Lesson plans - Pearson English Language Teaching (ELT) · A task-based course in practical English Lesson plans Version C ... Lesson 1: lesson plan. ... Manual for a detailed explanation

Version C consists of 30 50-minute lessons. Version C is designed for 50-minute classes that meet twice a week over one semester.

A task-based course in practical English

Lesson plans

Version C

Marcos BenevidesChris Valvona

1Stage Welcome aboard

Lesson plans, Version C 1© Pearson Education Asia Limited 2008

Lesson 1: overview

This is the introductory lesson to the course. Today students will:

• Learn about the course concept and objectives

• Learn about Widgets Incorporated (the company)

• Explore customs about business cards, name tags and handshaking

Time • 50 minutes

Materials • Widgets Student Book, pages 2–5

• DVD, Scene 1: Orientation

• Paper or cards to write name tags and business cards on, one of each per student

OptionalMaterials

• Color business card and name tag templates downloaded and printed from www.widgets-inc.com

1Stage


Time Page Task Directions

10 mins.

2 You’re hired!

• Learn about course objectives

• Learn Widgets Incorporated’s background

• Meet Felix Day, director of human resources

• Read the letter of employment

1. Read Felix’s message at the top of page 2 (in the green box) aloud or have students read by themselves. Next, read the letter aloud or have students read by themselves. Depending on student level and motivation, elicit or explain the who, what, where and why of the course:

Who is Felix Day? Who are you going to role-play?

Felix Day is director of human resources. You are going to role-play management trainees.

What is the purpose of the letter?

It explains that you have been accepted as a management trainee and tells you the things you will do at Widgets Incorporated.

Where are you?

You are at your Widgets orientation.

Why are you there?

You were just hired.

20 mins.

3 Widgets: bringing ideas to life

• Watch the video (Scene 1)

• Learn about the company

• Take notes

• Check facts with a partner

1. Have students look at the photos on page 3. Explain that the students are new employees, so it is important for them to find out more about the company by watching the video.

2. Play the video (Scene 1) for the first time.

3. A Play Scene 1 a second time and have students take notes. These notes should be detailed. But students should not write full sentences, just enough to help them build meaning later. Throughout this course note-taking will be an important skill to develop.

4. B Have students answer the questions.

5. Have students check their answers with a partner.

1 F 2 F 3 T 4 F 5 F 6 Bringing ideas to life

6. Follow up with the whole class for questions 1–6 plus any additional information that students gathered.

Lesson 1: lesson plan

1Stage



20 mins.

4 & 5 First impressions

• Make business cards and name tags

1. Have students read Felix’s message at the top of page 4. Explain that soon students will practice meeting and greeting each other using business cards and name tags.

2. A Have students look at the example of a business card and name tag on page 4. In pairs, have them read the information and answer the questions. [Answers will vary.]

3. B Have students choose their favorite business card and name tag on page 5.

4. C Have students design their own business cards and name tags.

5. D Have students make their final copies. Teachers may download and print business card and name tag templates from the Widgets website or simply hand out pre-cut pieces of paper, index cards, etc.

End

Remind students to bring the final copies of their business card and name tag to the next class.

Lesson 1

Note



Lesson 2: overview

Today students will:

• Explore customs about business cards, name tags and handshaking

• Meet and greet each other in a casual business setting

• Learn about Victoria Vanderhoff

• Familiarize themselves with appropriate conversation topics

Time • 50 minutes


• DVD, Scene 2: Who’s the boss?

• Students’ business cards and name tags made in Lesson 1

• Paperclips or another way of attaching name tags to clothing, one per student

OptionalMaterials

1Stage



20 mins.

6 Shake on it

• Learn customs of shaking hands

• Meet and greet “co-workers” in a casual business setting

1. Have students read Felix’s message at the top of page 6.

2. Have students look at the photo of the two people shaking hands at the top of page 6. Explain the importance of shaking hands in the West and compare it with other cultures.

3. A Read the three points or have students read by themselves. Then demonstrate each step in turn. Finally, have students look at the photo story. Demonstrate a proper handshake with a student.

4. B Have students put on their name tags. Explain that they will now move around the classroom shaking hands and meeting as many co-workers as possible. They should:

• shake hands

• exchange business cards

• have a short conversation using the “interesting fact” on their name tags as a starting point

Since students only have one business card each, remind them that they will need to get it back from each partner before continuing. Move around the classroom listening to as many pairs as possible and facilitating where necessary.

25 mins.

7 Who’s the boss?


• Listen for details

• Meet Victoria Vanderhoff, president of Widgets Incorporated

1. Read the title “Who’s the boss?” at the top of page 7 aloud.

2. Read Felix’s message at the top of page 7 aloud or have students read by themselves.

3. A Play the video (Scene 2). Have students listen and take notes. Then have them fill in the fact file. Note that they do not need to understand everything.

Name: Victoria Vanderhoff

Job title: President of Widgets Incorporated

Background: Not business. She studied law and then was a lawyer for eight years. She took over as president of Widgets when her father retired 10 years ago.


1Stage



Likes: Challenges, meeting and talking with people

Dislikes: Waste: wasted time, wasted money, wasted talent

Motto: Think outside the box.

4. B Have students check their answers with a partner. Sharing and putting together information is very important and will be used regularly throughout the course.

5. C Read the instructions and the questions aloud or have students read by themselves. Check that students understand all of the questions.

6. Play Scene 2 again. Have students work together to answer the questions. Elicit answers from the class.

What did you learn about the Vanderhoff family?

Victoria’s father was president of Widgets Incorporated until he retired, 10 years ago.

What did you learn about Widgets Incorporated?

Every day is different. Teamwork is important.

What are Victoria Vanderhoff’s plans for the future?

She wants to work at Widgets for as long as possible.

What kind of boss do you think she is?

[Answers will vary.]

5 mins.

8 & 9 End 1. Instruct students to read pages 8 and 9 as homework. A Students must also complete the table on page 9.

2. Instruct students to shake your hand and turn in their business cards on their way out of the classroom.

Lesson 2



Lesson 3: overview


• Familiarize themselves with appropriate conversation topics

• Chat with each other in their first Water cooler chat

• Chat with each other in a casual work setting

Time • 50 minutes

Materials • Widgets Student Book, pages 8 & 9, 11, 90 & 91

• DVD, Scene 3: Water cooler chat

Optional Materials

• Water cooler chat cards (pages 90 & 91)

1Stage



15 mins.

8 & 9 A personal matter

• Learn about appropriateness of conversation topics

• Decide whether certain topics are appropriate

• Discuss whether certain topics are appropriate

1. Explain to students that some topics of conversation are OK in certain situations, but not OK in others. As an optional warm-up, activate students’ background knowledge by eliciting examples of topics of conversation which they think are taboo in English speaking countries. Does the class agree on these?

2. Have students work in pairs and compare their ideas. If they have different opinions, they should discuss why they think so. If desired, point out the model dialog at the bottom of page 9. Please refer to “Language models” in Part 1 of the Teacher’s Manual for a detailed explanation of this feature.

This is the first of many activities in the course for which there are no “right” answers. It is important to explain to students that the idea is to share opinion, practice discussion/persuasion and not to find the absolutely correct answers. In fact, the sharper students may realize on their own that appropriateness depends a lot on where the conversation takes place.

35 mins.

11, 90 & 91

Water cooler chat

• Learn the significance of small talk at the water cooler


• Learn about follow-up questions

• Practice chatting or small talk

1. Read Felix’s message at the top of page 11 aloud or have students read by themselves. Explain that in many workplaces, people tend to take short breaks before, during or after work, to get a drink or eat a snack. In these situations, co-workers often end up having short, casual conversations about their weekend, the latest sports scores or some event in the news. Activate students’ background knowledge: In Japan, for example, many offices have a tea room or a small kitchen, so the concept is not strange. In many offices in the West, this phenomenon happens around the coffee maker or the water cooler. Thus, “water cooler talk” has become synonymous with short, casual conversation about recent events.


Note

1Stage



2. A Have students read the instructions and then look at the table. Make sure they all understand the language in the table. Also, make sure they understand that they have to complete the table by watching the video. Then play the video (Scene 3).

3. B Have students compare their answers with a partner and then elicit answers from the class.

4. C Play Scene 3 again and encourage students to take notes on any follow-up questions they hear. Explain that a follow-up question is a question you ask somebody to keep the conversation going. The “ping-pong” analogy is a good way to do this (i.e., A conversation is like a game of ping-pong, where both players must hit “the ball”—ask and answer questions—back and forth to keep it going). Elicit these from the class.

Follow-up questions:Felix: Did you have a good weekend?Felix: How did you catch it?Felix: Chicken soup, huh?Rebecca: Where did you get the recipe?Felix: Oh, is he into bowling?Rebecca: How about you?Felix: Hey, did you finish up on that big project?

5. D Have students read the instructions and then fill in the table. They can use pages 90 & 91 for ideas.

6. E Have students read the instructions. Students then have their own Water cooler chat in groups of three.

Lesson 3

Name Did what? When? How was it?

