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

This version matches the original conception of Widgets. It allows for teachers to move through the book at a relaxed pace, with no need to hurry through or skip any tasks. It also allows for teachers to allot class time for students to prepare for the main tasks.

This version works with anything between 12 and 40 students, though 16-24 is ideal.

STAGE 1 - WELCOME ABOARD

Lesson 1: Overview

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

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

Learn about handshakes and making a good first impression

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

Learn about Widgets Inc. (the company)

Materials: Student Book pages 2-5, Video 1, nametag template (downloadable from the website), paperclips (one per student)

Lesson 1: Lesson plan

You're hired! (p.2 - 15 minutes)

Read the letter aloud or have students read by themselves. 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 (p.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.