Difference between revisions of "Lesson plan A"

Revision as of 23:10, 23 October 2018

Version A consists of thirty 90-minute lessons. Version A is designed for 90-minute classes that meet twice a week within one 15-week semester, or for 90-minute classes that meet once a week over two 15-week semesters.

This version best matches the original Widgets syllabus. It allows for teachers to move through the book at a reasonable pace, with no need to hurry through or skip any tasks. It also allows for enough in-class time for students to prepare the main tasks.

This version works well for classes comprising 12 to 40 students, with 16 to 24 being the ideal. Since much of the course is in-class discussion and team presentations, be sure to plan your time accordingly if you have large classes.

STAGE 1

LESSON 1 - WELCOME ABOARD

Lesson 1: Overview

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

1) Learn about the course concept and objectives, and their own role

2) Learn about handshakes and making a good first impression

3) Meet and greet classmates (fellow interns) and have short conversations

4) Learn about Widgets Inc. (the company)

Materials: Student Book pages 2-5; Video 1; nametag template (downloadable from the Course Extras page); paperclips (one per student)

Lesson 1: Lesson plan

You're hired! (page 2 >> 15 minutes)

Read the letter aloud or have students read by themselves. Also point out to students that a few words have been singled out for them; if these words are new, they should check the meaning and make notes. After this, it will be up to them to decide which words to highlight, make notes on, translate, etc. Depending on student level and motivation, elicit or explain some key points of the course:

Who is Jessica Sparks? Who are you going to role-play? Jessica Sparks is Chief Technology Officer at Widgets Incorporated. You are going to role-play interns.

What is the purpose of the letter? It explains that you have been accepted as an intern, tells you what kind of company Widgets is, and tell you the things you will do in the training program (work in teams, create, develop and market new product ideas, possibly interview for a permanent position).

Where will Jessica meet you? At the Widgets orientation.

What must you bring to the orientation? Enthusiasm, creativity, and an open mind.

It's your first day on the job (page 3 >> 15 minutes)

Have students read Jessica's message at the top of page 3. Explain that soon students will practice meeting and greeting each other using nametags, and also practice shaking hands.

A: Have students look at the example nametags.

B: Have students think of a good follow-up question they could ask Michael and Rachel (explain that when meeting people it's important to ask a follow-up question or make a comment in order to avoid awkward silences).

C: Have students prepare their own. While they do this, distribute the nametags you've downloaded, printed, and cut up. Note: make sure students understand that they should write an interesting fact about themselves, NOT write what they are interested in. Urge them to come up with something unexpected or surprising that could easily lead to interesting conversation. You could give a bad and good example e.g. "I have one brother" vs. "I am a triplet".

Shake on it (p.4 >> 30 minutes)

Have students read Jessica's message at the top of page 4.

A: Have students read the advice and look at the photos. Ask students to discuss the significance of the "don't" photos. (in the top picture, one man is looking away while the other is crossing his fingers behind his back (clearly both untrustworthy). In the middle picture, there is a fish; a 'wet fish handshake' is slang for a weak and noncommittal handshake. In the bottom picture, the cobwebs and skeleton are supposed to indicate that the hand had been held there for a ver long time.

B: Tell students it's now their turn. Ask them to stand up, mingle, and meet as many people as possible. Remind them to focus on giving a good handshake, and to ask at least one follow-up question before moving on. It's also a good time to remind students that all tasks are to be done in English only.

Welcome to Widgets! (p. 5 >> 30 minutes)

Have students read the green box at the top. Explain that the students are new interns, so it is important for them to find out more about the company by watching the video.

A: Play the video one time and give students a chance to complete the sentences.

B: Give students a chance to share their answers with a partner (explain that sharing information and working together is very important in this course). Elicit answers from students.

1. Welcome to Widgets. Your future, today.

2. Widgets was started five years ago by three university students.

3. Widgets has offices in New York, Hong Kong, and Tokyo and London (and more).

4. Meet Miki May, the CEO of Widgets. A magazine called her a true marketing genius of our time.

5. Titus Pinsch. This superstar CFO has doubled Widgets' profits year after year.

6. Jessica Sparks. CTO and head of R&D, she is the creator of many of many of Widgets' best-selling products.

C: Play the video again and encourage students to make notes of any keywords or important information they catch.