Rebecca had a cold, stayed home, ate chicken soup, chatted with her sister

Saturday fun

Felix made French onion soup

yesterday (or Sunday)

delicious

Titus went bowling with grandson

yesterday (or Sunday)

terrible

1Stage


Lesson 3


This is an introduction to Water cooler chats. (See “Water cooler chats” in Part 1 of the Teacher’s Manual for more information on this activity.)

End Note that students will be assigned to teams during the next class (page 16 in the Student Book). Teachers are strongly advised to read the sections “Teams”, “Projects” and “Project managers” in Part 1 of the Teacher’s Manual before the next lesson. It is absolutely essential to the smooth instruction of this course that these teams be carefully considered.

Note



Lesson 4: overview


• Learn about Widgets products and practice describing them

• Practice asking and answering questions

• Meet their team and share contact information

• Learn about Widgets Incorporated departments

• Think about their characteristics and decide on the most suitable department for themselves

• Evaluate their performance in Stage 1

Time • 50 minutes


• DVD, Scene 4: Departments - Human Resources DVD, Scene 5: Departments - Research and Development DVD, Scene 6: Departments - Finance DVD, Scene 7: Departments - Sales and Marketing DVD, Scene 8: Departments - Full

Optional Materials

• Employee Evaluation Form, Stage 1 downloaded and printed from www.widgets-inc.com, one copy per student

1Stage




25 mins.

12–15 Sell, sell, sell!

• Learn about Widgets products

• Practice describing


Important: Pages 12 & 13 and 14 & 15 are part of an information gap activity. Please assign students to A-B pairs before asking them to open their books!

1. Assign students to A-B pairs. Instruct Person As to open their books to page 12, and Person Bs to open to page 14. Instruct them not to look at their partner’s book.

2. Have students look at their product on the facing page. Note that Person A and Person B have different products. Explain that this is a page from the Widgets product catalog.

3. Read Felix’s message at the top of pages 12 and 14 aloud or have students read by themselves. The message is the same on both pages.

4. Explain steps 1 to 4. Explain that after Person A has finished describing and explaining their product, and Person B has finished asking questions and filling in information in their book, they will switch roles and repeat the process for steps 5 to 7.

Please refer to “Widgets product catalog tasks” in Part 1 of the Teacher’s Manual for more information and tips on managing this task.

5 mins.

16 The dream team

• Move into teams

• Meet other team members

• Share contact details

• Work together to decide a team name

1. Read Felix’s message at the top of page 16 aloud or have students read by themselves. Make sure that students understand that the teacher will assign them to teams, and that they will work with this team for several weeks.

2. Assign students to their teams. The teacher should already have prepared the teams before the class, or have decided which method to use to divide up the class (i.e., counting off, by student number, etc.).

3. Have students introduce themselves to their team members. Then have students exchange contact details.

Note

1Stage


Lesson 4


4. Have students think of a team name together (This may be left for homework if time runs out.).

See “Teams” in Part 1 of the Teacher’s Manual for a very important explanation of this concept in Widgets.

As the course progresses it may become important for team members to contact each other outside of class time. If any student is unhappy sharing their contact information, instruct them to set up a free email account for the duration of this course.

20 mins.

17 That’s my department

• Watch the video (Scenes 4–8)

• Learn about the different departments at Widgets

• Practice note-taking and information sharing

1. Read aloud the title “That’s my department” at the top of page 17.

2. Read Felix’s message at the top of page 17 aloud or have students read by themselves. Make sure students understand that they will be watching a video presentation about the different departments at Widgets.

3. A Have students read the instructions, and then watch the video. Play each scene (4–7) separately, so that students have a break between each department to take notes. Encourage them to write on a separate piece of paper.

This may be a new way for students to work with listening or video. The idea is not for them to catch everything. Instead, students are meant to take notes, and then try to piece together as much of the meaning as they can, through discussions with other students. Again there are no absolutely correct answers. Please see “DVD video” in Part 1 of the Teacher’s Manual for a fuller explanation.

4. Have students compare their notes in pairs and then fill in the table on page 17.

5. B Play the video (Scene 8). Give students time to work in their teams to fill in as much information as possible. Elicit answers from the class. [Answers will vary.]

Note

Note

1Stage


Lesson 4


Human Resources

Sometimes called HR, Felix’s department, hire new employees, train staff, fire employees, make sure everybody is happy, do employee reviews, people working in HR are friendly and outgoing

Research and Development

Sometimes called R & D, run by Dr. Hetty McPhee, create new ideas for Widgets products, change and improve ideas, people working there are creative and productive

Finance

Run by Titus Pinsch, controls all of the money, people in finance are good with numbers and really organized

Sales and Marketing

Run by Rebecca Sneed, they do market research (find out what people think of new products), they advertise (infomercials, newspaper ads, subway posters), people in sales and marketing are energetic and confident, because they need to speak to a lot of people

6. C If time allows, have students discuss which department looks the most interesting. The teacher should move around and encourage discussion as to why they think so.

18 & 19

End 1. Assign homework: Instruct students to read page 18. A Have them check the words that best describe their character. B Have them assign the characteristics to the most suitable department. Stress that there are no right or wrong answers.

2. Hand out blank copies (downloaded and printed from www.widgets-inc.com) of the Employee Evaluation Form to the class. Students must hand it in at the start of the next class.

1Stage



This assignment is important not only because the teacher can use these self-evaluations to track students’ progress, but also because it is a way to impress upon students, at an early stage of the course, the importance of completing assignments on time. For this reason, we suggest that students who fail to bring it to the next class are given a clear penalty. This should ensure that they will not fail to do their homework in the later stages of the course, when successful completion becomes very important.

Please see “Employee Evaluation Forms” in Part 1 of the Teacher’s Manual for a more detailed explanation of this feature.

Note

Lesson 4

2Stage Eureka!


Lesson 5: overview


• Think about their characteristics and decide on the most suitable department for themselves


• Learn about the Research and Development Department

Time • 50 minutes

Materials • Widgets Student Book, pages 18, 20 & 21

• DVD, Scene 9: Message from Victoria - Stage 2

Optional Materials


2Stage



10 mins.

90 & 91

Water cooler chat 1. Remind students that they are expected to find a partner or two and begin chatting in English from the moment they enter the classroom, until you give the signal to stop (10 minutes after the official class start time). Students may always refer to the situation cards on pages 90 & 91 for ideas. Remind them that they may talk about any topic, as long as: a) they do it in English b) it is appropriate to the context (i.e., a casual chat with co-workers).

2. Circulate around the classroom, taking a few moments to chat with students yourself, and if necessary, to encourage the shy students.

Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

10 mins.

18 Where do I fit in?

• Reflect on personal characteristics

• Consider what type of person best fits each department

• Decide which department is most suitable

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 1.

1. B This is another activity where there are no right answers, but the teams must work together so that all members are happy with the final outcome. Make sure students understand that a word can only be used one time, and that each department should eventually have five words beneath it.

2. Based on what they have written for A and B , students must now make an individual decision about which department would suit them best. Have students write the department name in the blue box at the bottom of page 18.


Note

Note

2Stage



30 mins.

20 & 21

Put on your thinking cap

• Meet Dr. Hetty McPhee, director of R & D

• Introduce students to the Research and Development Department


• Take notes

• Understand some problems within Widgets Incorporated

• Learn about the first assignment

1. Read Hetty’s message at the top of page 20 aloud or have students read by themselves. Have students look at the photos.

2. Read Hetty’s message at the top of page 21 aloud or have students read by themselves. Make sure students understand that the video is a message from Victoria.

3. A Play the video (Scene 9). Have students take notes as they watch.

4. B Play Scene 9 again. Have students answer the questions from their notes or at least make guesses.

5. C Have students work with a partner and answer the questions together. If this seems too difficult, allow the pairs to form groups of four.

6. Elicit the answers from the class.

What is the problem?

Widgets is in financial trouble, sales are down 70 percent, Widgets is in the red

What caused this problem?

Some employees have become lazy, the great ideas have stopped coming, people are not giving their very best

What is your assignment from Victoria Vanderhoff ?

Come up with ideas for new Widgets products

What should your team do first?

Choose a project manager

End

Lesson 5

2Stage Eureka!


Lesson 6: overview


• Discuss the characteristics of a good leader and a poor leader

• Vote on a project manager for Stage 2

• Identify problems with some products

Time • 50 minutes


• DVD, Scene 10: Where did we go wrong?

Optional Materials

2Stage



20 mins.

22 & 23

First among equals

• Discuss characteristics of a good leader and a poor leader

• Learn the importance of the project manager in the group

• Select a project manager for Stage 2

1. Read the title “First among equals” at the top of page 22 aloud. Explain that it means that although everybody in a team is equal, there needs to be a leader who can direct and organize.

2. Read Hetty’s messages on page 22 aloud or have students read by themselves. It is particularly important that students understand all of the responsibilities of the project manager and that everyone will be project manager at least once.

3. A Have students work with their team and complete the lists on page 23. They may wish to refer to page 18 for a list of characteristics. Circulate, making comments and giving advice.

4. B Have students explain to their team why they should, or should not, be project manager. Circulate, making comments and giving advice.

5. C Have students vote. You can have students just raise their hands, cast secret ballots, etc. However, it should be a choice based on their arguments rather than just a random draw.

