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Version A consists of 30 90-minute lessons. Version A is designed for 90-minute classes that meet twice a week over one semester. A task-based course in practical English Lesson plans Version A Marcos Benevides Chris Valvona

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A Task-based Course in Practical English

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Version A consists of 30 90-minute lessons. Version A is designed for 90-minute classes that meet twice a week over one semester.

A task-based course in practical English

Lesson plans

Version A

Marcos BenevidesChris Valvona

1Stage Welcome aboard

Lesson plans, Version A 1© Pearson Education Asia Limited 2008

Lesson 1: overview

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

• Learn about the course concept and objectives

• Learn about Widgets Incorporated (the company)

• Explore customs about business cards, name tags and handshaking

• Meet and greet each other in a casual business setting

Time • 90 minutes

Materials • Widgets Student Book, pages 2–6

• DVD, Scene 1: Orientation

• Paper or cards to write name tags and business cards on, one of each per student

• Paperclips or another way of attaching name tags to clothing, one per student

Optional Materials

• Color business card and name tag templates downloaded and printed from www.widgets-inc.com

1Stage

Lesson plans, Version A 2© Pearson Education Asia Limited 2008

Time Page Task Directions

10 mins.

2 You’re hired!

• Learn about course objectives

• Learn Widgets Incorporated’s background

• Meet Felix Day, director of human resources

• Read the letter of employment

1. Read Felix’s message at the top of page 2 (in the green box) aloud or have students read by themselves. Next, read the letter aloud or have students read by themselves. Depending on student level and motivation, elicit or explain the who, what, where and why of the course:

Who is Felix Day? Who are you going to role-play?

Felix Day is director of human resources. You are going to role-play management trainees.

What is the purpose of the letter?

It explains that you have been accepted as a management trainee and tells you the things you will do at Widgets Incorporated.

Where are you?

You are at your Widgets orientation.

Why are you there?

You were just hired.

30 mins.

3 Widgets: bringing ideas to life

• Watch the video (Scene 1)

• Learn about the company

• Take notes

• Check facts with a partner

1. Have students look at the photos on page 3. Explain that the students are new employees, so it is important for them to find out more about the company by watching the video.

2. Play the video (Scene 1) for the first time.

3. A Play Scene 1 a second time and have students take notes. These notes should be detailed. But students should not write full sentences, just enough to help them build meaning later. Throughout this course note-taking will be an important skill to develop.

4. Have students compare notes with a partner. Have them also discuss the video. Ask:

• How much information did you catch?

• What can you conclude about Widgets Incorporated?

Lesson 1: lesson plan

1Stage

Lesson plans, Version A 3© Pearson Education Asia Limited 2008

Time Page Task Directions

5. B Play Scene 1 a third time and then have students answer the questions.

6. Have students check their answers with a partner.

1 F 2 F 3 T 4 F 5 F 6 Bringing ideas to life

7. Follow up with the whole class for questions 1–6 plus any additional information that students gathered.

20 mins.

4 & 5 First impressions

• Make business cards and name tags

1. Have students read Felix’s message at the top of page 4. Explain that soon students will practice meeting and greeting each other using business cards and name tags.

2. A Have students look at the example of a business card and name tag on page 4. In pairs, have them read the information and answer the questions. [Answers will vary.]

3. B Have students choose their favorite business card and name tag on page 5.

4. C Have students design their own business cards and name tags.

5. D Have students make their final copies. Teachers may download and print business card and name tag templates from the Widgets website or simply hand out pre-cut pieces of paper, index cards, etc.

25 mins.

6 Shake on it

• Learn customs of shaking hands

• Meet and greet “co-workers” in a casual business setting

1. Have students read Felix’s message at the top of page 6.

2. Have students look at the photo of the two people shaking hands at the top of page 6. Explain the importance of shaking hands in the West and compare it with other cultures.

3. A Read the three points or have students read by themselves. Then demonstrate each step in turn. Finally, have students look at the photo story. Demonstrate a proper handshake with a student.

Lesson 1

1Stage

Lesson plans, Version A 4© Pearson Education Asia Limited 2008

Time Page Task Directions

4. B Have students put on their name tags. Explain that they will now move around the classroom shaking hands and meeting as many co-workers as possible. They should:

• shake hands

• exchange business cards

• have a short conversation using the “interesting fact” on their name tags as a starting point

Since students only have one business card each, remind them that they will need to get it back from each partner before continuing. Move around the classroom listening to as many pairs as possible and facilitating where necessary.

5 mins.

6 End Instruct students to shake your hand and turn in their business cards on their way out of the classroom.

Lesson 1

1Stage Welcome aboard

Lesson plans, Version A 5© Pearson Education Asia Limited 2008

Lesson 2: overview

Today students will:

• Chat with each other in their first Water cooler chat

• Learn about Victoria Vanderhoff

• Familiarize themselves with appropriate conversation topics

• Chat with each other in a casual work setting

Time • 90 minutes

Materials • Widgets Student Book, pages 7–11, 90 & 91

• DVD, Scene 2: Who’s the boss? DVD, Scene 3: Water cooler chat

Optional Materials

• Water cooler chat cards (pages 90 & 91)

1Stage

Lesson plans, Version A 6© Pearson Education Asia Limited 2008

Time Page Task Directions

20 mins.

7 Who’s the boss?

• Watch the video (Scene 2)

• Listen for details and take notes

• Meet Victoria Vanderhoff, president of Widgets Incorporated

1. Read the title “Who’s the boss?” at the top of page 7 aloud. Depending on student level and motivation, elicit or ask:

Who is the woman in the photo?

She is the president of Widgets Incorporated.

2. Read Felix’s message at the top of page 7 aloud or have students read by themselves.

3. A Play the video (Scene 2). Have students listen and take notes. Then have them fill in the fact file. Note that they do not need to understand everything.

Name: Victoria Vanderhoff

Job title: President of Widgets Incorporated

Background: Not business. She studied law and then was a lawyer for eight years. She took over as president of Widgets when her father retired 10 years ago.

Likes: Challenges, meeting and talking with people

Dislikes: Waste: wasted time, wasted money, wasted talent

Motto: Think outside the box.

4. B Have students check their answers with a partner. Sharing and putting together information is very important and will be used regularly throughout the course.

5. C Read the instructions and the questions aloud or have students read by themselves. Check that students understand all of the questions.

6. Play Scene 2 again. Have students work together to answer the questions. Elicit answers from the class.

What did you learn about the Vanderhoff family?

Victoria’s father was president of Widgets Incorporated until he retired, 10 years ago.

Lesson 2: lesson plan

1Stage

Lesson plans, Version A 7© Pearson Education Asia Limited 2008

Time Page Task Directions

What did you learn about Widgets Incorporated?

Every day is different. Teamwork is important.

What are Victoria Vanderhoff’s plans for the future?

She wants to work at Widgets for as long as possible.

What kind of boss do you think she is?

[Answers will vary.]

20 mins.

8 & 9 A personal matter

• Learn about appropriateness of conversation topics

• Decide whether certain topics are appropriate

• Discuss whether certain topics are appropriate

1. Read Felix’s message on page 8 aloud or have students read by themselves. Give them time to do this and help them where necessary with any vocabulary. Note that the word “appropriate” may need to be explained, as it is an important term which comes up often in the course.

2. Explain to students that some topics of conversation are OK in certain situations, but not OK in others. As an optional warm-up, activate students’ background knowledge by eliciting examples of topics of conversation which they think are taboo in English speaking countries. Does the class agree on these?

3. A Have students read the instructions and questions 1–10. Check that they understand the questions. Have students work alone and choose a number value for each question.

4. B Have students work in pairs and compare their answers. If they have different answers, they should discuss why they think so. If desired, point out the model dialog at the bottom of page 9. Please refer to “Language models” in Part 1 of the Teacher’s Manual for a detailed explanation of this feature.

This is the first of many activities in the course for which there are no “right” answers. It is important to explain to students that the idea is to share opinion, practice discussion/persuasion and not to find the absolutely correct answers. In fact, the sharper students may realize on their own that the answer depends a lot on where these questions are asked, thus setting up the activity which follows.

Lesson 2

Note

1Stage

Lesson plans, Version A 8© Pearson Education Asia Limited 2008

Time Page Task Directions

15 mins.

10 It really depends

• Continue discussing appropriateness

• Learn the importance of context

1. Read Felix’s message at the top of page 10 aloud or have students read by themselves. Check that students understand the meaning. The term “vice versa” may need to be explained.

2. A Have students read the instructions, and then give them time to look at the pictures. Ask a student to describe each picture.

A A young man is asking a young woman/vice versa

B A young woman is asking an older woman/vice versa

C An older man is asking a young woman/vice versa

1 In a restaurant

2 At a bus stop

3 In a classroom

3. B Have students work alone and answer the questions. They must select the most appropriate and least appropriate combinations from the pictures for each question. For example, if a student thinks that it is OK for two young people of the same generation, in a classroom situation, to ask “How old are you?”, they should choose A-3 as the most appropriate for question 1. If they think it is not appropriate for a young woman to ask an older woman “Do you believe in God?” at a bus stop, they should choose B-2 as the least appropriate for question 2, and so on. Remember that there is no absolutely correct answer!

4. C Next, have students work together in pairs and compare their answers. If they have different answers, which is very likely, they should discuss their reasons why.

5. Elicit some answers from the class. Answers will vary, but depending on student level, ask them to explain their answers or simply discuss your own opinion. However, do highlight that even your opinion is just that, and there are no absolutely correct answers.

Lesson 2

1Stage

Lesson plans, Version A 9© Pearson Education Asia Limited 2008

Time Page Task Directions

35 mins.

11, 90 & 91

Water cooler chat

• Learn the significance of small talk at the water cooler

• Watch the video (Scene 3)

• Learn about follow-up questions

• Practice chatting or small talk

1. Read Felix’s message at the top of page 11 aloud or have students read by themselves. Explain that in many workplaces, people tend to take short breaks before, during or after work, to get a drink or eat a snack. In these situations, co-workers often end up having short, casual conversations about their weekend, the latest sports scores or some event in the news. Activate students’ background knowledge: In Japan, for example, many offices have a tea room or a small kitchen, so the concept is not strange. In many offices in the West, this phenomenon happens around the coffee maker or the water cooler. Thus, “water cooler talk” has become synonymous with short, casual conversation about recent events.

2. A Have students read the instructions and then look at the table. Make sure they all understand the language in the table. Also, make sure they understand that they have to complete the table by watching the video. Then play the video (Scene 3).

3. B Have students compare their answers with a partner and then elicit answers from the class.

Name Did what? When? How was it?

Rebecca had a cold, stayed home, ate chicken soup, chatted with her sister

Saturday fun

Felix made French onion soup

yesterday (or Sunday)

delicious

Titus went bowling with grandson

yesterday (or Sunday)

terrible

4. C Play Scene 3 again and encourage students to take notes on any follow-up questions they hear. Explain that a follow-up question is a question you ask somebody to keep the conversation going. The “ping-pong” analogy is a good way to do this (i.e., A conversation is like a game of ping-pong, where both players must hit “the ball”—ask and answer questions—back and forth to keep it going). Elicit these from the class.

Lesson 2

1Stage

Lesson plans, Version A 10© Pearson Education Asia Limited 2008

Time Page Task Directions

Follow-up questions:Felix: Did you have a good weekend?Felix: How did you catch it?Felix: Chicken soup, huh?Rebecca: Where did you get the recipe?Felix: Oh, is he into bowling?Rebecca: How about you?Felix: Hey, did you finish up on that big project?