D: Give students the time to discuss the questions. Elicit answers, ideas, and opinions from students.

Widgets is an inventions company, creating products to solve problems in your life. It is a big company (major international company). It was started by three university students.

Some existing products seen in the video are are: XXXXX Answers will vary.

Answers will vary.

END OF LESSON 1

LESSON 2

Lesson 2: Overview

Today, students will:

1) Look in more detail at the kinds of products Widgets makes and sells

2) Learn about and practice office small talk, including watching an example video.

Materials: Student Book pages 6-8; Video 2; Water cooler cards pages 84-85

Lesson 2: Lesson plan

Order now! (pages 6-7 >> 45 minutes)

Remind students what they learned about Widgets Inc. in the previous class. Explain to them that they are going to look in more detail at Widgets products. Read aloud Jessica's message at the top of the page.

A: First, move students into small groups (3-4 students works well). Have the groups look at the pictures and the product names on pages 6-7, and then ask them to discuss if they think they can guess what each product is/how it works etc.

Next, give students time to read the product descriptions. You could just have them individually read each description, or you could have groups assign a product to group members, which they then have to explain to the rest of the group. This takes longer, but is a more communicative activity.

Give students time to write comments about each product and give 1-5 stars for each one.

B: Put students in pairs. The pairs could be from the same group they worked in for A, or for variety you could mix the class up once more (this might be better as they will likely have already shared their opinions while explaining the products in their previous groups). Give the pairs time to discuss all of the products; encourage them to give reasons why they like or dislike the products.

Elicit positives and negatives of each product from the class, and do a simple survey to see which ones the class as a whole thought were best/worst.

Water cooler chat (page 8 >> 45 minutes)

Read out Jessica's message at the top of page 8. Check they understand vocabulary such as "vending machine", "run into", and "get to know". Explain that they are going to learn about and practise office small talk.

A: Tell students they will first get some tips on how to have a short casual conversation.

1. Explain that a follow-up question is an extra question, linked to the previous answer, in order to keep a conversation going. Give students time to write in an answer and a follow-up question. Have them compare in pairs, then elicit one or two ideas from the class.

2. Explain that just answering "yes" or "no" can come across as defensive or even rude; it's better to provide more details if you can. Give students time to write in a possible answer. Have them compare in pairs, then elicit one or two ideas from the class.

3. Long pauses can be awkward, so politely asking questions to subtly change the topic is useful. As before, give students time to write their own ideas, share in pairs then elicit from the class.

B: Show Video 2 twice. The first time, just have students watch and get a sense of the flow of the conversation, the way the speakers engage in turn-taking etc. The second time, ask students if they find examples in 1-3 and, if so, write them down.

1. A follow-up question: "Where did you go?", "Are you gonna have a big family dinner?"

2. A detailed answer: "It was great. I just got back two days ago, actually.", "It was. It was my first time there, so really exciting." "It was, but you know, luckily I had some friends there, so they showed me around, they took me to some cool places, had some good food. Yeah, I had some avocado toast, 'cause that's really big there right now", "No, not really. This time it's just gonna be me, and a couple of friends of my mom."

3. A change of topic: "How about you? Are you gonna go anywhere for the long weekend?"

C: Have students turn to pages 84-85. Give them a few minutes to look through some of the situation cards. Make sure students understand that they are free to talk about their own actual experiences, or (perhaps more fun) they can make it all up - they are, after all, involved in a simulation as an intern at Widgets. Then put students into pairs or groups of three and have them chat freely with each other, using the situations as a basis for the conversation. Tell them that there is no 'end' to the conversation - they just keep going until the supervisor (you) tells them to stop. Explain to students that you will often use these cards for a warm-up water cooler chat at the beginning of future classes.

END OF LESSON 2

NB: In the next class, students will be put into teams. They will then stay in those teams for the rest of the internship at Widgets. Rather than wait until right before that activity, it is a good idea to prepare the teams in advance, taking into consideration what you may already know of the students (level, communicativeness, reliability etc.). As much as you can, aim for teams of 4. Teams of 3 and 5 will also work, but 4 is the optimal number.