6. Have students write the name of the new project manager in the box.

Please see “Project manager” in Part 1 of the Teacher’s Manual for important information and tips.

30 mins.

24 & 25

Where did we go wrong?


• Take notes

• Discuss possible problems with the ideas

1. Read Hetty’s message at the top of page 24 aloud or have students read by themselves.

2. Explain that students will now watch a video of Hetty describing some Widgets product ideas that were never made.

3. Have students look at page 25. Give them a minute to look at the pictures and the product names. Ask: “What do you think the purpose of each product is?” Elicit ideas from the class.


Note

2Stage



• Learn how some ideas are better than others

4. A Play the video (Scene 10). Have students take notes next to the products on page 25. Students should compare their notes in pairs, then discuss the purpose of the product ideas.

5. B Have students read the questions on page 24. Check that they understand. Play Scene 10 again. Have students discuss the questions and possible answers with their team. Answers will vary, but the idea is to get students discussing and realizing that some ideas are simply better than others. Possible problems include:

Heli-car

Possibly dangerous, probably very expensive, impractical, difficult to get a license, Why not just buy a helicopter?

Instant TV translator

Impossible to make using current technology

Flying remote

Possibly dangerous, impractical, unnecessary, ugly

Vibration pillow

Not original, this product already exists

This is an excellent opportunity to stress the active role of the project manager. If the team is silent, tell the project manager to start the discussion. If the team is not speaking in English, ask the project manager why they are not speaking in English. Directing your attention at the project manager, and only the project manager, can be a very effective way of ensuring that the other team members take notice.

6. C Have each team discuss and decide on the best product and the worst product. [Answers will vary.]

7. D Have project managers stand up and report what their team thought was the best and worst ideas. Have them explain why.

Lesson 6

Note

2Stage



End This is a good time to call all the project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Make plans to meet each project manager individually for an interview after the end of Stage 2 and preferably before the start of Stage 3 (i.e., between Lessons 10 and 11). This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

Lesson 6


2Stage Eureka!

Lesson 7: overview



• Brainstorm everyday problems

Time • 50 minutes


Optional Materials


2Stage


25 mins.



• Practice describing skills





3. Read Hetty’s message at the top of pages 26 and 28 aloud or have students read by themselves. The message is the same on both pages.

4. Explain steps 1 to 5. Explain that, after Person A has finished describing and explaining their product, and Person B has finished asking questions and filling in information in their book, they will switch roles and repeat the process for steps 6 to 9.


25 mins.

30 & 31

Brainstorm

• Brainstorm problems in their everyday lives

• Work together to find solutions to everyday problems

• Think of possible Widgets products

1. Read Hetty’s message at the top of page 30 aloud or have students read by themselves. Stress that new ideas should be original, possible, useful, interesting, safe and attractive. Give relevant examples of groundbreaking inventions from real life if possible (e.g., Apple’s iPod, the Nintendo Wii’s remote control unit, etc.). It is good to show illustrations from books, magazines or printed out from the Internet. Good resources include the Unuseless Inventions series by Kenji Kawakami (Harper Collins), or the website Totally Absurd Inventions, at www.totallyabsurd.com.


Note


2Stage


2. Have students look at the photo story of Hetty. Give them a minute to read it. It highlights the brainstorming process, and is therefore very important.

3. Read the photo story aloud. Stress that the process Hetty uses is to think of a real-life problem first, and then to think of a possible solution.

4. A Ask students, “What do you think of the Sticky Cell Phone idea?” Have students work alone and decide which boxes to check.

5. Next, have students compare their ideas with a partner: Is the idea safe? Is it original? There are no right or wrong answers here, although it is likely that the students will come to the conclusion that it is an OK idea, but not a great one.

6. Have students read the message at the top of page 31. Tell them that now it is their turn.

7. B Have students work alone and brainstorm some problems they, or someone they know, have in their everyday lives. This is open-ended, and according to your discretion. For example, you may want to restrict low-level students to immediate, concrete problems in their lives (such as “I always wake up late.”). For high-level students, you might decide that any kind of problem is OK or even insist on big problems (e.g., a housing shortage in a foreign country). Students should not write down solutions yet.

Stress to students that they work alone at this point, even though they are sitting in teams. They can, and should, talk to and assist each other, but each student must come up with several different problems. They are not preparing a combined team list.

8. C Next, have students work with a partner or with their whole team. Have them tell each other their problems, and then help each other to think of possible solutions, in the form of a Widgets product, of course.

Lesson 7

Note


2Stage


Allow students time to discuss this. The ideas that they have at this stage will be important for the rest of the course. The better the ideas, the more successful the course can be. Move around the classroom and give comments on the students’ suggested solutions. Sometimes students can be too kind and say, “Yes, that is a good solution.” However, the teacher should be more critical, telling students if an idea is not original, impossible and so on.

Each student must have a minimum of four problems with corresponding solutions. In fact, encourage students to think of six to eight problems, even if this means that they extend over the allotted writing space. The more problems/solutions they have, the better their eventual final choices will be. Note that team members must have different ideas from each other. That is, they may have some of the same problems, but must at least have different possible solutions.

End

Lesson 7

Note


2Stage Eureka!

Lesson 8: overview


• Brainstorm (in groups) solutions to problems

Time • 50 minutes


Optional Materials


2Stage


20 mins.

30 & 31

Brainstorm (continued)

1. Allow students more time to continue discussing their ideas.

30 mins.

32 On the drawing board

• Select the three best ideas for new Widgets products


2. A Have each student complete the three product idea forms, based on the chart on page 31. Of course, if a student has a sudden inspiration for a different idea, that is fine as well. Stress that they are still in the planning stage, so these do not need to be perfect, but that the more time and thought they put into this task, the better their final idea will be. Note that each idea must fulfill all of the six requirements on the checklist. That is, the product ideas must be original and possible to make (These criteria are the most important—no time machines, teleportation devices, etc.), relatively safe to use, useful, interesting and attractive (The last three are easily debatable, of course—and will be debated in the next lesson—but here they should at least be considered.).

3. Move around the classroom and monitor students’ work and progress. If an idea is clearly substandard, do not hesitate to question it, based on the six criteria. You could, for instance, gently ask, “Are you sure that is possible to make? How does it work?”

32 End Assign homework: Students must have the three product idea forms on page 32 completed by the beginning of the next class.



2Stage Eureka!

Lesson 9: overview


• Select the best product ideas

• Describe their product ideas to their team

• Vote on their team members’ best product idea

• Select their one best product idea

• Identify important points from a sample Product Proposal Form

Time • 50 minutes


Optional Materials

• Product Proposal Form downloaded and printed from www.widgets-inc.com, one copy per student


2Stage


30 mins.

33 What do you think?

• Describe product ideas to team members

• Discuss which ideas are better than others

• Vote on the best ideas

Completing short assignments outside of class is crucial to this course. This is a good time to again impress this upon the students. This can be done by noting that they are being evaluated as a team as well as individually. This means that when they do not do their homework, or otherwise do not participate in activities, they are bringing down their team members’ grades as well as their own.


2. A Have students read the instructions. Explain that project managers must go first. The project manager describes his/her three product ideas from page 32. The other team members listen and take notes in the space provided.

3. B When the project manager has finished describing, the other team members must discuss the three ideas. Have students look at Hetty’s message. Stress that students need to be honest, but polite. Have students read the model dialog at the bottom of page 33. In each example, the person says something positive first, then something negative. Also stress to students that they can make suggestions to help improve the ideas.

4. After the project managers’ ideas have been discussed, have the team members vote on the idea they think is best. Tell the class that the project manager makes the final decision on his/her best idea, but that a good team player always listens to advice.

5. C Have students repeat the same process for each member of the team, one by one. That is, a team of four will have chosen four different product ideas by the end of this activity, one per student.

This activity should not be hurried. It is important that decisions are made during class time, when the groups are together to discuss and vote, and not as homework.


Note

Note


2Stage


20 mins.

34–36

Now there’s an idea

1. Read Hetty’s message at the top of page 34 aloud or have students read by themselves. Stress that only the best ideas will become Widgets products.

2. With their teams, have students read the example product proposal on page 35. Explain that they will each fill out the same Product Proposal Form for their product idea.

3. Ask the teams some comprehension questions about the product proposal on page 35:

What is the name of the product?

Guilt Jar

What is it?

A cookie jar that helps with diets

How does it work?

Every time you open the jar you hear a message. The message makes you feel guilty for eating cookies.

How much does it cost?

$35

Are there any other features?

Yes. It counts the number of cookies inside.

4. A Have students read the explanations on page 34. Give students time to discuss number 2 (product name). The best answer is “Car Bar.” Briefly discuss with the whole class why this is so. Possible answers:

It is short, catchy and easy to remember. The other options are too long, not interesting and too difficult.

5. B Have students read Hetty’s explanation at the bottom of page 34. Stress that they need to make their product seem interesting and exciting so that people will be interested. Have students look back at the Widgets product catalog pages (pages 12–15 and 26–29) for ideas on how to write a product description.

Tell students there is no hurry. They can continue in the next class.

End

Lesson 9

Note


2Stage Eureka!