5. D Have students read the instructions and then fill in the table. They can use pages 90 & 91 for ideas.

6. E Have students read the instructions. Students then have their own Water cooler chat in groups of three.

This is an introduction to Water cooler chats. (See “Water cooler chats” in Part 1 of the Teacher’s Manual for more information on this activity.)

End Note that students will be assigned to teams during the next class (page 16 in the Student Book). Teachers are strongly advised to read the sections “Teams”, “Projects” and “Project managers” in Part 1 of the Teacher’s Manual before the next lesson. It is absolutely essential to the smooth instruction of this course that these teams be carefully considered.

Note

Lesson 2

1Stage Welcome aboard

Lesson plans, Version A 11© Pearson Education Asia Limited 2008

Lesson 3: overview

Today students will:

• Chat with each other in a casual work setting

• Learn about Widgets products and practice describing them

• Practice asking and answering questions

• Meet their team and share contact information

Time • 90 minutes

Materials • Widgets Student Book, pages 12–16

Optional Materials

• Water cooler chat cards (pages 90 & 91)

1Stage

Lesson plans, Version A 12© Pearson Education Asia Limited 2008

Time Page Task Directions

20 mins.

90 & 91

Water cooler chat 1. Remind students of the water cooler chat in the video and in the speaking task in the last lesson (page 11). Inform them that this will be a regular warm-up at the beginning of most classes in the future. Students may refer to the situation cards on pages 90 & 91 if they wish, but it is not necessary. They may talk about anything they choose, as long as: a) it is in English and b) it is appropriate for the context (i.e., a casual chat with co-workers).

2. Circulate around the classroom, taking a few moments to chat with students yourself, and if necessary, to “nudge along” the shy students.

• Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips.

• Also, note that 20 minutes is allotted to this activity in Lesson 3 and Lesson 4. This takes into consideration that students may take some time to get comfortable with the task, choose situation cards and start speaking. After Lesson 4, this warm-up should take up only the first 10 minutes of class.

45 mins.

12–15 Sell, sell, sell!

• Learn about Widgets products

• Practice describing

• Practice asking and answering questions

Important: Pages 12 & 13 and 14 & 15 are part of an information gap activity. Please assign students to A-B pairs before asking them to open their books!

1. Assign students to A-B pairs. Instruct Person As to open their books to page 12, and Person Bs to open to page 14. Instruct them not to look at their partner’s book.

2. Have students look at their product on the facing page. Note that Person A and Person B have different products. Explain that this is a page from the Widgets product catalog.

3. Read Felix’s message at the top of pages 12 and 14 aloud or have students read by themselves. The message is the same on both pages.

Lesson 3: lesson plan

Note

1Stage

Lesson plans, Version A 13© Pearson Education Asia Limited 2008

Time Page Task Directions

4. Explain steps 1 to 4. Explain that after Person A has finished describing and explaining their product, and Person B has finished asking questions and filling in information in their book, they will switch roles and repeat the process for steps 5 to 7.

• Please refer to “Widgets product catalog tasks” in Part 1 of the Teacher’s Manual for more information and tips on managing this task.

• This task is allotted 45 minutes this first time because it takes some explaining and because students may take some time to get going. In the next two stages, the allotment will be only for 30 minutes of class time.

25 mins.

16 The dream team

• Move into teams

• Meet other team members

• Share contact details

• Work together to decide a team name

1. Read Felix’s message at the top of page 16 aloud or have students read by themselves. Make sure that students understand that the teacher will assign them to teams, and that they will work with this team for several weeks.

2. Assign students to their teams. The teacher should already have prepared the teams before the class, or have decided which method to use to divide up the class (i.e., counting off, by student number, etc.)

3. Have students introduce each other and meet their team members. This is a good opportunity to reinforce the previous lesson about meeting people and making appropriate small talk.

4. Have students exchange contact details.

5. Have students think of a team name together (This may be left for homework if time runs out.).

End

• See “Teams” in Part 1 of the Teacher’s Manual for a very important explanation of this concept in Widgets.

• As the course progresses it may become important for team members to contact each other outside of class time. If any student is unhappy sharing their contact information, instruct them to set up a free email account for the duration of this course.

Lesson 3

Note

Note

1Stage Welcome aboard

Lesson plans, Version A 14© Pearson Education Asia Limited 2008

Lesson 4: overview

Today students will:

• Chat with each other in a casual work setting

• Learn about the Widgets Incorporated departments

• Think about their characteristics and decide on the most suitable department for themselves

• Evaluate their performance in Stage 1

Time • 90 minutes

Materials • Widgets Student Book, pages 17–19

• DVD, Scene 4: Departments - Human Resources DVD, Scene 5: Departments - Research and Development DVD, Scene 6: Departments - Finance DVD, Scene 7: Departments - Sales and Marketing DVD, Scene 8: Departments - Full

Optional Materials

• Employee Evaluation Form, Stage 1 downloaded and printed from www.widgets-inc.com, one copy per student

• Water cooler chat cards (pages 90 & 91)

1Stage

Lesson plans, Version A 15© Pearson Education Asia Limited 2008

Time Page Task Directions

20 mins.

90 & 91

Water cooler chat 1. Remind students that they are expected to find a partner or two and begin chatting in English from the moment they enter the classroom, until you give the signal to stop (10 minutes after the official class start time). Students may always refer to the situation cards on pages 90 & 91 for ideas. Remind them that they may talk about any topic, as long as: a) they do it in English and b) it is appropriate to the context (i.e., a casual chat with co-workers).

2. Circulate around the classroom, taking a few moments to chat with students yourself, and if necessary, to encourage the shy students.

Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

40 mins.

17 That’s my department

• Watch the video (Scenes 4–8)

• Learn about the different departments at Widgets

• Practice note-taking and information sharing

1. Read aloud the title “That’s my department” at the top of page 17. If desired, explain that this idiom means “That’s what I deal with.” as well as “That’s where I work.”

2. Read Felix’s message at the top of page 17 aloud or have students read by themselves. Make sure students understand that they will be watching a video presentation about the different departments at Widgets.

3. A Have students read the instructions, and then watch the video. Play each scene (4–7) separately, so that students have a break between each department to take notes. Encourage them to write on a separate piece of paper.

This may be a new way for students to work with listening or video. The idea is not for them to catch everything. Instead, students are meant to take notes, and then try to piece together as much of the meaning as they can, through discussions with other students. Again there are no absolutely correct answers. Please see “DVD video” in Part 1 of the Teacher’s Manual for a fuller explanation.

Lesson 4: lesson plan

Note

Note

1Stage

Lesson plans, Version A 16© Pearson Education Asia Limited 2008

Time Page Task Directions

4. Have students compare their notes in pairs and then fill in the table on page 17.

5. B Play the video (Scene 8). Give students time to work in their teams to fill in as much information as possible. Elicit answers from the class. [Answers will vary.]

Human Resources

Sometimes called HR, Felix’s department, hire new employees, train staff, fire employees, make sure everybody is happy, do employee reviews, people working in HR are friendly and outgoing

Research and Development

Sometimes called R & D, run by Dr. Hetty McPhee, create new ideas for Widgets products, change and improve ideas, people working there are creative and productive

Finance

Run by Titus Pinsch, controls all of the money, people in finance are good with numbers and really organized

Sales and Marketing

Run by Rebecca Sneed, they do market research (find out what people think of new products), they advertise (infomercials, newspaper ads, subway posters), people in sales and marketing are energetic and confident, because they need to speak to a lot of people

6. C In their new teams, have students discuss which department looks the most interesting. The teacher should move around and encourage discussion as to why they think so.

30 mins.

18 Where do I fit in?

• Reflect on personal characteristics

1. Read Felix’s message at the top of page 18 aloud or have students read by themselves. Explain that students need to think about what kind of person they are—what are their own characteristics?

Lesson 4

1Stage

Lesson plans, Version A 17© Pearson Education Asia Limited 2008

Time Page Task Directions

• Consider what type of person best fits each department

• Decide which department is most suitable

2. A Have students read the instructions and check each word that they think describes themselves. This will take some time and students may need some help with the vocabulary. Encourage students to guess the meanings of words or to ask their team members or the teacher before checking the Glossary on page 92 or using their dictionaries.

3. B Have students read the instructions and then work in teams. They need to discuss and decide which of the characteristics from A best fits in with each department in B . This is another activity where there are no right answers, but the teams must work together so that all members are happy with the final outcome. Make sure students understand that a word can only be used one time, and that each department should eventually have five words beneath it.

4. Based on what they have written for A and B , students must now make an individual decision about which department would suit them best. Have students write the department name in the blue box at the bottom of page 18.

19 End Assign homework: Have students complete the Employee Evaluation Form on page 19. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

This assignment is important not only because the teacher can use these self-evaluations to track students’ progress, but also because it is a way to impress upon students, at an early stage of the course, the importance of completing assignments on time. For this reason, we suggest that students who fail to make a copy and bring it to the next class are given a clear penalty. This should ensure that they will not fail to do their homework in the later stages of the course, when successful completion becomes very important.

Please see “Employee Evaluation Forms” in Part 1 of the Teacher’s Manual for a more detailed explanation of this feature.

Note

Lesson 4

2Stage Eureka!

Lesson plans, Version A 18© Pearson Education Asia Limited 2008

Lesson 5: overview

Today students will:

• Chat with each other in a casual work setting

• Learn about the Research and Development Department

• Discuss the characteristics of a good leader and a poor leader

• Vote on a project manager for Stage 2

• Identify problems with some products

Time • 90 minutes

Materials • Widgets Student Book, pages 20–25

• DVD, Scene 9: Message from Victoria - Stage 2 DVD, Scene 10: Where did we go wrong?

Optional Materials

• Water cooler chat cards (pages 90 & 91)

2Stage

Lesson plans, Version A 19© Pearson Education Asia Limited 2008

Time Page Task Directions

10 mins.

90 & 91

Water cooler chat 1. Remind students that they are expected to find a partner or two and begin chatting in English from the moment they enter the classroom, until you give the signal to stop (10 minutes after the official class start time). Students may always refer to the situation cards on pages 90 & 91 for ideas. Remind them that they may talk about any topic, as long as: a) they do it in English b) it is appropriate to the context (i.e., a casual chat with co-workers).

2. Circulate around the classroom, taking a few moments to chat with students yourself, and if necessary, to encourage the shy students.

Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

30 mins.

20 & 21

Put on your thinking cap

• Meet Dr. Hetty McPhee, director of R & D

• Introduce students to the Research and Development Department

• Watch the video (Scene 9)

• Take notes

• Understand some problems within Widgets Incorporated

• Learn about the first assignment

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 1.

1. Read Hetty’s message at the top of page 20 aloud or have students read by themselves. Have students look at the photos. Ask the class the following preparation questions:

What kind of work do you think is done in research and development (R & D)?

It is where new ideas are created and perfected.

Does R & D look interesting? Do you know any companies famous for their R & D departments?

Answers will vary, but examples could include Sony, Xerox, IBM and Nintendo.

2. Read Hetty’s message at the top of page 21 aloud or have students read by themselves. Make sure students understand that the video is a message from Victoria. Ask students:

Lesson 5: lesson plan

Note

Note

2Stage

Lesson plans, Version A 20© Pearson Education Asia Limited 2008

Time Page Task Directions

Who is Victoria?

She is the president of Widgets Incorporated.

Why does she want to speak with you?

She has a very important message.

3. A Play the video (Scene 9). Have students take notes as they watch.

4. B Play Scene 9 again. Have students answer the questions from their notes or at least make guesses.

5. C Have students work with a partner and answer the questions together. If this seems too difficult, allow the pairs to form groups of four.

6. Elicit the answers from the class.

What is the problem?

Widgets is in financial trouble, sales are down 70 percent, Widgets is in the red

What caused this problem?