LESSON 3

Lesson 3: Overview

This lesson is the last of Stage 1, and therefore the end of the company orientation. Today, students will:

1) Learn more about about how Widgets was founded, and by whom

2) Reflect on their own skills and qualities

3) Be placed in teams, meet their teammates, and do a team-building activity

4) Perform their first self-evaluation

Materials: Student Book pages 9-11; Video 3; Copies of Intern Evaluation Form (download the form from the Paperwork page).

Teacher advance preparation: prepare the teams in advance of the class. Some thought about the balance of each team is a good idea, as students will be working with the same people for the rest of the course.

Lesson 3: Lesson plan

Water cooler chat (pages 84-85 >> 10 minutes)

Remind students of the water cooler chat from last class, especially the part about asking following-up questions, giving extra details, and politely changing the topic. Put students in pairs or groups of three and have them look at the water cooler chat cards on pages 84-85. Tell them to pick a different topic from last time (in fact, each time they use a topic cards they should put a tick next to it, and do a different one each time) and use it as a basis for a warm-up conversation. Tell them to keep going until you ask them to stop.

The dream team (page 9 >> 40 minutes)

Read aloud Jessica's message at the top of page 9. Ask students if they remember the three people's names and job titles:

Miki May (CEO or Chief Executive Officer), Jessica Sparks (CTO or Chief Technology Officer) and Titus Pinsch (CFO or Chief Financial Officer)

A: Play the video and ask students to just watch and catch the general gist. Give students time in small groups to share with each other what they were able to catch. Then play it again and have students take notes. In particular, have them focus on the question of how Widgets first got started. Give students a few minutes to discuss then elicit relevant information from the students.

In short, Miki first had the idea for the Shock Watch because she was falling asleep in her university classes and her grades were going down. Jessica, Miki's classmate, made the first prototype, then 20 more in the first year. They went to Titus, who eventually saw the potential and made a business plan (market research, finding investors, registering the company "all of the real work")

B: Give students time to look at the qualities and check the meaning (either asking a partner or asking the teacher). Then have them complete which co-founder best matches each quality, adding two more characteristics.

C: Have students discuss their answers in pairs. Elicit ideas from the class, especially about the team balance.

Answers will vary

D: Give students about 5 minutes to write down some of their own skills and qualities. They are welcome to include words that are not in the list above.

E: First, focus on the example dialogue by reading out the speech bubbles (or have two volunteers read them out). Then allow students time to discuss their answers with a partner. They are free to keep talking until the teacher tells them to stop.

Meet your team (p.10 >> 30 minutes)

Have students read Jessica's message at the top of page 4. Make sure they understand that they are about to put in team that they'll work with for the rest of their intern training at Widgets.

A: Tell the students which team they are in (as mentioned at the end of the lesson plan for LESSON 2, try as much as possible to have groups of 4, and try to strike a good balance within the group of motivation, level, reliability, communicativeness etc.) Then have students move and sit in their new teams. Give them time to introduce themselves, shake hands, talk about their characteristics etc.

B: Emphasise the importance of teamwork, team cooperation, and reliability. It will be very important that they keep good communication with each other, so tell them to share contact details. Leave it up to each group how they choose to do this (these days, phone numbers rarely seem to be used. Even email addresses are not as common as social media, LINE, etc.) Encourage them to set up a digital group where they can contact each other easily, as well as share their work.

C: Read out Jessica's message and then the instructions in C. Explain that they have to come up with the team name in the next 5 minutes, but the motto and logo are homework for the next class (this will be a good first test of their ability to collaborate outside of class hours). Have a member from each team call out their team name, and keep a record of it (it works well to set up an online document (e.g. Google Sheets) with all student names, teams, mottos, logos etc., and then share this with the whole class. This has the added benefit that you'll know their email address for future contact. Ask students to send you an email so you can register their address - be clear that they don't have to share a personal email address if they don't want to, but in that case they should create an address just for the class).

Paperwork! (p. 11 >> 10 minutes)

Explain that self-evaluation is a key part of students' intern training. Give them time to read through the whole of the form and ask questions (to you or to their teammates) if they don't understand anything. Tell them to use the page in the book as a first draft. Then distribute the copies you've made and tell students to complete the formal version as homework, to be submitted at the start of next class. Explain that the "Comments" at the bottom is for comments from the supervisor, so they don't need to write anything there.