Lesson 10: overview


• Complete their own Product Proposal Form


Time • 50 minutes


Optional Materials

• Product Proposal Form downloaded and printed from www.widgets-inc.com, one copy per student



2Stage


50 mins.

34–36 Now there’s an idea (continued)

1. Have students continue writing their product proposals during the class.

The big idea

• Write an official form (the “Product Proposal Form”)

1. Have students begin filling out their Product Proposal Form. Each student must submit their own Product Proposal Form at the beginning of the next class.

This is the main task in Stage 2 and should count as a small, but important, part of each student’s overall grade in the course. Remind students that this assignment must be handed in on time and in an appropriate manner. (See “Appropriateness” in Part 1 of the Teacher’s Manual.) It is effective to be relatively strict at this point in the course. For example, late Product Proposal Forms are not accepted and receive a zero, grades are deducted if the form is not neat enough (e.g., too wrinkled, damaged or covered with doodles), grades are deducted for careless language mistakes (e.g., misspelling the name of the product, making careless grammar mistakes), all members lose participation points if the team does not submit one form per team member.

Also, it is very important for the next stage that you have a separate, loose copy of each student’s Product Proposal Form, as these will be passed on to other groups later. We suggest two options:

a) Page 36 in the textbook is used as a rough draft. The teacher downloads and prints the Product Proposal Form from the Widgets website and photocopies one form per student. Students must then complete a final copy of their proposal before the next lesson.

or

b) Have students complete the Product Proposal Form on page 36 and then make a photocopy of it as homework. Students must submit this to you at the beginning of the next class.


Note


2Stage


37 End 1. Assign homework: Have students finish their Product Proposal Form, if they have not already done so. Remind students that it is extremely important for them, and their team, that they complete this assignment.

2. Have students also complete the Employee Evaluation Form on page 37. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

3. Project manager interviews: Have each project manager arrange to meet the teacher for a

one-on-one debriefing outside of class time, preferably before the next class. This is a combined peer-assessment (project manager assesses team members) and oral interview (of project). (See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual.)

Lesson 10

3Stage

Decisions, decisions


Lesson 11: overview



• Learn about their new assignment

• Give reasons for or against being the next project manager

Time • 50 minutes

Materials • Widgets Student Book, pages 38 & 39

• DVD, Scene 11: Message from Titus

Optional Materials



3Stage


10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

25 mins.

38 The movers and the shakers

• Meet Titus Pinsch, director of finance


• Practice note-taking

• Answer comprehension questions

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 2. Collect and evaluate each team’s completed Product Proposal Forms. These will be the start of the product portfolios. Hold onto the Product Proposal Forms until Lesson 14, when you will redistribute them to new teams.

1. Read Titus’s message at the top of page 38 aloud or have students read by themselves.

2. A Play the video (Scene 11). Have students take notes on the notepaper as they watch. Remind them that it is not necessary that they catch everything at first.

3. B Have students discuss what they heard with their teams. At this stage they should compare notes and check how much they could understand as a team.

4. C Play Scene 11 again. Have students answer the questions on their own and then compare their answers with the team. Then elicit answers from the class.

By what percentage must Widgets increase sales this year?

50 percent

What is your team’s new assignment?

To decide which product proposals will go into production (will actually be made)

What does Titus Pinsch think about your new assignment?

He thinks it is a bad idea. He thinks you are too young, not ready for the responsibility.

What kind of person do you think he is?

[Answers will vary.] Hopefully students will pick up that he is a bit moody, strict and not too friendly.


Note


3Stage


It is important that students understand exactly what their next assignment is. They will soon be given a set of four Product Proposal Forms, which were written by another team. As a group they are going to make a decision about which one is the best.

15 mins.

39 First among equals

• Explain why they should or should not be project manager for this stage

• Choose a new project manager

1. Read Titus’s message at the top of page 39 aloud or have students read by themselves. Suggest that a decisive project manager would do well at this stage.

2. A Have team members, except for the Stage 2 project manager, take turns explaining why they should, or should not, be the next project manager.

3. B The Stage 2 project manager then chooses the Stage 3 project manager, explaining why he/she has made that decision. For example, “I choose ___, because he/she is organized and decisive.” Have students write the name of the new project manager in the box.

End

Lesson 11

Note

3Stage



Lesson 12: overview



• Think about everyday decisions that they make

• Analyze the pros and cons of air conditioners

• Evaluate the strengths and weaknesses of pros and cons

• Reach a consensus on a team decision

• Learn about disagreeing politely

Time • 50 minutes


Optional Materials


3Stage


25 mins.



• Practice describing





3. Read Titus’s message at the top of pages 40 and 42 aloud or have students read by themselves. The message is the same on both pages.

4. Explain steps 1 to 4. Explain that after Person A has finished describing and explaining their product, and Person B has finished asking questions and filling in information in their book, they will switch roles and repeat the process for steps 5 to 7.

5. For step 8, have the pairs debate the pros and cons of their products.


25 mins.

44 & 45

The choice is yours

• Think about everyday decisions

• Start thinking about good and bad points (pros and cons) of items

• Debate and discuss


2. Have students look at the picture of the man on the flip chart. He is thinking about normal everyday decisions. Ask students:

What decisions does this man need to make?

Should he have coffee or tea? Should he have a hamburger or pizza? Which tie should he wear?


Note


3Stage


3. Have students think of their own decisions. Students should work alone and write down some of the ideas they have on page 44.

4. Have students discuss their decisions with their team.

5. Read the message at the bottom of page 44 aloud or have students read by themselves.

6. Read the message at the top of page 45 aloud or have students read by themselves. Make sure that students understand that “pros” are good points of something and “cons” are bad points of something.

7. A Have students look at the picture on page 45. Tell them that they need to think about pros and cons of air conditioners. They can brainstorm these with their team.

8. Have them get into their teams.

9. Have students compare and discuss their pros and cons for air conditioners. Move around the classroom and spot check students’ answers. Give comments and feedback.

10. B Have students discuss their pros and cons, while considering the importance of each point.

11. As a team, have students make a decision about whether air conditioners are a good thing or a bad thing. Each team must make a choice. If they cannot agree, the project manager makes the final decision.

12. Elicit answers for each team from the project managers. See if the class, as a whole, thinks that air conditioners are good or bad. Opinions are usually very divided on this issue, which of course is the point. We must sometimes “agree to disagree” and make a group decision regardless of whether everybody absolutely agrees or not.

46 & 47

End Assign homework: Have students complete “Agree to Disagree” on pages 46 and 47, A and B . Explain that students need to:

1. Read Titus’s message at the top of page 46.

Lesson 12


3Stage


2. A Read each of the phrases and then place each phrase in one of the three columns, either “Agree”, “Disagree” or “Disagree politely.” There needs to be exactly five phrases in each column.

3. B Answer the questions.

This is a good time to call all the new project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Also, make plans to meet each project manager individually for an interview after the end of Stage 3 and preferably before the start of Stage 4 (i.e., between Lessons 18 and 19). This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

Lesson 12


3Stage


Lesson 13: overview


• Learn about disagreeing politely

• Practice listening for details

• Determine if speakers are speaking politely or not

• Think of pros and cons

Time • 50 minutes


• DVD, Scene 12: The company party - Part 1 DVD, Scene 13: The company party - Part 2

Optional Materials


3Stage


10 mins.

46 & 47

Agree to disagree

• Practice disagreeing politely

1. Have students work with a partner and compare their homework answers.

2. A B Review the answers with the whole class. For B :

The difference is that simply disagreeing is very direct, and therefore it feels a bit negative. That is why people often try to soften their disagreement by first saying something positive, or partly supportive, before disagreeing.

3. C Have students work with a partner. Have them read the instructions. Give students time to read the example opening sentences and the model dialog. Stress that this is just a guide, and students do not need to follow the model exactly. Model a conversation with one of the more confident students. Say something the student should disagree with, and encourage them to disagree with you politely.

Depending on how confident you are with the class, and how mature the students are, it can be fun to choose mildly teasing statements on purpose. For example, if you know that a particular student loves baseball, make them disagree with the statement, “I think baseball is a great sport.”

4. Have students perform the task with their partner. Move around and give feedback on whether they are being appropriately polite.

30 mins.

48 & 49

Where’s the party?

• Watch the video (Scenes 12 & 13)

• Determine if speakers are speaking politely or not


2. Have students look at the picture from the video. Ask the following questions:

Who is in the picture?

Felix Day

What is he doing?

He is explaining the three choices for the company party.


Note


3Stage


3. A Have students read the instructions. Check that all students understand what to do.

4. Play the video (Scene 12). Then have students fill in the table.

5. B Have students check their answers with their partner. Go over the answers with the class.

6. C Read the instructions aloud or have students read by themselves.

7. Play Scene 12 again. Then have students fill in the table.

8. D Have students check their answers with their partner. Elicit answers from the class.

9. E Have students read the instructions. Then have them work in teams and discuss the questions. Elicit ideas about where they should have the party and why. [Answers will vary.]

10. F Play the video (Scene 13). Discuss or clarify if needed.

Lesson 13

Beach Park Restaurant

Felix ✓ ✗ ?

Rebecca ✓ ✓ ✗

Titus ✗ ✗ ✓

Hetty ✗ ✓ ✗

SentenceWho says

it?Polite or impolite?