Some employees have become lazy, the great ideas have stopped coming, people are not giving their very best

What is your assignment from Victoria Vanderhoff ?

Come up with ideas for new Widgets products

What should your team do first?

Choose a project manager

20 mins.

22 & 23

First among equals

• Discuss characteristics of a good leader and a poor leader

• Learn the importance of the project manager in the group

• Select a project manager for Stage 2

1. Read the title “First among equals” at the top of page 22 aloud. Explain that it means that although everybody in a team is equal, there needs to be a leader who can direct and organize.

2. Read Hetty’s messages on page 22 aloud or have students read by themselves. It is particularly important that students understand all of the responsibilities of the project manager and that everyone will be project manager at least once.

3. A Have students work with their team and complete the lists on page 23. They may wish to refer to page 18 for a list of characteristics. Circulate, making comments and giving advice.

4. B Have students explain to their team why they should, or should not, be project manager. Circulate, making comments and giving advice.

Lesson 5

2Stage

Lesson plans, Version A 21© Pearson Education Asia Limited 2008

Time Page Task Directions

5. C Have students vote. You can have students just raise their hands, cast secret ballots, etc. However, it should be a choice based on their arguments rather than just a random draw.

6. Have students write the name of the new project manager in the box.

Please see “Project manager” in Part 1 of the Teacher’s Manual for important information and tips.

30 mins.

24 & 25

Where did we go wrong?

• Watch the video (Scene 10)

• Take notes

• Discuss possible problems with the ideas

• Learn how some ideas are better than others

1. Read Hetty’s message at the top of page 24 aloud or have students read by themselves.

2. Explain that students will now watch a video of Hetty describing some Widgets product ideas that were never made.

3. Have students look at page 25. Give them a minute to look at the pictures and the product names. Ask: “What do you think the purpose of each product is?” Elicit ideas from the class.

4. A Play the video (Scene 10). Have students take notes next to the products on page 25. Students should compare their notes in pairs, then discuss the purpose of the product ideas.

5. B Have students read the questions on page 24. Check that they understand. Play Scene 10 again. Have students discuss the questions and possible answers with their team. Answers will vary, but the idea is to get students discussing and realizing that some ideas are simply better than others. Possible problems include:

Heli-car

Possibly dangerous, probably very expensive, impractical, difficult to get a license, Why not just buy a helicopter?

Instant TV translator

Impossible to make using current technology

Flying remote

Possibly dangerous, impractical, unnecessary, ugly

Vibration pillow

Not original, this product already exists

Lesson 5

Note

2Stage

Lesson plans, Version A 22© Pearson Education Asia Limited 2008

Time Page Task Directions

This is an excellent opportunity to stress the active role of the project manager. If the team is silent, tell the project manager to start the discussion. If the team is not speaking in English, ask the project manager why they are not speaking in English. Directing your attention at the project manager, and only the project manager, can be a very effective way of ensuring that the other team members take notice.

6. C Have each team discuss and decide on the best product and the worst product. [Answers will vary.]

7. D Have project managers stand up and report what their team thought was the best and worst ideas. Have them explain why.

End This is a good time to call all the project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Make plans to meet each project manager individually for an interview after the end of Stage 2 and preferably before the start of Stage 3 (i.e., between Lessons 8 and 9). This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

Note

Lesson 5

Lesson plans, Version A 23© Pearson Education Asia Limited 2008

2Stage Eureka!

Lesson 6: overview

Today students will:

• Chat with each other in a casual work setting

• Learn about Widgets products and practice describing them

• Brainstorm everyday problems

• Brainstorm (in groups) solutions to these problems

Time • 90 minutes

Materials • Widgets Student Book, pages 26–31

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 24© Pearson Education Asia Limited 2008

2Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

40 mins.

26–29 Sell, sell, sell!

• Learn about Widgets products

• Practice describing skills

• Practice asking and answering questions

Important: Pages 26 & 27 and 28 & 29 are part of an information gap activity. Please assign students to A-B pairs before asking them to open their books!

1. Assign students to A-B pairs. Instruct Person As to open their books to page 26, and Person Bs to open to page 28. Instruct them not to look at their partner’s book.

2. Have students look at their product on the facing page. Note that Person A and Person B have different products. Explain that this is a page from the Widgets product catalog.

3. Read Hetty’s message at the top of pages 26 and 28 aloud or have students read by themselves. The message is the same on both pages.

4. Explain steps 1 to 5. Explain that, after Person A has finished describing and explaining their product, and Person B has finished asking questions and filling in information in their book, they will switch roles and repeat the process for steps 6 to 9.

Please refer to “Widgets product catalog tasks” in Part 1 of the Teacher’s Manual for more information and tips on managing this task.

40 mins.

30 & 31

Brainstorm

• Brainstorm problems in their everyday lives

• Work together to find solutions to everyday problems

1. Read Hetty’s message at the top of page 30 aloud or have students read by themselves. Stress that new ideas should be original, possible, useful, interesting, safe and attractive. Give relevant examples of groundbreaking inventions from real life if possible (e.g., Apple’s iPod, the Nintendo Wii’s remote control unit, etc.). It is good to show illustrations from books, magazines or printed out from the Internet. Good resources include the Unuseless Inventions series by Kenji Kawakami

Lesson 6: lesson plan

Note

Lesson plans, Version A 25© Pearson Education Asia Limited 2008

2Stage

Time Page Task Directions

• Think of possible Widgets products

(Harper Collins), or the website Totally Absurd Inventions, at www.totallyabsurd.com.

2. Have students look at the photo story of Hetty. Give them a minute to read it. It highlights the brainstorming process, and is therefore very important.

3. Read the photo story aloud or ask for volunteer students to read aloud. Stress that the process Hetty uses is to think of a real-life problem first, and then to think of a possible solution.

4. A Ask students, “What do you think of the Sticky Cell Phone idea?” Have students work alone and decide which boxes to check.

5. Next, have students compare their ideas with a partner: Is the idea safe? Is it original? There are no right or wrong answers here, although it is likely that the students will come to the conclusion that it is an OK idea, but not a great one.

6. Have students read the message at the top of page 31. Tell them that now it is their turn.

7. B Have students work alone and brainstorm some problems they, or someone they know, have in their everyday lives. This is open-ended, and according to your discretion. For example, you may want to restrict low-level students to immediate, concrete problems in their lives (such as “I always wake up late.”). For high-level students, you might decide that any kind of problem is OK or even insist on big problems (e.g., a housing shortage in a foreign country). Students should not write down solutions yet.

Stress to students that they work alone at this point, even though they are sitting in teams. They can, and should, talk to and assist each other, but each student must come up with several different problems. They are not preparing a combined team list.

8. C Next, have students work with a partner or with their whole team. Have them tell each other their problems, and then help each other to think of possible solutions, in the form of a Widgets product, of course.

Lesson 6

Note

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Time Page Task Directions

Allow students plenty of time to discuss this. The ideas that they have at this stage will be important for the rest of the course. The better the ideas, the more successful the course can be. Move around the classroom and give comments on the students’ suggested solutions. Sometimes students can be too kind and say, “Yes, that is a good solution.” However, the teacher should be more critical, telling students if an idea is not original, impossible and so on.

End Assign homework: Have students each complete the table on page 31, if they did not do so in class already. Each student must have a minimum of four problems with corresponding solutions. In fact, encourage students to think of six to eight problems, even if this means that they extend over the allotted writing space. The more problems/solutions they have, the better their eventual final choices will be. Note that team members must have different ideas from each other. That is, they may have some of the same problems, but must at least have different possible solutions.

Lesson 6

Note

Lesson plans, Version A 27© Pearson Education Asia Limited 2008

2Stage Eureka!

Lesson 7: overview

Today students will:

• Chat with each other in a casual work setting

• Select the best product ideas

• Describe their product ideas to their team

• Vote on their team members’ best product idea

• Select their one best product idea

Time • 90 minutes

Materials • Widgets Student Book, pages 31–33

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 28© Pearson Education Asia Limited 2008

2Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

15 mins.

31 Brainstorm 1. Arrange students into their teams, and check page 31 to see that each individual student has completed the chart and has at least four problems/solutions. If some students did not do this, direct their teams to assist them now.

Completing short assignments outside of class is crucial to this course. This is a good time to again impress this upon the students. This can be done by noting that they are being evaluated as a team as well as individually. This means that when they do not do their homework, or otherwise do not participate in activities, they are bringing down their team members’ grades as well as their own.

30 mins.

32 On the drawing board

• Select the three best ideas for new Widgets products

1. Read Hetty’s message at the top of page 32 aloud or have students read by themselves.

2. A Have each student complete the three product idea forms, based on the chart on page 31. Of course, if a student has a sudden inspiration for a different idea, that is fine as well. Stress that they are still in the planning stage, so these do not need to be perfect, but that the more time and thought they put into this task, the better their final idea will be. Note that each idea must fulfill all of the six requirements on the checklist. That is, the product ideas must be original and possible to make (These criteria are the most important—no time machines, teleportation devices, etc.), relatively safe to use, useful, interesting and attractive (The last three are easily debatable, of course—and will be debated in the next lesson—but here they should at least be considered.).

Lesson 7: lesson plan

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3. Move around the classroom and monitor students’ work and progress. If an idea is clearly substandard, do not hesitate to question it, based on the six criteria. You could, for instance, gently ask, “Are you sure that is possible to make? How does it work?”

35 mins.

33 What do you think?

• Describe product ideas to team members

• Discuss which ideas are better than others

• Vote on the best ideas

1. Read Hetty’s message at the top of page 33 aloud or have students read by themselves.

2. A Have students read the instructions. Explain that project managers must go first. The project manager describes his/her three product ideas from page 32. The other team members listen and take notes in the space provided.

3. B When the project manager has finished describing, the other team members must discuss the three ideas. Have students look at Hetty’s message. Stress that students need to be honest, but polite. Have students read the model dialog at the bottom of page 33. In each example, the person says something positive first, then something negative. Also stress to students that they can make suggestions to help improve the ideas.

4. After the project managers’ ideas have been discussed, have the team members vote on the idea they think is best. Tell the class that the project manager makes the final decision on his/her best idea, but that a good team player always listens to advice.

5. C Have students repeat the same process for each member of the team, one by one. That is, a team of four will have chosen four different product ideas by the end of this activity, one per student.

This activity should not be hurried. Feel free to extend it into the next lesson if required. It is important that decisions are made during class time, when the groups are together to discuss and vote, and not as homework.

End Encourage students to continue thinking about their product idea(s): How does it work? Can it be improved? Point out to students that this kind of activity is perfect for the train or bus ride on the way home!

Lesson 7

Note

Lesson plans, Version A 30© Pearson Education Asia Limited 2008

2Stage Eureka!

Lesson 8: overview

Today students will:

• Chat with each other in a casual work setting

• Identify important points from a sample Product Proposal Form

• Complete their own Product Proposal Form

• Evaluate their performance in Stage 2

Time • 90 minutes

Materials • Widgets Student Book, pages 33–37

Optional Materials

• Product Proposal Form downloaded and printed from www.widgets-inc.com, one copy per student

• Employee Evaluation Form, Stage 2 downloaded and printed from www.widgets-inc.com, one copy per student

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 31© Pearson Education Asia Limited 2008

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Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

n/a 33 What do you think? If students did not complete this activity in the last lesson, you may give them some time to complete it now.

80 mins.

34–36 Now there’s an idea

1. Read Hetty’s message at the top of page 34 aloud or have students read by themselves. Stress that only the best ideas will become Widgets products.

2. With their teams, have students read the example product proposal on page 35. Explain that they will each fill out the same Product Proposal Form for their product idea.

3. Ask the teams some comprehension questions about the product proposal on page 35:

What is the name of the product?

