods the speaker has not mentioned. Write them down. -‐Newspapers -‐Brochures -‐Flyers -‐ Billboard -‐Radio 5. The teacher asks: What are billboards. She puts the video. (5 min) BILLBOARDS. -‐What are billboards? Let’s see some examples. It is a large outdoor advertising structure. http://www.youtube.com/watch?v=DVe1sv1qcaY The teacher asks: -‐Do you think they are useful to advertise a product? Why?


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Catch customers attention. The teacher makes them do the exercise and then it is corrected aloud in class. (10 min) Now, here you have a list of different advertising techniques. Underline the 4 that are inappropriate when designing a billboard. Write the right technique. Use of humour Colourful Clarity Attractive Slogan /Logo A lot of words – few words Creative Without images -‐ images Focused Audience-‐addressed Not using Celebrities – famous people Eye-‐catching Unique Complexity -‐ simplicity Timeless 6. The teacher asks to work in groups to do the next exercise. (10 min) 5. Now, try to analyse in groups the billboard about Segre’s sport’s centre. What is wrong here? List the things you would change according to the advertising techniques previously seen

7. If there is no time, next session the teacher will start asking: Do you know how to give advice about what they should have done when designing the billboard? Which verb would you use?

THE BEST CHOICE FOR YOUR BODY!!!!

10 Avenue Plana (Pardinyes). Lleida.

EXAMPLE: Non-‐creative

1. too simple

2. not humour

3. small images

4. not audience-‐addressed

5. gym focused. Not in sports

6. not creative

7.

8.

9.

10.


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CLASS SESSION 9: 1. The business teams group the tables together. (2min) 2. The teacher asks: What did we do last day? Do you remember? -‐Correct the exercises if they are not finished. (5min) -‐The teacher repeats the questions that they could not finish: Do you know how to give advice about what they should have done when designing the billboard? Which verb would you use? (10 min) Modal perfect verb: 5. This billboard should change. Give advice to the Segre’s Sports Centre business’s staff about what they should have done when designing the advert. -‐Do you know how to do this? Which verb would you use? 3. The teacher explains the modal perfects to the pupils. She explains the tables and gives examples. (15min) MODAL PERFECTS

*Refers to a past or completed action *Should have is often used as a form or criticism. -‐Look at how it is formed and try to complete the table with an example for each modal perfect. MODAL EXAMPLE USE May/ might have + Past participle

She might have been swimming. Her hair is wet.

To express possibility in the past

WE USE SOME MODAL VERBS WITH HAVE + PAST PARTICIPLE TO TALK

ABOUT PAST EVENTS!!!!!!

MODAL + HAVE+ PAST PARTICPLE (VERB) Example: You should have used more text in the advert. You mustn’t have used images in the advert.


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Should / shouldn’t have + past participle

You should have rested after such a long race. You shouldn’t have eaten so much chocolate

To express criticism or give advice in the past

Must have + past participle

She looks very fit. She must have been to the gym a lot lately

To express certainty or a logical conclusion in the past

Can’t have + past participle

He can’t have stolen the money. He was at home with me all day

To express impossibility in the past

Could have + past participle

They could have won the match but their best player got injured.

To say you were permitted / able to do a past activity, but you didn’t do it.

4. The teacher says: (10 min) 6. Let’s help the Segre’s Sports Centre by giving advice about what they should have done.

5. After doing the activity, the teacher says: (rest of the class – 15min)

EXAMPLE: You should have used a famous person

1. You might have been more creative

2. You could have used a famous person

3. You should have included more sports

4. You may have addressed the advert to all ages

5. You shouldn’t have used small images

6. You might have used humour

7.

8.

9.

10.


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7. Now it is your turn to design your billboard according to your new enterprise. Think about the tips you have learned in the previous exercises. You can create your billboard using different resources, such as: glogster, paint, word, power point, etc. *Remember, your billboard will be seen in different parts of Lleida. It will be posted in the streets, lampposts, shops, billboards, etc. You can start creating the billboard now and finish it at home with your teamwork. Think of the colours, pictures, letters, etc. LABORATORY SESSION 10: 1.The class is done in the laboratory room. 2.The students are grouped with business teams. Some groups are going to use the computers and others the speaking room with the English assistant, and then, they change after 25 minutes. They work in groups. 3. The students in the computer have to do the listening exercise. (25min) 1. We have been talking about BILLBOARDS in class. Have you decided what you are going to do for your business? 2. Here you have a video that shows 5 secrets for creating a fantastic billboard. I think they are really interesting and they can be useful for you. Listen to it and answer the questions. http://www.youtube.com/watch?v=EXx3wjjpZGo

1) Complete these expressions: “ a picture can speak a thousand words…………………..…..” What does that mean? “the fewer words you use the easier is to read your message: less is more….”