“No way. Not the beach.”

Titus impolite

“Wait a minute, Hetty’s right. The park is peaceful.”

Rebecca polite

“You’re kidding!” Hetty impolite

“A restaurant, Titus? We did that last year …”

Hetty impolite

“… and it’s a good idea, but let’s do something different this year.”

Rebecca polite

“Why don’t we put this to a vote?”

Felix polite


3Stage


10 mins.

50 In the crossfire

• Think of pros and cons for various items


2. A Tell students that they must think of pros and cons for each of the items A, B, C and D.

3. Move around the classroom and give students comments and advice as they are working on their pros and cons.

50 End Assign homework: Have students finish thinking of pros and cons on page 50 if they have not already done so. A should be completed by the beginning of the next class.

Lesson 13


3Stage


Lesson 14: overview


• Debate pros and cons

• Judge a debate and decide a winner

• Consider the pros and cons of a product idea

• Report the pros and cons of the product idea to their team

Time • 50 minutes


• Sets of Product Proposal Forms, collected from each team in Lesson 11

Optional Materials


3Stage


30 mins.

50 & 51

In the crossfire (continued)

• Debate and discuss

1. B In each team have students form two pairs, Pair AB and Pair CD. In teams with five members, two students can share one role. For example, two students could be A at the same time and work together.

2. Read the instructions aloud or have students read by themselves. Have students read the model dialog, but stress that this is just a guide and students do not have to follow it. If possible, have two students model the dialog for the class.

3. Have Pair AB debate which is better, a bicycle or a scooter. Person A must be in favor of bicycles, Person B must be in favor of scooters. Have Persons C and D listen and take notes. They will decide later which student won the debate.

4. Move around the classroom and monitor the students’ debates, checking that they are being polite, but also persuasive.

5. C After Pair AB finishes, have the pairs switch roles. Now Pair CD has a debate about personal music players and home stereos, while Pair AB listens, takes notes and decides who does a better job.

20 mins.

52 It’s your call

• Present a new product idea to the team

• Take notes on other team members’ product ideas


2. Distribute the sets of Product Proposal Forms, collected in Lesson 11, to one of the other teams. (Please see “Product rotation” in Part 1 of the Teacher’s Manual.) Students will naturally be curious to see the product ideas. You can choose to: a) give students a moment to look them over together with their team or b) instruct them to take one form each and not look at their team members’.



3Stage


• Consider the pros and cons of the product ideas

• Debate and discuss which product is the best

• Make a group decision about which product is the best

3. A Have project managers assign a Product Proposal Form to each team member. Students then consider the proposal carefully, noting as many pros and cons as possible. Give students time and, if necessary, support for this.

Be prepared for the possibility that the number of Product Proposal Forms may not match the number of students. Ideally, there will be one per student, but if the teams in your class are of different sizes or if one or more students did not hand in a Product Proposal Form, you will need to supplement with other forms. For the purpose of this assignment, you can use the Guilt Jar on page 35, any of the “Sell, sell, sell!” product catalog page products or download one of the product proposal samples from the Widgets website. However, keep in mind that these products should not be selected to go on to the next stage!

4. B Have students read the instructions. The project manager should report first. They need to give a report on the product proposal they were given. This should include their opinions about the pros and cons of the product. Stress that they should speak to their group, not just read from their notes. Students cannot just show the Product Proposal Form to the team, they need to explain it.

5. Other students listen and take notes on the notepads at the bottom of page 52. Tell students that they can write other pros and cons if they think of some. Encourage them to ask questions.

6. Repeat steps 4 and 5 for each team member.

7. C When all students have finished, have teams discuss the products: Which do they like best? Which do they not like? Why? If they disagree, remind them to do so politely. Move around the classroom and give comments and feedback, and also ask students questions to help the discussion along.

Tell students not to hurry. They can continue this in the next class.

Lesson 14

Note

Note


3Stage


End Remind project managers that they must always bring their product portfolios to class.

In the next class, teams will prepare their poster presentations. Please read the Lesson 15 lesson plan carefully before proceeding.

Lesson 14

Note


3Stage


Lesson 15: overview


• Debate the pros and cons of the product ideas in their team

• Reach a consensus about the best product to produce

• Prepare a clear poster and presentation explaining the team’s decision-making process

Time • 50 minutes


Optional Materials

• Poster-making supplies, such as poster paper, colored pencils, markers, colored paper, flip chart


3Stage


30 mins.

53 It’s your call(continued)

1. D Have students read the instructions. Then give them time to complete the table for each product idea their team received. Note that each student must fill out the survey according to their own opinions. If necessary, explain the vocabulary to students before starting.

2. Have students total their scores for each of the product ideas.

3. E Have students work as a team and compare their total scores. Stress that they do not have to choose the highest scoring product. For example, a product idea could have a very high score, but not actually be anyone’s favorite choice. In that case, students may agree to choose a different product idea.

Do not hurry this activity. Students should have enough time to thoroughly discuss and come to a well-reasoned decision. Allow students to continue discussing if necessary.

4. Have each team make their final decision and write the name of the product in the box. The chosen product will be produced and sold by the company. Note that students should use the debate and discussion skills that they have been practicing.

Sometimes students want to change the product ideas to make them better. This is fine, as long as the general purpose and function of the product are still reasonably unchanged. Indeed, this can be an extension activity for any group which finishes the decision-making task early. Changes should be made on a separate sheet, to be stapled to the original Product Proposal Form and added to the product portfolio. (See “Product portfolio” in Part 1 of the Teacher’s Manual.)


Note

Note


3Stage


20 mins.

54 Explain yourself

• Prepare a poster presentation

1. Have students read Titus’s message at the top of page 54. Explain to students what they need to do for their poster presentations. (See “Projects” in Part 1 of the Teacher’s Manual for explanations and tips.)

2. Have students look at the picture. Explain that this is what a poster presentation looks like.

3. Have students read “Step 1: Make a poster.” Note that students should include all of the product ideas they considered, while focusing on the chosen product. (This is not clear from the illustration.)

4. The rest of this class should be spent preparing for the poster presentation, which will take place in the following class. Students may prepare a script for practice, but they should be discouraged from reading during the poster presentation itself. The poster should look nice and must clearly explain why the team chose the product they did, and not the others.

5. While teams are working on their posters, pull project managers aside and explain all of the points in Steps 1 and 2 on page 54. Remind them that it is their responsibility to make sure their team understands and follows all of the instructions.

You may also need to reinforce the purpose of this presentation. Teams are explaining why they chose a particular idea and not others. They are explaining the pros and cons of the various ideas. Students are sometimes confused into thinking that they must make an advertising poster.

Examples of posters and videos of poster presentations in action are available from the Widgets website.

End

Lesson 15

Note


3Stage


Lesson 16: overview



Time • 50 minutes

Materials • Widgets Student Book, page 54

Optional Materials



3Stage


50 mins.

54 Explain yourself (continued)


1. Allow students the whole class to continue preparing their posters.

End

Tell students not to hurry. They can continue this in the next class.


Note


3Stage


Lesson 17: overview



Time • 50 minutes


Optional Materials



3Stage


50 mins.

54 Explain yourself (continued)


1. Allow students the whole class to finish their posters.

End

All students must be present at the next class for the poster presentation, and each team must remember to bring their poster. Stress this point again to the project managers!

For a detailed explanation of implementing and managing this project, please see “Projects, Poster presentation” in Part 1 of the Teacher’s Manual.


Note


3Stage


Lesson 18: overview


• Give a poster presentation with a partner

• Answer questions about the products which their team reviewed

• Listen to other students’ presentations and ask questions

• Evaluate the performance of each of the other teams


Time • 50 minutes


• Peer Evaluation Form, Stage 3: Poster presentation downloaded and printed from www.widgets-inc.com, one copy per student

• Tape, magnets, clips as required to fasten posters to walls or boards

• Posters, as prepared by students

Optional Materials


3Stage



50 mins.

54 Explain yourself

• Give a poster presentation

1. Review “Step 2: Present.” on page 54 with the class. Ensure that students understand the rules of the poster presentation.

2. Hand out the Peer Evaluation Form for Stage 3 before the presentations. It is recommended that students complete these as they view the poster presentations.

3. Begin the poster presentation. Explain that each team’s poster will be graded, but that you are also checking students’ ability to explain and ask questions in English.

If the class is very large, you may find 50 minutes a little short. If so, consider having students move their posters outside the classroom and continue the presentations at lunch or after school.

For a detailed explanation of how to implement and manage this project, please see “Projects, Poster presentation” in Part 1 of the Teacher’s Manual.

4. Collect all Peer Evaluation Forms at the end of class.

55 End 1. Assign homework: Have students complete the Employee Evaluation Form on page 55. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

2. Project manager interviews: Have each project manager arrange to meet the teacher for a one-on-one debriefing outside of class time, preferably before the next class. This is a combined peer-assessment (project manager assesses team members) and oral interview (of the project manager). (See “Project managers, Debriefing interviews” in Part 1 of the Teacher’s Manual.)