Guilt Jar

What is it?

A cookie jar that helps with diets

How does it work?

Every time you open the jar you hear a message. The message makes you feel guilty for eating cookies.

How much does it cost?

$35

Are there any other features?

Yes. It counts the number of cookies inside.

4. A Have students read the explanations on page 34. Give students time to discuss number 2 (product name). The best answer is “Car Bar.” Briefly discuss with the whole class why this is so. Possible answers:

It is short, catchy and easy to remember. The other options are too long, not interesting and too difficult.

Lesson 8: lesson plan

Lesson plans, Version A 32© Pearson Education Asia Limited 2008

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Time Page Task Directions

The big idea

• Write an official form (the “Product Proposal Form”)

5. B Have students read Hetty’s explanation at the bottom of page 34. Stress that they need to make their product seem interesting and exciting so that people will be interested. Have students look back at the Widgets product catalog pages (pages 12–15 and 26–29) for ideas on how to write a product description.

6. Have students begin filling out their Product Proposal Form. Each student must submit their own Product Proposal Form at the beginning of the next class.

This is the main task in Stage 2 and should count as a small, but important, part of each student’s overall grade in the course. Remind students that this assignment must be handed in on time and in an appropriate manner. (See “Appropriateness” in Part 1 of the Teacher’s Manual.) It is effective to be relatively strict at this point in the course. For example, late Product Proposal Forms are not accepted and receive a zero, grades are deducted if the form is not neat enough (e.g., too wrinkled, damaged or covered with doodles), grades are deducted for careless language mistakes (e.g., misspelling the name of the product, making careless grammar mistakes), all members lose participation points if the team does not submit one form per team member.

Also, it is very important for the next stage that you have a separate, loose copy of each student’s Product Proposal Form, as these will be passed on to other groups later. We suggest two options:

a) Page 36 in the textbook is used as a rough draft. The teacher downloads and prints the Product Proposal Form from the Widgets website and photocopies one form per student. Students must then complete a final copy of their proposal before the next lesson.

or

b) Have students complete the Product Proposal Form on page 36 and then make a photocopy of it as homework. Students must submit this to you at the beginning of the next class.

Lesson 8

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37 End 1. Assign homework: Have students finish their Product Proposal Form, if they have not already done so. Remind students that it is extremely important for them, and their team, that they complete this assignment.

2. Have students also complete the Employee Evaluation Form on page 37. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

3. Project manager interviews: Have each project manager arrange to meet the teacher for a

one-on-one debriefing outside of class time, preferably before the next class. This is a combined peer-assessment (project manager assesses team members) and oral interview (of project). (See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual.)

Lesson 8

3Stage

Decisions, decisions

Lesson plans, Version A 34© Pearson Education Asia Limited 2008

Lesson 9: overview

Today students will:

• Chat with each other in a casual work setting

• Learn about their new assignment

• Give reasons for or against being the next project manager

• Learn about Widgets products and practice describing them

• Think about everyday decisions that they make

• Analyze the pros and cons of air conditioners

Time • 90 minutes

Materials • Widgets Student Book, pages 38–45

• DVD, Scene 11: Message from Titus

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 35© Pearson Education Asia Limited 2008

3Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

20 mins.

38 The movers and the shakers

• Meet Titus Pinsch, director of finance

• Watch the video (Scene 11)

• Practice note-taking

• Answer comprehension questions

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 2. Collect and evaluate each team’s completed Product Proposal Forms. These will be the start of the product portfolios. Hold onto the Product Proposal Forms until Lesson 11, when you will redistribute them to new teams.

1. Read Titus’s message at the top of page 38 aloud or have students read by themselves.

2. A Play the video (Scene 11). Have students take notes on the notepaper as they watch. Remind them that it is not necessary that they catch everything at first.

3. B Have students discuss what they heard with their teams. At this stage they should compare notes and check how much they could understand as a team.

4. C Play Scene 11 again. Have students answer the questions on their own and then compare their answers with the team. Then elicit answers from the class.

By what percentage must Widgets increase sales this year?

50 percent

What is your team’s new assignment?

To decide which product proposals will go into production (will actually be made)

What does Titus Pinsch think about your new assignment?

He thinks it is a bad idea. He thinks you are too young, not ready for the responsibility.

What kind of person do you think he is?

[Answers will vary.] Hopefully students will pick up that he is a bit moody, strict and not too friendly.

Lesson 9: lesson plan

Note

Lesson plans, Version A 36© Pearson Education Asia Limited 2008

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Time Page Task Directions

It is important that students understand exactly what their next assignment is. They will soon be given a set of four Product Proposal Forms, which were written by another team. As a group they are going to make a decision about which one is the best.

10 mins.

39 First among equals

• Explain why they should or should not be project manager for this stage

• Choose a new project manager

1. Read Titus’s message at the top of page 39 aloud or have students read by themselves. Suggest that a decisive project manager would do well at this stage.

2. A Have team members, except for the Stage 2 project manager, take turns explaining why they should, or should not, be the next project manager.

3. B The Stage 2 project manager then chooses the Stage 3 project manager, explaining why he/she has made that decision. For example, “I choose ___, because he/she is organized and decisive.” Have students write the name of the new project manager in the box.

30 mins.

40–43 Sell, sell, sell!

• Learn about Widgets products

• Practice describing

• Practice asking and answering questions

Important: Pages 40 & 41 and 42 & 43 are part of an information gap activity. Please assign students to A-B pairs before asking them to open their books!

1. Assign students to A-B pairs. Instruct Person As to open their books to page 40, and Person Bs to open to page 42. Instruct them not to look at their partner’s book.

2. Have students look at their product on the facing page. Note that Person A and Person B have different products. Explain that this is a page from the Widgets product catalog.

3. Read Titus’s message at the top of pages 40 and 42 aloud or have students read by themselves. The message is the same on both pages.

4. Explain steps 1 to 4. Explain that after Person A has finished describing and explaining their product, and Person B has finished asking questions and filling in information in their book, they will switch roles and repeat the process for steps 5 to 7.

5. For step 8, have the pairs debate the pros and cons of their products.

Lesson 9

Note

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Time Page Task Directions

Please refer to “Widgets product catalog tasks” in Part 1 of the Teacher’s Manual for more information and tips on managing this task.

20 mins.

44 & 45

The choice is yours

• Think about everyday decisions

• Start thinking about good and bad points (pros and cons) of items

1. Read Titus’s message at the top of page 44 aloud or have students read by themselves.

2. Have students look at the picture of the man on the flip chart. He is thinking about normal everyday decisions. Ask students:

What decisions does this man need to make?

Should he have coffee or tea? Should he have a hamburger or pizza? Which tie should he wear?

3. Give students some examples of decisions that you have already made today or this week. These can be simple everyday decisions or more important ones. For example:

I decided to wear a blue shirt to work.I decided to have toast for breakfast. I decided to visit my parents for Christmas.

4. Have students think of their own decisions. Students should work alone and write down some of the ideas they have on page 44.

5. Have students discuss their decisions with their team.

6. Read the message at the bottom of page 44 aloud or have students read by themselves.

7. Read the message at the top of page 45 aloud or have students read by themselves. Make sure that students understand that “pros” are good points of something and “cons” are bad points of something.

8. A Have students look at the picture on page 45. Tell them that they need to think about pros and cons of air conditioners. They can brainstorm these with their team.

Lesson 9

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This activity should not be hurried. It is best to let students use the rest of the class time to think of various pros and cons. The discussion activity which follows from this will be a good warm-up for the next lesson.

End Assign homework: Have students fill in the answers on page 45, writing down as many pros and cons as possible for air conditioners.

This is a good time to call all the new project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Also, make plans to meet each project manager individually for an interview after the end of Stage 3 and preferably before the start of Stage 4 (i.e., between Lessons 13 and 14). This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

Note

Lesson 9

Lesson plans, Version A 39© Pearson Education Asia Limited 2008

3Stage

Decisions, decisions

Lesson 10: overview

Today students will:

• Evaluate the strengths and weaknesses of pros and cons

• Reach a consensus on a team decision

• Learn about disagreeing politely

• Practice listening for details

• Determine if speakers are speaking politely or not

• Think of pros and cons

Time • 90 minutes

Materials • Widgets Student Book, pages 45–50

• DVD, Scene 12: The company party - Part 1 DVD, Scene 13: The company party - Part 2

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 40© Pearson Education Asia Limited 2008

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20 mins.

45 The choice is yours (continued)

• Debate and discuss

1. Students have prepared their list of pros and cons on page 45 for homework. Have them get into their teams.

2. Have students compare and discuss their pros and cons for air conditioners. Move around the classroom and spot check students’ answers. Give comments and feedback.

3. Elicit some pros and cons from the class, and write these on the board. Explain that some arguments are stronger than others. For example, “They are bad for our health.” may be stronger than “They are not attractive.”

4. B Have students discuss their pros and cons, while considering the importance of each point.

5. As a team, have students make a decision about whether air conditioners are a good thing or a bad thing. Each team must make a choice. If they cannot agree, the project manager makes the final decision.

6. Elicit answers for each team from the project managers. See if the class, as a whole, thinks that air conditioners are good or bad. Opinions are usually very divided on this issue, which of course is the point. We must sometimes “agree to disagree” and make a group decision regardless of whether everybody absolutely agrees or not.

30 mins.

46 & 47

Agree to disagree

• Learn to disagree politely

• Practice disagreeing politely

1. Read Titus’s message at the top of page 46 aloud or have students read by themselves.

2. Emphasize that disagreement can be a positive, constructive element in debate and discussion.

3. A Have students read each of the phrases by themselves. Depending on their level, explain any vocabulary as needed.

4. Have students place each phrase in one of the three columns, either “Agree”, “Disagree” or “Disagree politely.” Explain that there needs to be exactly five phrases in each column. Students can work alone or with a partner.

Lesson 10: lesson plan

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5. Have students who finish early think of more examples.

6. B Have students work with a partner and answer the questions. Elicit the answers as a class.

The difference is that simply disagreeing is very direct, and therefore it feels a bit negative. That is why people often try to soften their disagreement by first saying something positive, or partly supportive, before disagreeing.

7. C Have students work with a partner. Have them read the instructions. Give students time to read the example opening sentences and the model dialog. Stress that this is just a guide, and students do not need to follow the model exactly. Model a conversation with one of the more confident students. Say something the student should disagree with, and encourage them to disagree with you politely.

Depending on how confident you are with the class, and how mature the students are, it can be fun to choose mildly teasing statements on purpose. For example, if you know that a particular student loves baseball, make them disagree with the statement, “I think baseball is a great sport.”

8. Have students perform the task with their partner. Move around and give feedback on whether they are being appropriately polite.

9. D Have students change partners and try again.

25 mins.

48 & 49

Where’s the party?

• Watch the video (Scenes 12 & 13)

• Determine if speakers are speaking politely or not

1. Read Titus’s message at the top of page 48 aloud or have students read by themselves.

2. Have students look at the picture from the video. Ask the following questions:

Who is in the picture?

Felix Day

What is he doing?

He is explaining the three choices for the company party.

Lesson 10

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3. A Have students read the instructions. Check that all students understand what to do.

4. Play the video (Scene 12). Then have students fill in the table.

5. B Have students check their answers with their partner. Go over the answers with the class.

6. C Read the instructions aloud or have students read by themselves.

7. Play Scene 12 again. Then have students fill in the table.

8. D Have students check their answers with their partner. Elicit answers from the class.

9. E Have students read the instructions. Then have them work in teams and discuss the questions. Elicit ideas about where they should have the party and why. [Answers will vary.]

10. F Play Scene 13. Discuss or clarify if needed.

Lesson 10

Beach Park Restaurant

Felix ✓ ✗ ?

