Lesson plan B - Revision history

ChrisV: /* LESSON 9 - ANALYSIS AND REPORT */

2019-03-31T02:22:41Z

‎LESSON 9 - ANALYSIS AND REPORT

ChrisV: /* LESSON 8 - KNOW YOUR MARKET */

2019-03-31T02:17:43Z

‎LESSON 8 - KNOW YOUR MARKET

ChrisV: /* LESSON 6 - A TEAM DECISION */

2019-03-31T02:04:32Z

‎LESSON 6 - A TEAM DECISION

ChrisV: /* LESSON 1 - WELCOME ABOARD */

2019-03-31T00:51:26Z

‎LESSON 1 - WELCOME ABOARD

ChrisV: /* LESSON 14 - DON'T SELL YOURSELF SHORT */

2019-03-18T05:18:53Z

‎LESSON 14 - DON'T SELL YOURSELF SHORT

ChrisV: /* LESSON 13 - THE MAIN EVENT */

2019-03-18T05:13:03Z

‎LESSON 13 - THE MAIN EVENT

ChrisV: /* LESSON 8 - KNOW YOUR MARKET */

2019-03-18T05:08:39Z

‎LESSON 8 - KNOW YOUR MARKET

ChrisV: /* LESSON 12 - BRINGING IT ALL TOGETHER */

2019-03-18T05:07:37Z

‎LESSON 12 - BRINGING IT ALL TOGETHER

ChrisV: /* LESSON 11 - PREPARE A VIDEO COMMERCIAL */

2019-03-18T05:06:33Z

‎LESSON 11 - PREPARE A VIDEO COMMERCIAL

ChrisV: /* LESSON 10 - GET THE WORD OUT */

2019-03-18T05:04:53Z

‎LESSON 10 - GET THE WORD OUT

@@ Line 876: / Line 876: @@
 ) Prepare a market research report
-Materials: Student Book pages 49-51.
+Materials: Student Book pages 49-51; Stage 4 self-evaluation forms (both available at the [[Downloadable Forms]] page).
 '''Lesson 9: Lesson plan'''

@@ Line 759: / Line 759: @@
 ) Receive a new product file and review it
-) Learn about the differences between a focus group and a survey
+) Learn about focus groups
 ) Watch a video of a focus group in session

@@ Line 592: / Line 592: @@
 ) Start preparing for their own poster presentation
-Materials: Student Book pages 33-37; 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 [[Other Videos]]).
+Materials: Student Book pages 32-37; 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 [[Other Videos]]).
 '''Lesson 6: Lesson plan'''

← Older revision		Revision as of 00:51, 31 March 2019
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	5) Look in more detail at the kinds of products Widgets makes and sells		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)	+	Materials: Student Book pages 2-7; Video 1 (available at [[Course Videos]]); nametag template (downloadable from the [[Course Extras]] page); paperclips (one per student)

@@ Line 1,224: / Line 1,224: @@
 In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.
-'''''Don't sell yourself short''' (page 72 >> __ minutes)''
+'''''Don't sell yourself short''' (page 72 >> 5 minutes)''
 Start by focussing on the title of the stage, written at the top of page 72. Tell students that to "sell yourself short" is an English expression meaning that you don't consider yourself valuable enough, or you don't present yourself as valuable enough. So, the message is NOT to do that; know your own worth and don't be shy to tell other people that value.
-Read out Miki's message at the top of page 72. Highlight that they've reached the end of their training. Then have students read the Biz Street Journal article.
+As students have already read this for homework and answered the questions, just provide the answers.
-'''A:''' Have students work together to answer the questions. Also encourage them to ask each other different questions.
+'''A:'''
 *''It's about the recent successes of Widgets Inc., with profits up 230% from last quarter (i.e. previous 3-month period).''
@@ Line 1,246: / Line 1,246: @@
 *''Questions and answers will vary.''
-'''''All good things...''' (page 73 >> __ minutes)''
+'''''All good things...''' (page 73 >> 20 minutes)''
 Read out Miki's message at the top of page 73. Explain to students that this final video call will actually be from all three of the co-founders.
@@ Line 1,268: / Line 1,268: @@
 ''*participate in an internal job interview''
-'''''The right person for the job''' (page 74 >> __ minutes)''
+'''''The right person for the job''' (page 74 >> 10 minutes)''
 Read out Miki's message at the top of page 74. As students have already prepared this for homework, you can move quickly through this, with students just sharing their selections and reasons. Highlight that students are applying for a full-time position at Widgets, and the available positions are listed on this page.
@@ Line 1,276: / Line 1,276: @@
 '''B:''' Have students share their reasons in pairs.
-'''''Looking back, looking forward''' (page 75 >> __ minutes)''
+'''''Looking back, looking forward''' (page 75 >> 25 minutes)''
 Read out Miki's message at the top of page 75. Tell them that this is where they will reflect on what they've done during their intern training, as this will help them create a strong resume.
@@ Line 1,286: / Line 1,286: @@
 '''C:''' Read out the instructions. Give students some time to think, then have two students read out the example dialogue. Then give students time to discuss their ideas in pairs.
-'''''Write a resume''' (pages 76-78 >> __ minutes)''
+'''''Write a resume''' (pages 76-78 >> 15 minutes)''
 Read out Miki's message at the top of page 76 and focus attention on the resume example of page 77. Tell students that they will be able to use this as a guide for their own resumes.
@@ Line 1,296: / Line 1,296: @@
 ''Answers will vary, but possible differences include: not including age; not including gender; showing most recent experiences first; the use of bullet points; not writing into a pre-prepared table template; including a slightly more subjective "skills" section at the end; etc.''
-'''C:''' Tell students they will now draft their own resumes, using their experiences at Widgets Inc. for detailed content (so they should look back to their answers on pages 74-75). Students can draft on the blank template on page 78, or they can start working directly on a computer.
+'''C:''' Tell students they will now draft their own resumes, using their experiences at Widgets Inc. for detailed content (so they should look back to their answers on pages 74-75). Students can draft on the blank template on page 78, or they can start working directly on a computer. Students are to start now but finish for homework.
 '''D:''' Read out the instructions, and tell students that they are to prepare their resume on a computer (and print it out) by the next class. Read out the tips at the bottom of page 76, emphasising the bulleted points.
-'''''Write a cover letter''' (page 79 >> __ minutes)''
+'''''Write a cover letter''' (page 79 >> 15 minutes)''
 Read out Miki's message at the top of page 79. Highlight that people need to send a cover letter whenever they send a resume or CV to a potential employer. Students are also to write a cover letter to accompany their resumes, and they will also submit these in the next class.