Note

4Stage

The customer is always right


Lesson 19: overview


• Learn about their new assignment

• Practice listening for main ideas

• Choose a new project manager for Stage 4

• Learn about a new product and the market research that needs to be done on it

• Practice listening for details

Time • 50 minutes


• DVD, Scene 14: Message from Victoria - Stage 4 DVD, Scene 18: Rebecca’s presentation - Full

• Four photocopies of each chosen product proposal from Stage 3, with copies of any appended sheets (suggesting improvements)

Optional Materials


4Stage


20 mins.

56 Will it fly?

• Meet Rebecca Sneed, director of sales and marketing


• Learn about Widgets’ progress and the next assignment

• Practice note-taking

• Learn to select the most important points

Tell students that there is a lot to do in today’s lesson, so there will not be time for a Water cooler chat.

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 3. Also collect the product portfolios from each team. You will redistribute these to new teams shortly.

1. Read Rebecca’s message at the top of page 56 aloud or have students read by themselves. Depending on the level of the class, they may need some help with the vocabulary and explanation. Ask a few questions to check comprehension:

Who is this woman? (Point to the picture.)

Rebecca Sneed

What is her position?

Director of sales and marketing

What is everyone talking about? (What is the “real buzz around the water cooler”?)

The new employees have been doing excellent work.

What will you do next?

Listen to a message from “the boss” (Victoria Vanderhoff)

2. A Play the video (Scene 14). Have students take notes on the notepaper as they watch.

3. B With their teams, have students discuss what they heard. They should compare notes and check how much they caught.

4. C Play Scene 14 again. Then elicit answers for the “three most important points” from the class. Note that answers will vary, because what is most important depends on the students’ point of view. But some important points are:


Note


4Stage


• There is good news and some bad news.

• Senior management thinks the ideas are great.

• People are investing in Widgets.

• Widgets has stopped losing money.

• Widgets is still not making money.

• The teams have shown that they can make difficult decisions.

• Victoria will give the new employees more responsibility.

• The teams will carry out market research for a new product.

• Rebecca Sneed will help the teams with this project.

5 mins.


• Choose a new project manager

1. Read Rebecca’s message at the top of page 57 aloud or have students read by themselves. Note that an outgoing and productive project manager would do well at this stage.

2. This time the team must decide how to choose the project manager. They can vote, they can debate and discuss or the previous project manager can choose. Note that it must be a new project manager.

5 mins.

58 Sleep on it

• Learn more about their next assignment

• Think about their new product

• Start thinking of ways to perform market research on the new product

1. Explain the meaning of the phrase “sleep on it.” It means to take some time to reflect on something, usually overnight.

2. Read Rebecca’s message at the top of page 58 aloud or have students read by themselves. It is important to stress to students Rebecca’s final line: “It’s easier than you think!” Students can be a little intimidated by the Stage 4 task at first, but the pages that follow will give them a clear step-by-step outline of what they need to do.

3. Give each team their new product portfolio. Each team should be given a product which they have not worked on yet. In other words, the product was created by one group, decided on by a different group and now is presented to yet another group to work on.

Lesson 19


4Stage


20 mins.

59–61 The word on the street

• Watch an example presentation video (Scene 18)

• Get ideas for their own market research

• Understand the importance of a handout

Important: Please see “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more detailed instructions on managing the upcoming project.

Tell students that time is limited, and they will not be able to do all of the listening exercises in the Student Book. The important point is that they get an idea of what a market research presentation is like. Also insist that students watch Scene 18 again on their own time.

1. Read Rebecca’s message at the top of page 59 aloud or have students read by themselves. Make sure students understand that they will be watching a video of a market research presentation, and that they themselves will be giving such a presentation later with their team members.

2. Play the video (Scene 18) and have students watch Rebecca’s full market research presentation. Suggest that they can take notes if they would like, but they do not have to.

Below are optional questions that can be used to check students’ comprehension. Depending on time, you may choose to use all or just a selection of these questions.

What is the Guilt Jar?

It’s a dieting product.

What is the suggested retail price?

$35

What are the four personal questions asked?

What is your gender?

What is your occupation?

What is your age range?

Have you dieted in the past six months?

How many people were surveyed?

42

Lesson 19

Note

Note


4Stage


What percentage of the respondents were women?

55 percent

What percentage of the respondents had not dieted recently?

60 percent

Which group of people liked the Guilt Jar the most?

Men and women age 21–40

Which group of people liked it the least?

Males (age 20 and under)

Who should be targeted?

Men and women age 21–40

Where should it be sold?

Supermarkets and department stores

What should the price be?

Around $20

The handout on page 59 (together with pages 60 and 61) are meant to be sections of Rebecca’s actual handout. Later, students can refer to these pages as a model for their own handouts.

End

Lesson 19

Note

4Stage



Lesson 20: overview


• Learn the difference between personal questions and opinion questions

• Write personal questions and opinion questions

• Write a questionnaire for a Widgets product

• Think of a time and place to conduct their surveys

Time • 50 minutes


Optional Materials


4Stage


(50 mins.)

62–63 Step 1: prepare a questionnaire

• Learn about how to make good survey questions

• Work as a team to make a questionnaire about their new product

• Learn how to write survey questions

• Work as a team to write a questionnaire about the new product

Each team should be divided into two groups for Steps 1 and 2. Ask the project managers to organize their teams. Half of the team will work on Step 1 and the other half of the team will work on Step 2.

1. Read Rebecca’s message at the top of page 62 aloud or have students read by themselves. Ensure that students understand they will be writing survey questions about the new product given to them in the last class.

2. A Have students read the instructions. Explain that personal questions refer to the respondent’s personal information. Questions about the product will be asked later. Have students read the three personal questions provided and then work as a team to think of one more personal question.

The last personal question should be related in some way to the product. For example, with the Guilt Jar the fourth question was “Have you dieted in the past six months?” This is an important question if you want to know whether someone would be interested in a dieting product. Students should think of a similar type of question.

3. Have students read Rebecca’s second message on page 62. Check that students understand the difference between personal questions and opinion questions. The latter refer to questions specifically about the product. For example, what does the respondent think of the color or the price?

4. B Have students work with a partner and write as many opinion questions as they can think of. Students have some of Rebecca’s suggested questions to help them get started (see the green box) or they could just think of their own. If they do not finish in class, they must complete this section for homework.


Note

Note


4Stage


5. C Have students read the instructions. Students now work with their team and review the lists of opinion questions on page 62. Have students decide on the team’s six best opinion questions.

6. Have each team make a questionnaire using the personal and opinion questions they have decided on. The form provided on page 63 is an example of what the questionnaire should look like. Students will use it as a rough draft.

Students could use this example for their final questionnaire, but note that it only allows for responses on a 1-2-3-4 scale. Students may have yes/no questions, open-ended questions or questions that require a different set of choices. In these cases students should create their own questionnaires entirely.

7. Have students make a final copy of their questionnaire. Only one copy per team is necessary, as they will later make photocopies of it.

8. Read Rebecca’s message at the bottom of page 63 aloud. Make sure that project managers understand that they must make enough copies of the final questionnaire. (40 questionnaires is an ideal number, but any number over 20 respondents should be enough for the purposes of the project). Each survey taker should also have a sketch of the product to show respondents.

See “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more information and tips on organizing this project.

(50 mins.)

64 & 65

Step 2: conduct surveys

• Plan when and where to conduct surveys

1. Read Rebecca’s message at the top of page 64 aloud or have students read by themselves.

2. A Have students work with a partner and complete the table. Students should think of at least one more location to conduct their surveys.

Lesson 20

Note

Note


4Stage


• Learn surveying etiquette

• Practice asking questionnaire questions with classmates

3. B Have students work with their team and compare their pros and cons. They then discuss which they think will be the best location and decide on a time and place to conduct the surveys. Stress to students that they can work alone, in pairs or in teams when conducting the surveys. They can ask the survey questions to strangers, friends, family members, anyone. Of course, it would be ideal if they could do this in English, but that will depend on their EFL context.

4. C Have students read the instructions and look at the Widgets Incorporated handbook on page 65. Give students time to read and think about the advice given. Demonstrate, perhaps with a volunteer student, each of the three pieces of advice.

End Assign homework: Have students finish making their questionnaire. Ask them to conduct their surveys outside of class, and bring all completed questionnaires to the next class for the following lesson.

Depending on how much time there is between lessons, you could assign the data gathering entirely as homework, or give students a full class period during which to hold interviews. See “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more details.

Also, the project manager must ensure that all students have enough copies of the questionnaire and that they know how many people they must interview.

Call all the new project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Also, make plans to meet each project manager individually for an interview after the end of Stage 4 and preferably before the start of Stage 5 (i.e., between Lessons 24 and 25). This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

Lesson 20

Note


4Stage


It is absolutely essential that students bring their results and findings, as well as their raw data, to the next class. It is the project manager’s responsibility to make sure that the team has this information.

In the next class, the teams will begin to prepare their market research presentation and make handouts. Students who are proficient with computers should be encouraged to bring a laptop, if they have one. This is, of course, not compulsory.

If you have access to a computer lab, it could be useful to hold the following class there.

Lesson 20

Note


4Stage


Lesson 21: overview


• Collate market research data

• Analyze market research data

• Search for patterns in market research data

• Draw conclusions in market research data

• Suggest improvements to the product idea

Time • 50 minutes


Optional Materials

• Blank notepaper for students


4Stage


50 mins.

