Lesson plan A - Revision history

Marcos Benevides: /* LESSON 24 - BRINGING IT ALL TOGETHER (1) */

2020-06-16T10:41:27Z

‎LESSON 24 - BRINGING IT ALL TOGETHER (1)

Marcos Benevides: /* LESSON 23 - PREPARE A VIDEO COMMERCIAL */

2020-06-16T10:40:56Z

‎LESSON 23 - PREPARE A VIDEO COMMERCIAL

Marcos Benevides: /* LESSON 23 - PREPARE A VIDEO COMMERCIAL */

2020-06-16T10:39:49Z

‎LESSON 23 - PREPARE A VIDEO COMMERCIAL

Marcos Benevides: /* LESSON 18 - PREPARE YOUR PRESENTATION (1) */

2020-06-16T10:38:36Z

‎LESSON 18 - PREPARE YOUR PRESENTATION (1)

Marcos Benevides: /* LESSON 16 - THE FOCUS GROUP */

2020-06-16T10:37:28Z

‎LESSON 16 - THE FOCUS GROUP

Marcos Benevides: /* LESSON 11 - THE POSTER PRESENTATION: READY... */

2020-06-16T10:36:34Z

‎LESSON 11 - THE POSTER PRESENTATION: READY...

Marcos Benevides: /* LESSON 11 - THE POSTER PRESENTATION: READY... */

2020-06-16T10:31:49Z

‎LESSON 11 - THE POSTER PRESENTATION: READY...

Marcos Benevides: /* LESSON 7 - THE ELEVATOR PITCH */

2020-06-16T10:30:00Z

‎LESSON 7 - THE ELEVATOR PITCH

ChrisV: /* LESSON 3 - THE DREAM TEAM */

2019-03-18T01:32:31Z

‎LESSON 3 - THE DREAM TEAM

Marcos Benevides at 23:29, 30 January 2019

2019-01-30T23:29:11Z

@@ Line 1,388: / Line 1,388: @@
 ) Watch student examples of ad campaign presentations
-Materials: Student Book pages 66-69; example student ad campaign presentations (available at [[Other Videos]]).
+Materials: Student Book pages 66-69; example student ad campaign presentations (available at [[Ad Campaign presentation examples]]).
 Note: This class and the following two classes are devoted to student preparation. This is a lot of class time, but students are being asked to complete a lot of separate components in order to get ready for this presentation. More class time with more teacher support makes the end results much better. It might be worth saying to students that you are prepared to give them this extra class time -- thereby lessening the amount of homework they have -- on the understanding that 1) you expect the presentations and videos to be that much better for the extra class time spent preparing and 2) you expect all work to be done in English.

@@ Line 1,335: / Line 1,335: @@
 ) Start preparing a team video commercial
-Materials: Student Book pages 63-65; example student video commercials (may be available at [[Ad Campaign presentation examples]]).
+Materials: Student Book pages 63-65; example student video commercials (may be available at [[Video commercial examples]]).
 '''Lesson 23: Lesson plan'''

@@ Line 1,335: / Line 1,335: @@
 ) Start preparing a team video commercial
-Materials: Student Book pages 63-65; example student video commercials (available at [[Other Videos]]).
+Materials: Student Book pages 63-65; example student video commercials (may be available at [[Ad Campaign presentation examples]]).
 '''Lesson 23: Lesson plan'''

@@ Line 1,102: / Line 1,102: @@
 ) Watch student examples of market research presentations
-Materials: Student Book pages 52-53; example student market research presentations (available at [[Other Videos]]).
+Materials: Student Book pages 52-53; example student market research presentations (may be available at [[Marketing presentation examples]]).
 Note: This class and the following class are devoted to student preparation. While this may seem like a lot of class time to devote to preparation, in our experience there is a lot for students to process and prepare in order to make a good presentation, and more class time with more teacher support makes the end results much better. It might be worth saying to students that you are prepared to give them this extra class time -- thereby lessening the amount of homework they have -- on the understanding that 1) you expect the presentations to be that much better for the extra class time spent preparing and 2) you expect all work to be done in English.

@@ Line 1,008: / Line 1,008: @@
 ) Do a practice run of the focus group
-Materials: Student Book page 48 (as this is a practice, consider making copies of page 48, leaving the student book page for the actual focus group); example student focus groups (available at [[Other Videos]]).
+Materials: Student Book page 48 (as this is a practice, consider making copies of page 48, leaving the student book page for the actual focus group); example student focus groups (may be available at [[Focus group examples]]).
 Note: How you decide to manage this will depend on the class setup. However, it is a good idea to allow students one lesson to do a 'dry-run' of the focus group, practising with their classmates. Then, as homework and before the next class, teams are to perform the actual focus group. There is, though, no reason why they cannot incorporate into their results comments and feedback that they get in today's class. In terms of logistics, it is a good idea to pair one team with another team, and have them perform a focus group on each other. This way, students will be involved throughout the activity, whether it's actively leading/participating in the focus group, or simply observing.

@@ Line 715: / Line 715: @@
 ) Start preparing for their own poster presentation
-Materials: Student Book pages 35-37; Video 8 (available at [[Course Videos]]); extra large poster paper (4 sheets per team); colour pens/markers; sticky tape; example student poster presentations (available at [[Poster presentation examples]]).
+Materials: Student Book pages 35-37; Video 8 (available at [[Course Videos]]); extra large poster paper (4 sheets per team); colour pens/markers; sticky tape; example student poster presentations (may be available at [[Poster presentation examples]]).
 '''Lesson 11: Lesson plan'''

@@ Line 455: / Line 455: @@
 ) Evaluate their Stage 2 performance
-Materials: Student Book pages 22-25; Video 5 (available at [[Course Videos]]); example student videos (available at [[Other Videos]]); Copies of the Stage 2 "Paperwork!" form (available at [[Downloadable Forms]]).
+Materials: Student Book pages 22-25; Video 5 (available at [[Course Videos]]); example student videos (available at [[Elevator pitch examples]]); Copies of the Stage 2 "Paperwork!" form (available at [[Downloadable Forms]]).
 '''Lesson 7: Lesson plan'''

@@ Line 211: / Line 211: @@
 '''''Meet your team''' (page 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.
+Have students read Jessica's message at the top of page 10. 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.
@@ Line 226: / Line 226: @@
 '''END OF LESSON 3'''
 == STAGE 2 ==

@@ Line 33: / Line 33: @@
 '''''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:
+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.
 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.''