← Older revision		Revision as of 05:13, 18 March 2019
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	Distribute copies of the Stage 5 "Paperwork!" form. Tell students that they can use the form in their textbook as a rough draft, but they will submit the final printed copy to you in the next class.		Distribute copies of the Stage 5 "Paperwork!" form. Tell students that they can use the form in their textbook as a rough draft, but they will submit the final printed copy to you in the next class.
		+
		+	'''''Don't sell yourself short''' (page 72 >> homework)''
		+
		+	Before the next class, tell students to read the online article on page 72 and answer the questions.

	'''''The right person for the job''' (page 74 >> homework)''		'''''The right person for the job''' (page 74 >> homework)''

@@ Line 771: / Line 771: @@
 '''Lesson 8: Lesson plan'''
-Start by collecting the Stage 3 self-evaluation and 'Paperwork' forms from each student. This is also a good time to give feedback on the poster presentations that they gave in the previous class. See the [[TBL Assessment]] page for more detailed information about assessment within Widgets.
+Start by collecting the Stage 3 self-evaluation forms from each student. This is also a good time to give feedback on the poster presentations that they gave in the previous class. See the [[TBL Assessment]] page for more detailed information about assessment within Widgets.
 '''''Water cooler chat''' (pages 84-85 >> opening)''

@@ Line 1,132: / Line 1,132: @@
 Now is a good time to show the example student ad campaign presentations.
-'''A:-E:'' Give students the rest of the class to start preparing all components.
+'''A:-E:'' Give students the rest of the class to start/continue preparing all components.
 '''END OF LESSON 12'''

@@ Line 1,078: / Line 1,078: @@
 '''C:''' Give teams time to discuss and decide on the most interesting situation.
-'''''It's the end of the world!''' (page 64 >> 30 minutes)''
+'''''It's the end of the world!''' (page 64 >> 35 minutes)''
 Tell students that they are now going to develop the idea. The title refers to the fact that, if something bad happens to people because they didn't have the Widgets product, then that's the worst thing that could possibly happen to anyone...EVER (tell students that advertising is sometimes about exaggerating and going over the top). Then read out Miki's message at the top of page 64. Highlight the point that it's about scaring the consumer.
@@ Line 1,088: / Line 1,088: @@
 '''B:''' Give teams time to storyboard the outline of their story with simple sketches.
-'''''Wait -- there's a solution!''' (page 65 >> 30 minutes)''
+'''''Wait -- there's a solution!''' (page 65 >> 35 minutes)''
 Read out Miki's message at the top of page 65. Explain to students that first you set up the problem, then you give the solution -- the Widgets product!