END OF LESSON 3

STAGE 2

LESSON 4 - THINK OUTSIDE THE BOX

Lesson 4: Overview

This lesson is the first of Stage 2, and could therefore be presented to students as "the start of their 'real' work". Today, students will:

1) Choose the first team leader, or "project manager"

2) Learn and think about real life inventions that changed the world

3) Find out about their Stage 2 project

Materials: Student Book pages 12-15; Video 4.

Lesson 4: Lesson plan

Water cooler chat (pages 84-85 >> 10 minutes)

Put students in pairs or groups of three (if it's easy for students to move around the classroom, it is nice to have them work with people not from their own team) and have them look at the water cooler chat cards on pages 84-85. Tell them to pick a different topic from last time and use it as a basis for a warm-up conversation. Tell them to keep going until you ask them to stop.

Take charge (page 12 >> 20 minutes)

Read aloud Jessica's message at the top of page 12. Focus students' attention on the pictures, indicating that R&D is the place where cutting edge ideas are born. Then read out Jessica's message below the pictures, and make sure that students understand the concept of a project manager. Emphasise that every team member will eventually be project manager at least once. Today, they are only picking the project manager for Stage 2.

A: Give students time to discuss in teams, then elicit ideas from the class and write some of the qualities on the board.

B: Give students time to discuss. Students often use the qualities from A to compliment their other team members (with the ulterior motive of not wanting to be selected first).

C: Leave it up to each team how to decide. Make a record of all teams' Stage 2 project managers.

Creative inventions (p.13 >> 30 minutes)

Read out Jessica's message at the top of page 13. Then give students a minute to read the read the intro to the webpage "Business Innovations".

A: Let students try and answer in pairs, then elicit guesses (they may not know for sure, but they can make educated guesses based on deduction)

1. a

2. b

3. c

B: Again, students may not know for sure, but allow them make a guess

1. Cat's eye(s)

2. Velcro

3. Post-it Note

C: Tell students to turn to page 14 and give them time to read the three descriptions, and ask them to match them to the answers to A/B on page 13. Encourage them to ask their teammates if there is vocabulary they do not know. Make sure students know that all of these are true stories; the point being that inspiration for world-changing ideas can come from unlikely sources.

1st description: 2

2nd description: 3

3rd description: 1

Paperwork! (p. 11 >> 10 minutes)

Explain that self-evaluation is a key part of students' intern training. Give them time to read through the whole of the form and ask questions (to you or to their teammates) if they don't understand anything. Tell them to use the page in the book as a first draft. Then distribute the copies you've made and tell students to complete the formal version as homework, to be submitted at the start of next class. Explain that the "Comments" at the bottom is for comments from the supervisor, so they don't need to write anything there.

END OF LESSON 3

@@ Line 269: / Line 269: @@
 . ''c''
-'''B:''' Emphasise the importance of teamwork, team cooperation, and reliability. It will be very important that they keep good communication with each other, so tell them to share contact details. Leave it up to each group how they choose to do this (these days, phone numbers rarely seem to be used. Even email addresses are not as common as social media, LINE, etc.) Encourage them to set up a digital group where they can contact each other easily, as well as share their work.
+'''B:''' Again, students may not know for sure, but allow them make a guess
-'''C:''' Read out Jessica's message and then the instructions in C. Explain that they have to come up with the team name in the next 5 minutes, but the motto and logo are homework for the next class (this will be a good first test of their ability to collaborate outside of class hours). Have a member from each team call out their team name, and keep a record of it (it works well to set up an online document (e.g. Google Sheets) with all student names, teams, mottos, logos etc., and then share this with the whole class. This has the added benefit that you'll know their email address for future contact. Ask students to send you an email so you can register their address - be clear that they don't have to share a personal email address if they don't want to, but in that case they should create an address just for the class).
+. ''Cat's eye(s)''
+. ''Velcro''
+. ''Post-it Note''
+'''C:''' Tell students to turn to page 14 and give them time to read the three descriptions, and ask them to match them to the answers to A/B on page 13. Encourage them to ask their teammates if there is vocabulary they do not know. Make sure students know that all of these are true stories; the point being that inspiration for world-changing ideas can come from unlikely sources.
+''1st description: 2''
+''2nd description: 3''
+''3rd description: 1''
 '''''Paperwork!''' (p. 11 >> 10 minutes)''