66–68 Step 3: analyze your data

• Collate data from all team members

• Analyze data

• Search for patterns in data

• Draw conclusions

• Suggest improvements

Important: Please see “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more detailed instructions on managing this project.

1. Read Rebecca’s message at the top of page 66 aloud or have students read by themselves. Make sure that students understand the meaning of the word “analyze,” and that they understand they now must examine all of the data collected by the team.

2. Have students look at the flowchart on page 66. This is a very basic overview of what they must now do.

3. A Have students read the instructions. Explain to students that they must write down the overall totals for each question. This will take some organization, since there are several members in each team and everybody should be performing a role. It is the project manager’s job to assign roles and ensure that everybody is working. This will take some time.

The notepaper at the top of page 67 is just a guide. It may be useful to have students note down the result totals and any comments on a separate piece of notepaper.

4. B As the results become clearer, have students make some rough pie charts in the space provided at the bottom of page 67. Students can refer to examples from Rebecca’s presentation on page 60.

5. C Have students separate the questionnaires by different factors (age, gender, occupation, etc.), and have them examine the results of the opinion questions this way. For example, now that students know how many respondents were men and how many were women, they will look at how many men liked the product, versus how many women liked it. It is the project manager’s job to assign roles to the team.


Note


4Stage


6. D Have students read the instructions. Students discuss their results and findings with each other, compare them with the rest of the team and then complete the table. Each team member should be taking notes in their own book.

7. E Have students read the instructions and then note any possible improvements that could be made to the product. These changes need to be based on their findings.

End

Lesson 21


4Stage


Lesson 22: overview


• Outline the information to include in the market research presentation handout

• Write a final copy of the market research presentation handout

• Learn about good presentation techniques

• Prepare for the market research presentation

Time • 50 minutes


Optional Materials


4Stage


25 mins.

69 Step 4: summarize your findings and prepare handouts

• Prepare a handout to accompany the presentation


1. Read Rebecca’s message at the top of page 69 aloud or have students read by themselves. Make sure students understand all of the message, especially what a “handout” is.

2. A Have students read the instructions, and then work with a partner, taking notes on the information to include in their handout. Move around the classroom and check that all students are clear about what they need to do for each section.

3. B Have students work in teams and compare their notes. At this point, they should have some general conclusions about their product, as well as possible recommendations to make it better.

Remember, page 69 is only a rough draft. The teams will produce one final copy of their handout, which will be photocopied by the teams for each person in the class. If the handout is not finished during class time, it should be completed for homework. Make sure that students understand that this is a professional document, and that using a computer is preferable.

Teams will complete the above tasks at different speeds. For this reason, it is important for the teacher to be constantly moving around the teams and monitoring their progress. The teacher should not only give advice, feedback and suggestions, but should also gauge when it is a good time for students to move on to the next step in the analysis.


Note


4Stage


25 mins.

70 Step 5: give a short presentation

• Prepare a formal presentation, including handouts and visual aids


1. Read Rebecca’s advice at the top of page 70 aloud.

2. A Have students read the advice tips 1–5 in teams, and discuss.

Tip 2, “Use visual aids.” is especially important. Students should be encouraged to prepare a PowerPoint™ presentation, make posters or use the board during their presentations. It is a good idea for the project manager to delegate some duties to each team member.

End Remind project managers that it is now their responsibility to ensure that their teams are ready to present in the next class. This includes making sure all team members are accounted for, all visual aids are ready and handouts are available.

Lesson 22

Note


4Stage


Lesson 23: overview


• Give their market research presentation

• Give out handouts explaining their data and conclusions

• Ask and answer questions to other teams


Time • 50 minutes


• Presentation materials such as a computer and a projector (if using PowerPoint™), blackboard magnets or tape (if using posters)

• Handouts as prepared by each team

• Peer Evaluation Form, Stage 4: Market research presentation downloaded and printed from www.widgets-inc.com, one copy per student

Optional Materials


4Stage


50 mins.

70 Step 5: give a short presentation (continued)

• Give the market research presentation

Two class periods have been allotted for student presentations. However, if the class is small, the presentations may be completed in one class. In that case, use Lesson 23 for extra preparation.

1. C This is the presentation lesson. Repeat the advice on page 70 at the start of class. Hand out the Peer Evaluation Form for Stage 4 before the presentations. Also, encourage students in other teams to ask questions at the end of each presentation (perhaps for bonus points).

2. After each presentation, have students in other teams complete the Peer Evaluation Form.

End

Remind students to bring their Peer Evaluation Forms to the next class. They will need them for the rest of the presentations. They will also be collected.


Note

Note


4Stage


Lesson 24: overview


• Give their market research presentation

• Give out handouts explaining their data and conclusions

• Ask and answer questions to other teams



Time • 50 minutes


• Presentation materials such as a computer and a projector (if using PowerPoint™), blackboard magnets or tape (if using posters)

• Handouts as prepared by each team

• Peer Evaluation Form, Stage 4: Market research presentation downloaded and printed from www.widgets-inc.com, one copy per student

Optional Materials



4Stage


50 mins.

70 Step 5: give a short presentation (continued)

• Give the market research presentation

1. C This is a continuation of the previous lesson. Remind students in other teams to ask questions at the end of each presentation (perhaps for bonus points).

2. After each presentation, have students in other teams complete the Peer Evaluation Form for Stage 4.


71 End 1. Assign homework: Have students complete the Employee Evaluation Form on page 71. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

2. Project manager interviews: Each project manager must arrange to meet the teacher for a one-on-one debriefing outside of class time, preferably before the next class. This is a combined peer assessment (project manager assesses team members) and oral interview (of project manager). (See “Project managers, Debriefing interviews” in Part 1 of the Teacher’s Manual.)

Students have now completed a very challenging task, possibly more challenging than anything they have done before in English. Assuming they performed well, they should certainly be congratulated. Students should leave with a real feeling of satisfaction at what they have achieved.


Note

5Stage

As seen on TV


Lesson 25: overview



• Practice listening for main ideas

• Assign the final project manager and give him/her advice

• Brainstorm marketing ideas for a new product

Time • 50 minutes


• DVD, Scene 19: Message from Victoria - Stage 5

Optional Materials



5Stage


10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

25 mins.

72 A star is born


• Take notes

• Confer with partners

• Decide on the most important points of a message

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 4. Also collect the product portfolios from each team. You will redistribute these to new teams shortly.

1. Read Rebecca’s message at the top of page 72 aloud or have students read by themselves. Explain the meaning and significance of the expression “pop the champagne.” It means to open a bottle of champagne, because the cork makes a “pop” sound. Champagne is commonly used as a drink of celebration, so Rebecca is really saying, “Don’t start celebrating just yet.”

2. A Have students read the instructions and then play the video (Scene 19). Students should take notes on the notepaper provided.

3. B Have students write down what they feel are the three most important points.

4. C Elicit answers from the class and write their ideas on the board.

5. D Play Scene 19 again and allow students to change their answers.

6. Elicit answers again. Answers will vary, but some important points are:

• “I’ve been talking with customers and there’s a lot of interest in your new ideas.”

• “Your ideas could soon be in stores all over the world.”

• “I am very impressed.”• “I think you all have a very bright future ahead of

you at Widgets.”• “I want you to create an infomercial.”


Note


5Stage


• “Use your imagination and be creative.”

• “You’ll have Rebecca Sneed to support you and assist you.”

7. Ensure that students understand their next assignment: They will make and perform a television infomercial. An infomercial (a mixture of the words “information” and “commercial”) is a long commercial which appears to inform or instruct, but is really just a way to sell a product. Infomercials can often be seen on late night television and shopping channels. They are often created to look like a talk show, with an audience of extras to add applause and excitement. Infomercials are usually loud and high energy, with acting to match. See “Projects, Infomercial” in Part 1 of the Teacher’s Manual for more information and tips regarding this project.

10 mins.


• Assign the final project manager

• Give advice to the new project manager

1. Have teams assign their final project manager. However, the choice should already be clear, since there should be only one student who has not yet done it. So, within each group, have each former project manager take turns giving the new project manager some friendly advice about their experience. Students may read the instructions beneath the photo on page 73, using questions 1 and 2 as starting points for the discussion.

This will be the last time a project manager is needed, so if there is in fact more than one student in a team who has not yet done it, then the team will have two co-managers this time. (See “Project manager” in Part 1 of the Teacher’s Manual for more information.)

5 mins.

72 Assignment briefing

• Examine the new product portfolio

• Brainstorm initial ideas

1. Read Rebecca’s message at the bottom of page 72 aloud or have students read by themselves. The teacher should now give each team a new product portfolio—one that this team has not worked on before.

Lesson 25

Note


5Stage


2. Give teams time to discuss the new product and how it might be marketed (i.e., Who are the target customers? How much will it cost?). Students should refer to the market research results included in the product portfolio and, of course, be encouraged to add any ideas of their own.

End

Lesson 25

5Stage

As seen on TV


Lesson 26: overview


• Draw conclusions based on video scenes

• Get familiar with the infomercial style

• Brainstorm ideas for their new product’s infomercial

• Answer questions based on cartoon strips

• Plan an infomercial story using cartoon strips

Time • 50 minutes


• DVD, Scene 20: Amazing Inventions

Optional Materials


5Stage


30 mins.