@@ Line 968: / Line 968: @@
 In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.
-'''''Take charge!''' (page 56 >> __ minutes)''
+'''''Take charge!''' (page 56 >> 5 minutes)''
 Start by focussing on the title of the stage, written at the top of page 56. Tell students that "to get the word out" is an English expression meaning to let people know about something. In this case, it refers to telling the public about the new Widgets product (i.e. advertising).
@@ Line 976: / Line 976: @@
 Give students time to read the green box and check the meaning in teams. Explain that in today's class they will learn in more detail about their Stage 5 project, but first they must pick the new project manager. Read out the text in order to refresh their memories of the project manager's roles and responsibilities. Assuming students are in a team of 4, there will only be one student left who must therefore be project manager this stage (if there are 3 members in the team, tell them they must pick someone to be project manager again. If they are a team of 5, have a joint project manager for this stage).
-'''A:''' Give teams a few minutes for former project managers to share their experiences of being project manager.
+'''A:''' Time is short, so consider skipping this.
-'''''The word on the street''' (page 57 >> __ minutes)''
+'''''The word on the street''' (page 57 >> 5 minutes)''
-Read out Miki's message at the top of page 57, then give students time to read to the Widgets Online article. Encourage students to ask their teammates or ask you for any help. Depending on the level, you could highlight and explain any vocabulary you think might be hard for the students.
+As students have already read this online article for homework, just allow a few minutes for students to check understanding in teams, and to quickly discuss the questions in 'A'.
 '''A:''' Have students work in teams and discuss the questions. As there are no 'correct' answers, allow students time to discuss freely and then elicit some ideas and opinions from the class.
@@ Line 986: / Line 986: @@
 ''1-2: Answers will vary.''
-'''''The project brief''' (page 58 >> __ minutes)''
+'''''The project brief''' (page 58 >> 10 minutes)''
 Read aloud Miki's message at the top of page 58. Then tell students that they will hear about their Stage 5 project directly from Miki in a video call.
@@ Line 994: / Line 994: @@
 '''B:''' Give students time to discuss their notes in teams.
-'''C:''' Play the video again if necessary, give more time for teams to check the meaning together, then elicit some key details of the message.
+'''C:''' Give more time for teams to check the meaning together, then elicit some key details of the message.
 ''Interns' work has so far been excellent; she's heard many positive things from their supervisor, Jessica - even Titus; they have worked on different stages, but one part is still missing - her favourite part; interns will plan an advertising campaign; they will plan the best way to tell everyone about a wonderful new Widgets product; first, interns will think about information from market research, then identify target customers, then decide how to best reach them; interns need to be smart...use regular methods (e.g. magazines or social media ads) or be more creative (like a viral campaign)?; there's lots to do!''
-'''''Review the file''' (page 59 >> __ minutes)''
+'''''Review the file''' (page 59 >> 15 minutes)''
 Read aloud Miki's message at the top of page 59. Then distribute to each team a product proposal, an elevator pitch video (of the same product), a product review memo (which includes the same product), and a market research report from another team. This will only be one product per team -- the product that was selected in the Stage 3 business decision. In terms of classroom management, it is easier to distribute in rotation, rather than just redistributing randomly. Tell students that this is the product for which they will create an ad campaign in Stage 5, so first it is important for them to get to know it very well.
@@ Line 1,008: / Line 1,008: @@
 Read out Miki's message at the bottom of page 59. Tell students that that is all for today, but until the next class you want them to keep in mind the product itself and also Miki's message: "How can we make this product even more exciting?"
-'''''Media blitz!''' (page 60 >> __ minutes)''
+'''''Media blitz!''' (page 60 >> 20 minutes)''
 Read out Miki's message at the top of page 60. Then direct students' attention to the images, and ask them where the Widgets iShave Phone Case Shaver has been advertised: ''on TV; on shopping bags; on train platforms; on airships''
@@ Line 1,016: / Line 1,016: @@
 '''B:''' Give teams time to discuss. Tell students to refer back to their target customers on page 59 and think about the best way to reach them.
-'''C:''' Give students time to discuss and select the 5 best ideas, and provide reasons. Be clear that '''every team will be creating a video commercial''' as part of their wider ad campaign, which is why it is already written in for them. Elicit some ideas and reasons from students.
+'''C:''' Give students time to discuss and select the five best ideas, and provide reasons. Be clear that '''every team will be creating a video commercial''' as part of their wider ad campaign, which is why it is already written in for them. Elicit some ideas and reasons from students.
-'''''The medium and the message''' (page 61 >> __ minutes)''
+'''''The medium and the message''' (page 61 >> 20 minutes)''
 Read out Miki's message at the top of page 61. Make the point to students that ads change in terms of style, size, content, colour etc. depending on what kinds of ad they are (i.e. depending on the medium). Therefore, as students design, it is important to keep the medium in mind (now is a good time to tell students that "medium" is actually the singular of "media", which they quite possibly did not know).
@@ Line 1,028: / Line 1,028: @@
 '''B:''' Have 3 students read out the example conversation. Then give teams time to share their own designs and discuss the ones they like. By the end of this discussion, teams should have made a decision on what types of designs will go with what chosen media.
-'''''Miki's ad campaign presentation''' (page 62 >> __ minutes)''
+'''''Miki's ad campaign presentation''' (page 62 >> 15 minutes)''
 Read out Miki's message at the top of page 62. Tell students they will now see an example presentation, and that they should think of this as a model for their own presentations that they will give at the end of Stage 5. Be clear that they will be doing a team presentation, even though Miki is presenting by herself. Also be clear that teams will have to incorporate a video commercial into their presentation.
@@ Line 1,034: / Line 1,034: @@
 '''A:''' Play video 12 and tell students to take notes.
-'''B:''' Play the video again if necessary and then give teams time to discuss the questions. Elicit answers from the class.
+'''B:''' Give teams time to discuss the questions. Elicit answers from the class.
 ''1. Posters on trains and bus stops; Ads on social media; a video; banner ads online; ads on outdoor magazines; a celebrity endorsement from a sport such as mountain climbing and marathon running.''