Rebecca ✓ ✓ ✗

Titus ✗ ✗ ✓

Hetty ✗ ✓ ✗

SentenceWho says

it?Polite or impolite?

“No way. Not the beach.”

Titus impolite

“Wait a minute, Hetty’s right. The park is peaceful.”

Rebecca polite

“You’re kidding!” Hetty impolite

“A restaurant, Titus? We did that last year …”

Hetty impolite

“… and it’s a good idea, but let’s do something different this year.”

Rebecca polite

“Why don’t we put this to a vote?”

Felix polite

Lesson plans, Version A 43© Pearson Education Asia Limited 2008

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15 mins.

50 In the crossfire

• Think of pros and cons for various items

1. Have students begin this exercise in class and then finish as homework. It is preparation for a mini-debate in the following lesson. Read Titus’s message at the top of page 50 aloud or have students read by themselves.

2. A Tell students that they must think of pros and cons for each of the items A, B, C and D. This will take some time, but explain to students that they have class time and can finish it as homework. Stress that this must be finished by next class.

3. Move around the classroom and give students comments and advice as they are working on their pros and cons.

50 End Assign homework: Have students finish writing pros and cons for each item on page 50. This must be done in time for the next class.

Lesson 10

Lesson plans, Version A 44© Pearson Education Asia Limited 2008

3Stage

Decisions, decisions

Lesson 11: overview

Today students will:

• Chat with each other in a casual work setting

• Debate pros and cons

• Judge a debate and decide a winner

• Consider the pros and cons of a product idea

• Report the pros and cons of the product idea to their team

• Debate the pros and cons of the product ideas in their team

• Reach a consensus about the best product to produce

Time • 90 minutes

Materials • Widgets Student Book, pages 50–53

• Sets of Product Proposal Forms, collected from each team in Lesson 9

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 45© Pearson Education Asia Limited 2008

3Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

30 mins.

50 & 51

In the crossfire (continued)

• Debate and discuss

1. Students prepared their list of pros and cons for homework. Now have them get in their teams.

2. B In each team have students form two pairs, Pair AB and Pair CD. In teams with five members, two students can share one role. For example, two students could be A at the same time and work together.

3. Read the instructions aloud or have students read by themselves. Have students read the model dialog, but stress that this is just a guide and students do not have to follow it. If possible, have two students model the dialog for the class.

4. Have Pair AB debate which is better, a bicycle or a scooter. Person A must be in favor of bicycles, Person B must be in favor of scooters. Have Persons C and D listen and take notes. They will decide later which student won the debate.

5. Move around the classroom and monitor the students’ debates, checking that they are being polite, but also persuasive.

6. C After Pair AB finishes, have the pairs switch roles. Now Pair CD has a debate about personal music players and home stereos, while Pair AB listens, takes notes and decides who does a better job.

50 mins.

52 & 53

It’s your call

• Present a new product idea to the team

• Take notes on other team members’ product ideas

1. Read Titus’s message at the top of page 52 aloud or have students read by themselves.

2. Distribute the sets of Product Proposal Forms, collected in Lesson 9, to one of the other teams. (Please see “Product rotation” in Part 1 of the Teacher’s Manual.) Students will naturally be curious to see the product ideas. You can choose to: a) give students a moment to look them over together with their team or b) instruct them to take one form each and not look at their team members’.

Lesson 11: lesson plan

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Time Page Task Directions

• Consider the pros and cons of the product ideas

• Debate and discuss which product is the best

• Make a group decision about which product is the best

3. A Have project managers assign a Product Proposal Form to each team member. Students then consider the proposal carefully, noting as many pros and cons as possible. Give students a lot of time and, if necessary, support for this.

Be prepared for the possibility that the number of Product Proposal Forms may not match the number of students. Ideally, there will be one per student, but if the teams in your class are of different sizes or if one or more student did not hand in a Product Proposal Form, you will need to supplement with other forms. For the purpose of this assignment, you can use the Guilt Jar on page 35, any of the “Sell, sell, sell!” product catalog page products or download one of the product proposal samples from the Widgets website. However, keep in mind that these products should not be selected to go on to the next stage!

4. B Have students read the instructions. The project manager should report first. They need to give a report on the product proposal they were given. This should include their opinions about the pros and cons of the product. Stress that they should speak to their group, not just read from their notes. Students cannot just show the Product Proposal Form to the team, they need to explain it.

5. Other students listen and take notes on the notepads at the bottom of page 52. Tell students that they can write other pros and cons if they think of some. Encourage them to ask questions.

6. Repeat steps 4 and 5 for each team member.

7. C When all students have finished, have teams discuss the products: Which do they like best? Which do they not like? Why? If they disagree, remind them to do so politely. Move around the classroom and give comments and feedback, and also ask students questions to help the discussion along.

8. D Have students read the instructions. Then give them time to complete the table for each product idea their team received. Note that each student must fill out the survey according to their own opinions. If necessary, explain the vocabulary to students before starting.

Lesson 11

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9. Have students total their scores for each of the product ideas.

10. E Have students work as a team and compare their total scores. Stress that they do not have to choose the highest scoring product. For example, a product idea could have a very high score, but not actually be anyone’s favorite choice. In that case, students may agree to choose a different product idea.

11. Have each team make their final decision and write the name of the product in the box. The chosen product will be produced and sold by the company. Note that students should use the debate and discussion skills that they have been practicing.

Sometimes students want to change the product ideas to make them better. This is fine, as long as the general purpose and function of the product are still reasonably unchanged. Indeed, this can be an extension activity for any group which finishes the decision-making task early. Changes should be made on a separate sheet, to be stapled to the original Product Proposal Form and added to the product portfolio. (See “Product portfolio” in Part 1 of the Teacher’s Manual.)

End Remind project managers that they must always bring their product portfolios to class.

In the next class, teams will prepare their poster presentations. Please read the Lesson 12 lesson plan carefully before proceeding.

Lesson 11

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Decisions, decisions

Lesson 12: overview

Today students will:

• Prepare a clear poster and presentation explaining the team’s decision-making process

Time • 90 minutes

Materials • Widgets Student Book, page 54

Optional Materials

• Poster-making supplies, such as poster paper, colored pencils, markers, colored paper, flip chart

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90 mins.

54 Explain yourself

• Prepare a poster presentation

1. Have students read Titus’s message at the top of page 54. Explain to students what they need to do for their poster presentations. (See “Projects” in Part 1 of the Teacher’s Manual for explanations and tips.)

2. Have students look at the picture. Explain that this is what a poster presentation looks like.

3. Have students read “Step 1: Make a poster.” Note that students should include all of the product ideas they considered, while focusing on the chosen product. (This is not clear from the illustration.)

4. The rest of this class should be spent preparing for the poster presentation, which will take place in the following class. Students may prepare a script for practice, but they should be discouraged from reading during the poster presentation itself. The poster should look nice and must clearly explain why the team chose the product they did, and not the others.

5. While teams are working on their posters, pull project managers aside and explain all of the points in Steps 1 and 2 on page 54. Remind them that it is their responsibility to make sure their team understands and follows all of the instructions.

You may also need to reinforce the purpose of this presentation. Teams are explaining why they chose a particular idea and not others. They are explaining the pros and cons of the various ideas. Students are sometimes confused into thinking that they must make an advertising poster.

Examples of posters and videos of poster presentations in action are available from the Widgets website.

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End

All students must be present at the next class for the poster presentation. And each team must remember to bring their poster. Stress this point again to the project managers!

For a detailed explanation of implementing and managing this project, please see “Projects, Poster presentation” in Part 1 of the Teacher’s Manual.

Lesson 12

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Decisions, decisions

Lesson 13: overview

Today students will:

• Give a poster presentation with a partner

• Answer questions about the products which their team reviewed

• Listen to other students’ presentations and ask questions

• Evaluate the performance of each of the other teams

• Evaluate their performance in Stage 3

Time • 90 minutes

Materials • Widgets Student Book, pages 54 & 55

• Peer Evaluation Form, Stage 3: Poster presentation downloaded and printed from www.widgets-inc.com, one copy per student

• Tape, magnets, clips as required to fasten posters to walls or boards

• Posters, as prepared by students

Optional Materials

• Employee Evaluation Form, Stage 3 downloaded and printed from www.widgets-inc.com, one copy per student

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90 mins.

54 Explain yourself

• Give a poster presentation

1. Review “Step 2: Present.” on page 54 with the class. Ensure that students understand the rules of the poster presentation.

2. Hand out the Peer Evaluation Form for Stage 3 before the presentations. It is recommended that students complete these as they view the poster presentations.

3. Begin the poster presentation. Explain that each team’s poster will be graded, but that you are also checking students’ ability to explain and ask questions in English.

For a detailed explanation of how to implement and manage this project, please see “Projects, Poster presentation” in Part 1 of the Teacher’s Manual.

4. Collect all Peer Evaluation Forms at the end of class.

55 End 1. Assign homework: Have students complete the Employee Evaluation Form on page 55. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

2. Project manager interviews: Have each project manager arrange to meet the teacher for a one-on-one debriefing outside of class time, preferably before the next class. This is a combined peer-assessment (project manager assesses team members) and oral interview (of the project manager). (See “Project managers, Debriefing interviews” in Part 1 of the Teacher’s Manual.)

Lesson 13: lesson plan

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Lesson 14: overview

Today students will:

• Chat with each other in a casual work setting

• Learn about their new assignment

• Practice listening for main ideas

• Choose a new project manager for Stage 4

• Learn about a new product and the market research that needs to be done on it

Time • 90 minutes

Materials • Widgets Student Book, pages 56–58

• DVD, Scene 14: Message from Victoria - Stage 4

• Four photocopies of each chosen product proposal from Stage 3, with copies of any appended sheets (suggesting improvements)

Optional Materials

• Water cooler chat cards (pages 90 & 91)

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10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

30 mins.

56 Will it fly?

• Meet Rebecca Sneed, director of sales and marketing

• Watch the video (Scene 14)

• Learn about Widgets’ progress and the next assignment

• Take notes• Learn to select the

most important points

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 3. Also collect the product portfolios from each team. You will redistribute these to new teams shortly.

1. Read Rebecca’s message at the top of page 56 aloud or have students read by themselves. Depending on the level of the class, they may need some help with the vocabulary and explanation. Ask a few questions to check comprehension:

Who is this woman? (Point to the picture.)

Rebecca Sneed

What is her position?

Director of sales and marketing

What is everyone talking about? (What is the “real buzz around the water cooler”?)

The new employees have been doing excellent work.

What will you do next?

Listen to a message from “the boss” (Victoria Vanderhoff)

2. A Play the video (Scene 14). Have students take notes on the notepaper as they watch.

3. B With their teams, have students discuss what they heard. They should compare notes and check how much they caught.

4. C Play Scene 14 again. Then elicit answers for the “three most important points” from the class. Note that answers will vary, because what is most important depends on the students’ point of view. But some important points are:

Lesson 14: lesson plan

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• There is good news and some bad news.

• Senior management thinks the ideas are great.

• People are investing in Widgets.

• Widgets has stopped losing money.

• Widgets is still not making money.

• The teams have shown that they can make difficult decisions.

• Victoria will give the new employees more responsibility.

• The teams will carry out market research for a new product.

• Rebecca Sneed will help the teams with this project.

10 mins.

57 First among equals

• Choose a new project manager

1. Read Rebecca’s message at the top of page 57 aloud or have students read by themselves. Note that an outgoing and productive project manager would do well at this stage.

2. This time the team must decide how to choose the project manager. They can vote, they can debate and discuss or the previous project manager can choose. Note that it must be a new project manager.

40 mins.