2) What is the second secret? Using a photo or image is important

3) According to the speaker and for the 3rd secret, what kind of forms do you need to create a billboard?

Bold forms and dye fees. Large and bold 4) Humour and Intrigue are another relevant aspect to consider. How can you create

humour? A statement that makes you think

5) Who do you need to talk to in order to accomplish secret number 5?

I recommend you to use GLOGSTER. It is fantastic!!!! TRY IT


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Trust and listen to your advertising sales agent. 3. The students in the speaking room have to do the following exercise with the help of the English assistant. (25 min) 1. You are going to work in groups. You can group with the classmates you want but you need to form a group of 4 members at least. Here you have a number of pictures. Concretely they are billboards that have been used in the street and cities in real life. However, they have had a good result. -‐What are these adverts selling? -‐Are they effective? Why? Why not? Could you say why they have been negative? -‐What do the designer should have done or can’t have done? Write your answers below each picture.

Too much letter / not audience-‐addressed not colourful/Too simple/ not completed

Not clear / Not audience addressed Too gender racists/ 2. Now, you have to work in groups A and B. You are going to work out the answer to a mystery. GROUP A: Read the information below. Find out more information by asking

A woman went to the shops and bought a new pair of shoes. Later that day, she went to work and died. How did she die?


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the students in Group B questions. They can only answer YES, SORT OF, NO OR NOT EXACTLY. After every eight questions, discuss what you have learnt with the other members of your group. GROUP B: you have piece of paper. Read the explanation of the situation nd answer the questions the students in group A ask you. You can only answer YES, SORT OF, NO OR NOT EXACTLY. 3. Now, exchange roles. GROUP B: try to work out the answer to the mystery.

GROUP A: you have a piece of paper. Answer the questions the students in Group B ask you. TEACHER MATERIAL FOR THIS ACTIVITY: The teacher has to print these two charts for the groups.

A man was staying in a motel. He went outside to his car and hooted on the horn. He then returned to his room. Why did he hoot on the car horn?

GROUP B The woman worked in a circus and she was the assistant in a knife-‐throwing trick. The new shoes that she bought had higher heels than her usual pair. When she went to work, she forgot to tell her colleague about her new shoes. She was now four centimetres taller. Unfortunately, the first knife killed her.

GROUP A The man was staying in a motel with his wife, who was deaf. He went outside to get something from his car, but then forgot which room was his. He hooted loudly on his horn. The other guests opened their doors or looked out of their windows to find out what was happening. However, his wife was deaf so she didn’t hear him. She didn’t look out of the window or open the door, so he knew which rooms was his. He was then able to return to his room.


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CLASS SESSION 11: 1. The business teams group the tables together. (2min) 2. If there is any activity to correct, we correct. 3. The teacher asks: (5 min) -‐Have you ever done an oral presentation? Is it difficult or easy? -‐Do you think that oral presentations are useful? Why? -‐How do you normally do your oral presentations? Do you use powerpoint? 4. The teacher asks the students to read the text individually and try to answer the questions. Then, when they finish, the teacher helps them to do the exercise. (15 min) 2. Read the following text and answer the questions.

HOW TO MAKE ORAL PRESENTATIONS Pericles, the Athenian of ancient Greece was the pre-‐eminent orator, for his extraordinarily powerful rhetoric. Others, including Churchill, Hitler and Mussolini, whatever other reputations they may have had, were also articulate and influential speakers who moved their listeners and bent them to their will. This article, written in response to requests from a number of commercial clients, is about the oral delivery of reports and papers.

You have written, edited and produced your report or paper. Now you have to deliver it to someone, to a committee, to your peers, in a sales presentation. All the research you have done, all the care and time spent on the report is diminished if you are unable to present your report articulately and with self-‐confidence.

We are agreed that we write in the business world for three reasons: to inform, persuade and direct. Yet, reduced to a single reason, it is to persuade the recipient or recipients to a particular point of view. You write to win, for jobs, careers and business depend on how well you convey your ideas and opinions. Business is winning. There is a close relationship between good writing and skilled presentation.