74 You know you want it


• Answer questions about the infomercial

• Learn the infomercial style

• Get ideas for the team’s infomercial

See “Projects, Infomercial” in Part 1 of the Teacher’s Manual for more information and tips regarding this project.

1. Read Rebecca’s message at the top of page 74 aloud or have students read by themselves.

2. A Play the video (Scene 20). This is the full infomercial. In this video students will watch an example of a Widgets Incorporated infomercial. This is very important, because at this point students may be unsure exactly how they will advertise their product. The video will give them content ideas and highlight the infomercial style.

Have students discuss the question with their team, then answer the question. Elicit answers as a class. [Answers will vary.]

What is the purpose of the infomercial?

• To sell the product

• To show how life is difficult without the product

• To show how life is better with the product

• To entertain the audience

B and C have been cut for reasons of time.

3. D Play Scene 20 again. Have students think about their own infomercials while they watch.

20 mins.

75 What’s your story?

• Learn the format of an infomercial

1. Read Rebecca’s message at the top of page 75 aloud or have students read by themselves. Remind students of the Cell Phone Shaver. If necessary, have students look back at page 15.


Note

Note


5Stage


• Plan the outline of the team’s own infomercial

2. Have students look at the cartoon strip under Rebecca’s message. Explain that these are all situations that could happen if one does not have the Cell Phone Shaver. In fact, these are the worst possible situations, like the infomercial scene in which Brian loses his job. They are not very likely to happen, but they could happen, and so might make us worry just a little bit. Therefore, point out to students that these are exaggerations, and that for the purpose of infomercials, exaggerating is perfectly acceptable. Ask students some questions about the pictures:

What happens to the man who did not shave for work?

He loses his job.

What happens to the man who did not shave at immigration?

He is not allowed to enter the country.

Why not?

Because he does not look like his passport photo.

What happens to the man who did not shave for his big date?

His girlfriend thinks he looks disgusting.

3. A Have students read the instructions and then work with their teams. They need to think of possible problem situations for people who do not have the new product. Move around the classroom helping teams and giving suggestions.

Allow students plenty of time to brainstorm ideas and to change them if they want to. If necessary, it is always useful to give a gentle, but public reminder to project managers that they should be managing all discussions, which includes making sure everyone is participating and speaking in English.

4. B Have each team discuss their answers for A . They must now decide on the most interesting situation and write it in the box provided.

Lesson 26

Note


5Stage


76 & 77

End Assign homework: Have students read and complete pages 76 and 77 so that they are ready to start discussing and planning their infomercial in the next lesson.

Call all the new project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Also, make plans to meet each project manager individually for an interview after the end of Stage 5. This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

Lesson 26


5Stage

As seen on TV

Lesson 27: overview


• Plan the details of an infomercial presentation

Time • 50 minutes


Optional Materials


5Stage


10 mins.

76 & 77

What’s your story? (continued)

1. Have students in each team compare the ideas that they came up with for homework. Then have each team select the best story for their infomercial.

40 mins.

78 & 79

Lights, camera …

• Plan the infomercial

• Make a script for the infomercial

• Rehearse the infomercial

Pages 78 and 79 contain step-by-step tips on organizing the infomercial. It is useful to have students fill in these sections, but it may not be necessary to do so. Depending on your situation, students may be able to just go ahead and work on their own at this point.

1. Read Rebecca’s message at the top of page 78 aloud or have students read by themselves. Explain to students that they will now be given a list of steps to follow and these will help them in their preparation for the infomercial.

2. A Have students read the instructions and the message. Explain that students need an introduction that will capture the interest and excitement of the audience. Students need to think of an interesting and captivating way to start the infomercial. Have students take notes on their ideas and then share the ideas with their team. Note that infomercials are often structured like a talk show. There is a host who introduces and speaks to the audience and a guest who acts as a salesperson. At the end, there is often a closing scene where the guest gives information on how to order, how much the product costs and answers questions from the audience.


Note


5Stage


3. B Have students read the instructions and the message. Here, students should take notes on the rest of the infomercial, including details such as the best and worst situation scenes (which they have partly prepared in the previous class) and the ending. The ending is especially important. Students often have a very strong and interesting infomercial which becomes boring at the end because they did not think of a way to end strongly. Often, the audience is not aware that the infomercial has ended. For this reason, teams must think of a clear and positive ending. Have students take notes and then share their ideas with the team. Move around the classroom, giving comments and advice.

4. C Have students read the instructions and the message. Here the team decides the roles of each team member. The project manager must take charge if students want to play the same role or no students want to play a role. Stress that every team member must have a speaking role.

5. D Have students read the instructions and the message. Make sure students understand that props and costumes can make the infomercial more fun and exciting. Again, the project manager is expected to manage this aspect of the preparation. Remind students that props can also include music and video clips.

6. E Have students read the instructions and the message. Stress to students that the best infomercials are those that have been well-rehearsed and therefore seem the most professional. Students should be given a lot of class time to rehearse, but they should also organize times outside of class to practice. It is the project manager’s job to organize these rehearsal times.

If your situation allows, we encourage you to consider actually breaking the class up at this point, with each group given a generous amount of physical space to practice in. For instance, if there are several empty classrooms around you, make use of them.

Lesson 27

Note


5Stage


7. Have teams prepare and rehearse their infomercials. Encourage students to run through their entire infomercial over and over again, as many times as possible.

We recommend that students arrange to prepare and rehearse on their own time.

End Assign homework: Have students continue to prepare and rehearse after class.

Note

Lesson 27


5Stage

As seen on TV

Lesson 28: overview


• Rehearse for the infomercial

Time • 50 minutes


Optional Materials


5Stage


50 mins.

78 & 79

Lights, camera … (continued)

1. Have students continue their preparation for the infomercial.

End Make sure teams understand when they will be performing their infomercial, and that they must be prepared. Stress that this means that all students should have their lines learned—reading from a script during the infomercial is not acceptable.

If a member knows that he/she will be absent, they must tell the project manager well in advance, and they should also inform the teacher. Any groups not prepared to give their infomercial should automatically fail Stage 5.



5Stage

As seen on TV

Lesson 29: overview


• Perform their infomercials for the class

• Watch other teams’ infomercials, participate and ask/answer questions


Time • 50 minutes


• Peer Evaluation Form, Stage 5: Infomercial downloaded and printed from www.widgets-inc.com, one copy per student

• Props and/or costumes as prepared by students

Optional Materials


5Stage


50 mins.

80 … Action!

• Perform the infomercial

• Watch and evaluate the other infomercials

1. Have students read Rebecca’s message at the top of page 80. The expression “Break a leg!” may be confusing. Explanation:

Actors are often very superstitious. They believe that it is bad luck to say “good luck” before a performance. For this reason, it has become a common tradition to say “break a leg” to actors, instead of “good luck.” The meaning is the same though.

2. A Have students present their infomercials team by team.

3. B After each infomercial, allow students a moment to fill in the simple assessment form on page 80.

Continue the infomercials in the next lesson.

End

Note



5Stage

As seen on TV

Lesson 30: overview


• Perform their infomercials for the class

• Watch other teams’ infomercials, participate and ask/answer questions



• Complete their training at Widgets

Time • 50 minutes


• Peer Evaluation Form, Stage 5: Infomercial downloaded and printed from www.widgets-inc.com, one copy per student

• Props and/or costumes as prepared by students

Optional Materials

• DVD, Scene 23: Board of directors meeting



5Stage


50 mins.

80 … Action!

• Perform the infomercial

• Watch and evaluate the other infomercials

1. Have students read Rebecca’s message at the top of page 80. The expression “Break a leg!” may be confusing. Explanation:

Actors are often very superstitious. They believe that it is bad luck to say “good luck” before a performance. For this reason, it has become a common tradition to say “break a leg” to actors, instead of “good luck.” The meaning is the same though.

2. A Have students present their infomercials team by team.

3. B After each infomercial, allow students a moment to fill in the simple assessment form on page 80.

4. After all of the infomercials have been given, have team members discuss their ratings.

5. Hand out the Peer Evaluation Form for Stage 5, one copy per team. The project manager, with input from all team members, should fill this out for each infomercial.


Collect the product portfolios from each team. Use these to assist you in grading.

If time permits.

1. If time permits, play the video (Scene 23). This scene is a nice wrap-up and a great way to end the course.

81 End 1. Have students complete the Employee Evaluation Form on page 81. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class.

Note



5Stage


2. Project manager interviews: Have each project manager arrange to meet the teacher for a one-on-one debriefing at the end of this class. This is a combined peer assessment (project manager assesses team members) and oral interview (of project manager). (See “Project managers, Debriefing interviews” in Part 1 of the Teacher’s Manual.)

As in the last stage, students will most likely feel an enormous sense of satisfaction at finishing this project and finishing Widgets. Be sure to give them the praise they deserve!

Note

Lesson 30

Documents

Lesson plans - Pearson English Language Teaching (ELT) · A task-based course in practical English Lesson plans Version C ... Lesson 1: lesson plan. ... Manual for a detailed explanation