58 Sleep on it

• Learn more about their next assignment

• Think about their new product

• Start thinking of ways to perform market research on the new product

1. Explain the meaning of the phrase “sleep on it.” It means to take some time to reflect on something, usually overnight.

2. Read Rebecca’s message at the top of page 58 aloud or have students read by themselves. This may take some time, as there is a lot of information and some new vocabulary. Students can work in pairs to help each other understand. It is important to stress to students Rebecca’s final line: “It’s easier than you think!” Students can be a little intimidated by the Stage 4 task at first, but the pages that follow will give them a clear step-by-step outline of what they need to do.

3. Give each team their new product portfolio. Each team should be given a product which they have not worked on yet. In other words, the product was created by one group, decided on by a different group and now is presented to yet another group to work on.

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4. Have teams discuss their new product. Each student should fill in the form at the bottom of page 58. Team members should discuss each of the sections on the form together, as they fill in the information in their own books. Remember that this is a discussion exercise. Watch out for groups where one person is dictating and the others are filling in the form!

End Call all the new project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Also, make plans to meet each project manager individually for an interview after the end of Stage 4 and preferably before the start of Stage 5 (i.e., between Lessons 21 and 22). This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

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Lesson 15: overview

Today students will:

• Chat with each other in a casual work setting

• Practice listening for details

• Learn the difference between personal questions and opinion questions

• Write personal questions and opinion questions

Time • 90 minutes

Materials • Widgets Student Book, pages 59–62

• DVD, Scene 15: Rebecca’s presentation - Introduction DVD, Scene 16: Rebecca’s presentation - Findings DVD, Scene 17: Rebecca’s presentation - Conclusion DVD, Scene 18: Rebecca’s presentation - Full

Optional Materials

• Water cooler chat cards (pages 90 & 91)

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10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

60 mins.

59–61 The word on the street

• Watch an example presentation video (Scenes 15–18)

• Get ideas for their own market research

• Understand the importance of a handout

• Complete short comprehension exercises

Important: Please see “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more detailed instructions on managing the upcoming project.

1. Read Rebecca’s message at the top of page 59 aloud or have students read by themselves. Make sure students understand that they will be watching a video of a market research presentation, and that they themselves will be giving such a presentation later with their team members.

2. A Have students read the instructions. Before starting, have students look at the Introduction of the Guilt Jar handout. Give them time to check any words they are not familiar with.

The handout on page 59 (together with pages 60 and 61) are meant to be sections of Rebecca’s actual handout. Later, students can refer to these pages as a model for their own handouts.

3. Play the video (Scene 15). Then have students fill in the blanks.

4. B Give students time to check their answers with their team. Then, as an option, check them as a class.

The Guilt Jar is a dieting product. It’s a cookie jar with built-in speakers. The jar helps you stick to your diet by repeating motivational messages each time you open it. Messages include, “You’re hungry again?” and “It’s just food, not love!” The jar also counts the number of cookies inside. And the suggested retail price is $35.

We started off by asking each respondent four personal questions:

1. What is your gender?2. What is your occupation?3. What is your age range?4. Have you dieted in the past six months?

Lesson 15: lesson plan

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5. C Read the instructions aloud or have students read by themselves. Explain that the pie charts in the handout are the Findings for the personal questions. The opinion questions on the notepaper are to find out what people think about the product. Check that students understand the opinion questions. Have them take notes on what Rebecca says about each opinion question. Play the video (Scene 16).

Do you like the product?

• Many younger males didn’t like it (83 percent of men age 20 and under).

• Comments: “This is ridiculous.” and “It seems useless.”

• 85 percent of men and women age 21 to 40 liked it.

• Many young males said they did not want to diet.

• Older men and women said that it might help them to lose weight, and it might stop their children from stealing cookies.

Would you buy this product?

• Most young males said “no” (67 percent of males age 20 and younger).

• Some said they might buy it as a joke present for friends.

• Many young women were also uninterested.

• Older men and women really thought they’d buy the product.

Would you use this product?

• 100 percent of males age 20 and under said they would never use it.

• 95 percent of men and women age 21 to 40 said they would use it.

What would be a good price?

• 81 percent said that $35 was too expensive.

• 65 percent of men and women age 21 to 40 said they would buy it if the price was $20.

What would you do to make this product better?

• Suggestions: “make it really loud so that you feel embarrassed when you open it” and “put famous cartoon characters on the front”

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Students’ answers will probably be incomplete, as there is a lot of information. Remind students that their job is to discuss with each other and try to reconstruct as much as possible.

6. D Next, have students work with their team and answer the questions. They should use their notes from the bottom of page 60.

Which group liked the Guilt Jar the most?

Men and women age 21 to 40

Which group liked it the least?

Men age 20 and younger

What were some of the comments people gave?

• This is ridiculous. • It seems useless. • I don’t want to diet. • It might help me lose weight. • It might stop my children from stealing cookies. • I might buy it as a joke present for my friends. • Make it really loud so you feel embarrassed when you open it. • Put famous cartoon characters on the front.

Based on the survey results, what do you think Rebecca’s suggestions will be?

[Answers will vary.] Elicit students’ ideas and write them on the board.

7. Elicit answers to question 3 from the class and write some of the predictions on the board.

8. E Have students read the instructions. Make sure they understand that they will be watching the conclusion and that they need to fill in the blanks. Play the video (Scene 17).

9. Have students work with their team to fill in the blanks of the Conclusion. Then elicit answers from the class.

In conclusion, based on the data, we think that the Guilt Jar would be successful if targeted at men and women age 21 to 40. We

Lesson 15

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also think it should be sold at supermarkets and department stores, and the price should be around $20. The Guilt Jar should also come in different styles and colors, for example, in cute animal shapes.

10. F Play Rebecca’s full presentation (Scene 18). Have students watch and listen. Then answer any additional questions.

20 mins.

62 Step 1: prepare a questionnaire

• Learn about how to make good survey questions

• Work as a team to make a questionnaire about their new product

1. Read Rebecca’s message at the top of page 62 aloud or have students read by themselves. Ensure that students understand they will be writing survey questions about the new product given to them in the last class.

2. A Have students read the instructions. Explain that personal questions refer to the respondent’s personal information. Questions about the product will be asked later. Have students read the three personal questions provided and then work as a team to think of one more personal question.

The last personal question should be related in some way to the product. For example, with the Guilt Jar the fourth question was “Have you dieted in the past six months?” This is an important question if you want to know whether someone would be interested in a dieting product. Students should think of a similar type of question.

3. Have students read Rebecca’s second message on page 62. Check that students understand the difference between personal questions and opinion questions. The latter refer to questions specifically about the product. For example, what does the respondent think of the color or the price?

4. B Have students work with a partner and write as many opinion questions as they can think of. Students have some of Rebecca’s suggested questions to help them get started (see the green box) or they could just think of their own. If they do not finish in class, they must complete this section for homework.

End

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Lesson 16: overview

Today students will:

• Chat with each other in a casual work setting

• Write a questionnaire for a Widgets product

• Think of a time and place to conduct their surveys

• Practice surveying classmates with the final questionnaire

Time • 90 minutes

Materials • Widgets Student Book, pages 62–65

Optional Materials

• Water cooler chat cards (pages 90 & 91)

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10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

20 mins.

62 & 63

Step 1: prepare a questionnaire (continued)

• Learn how to write survey questions

• Work as a team to write a questionnaire about the new product

1. C Have students read the instructions. Students now work with their team and review the lists of opinion questions on page 62. Have students decide on the team’s six best opinion questions.

2. Have each team make a questionnaire using the personal and opinion questions they have decided on. The form provided on page 63 is an example of what the questionnaire should look like. Students will use it as a rough draft.

Students could use this example for their final questionnaire, but note that it only allows for responses on a 1-2-3-4 scale. Students may have yes/no questions, open-ended questions or questions that require a different set of choices. In these cases students should create their own questionnaires entirely.

3. Have students make a final copy of their questionnaire. Only one copy per team is necessary, as they will later make photocopies of it.

4. Read Rebecca’s message at the bottom of page 63 aloud. Make sure that project managers understand that they must make enough copies of the final questionnaire. (40 questionnaires is an ideal number, but any number over 20 respondents should be enough for the purposes of the project). Each survey taker should also have a sketch of the product to show respondents.

See “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more information and tips on organizing this project.

Lesson 16: lesson plan

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60 mins.

64 & 65

Step 2: conduct surveys

• Plan when and where to conduct surveys

• Learn surveying etiquette

• Practice asking questionnaire questions with classmates

1. Read Rebecca’s message at the top of page 64 aloud or have students read by themselves.

2. A Have students work with a partner and complete the table. Students should think of at least one more location to conduct their surveys.

3. B Have students work with their team and compare their pros and cons. They then discuss which they think will be the best location and decide on a time and place to conduct the surveys. Stress to students that they can work alone, in pairs or in teams when conducting the surveys. They can ask the survey questions to strangers, friends, family members, anyone. Of course, it would be ideal if they could do this in English, but that will depend on their EFL context.

4. C Have students read the instructions and look at the Widgets Incorporated handbook on page 65. Give students time to read and think about the advice given. Demonstrate, perhaps with a volunteer student, each of the three pieces of advice.

5. D With the remaining class time, have students practice surveying their classmates (from different teams). They may use the answers from these practice surveys towards their final data.

End Assign homework: Have students conduct their surveys outside of class, and bring all completed questionnaires to the next class for the following lesson.

Depending on how much time there is between lessons, you could assign the data gathering entirely as homework, or give students a full class period during which to hold interviews. See “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more details.

Also, the project manager must ensure that all students have enough copies of the questionnaire and that they know how many people they must interview.

Lesson 16

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Lesson 17: overview

Today students will:

• Chat with each other in a casual work setting

• Collate market research data

• Analyze market research data

• Search for patterns in market research data

• Draw conclusions in market research data

• Suggest improvements to the product idea

Time • 90 minutes

Materials • Widgets Student Book, pages 66–68

Optional Materials

• Water cooler chat cards (pages 90 & 91)

• Blank notepaper for students

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10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

80 mins.

66–68 Step 3: analyze your data

• Collate data from all team members

• Analyze data

• Search for patterns in data

• Draw conclusions

• Suggest improvements

Important: Please see “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more detailed instructions on managing this project.

1. Read Rebecca’s message at the top of page 66 aloud or have students read by themselves. Make sure that students understand the meaning of the word “analyze,” and that they understand they now must examine all of the data collected by the team.

2. Have students look at the flowchart on page 66. This is a very basic overview of what they must now do.

3. A Have students read the instructions. Explain to students that they must write down the overall totals for each question. This will take some organization, since there are several members in each team and everybody should be performing a role. It is the project manager’s job to assign roles and ensure that everybody is working. This will take some time.

The notepaper at the top of page 67 is just a guide. It may be useful to have students note down the result totals and any comments on a separate piece of notepaper.

4. B As the results become clearer, have students make some rough pie charts in the space provided at the bottom of page 67. Students can refer to examples from Rebecca’s presentation on page 60.

Lesson 17: lesson plan

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5. C Have students separate the questionnaires by different factors (age, gender, occupation, etc.), and have them examine the results of the opinion questions this way. For example, now that students know how many respondents were men and how many were women, they will look at how many men liked the product, versus how many women liked it. It is the project manager’s job to assign roles to the team.

6. D Have students read the instructions. Students discuss their results and findings with each other, compare them with the rest of the team and then complete the table. Each team member should be taking notes in their own book.

7. E Have students read the instructions and then note any possible improvements that could be made to the product. These changes need to be based on their findings.