Some people who are good at presenting information are not so impressive when they write. Similarly, people who write well are often less than competent when making oral presentations, which should lead us to question the difference between writing and speaking. What is the difference?

A writer relies only on the written word to convey thoughts, nothing more. What you read is what you get. If what you have written is badly organized, convoluted, awkwardly phrased, inarticulate, that's what the reader learns. Speaking is another matter, for we expand our ability to communicate by other senses. What are the elements of oral presentation?

• The way we speak; the words we choose. • Eye contact • Voice • Mannerisms: gestures, movements • Visual aids


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-‐ Find the words in the text that mean: -‐Colleagues (paragraph 2): (n) peers -‐Present a formal and official communication or information (paragraph 2): (n) report -‐To communicate or transfer some ideas (paragraph 3): (v) convey -‐Splendid (paragraph 4) (adj.): impressive -‐Difficult (paragraph 5) (adj.): convoluted 5. The teacher asks the students the following questions: (10 min) -‐ Answer the questions according to the text: -‐What personal characteristics do you need to present your paper successfully? Present your report articulately and with self-‐confidence -‐What is the most important step in a business world? Why? To persuade the recipient or recipients to a particular point of view -‐ According to the elements of an oral presentation. Is the use of power points or Internet resources a good option when doing an oral presentation? -‐Yes it is. Visual aids are necessary in any oral presentation. 6. The teacher says: (10 min) 3. When the boss of the Segre’s Sports Centre has to present a business proposal in front other colleagues or important business people, he has a table with the elements he is taking into account in order to succeed with the oral presentation. Now, here we have some important elements that we have to take into account when doing an oral presentation. However, we should add some more. Let’s include more information when doing an oral presentation. The teacher can ask: What about the structure and the timing? And the information? Etc.

POINTS CHECKLIST ORGANISATION

Structure Cover all the content Timing All members speak

CONTENT Include all the sections of a business


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Use of grammar Use of vocabulary

VISUAL AIDS Use of internet resources Papers for the audience Use of notes

DELIVERY Eye-‐contact Gestures and movements Voice Breathing

TOTAL MARK ***BEFORE FINISHING THE CLASS, THE TEACHER EXPLAINS ABOUT THE ORAL PRESENTATION!!!! FINAL TASK: (15min) OUR ORAL PRESETATION – HOW SHOULD WE DO IT? 1. The teacher explains about the final project but she first asks: -‐Do you know what a PREZI is? If not, click on this link and discover it. There is an excellent video tutorial. http://prezi.com/ If you want to use it, you have to sign in and then start exploring…..it is funny and easy!!!! -‐There are a lot of different ways of doing oral presentations. However, I recommend you to use PREZI. It is a presentation tool that can help you organize your ideas. Therefore, you can use it to present your fantastic and new business presentation. OUR ORAL PRESENTATION -‐ WHAT SHOULD WE INCLUDE IN IT? -‐In order to present your innovative business in front of the committee, Lleida’s Council created the following document to have the same model for all the enterprises presented. The Council’s committee decided that each business proposal presentation must have some compulsory parts and that they would assess all the fantastic proposals according to that. This is the table they created.

• If you have worked during this entire unit, don’t worry; you have your business created. Then, revise your business parts and prepare a fantastic

presentation!!!

It is a fantastic tool!!!!!!! TRY IT


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ITEMS YES NO

Introduction

Description of the business

Description of each member

Rules of the business

Billboard (show the glogster or the document)

Conclusion

OUR ORAL PRESENTATION – HOW MUCH TIME SHOULD IT LAST? -‐ The oral presentation should last 10-‐15 minutes more or less. Moreover, all members of the groups should talk, so you have to organize and choose which section each of you will explain. CLASS SESSION 12 -‐13 -‐The class is organized in a semicircle. -‐Each business teamwork goes to the front of the class in order to present the proposal. They have 10-‐15 minutes each group!! -‐The rest of the class listens to them. -‐If there is no time to cover all the business teamwork, next session we will finish. -‐The teacher is going to use the rubric for the students. -‐At the end of the class the teacher collects the dossier to correct them.

Documents

fTEACHERLEARNINGACTIVITIES! …apliense.xtec.cat/arc/sites/default/files/Teacher's...• Ithas!toincludedifferentsections:!presentation(generaloverviewof!thebusiness! created),! members!