Difference between revisions of "Lesson plan B"

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Version B consists of fifteen 90-minute lessons. Version B is designed for 90-minute classes that meet once a week within one 15-week semester.

This version is a reduced syllabus. Completing the book in 15 lessons necessarily requires moving over some tasks quickly, and possibly omitting other tasks altogether. In order to move through the tasks efficiently, it also requires more homework from students, both to complete the tasks and also to prepare for upcoming lessons.

This version presented here is our suggested 15-week course plan. However, as you become more familiar with Widgets and comfortable using the book, we're sure you'll find other paths through it that match your and your students' needs. If you do have other ideas, please feel free to share them on our Other Resources page.

As this version requires a faster pace, smaller classes are better; 12-16 students being ideal. However, we have effectively used it with larger classes (up to 36).

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)

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

Materials: Student Book pages 2-8; Video 1 (available at Course Videos); nametag template (downloadable from the Course Extras page); paperclips (one per student)

Lesson 1: Lesson plan

You're hired! (page 2 >> __ 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? What is her role in the company? What is your role in the company? Jessica Sparks is the Chief Technology Officer (CTO) 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 tells 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 >> __ 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; it's also an easy way to remember new people).

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 is memorable and could perhaps 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 (page 4 >> __ 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 very 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! (page 5 >> __ 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: XXXXX Answers will vary.

Answers will vary.

Order now! (pages 6-7 >> __ 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.

END OF LESSON 1

LESSON 2

END OF LESSON 2

@@ Line 30: / Line 30: @@
 ) Look in more detail at the kinds of products Widgets makes and sells
-) Learn about and practice office small talk, including watching an example video.
 Materials: Student Book pages 2-8; Video 1 (available at [[Course Videos]]); nametag template (downloadable from the [[Course Extras]] page); paperclips (one per student)