Teams will complete the above tasks at different speeds. For this reason, it is important for the teacher to be constantly moving around the teams and monitoring their progress. The teacher should not only give advice, feedback and suggestions, but should also gauge when it is a good time for students to move on to the next step in the analysis.

End

It is absolutely essential that students bring their results and findings, as well as their raw data, to the next class. It is the project manager’s responsibility to make sure that the team has this information.

In the next class, the teams will begin to prepare their market research presentation and make handouts. Students who are proficient with computers should be encouraged to bring a laptop, if they have one. This is, of course, not compulsory.

If you have access to a computer lab, it could be useful to hold the following class there.

Lesson 17

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Lesson 18: overview

Today students will:

• Outline the information to include in the market research presentation handout

• Write a final copy of the market research presentation handout

Time • 90 minutes

Materials • Widgets Student Book, page 69

Optional Materials

• Water cooler chat cards (pages 90 & 91)

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90 mins.

69 Step 4: summarize your findings and prepare handouts

• Prepare a handout to accompany the presentation

Important: Please see “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more detailed instructions on managing this project.

1. Read Rebecca’s message at the top of page 69 aloud or have students read by themselves. Make sure students understand all of the message, especially what a “handout” is.

2. A Have students read the instructions, and then work with a partner, taking notes on the information to include in their handout. Move around the classroom and check that all students are clear about what they need to do for each section.

3. B Have students work in teams and compare their notes. At this point, they should have some general conclusions about their product, as well as possible recommendations to make it better.

4. Have students continue working on the handout and presentation until the class ends.

Remember, page 69 is only a rough draft. The teams will produce one final copy of their handout, which will be photocopied by the teams for each person in the class. If the handout is not finished during class time, it should be completed for homework. Make sure that students understand that this is a professional document, and that using a computer is preferable.

End

Lesson 18: lesson plan

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Lesson 19: overview

Lesson 19 can be extended into the following lesson, Lesson 20, in order to give students sufficient time to prepare. This is optional, depending on how much preparation time the teacher feels the students need.

Today students will:

• Learn about good presentation techniques

• Prepare for the market research presentation

Time • 90 minutes

Materials • Widgets Student Book, page 70

Optional Materials

• Water cooler chat cards (pages 90 & 91)

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90 mins.

70 Step 5: give a short presentation

• Prepare a formal presentation, including handouts and visual aids

Important: Please see “Projects, Market research presentation” in Part 1 of the Teacher’s Manual for more detailed instructions on managing this project.

1. Read Rebecca’s advice at the top of page 70 aloud.

2. A Have students read the advice tips 1–5 in teams, and discuss. They should take turns reading, with each student explaining at least one point. Encourage them to ask and try to answer questions regarding this advice. Do they agree? Can they give examples? Finally, each team must come up with at least one more tip to share with the class. Reinforce their comprehension of these points and stress that their presentation grade will depend partly on these conventions.

Tip 2, “Use visual aids.” is especially important. Students should be encouraged to prepare a PowerPoint™ presentation, make posters or use the board during their presentations. It is a good idea for the project manager to delegate some duties to each team member.

3. Use the rest of the class for preparation for the presentation.

End

This project is not allotted any more class time for preparation according to this lesson plan. Based on the needs of your class, you may choose to give students more time to prepare, but if you do so, please consider carefully how much time you will have left for Stages 5 and 6.

Remind project managers that it is now their responsibility to ensure that their teams are ready to present in the next class. This includes making sure all team members are accounted for, all visual aids are ready and handouts are available.

Extra time: If your students need more preparation time, please refer to Lesson 20.

Lesson 19: lesson plan

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Lesson 20: overview

Think of this Lesson 20 as extra time. It is meant to help you adapt the course to your teaching situation. Different classes need a different amount of time to prepare and/or to present, particularly in Stages 4 and 5. Also, holidays and other cancellations can often affect the number of classes in any given semester.

Therefore, please use Lesson 20 to balance out your schedule. Note that this is not filler. Our classroom trials have shown that it is very useful to have a margin for error, especially in Stages 4 and 5.

Time • 90 minutes

Materials

Optional Materials

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90 mins.

End

Lesson 20: lesson plan

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Lesson 21: overview

Today students will:

• Give their market research presentation

• Give out handouts explaining their data and conclusions

• Ask and answer questions to other teams

• Evaluate the performance of each of the other teams

• Evaluate their performance in Stage 4

Time • 90 minutes

Materials • Widgets Student Book, pages 70 & 71

• Presentation materials such as a computer and a projector (if using PowerPoint™), blackboard magnets or tape (if using posters)

• Handouts as prepared by each team

• Peer Evaluation Form, Stage 4: Market research presentation downloaded and printed from www.widgets-inc.com, one copy per student

Optional Materials

• Employee Evaluation Form, Stage 4 downloaded and printed from www.widgets-inc.com, one copy per student

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90 mins.

70 Step 5: give a short presentation (continued)

• Give the market research presentation

1. C This is the presentation lesson. Repeat the advice on page 70 at the start of class. Hand out the Peer Evaluation Form for Stage 4 before the presentations. Also, encourage students in other teams to ask questions at the end of each presentation (perhaps for bonus points).

2. After each presentation, have students in other teams complete the Peer Evaluation Form.

3. Collect all Peer Evaluation Forms at the end of class.

71 End 1. Assign homework: Have students complete the Employee Evaluation Form on page 71. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

2. Project manager interviews: Each project manager must arrange to meet the teacher for a one-on-one debriefing outside of class time, preferably before the next class. This is a combined peer assessment (project manager assesses team members) and oral interview (of project manager). (See “Project managers, Debriefing interviews” in Part 1 of the Teacher’s Manual.)

Students have now completed a very challenging task, possibly more challenging than anything they have done before in English. Assuming they performed well, they should certainly be congratulated. Students should leave with a real feeling of satisfaction at what they have achieved.

Lesson 21: lesson plan

Note

5Stage

As seen on TV

Lesson plans, Version A 76© Pearson Education Asia Limited 2008

Lesson 22: overview

Today students will:

• Chat with each other in a casual work setting

• Practice listening for main ideas

• Assign the final project manager and give him/her advice

• Brainstorm marketing ideas for a new product

Time • 90 minutes

Materials • Widgets Student Book, pages 72 & 73

• DVD, Scene 19: Message from Victoria - Stage 5

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 77© Pearson Education Asia Limited 2008

5Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

40 mins.

72 A star is born

• Watch the video (Scene 19)

• Take notes

• Confer with partners

• Decide on the most important points of a message

Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 4. Also collect the product portfolios from each team. You will redistribute these to new teams shortly.

1. Read Rebecca’s message at the top of page 72 aloud or have students read by themselves. Explain the meaning and significance of the expression “pop the champagne.” It means to open a bottle of champagne, because the cork makes a “pop” sound. Champagne is commonly used as a drink of celebration, so Rebecca is really saying, “Don’t start celebrating just yet.”

2. A Have students read the instructions and then play the video (Scene 19). Students should take notes on the notepaper provided.

3. B Have students write down what they feel are the three most important points.

4. C Have students compare their answers with a partner.

5. Elicit answers from the class and write their ideas on the board.

6. D Play Scene 19 again. Have students discuss again and allow them to change their answers.

7. Elicit answers again. Answers will vary, but some important points are:

• “I’ve been talking with customers and there’s a lot of interest in your new ideas.”

• “Your ideas could soon be in stores all over the world.”

• “I am very impressed.”

Lesson 22: lesson plan

Note

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Time Page Task Directions

• “I think you all have a very bright future ahead of you at Widgets.”

• “I want you to create an infomercial.”

• “Use your imagination and be creative.”

• “You’ll have Rebecca Sneed to support you and assist you.”

8. Ensure that students understand their next assignment: They will make and perform a television infomercial. An infomercial (a mixture of the words “information” and “commercial”) is a long commercial which appears to inform or instruct, but is really just a way to sell a product. Infomercials can often be seen on late night television and shopping channels. They are often created to look like a talk show, with an audience of extras to add applause and excitement. Infomercials are usually loud and high energy, with acting to match. See “Projects, Infomercial” in Part 1 of the Teacher’s Manual for more information and tips regarding this project.

20 mins.

73 First among equals

• Assign the final project manager

• Give advice to the new project manager

1. Have teams assign their final project manager. However, the choice should already be clear, since there should be only one student who has not yet done it. So, within each group, have each former project manager take turns giving the new project manager some friendly advice about their experience. Students may read the instructions beneath the photo on page 73, using questions 1 and 2 as starting points for the discussion.

This will be the last time a project manager is needed, so if there is in fact more than one student in a team who has not yet done it, then the team will have two co-managers this time. (See “Project manager” in Part 1 of the Teacher’s Manual for more information.)

Lesson 22

Note

Lesson plans, Version A 79© Pearson Education Asia Limited 2008

5Stage

Time Page Task Directions

20 mins.

72 Assignment Briefing

• Examine the new product portfolio

• Brainstorm initial ideas

1. Read Rebecca’s message at the bottom of page 72 aloud or have students read by themselves. The teacher should now give each team a new product portfolio—one that this team has not worked on before.

2. Give teams time to discuss the new product and how it might be marketed (i.e., Who are the target customers? How much will it cost?). Students should refer to the market research results included in the product portfolio and, of course, be encouraged to add any ideas of their own.

End Call all the new project managers to the front of the class for a pep talk. Explain to them that they have an important responsibility, and that it will affect their grade in the class.

Also, make plans to meet each project manager individually for an interview after the end of Stage 5 and preferably before the start of Stage 6 (i.e., between Lessons 28 and 29). This should ideally be done outside of class time. See “Project manager, Debriefing interviews” in Part 1 of the Teacher’s Manual for more details.

Lesson 22

Lesson plans, Version A 80© Pearson Education Asia Limited 2008

5Stage

As seen on TV

Lesson 23: overview

Today students will:

• Chat with each other in a casual work setting

• Draw conclusions based on video scenes

• Get familiar with the infomercial style

• Brainstorm ideas for their new product’s infomercial

Time • 90 minutes

Materials • Widgets Student Book, pages 74 & 75

• DVD, Scene 20: Amazing Inventions DVD, Scene 21: Amazing Inventions - Brian Part 1 DVD, Scene 22: Amazing Inventions - Brian Part 2

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 81© Pearson Education Asia Limited 2008

5Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

40 mins.

74 You know you want it

• Watch the video (Scenes 20–22)

• Answer questions about the infomercial

• Learn the infomercial style

• Get ideas for the team’s infomercial

See “Projects, Infomercial” in Part 1 of the Teacher’s Manual for more information and tips regarding this project.

1. Read Rebecca’s message at the top of page 74 aloud or have students read by themselves.

2. A Play the video (Scene 20). This is the full infomercial. In this video students will watch an example of a Widgets Incorporated infomercial. This is very important, because at this point students may be unsure exactly how they will advertise their product. The video will give them content ideas and highlight the infomercial style.

Have students discuss the question with their team, then answer the question. Elicit answers as a class. [Answers will vary.]

What is the purpose of the infomercial?

• To sell the product

• To show how life is difficult without the product

• To show how life is better with the product

• To entertain the audience

3. B Have students read the instructions. Then play the video (Scene 21). Have students work with their teams and answer the questions. Elicit answers from the class. [Answers will vary.]

Why did Brian lose his job?

Because he kept falling asleep at work

How does this make the viewer feel?

Sad, sympathetic, depressed, angry, worried

What is the purpose of this scene?

• To make viewers feel that falling asleep at work is dangerous

Lesson 23: lesson plan

Note

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Time Page Task Directions

• To make viewers feel sorry for Brian

• To make viewers feel the need for the product

4. C Have students read the instructions. Then play the video (Scene 22). Have students work with their teams to answer the questions. Elicit answers from the class. [Answers will vary.]

Why is Mr. Carter happy?

Because Brian stayed awake and completed his work

How does this make the viewer feel?

Happy, excited, relieved

What is the purpose of this scene?

• To show how the Widgets Shock Watch works

• To show that the Widgets Shock Watch does work

• To show how life is better with the Widgets Shock Watch

5. D Play Scene 20 again. Have students think about their own infomercials while they watch.

40 mins.

75 What’s your story?

• Learn the format of an infomercial

• Plan the outline of the team’s own infomercial

1. Read Rebecca’s message at the top of page 75 aloud or have students read by themselves. Remind students of the Cell Phone Shaver. If necessary, have students look back at page 15.

2. Have students look at the cartoon strip under Rebecca’s message. Explain that these are all situations that could happen if one does not have the Cell Phone Shaver. In fact, these are the worst possible situations, like the infomercial scene in which Brian loses his job. They are not very likely to happen, but they could happen, and so might make us worry just a little bit. Therefore, point out to students that these are exaggerations, and that for the purpose of infomercials, exaggerating is perfectly acceptable. Ask students some questions about the pictures:

What happens to the man who did not shave for work?

He loses his job.

What happens to the man who did not shave at immigration?

He is not allowed to enter the country.

Lesson 23

Lesson plans, Version A 83© Pearson Education Asia Limited 2008

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Time Page Task Directions

Why not?

Because he does not look like his passport photo.

What happens to the man who did not shave for his big date?

His girlfriend thinks he looks disgusting.

3. A Have students read the instructions and then work with their teams. They need to think of possible problem situations for people who do not have the new product. This will take time. Move around the classroom helping teams and giving suggestions.

The more preparation time that is given to the infomercials, the better they will be. For this reason, these lessons should not be hurried. Allow students plenty of time to brainstorm ideas and to change them if they want to. If necessary, it is always useful to give a gentle, but public reminder to project managers that they should be managing all discussions, which includes making sure everyone is participating and speaking in English.

End Assign homework: Have students finish A , if they have not yet. They do not need to choose the best idea yet.

Lesson 23

Note

Lesson plans, Version A 84© Pearson Education Asia Limited 2008

5Stage

As seen on TV

Lesson 24: overview

Today students will:

• Chat with each other in a casual work setting

• Answer questions based on cartoon strips

• Plan an infomercial story using cartoon strips

Time • 90 minutes

Materials • Widgets Student Book, pages 75–77

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 85© Pearson Education Asia Limited 2008

5Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

10 mins.

75 What’s your story? (continued)

1. B Have each team discuss their answers for A , which they should have finished in the last class or for homework. They must now decide on the most interesting situation and write it in the box provided.

70 mins.

76 & 77

What’s your story? (continued)

• Learn the format of an infomercial

• Outline the team’s infomercial

See “Projects, Infomercial” in Part 1 of the Teacher’s Manual for more information and tips regarding this project.

1. Have students read Rebecca’s message at the top of page 76. Explain her comment that advertising often scares people into buying a product. The Shock Watch scene in the Widgets infomercial is a good example.

2. Give students time to read the cartoon strip and then ask some questions about it:

What is the man’s problem?

He is late, and he did not shave.

How does his girlfriend feel?

She is angry.

Why does she ask the other man to go on a date?

Because he is clean-shaven

How does the unshaved man feel at the end?

Sad and lonely

3. Next, have students read the message from Rebecca at the top of page 77. You may need to check that they know the meaning of the word “depressed” (very unhappy), and that the reason the audience is depressed is because of the terrible outcome of the last story.

Lesson 24: lesson plan

Note

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Time Page Task Directions

4. Have students read the cartoon strip on page 77. Ask questions to check comprehension:

Does the man have the Cell Phone Shaver?

Yes, he does.

Is his girlfriend angry with him?

No, she is not angry with him.

Why not?

Because he called her to say he would be late and because he is clean-shaven

What does the woman do in the end?

She proposes to the man.

5. C E Have students read the instructions and then think of the worst and best possible outcomes for their chosen problem situation on page 75. Have students take notes on their own and then compare their notes with their team. Each student should present their idea, and the team should discuss and decide which is the best to use in their infomercial. Remind students that exaggeration and humor are encouraged.

6. D F Have students make a simple cartoon strip, like the ones at the top of page 76 and page 77, to describe their story. Stress that this is just to help them visualize their infomercial, and that the drawings do not need to be good. (This is, in fact, a storyboard, which is used in all television and film productions to outline scenes.)

Teams will inevitably move at a different pace through these preparations and discussions. Therefore, the teacher should spend the class moving around and checking on teams’ progress, while giving advice and suggestions. When the teacher feels that a team is ready to move on to the next stage, the teacher can give the next instructions to each team individually. This will be less confusing than trying to organize the class all together, and it allows the teacher to monitor closely each team’s progress.

End

Lesson 24

Note

Lesson plans, Version A 87© Pearson Education Asia Limited 2008

5Stage

As seen on TV

Lesson 25: overview

Today students will:

• Plan the details of an infomercial presentation

• Rehearse for the infomercial

Time • 90 minutes

Materials • Widgets Student Book, pages 78 & 79

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 88© Pearson Education Asia Limited 2008

5Stage

Time Page Task Directions

20 mins.

78 & 79

Lights, camera …

• Plan the infomercial

• Make a script for the infomercial

• Rehearse the infomercial

Pages 78 and 79 contain step-by-step tips on organizing the infomercial. It is useful to have students fill in these sections, but it may not be necessary to do so. Depending on your situation, students may be able to just go ahead and work on their own at this point.

1. Read Rebecca’s message at the top of page 78 aloud or have students read by themselves. Explain to students that they will now be given a list of steps to follow and these will help them in their preparation for the infomercial.

2. A Have students read the instructions and the message. Explain that students need an introduction that will capture the interest and excitement of the audience. Students need to think of an interesting and captivating way to start the infomercial. Have students take notes on their ideas and then share the ideas with their team. Note that infomercials are often structured like a talk show. There is a host who introduces and speaks to the audience and a guest who acts as a salesperson. At the end, there is often a closing scene where the guest gives information on how to order, how much the product costs and answers questions from the audience.

3. B Have students read the instructions and the message. Here, students should take notes on the rest of the infomercial, including details such as the best and worst situation scenes (which they have partly prepared in the previous class) and the ending. The ending is especially important. Students often have a very strong and interesting infomercial which becomes boring at the end because they did not think of a way to end strongly. Often, the audience is not aware that the infomercial has ended. For this reason, teams must think of a clear and positive ending. Have students take notes and then share their ideas with the team. Move around the classroom, giving comments and advice.

Lesson 25: lesson plan

Note

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5Stage

Time Page Task Directions

4. C Have students read the instructions and the message. Here the team decides the roles of each team member. The project manager must take charge if students want to play the same role or no students want to play a role. Stress that every team member must have a speaking role.

5. D Have students read the instructions and the message. Make sure students understand that props and costumes can make the infomercial more fun and exciting. Again, the project manager is expected to manage this aspect of the preparation. Remind students that props can also include music and video clips.

6. E Have students read the instructions and the message. Stress to students that the best infomercials are those that have been well-rehearsed and therefore seem the most professional. Students should be given a lot of class time to rehearse, but they should also organize times outside of class to practice. It is the project manager’s job to organize these rehearsal times.

If your situation allows, we encourage you to consider actually breaking the class up at this point, with each group given a generous amount of physical space to practice in. For instance, if there are several empty classrooms around you, make use of them.

70 mins.

79 • Rehearse the infomercial

1. Have teams prepare and rehearse their infomercials. Encourage students to run through their entire infomercial over and over again, as many times as possible.

We recommend a minimum of one full 90-minute class period in which to have students rehearse. We also recommend that students arrange to prepare and rehearse on their own time.

Lesson 25

Note

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End Make sure teams understand when they will be performing their infomercial, and that they must be prepared. Stress that this means that all students should have their lines learned—reading from a script during the infomercial is not acceptable.

If a member knows that he/she will be absent, they must tell the project manager well in advance, and they should also inform the teacher. Any groups not prepared to give their infomercial should automatically fail Stage 5.

Lesson 25

Lesson plans, Version A 91© Pearson Education Asia Limited 2008

5Stage

As seen on TV

Lesson 26: overview

Lesson 26 can be extended into the following lesson, Lesson 27, in order to give students sufficient time to prepare. This is optional, depending on how much preparation time the teacher feels the students need.

Today students will:

• Rehearse for the infomercial

Time • 90 minutes

Materials • Widgets Student Book, page 79

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Note

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Time Page Task Directions

90 mins.

79 • Rehearse the infomercial (continued)

1. Teams continue to rehearse their infomercials. Encourage students to run through their entire infomercial over and over again, as many times as possible.

We recommend a minimum of one full 90-minute class period in which to have students rehearse. We also recommend that students arrange to prepare and rehearse on their own time.

End Make sure teams understand that they will be performing their infomercial soon, and they must therefore be prepared. Stress that this means that all students should have their roles and lines learned. Reading from a script during the infomercial is not acceptable.

Extra time: If your students need more preparation time, please refer to Lesson 27.

Lesson 26: lesson plan

Note

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As seen on TV

Lesson 27: overview

Think of this lesson as extra time. It is meant to help you adapt the course to your teaching situation. Different classes need a different amount of time to prepare and/or to present, particularly in Stages 4 and 5. Also, holidays and other cancellations can often affect the number of classes in any given semester.

Therefore, please use Lesson 27 to balance out your schedule. Note that this is not a filler. Our classroom trials have shown that it is very useful to have a margin for error, especially in Stages 4 and 5.

Time • 90 minutes

Materials

Optional Materials

Note

Lesson plans, Version A 94© Pearson Education Asia Limited 2008

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Time Page Task Directions

90 mins.

End

Lesson 27: lesson plan

Lesson plans, Version A 95© Pearson Education Asia Limited 2008

5Stage

As seen on TV

Lesson 28: overview

Today students will:

• Perform their infomercials for the class

• Watch other teams’ infomercials, participate and ask/answer questions

• Evaluate the performance of each of the other teams

• Evaluate their performance in Stage 5

Time • 90 minutes

Materials • Widgets Student Book, pages 80 & 81

• Peer Evaluation Form, Stage 5: Infomercial downloaded and printed from www.widgets-inc.com, one copy per student

• Props and/or costumes as prepared by students

Optional Materials

• Employee Evaluation Form, Stage 5 downloaded and printed from www.widgets-inc.com, one copy per student

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 96© Pearson Education Asia Limited 2008

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Time Page Task Directions

90 mins.

80 … Action!

• Perform the infomercial

• Watch and evaluate the other infomercials

1. Have students read Rebecca’s message at the top of page 80. The expression “Break a leg!” may be confusing. Explanation:

Actors are often very superstitious. They believe that it is bad luck to say “good luck” before a performance. For this reason, it has become a common tradition to say “break a leg” to actors, instead of “good luck.” The meaning is the same though.

2. A Have students present their infomercials team by team.

3. B After each infomercial, allow students a moment to fill in the simple assessment form on page 80.

4. After all of the infomercials have been given, have team members discuss their ratings.

5. Hand out the Peer Evaluation Form for Stage 5, one copy per team. The project manager, with input from all team members, should fill this out for each infomercial.

6. Collect all Peer Evaluation Forms at the end of class.

Collect the product portfolios from each team. Use these to assist you in grading.

81 End 1. Assign homework: Have students complete the Employee Evaluation Form on page 81. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in at the start of the next class.

2. Project manager interviews: Have each project manager arrange to meet the teacher for a one-on-one debriefing outside of class time, preferably before the next class. This is a combined peer assessment (project manager assesses team

Lesson 28: lesson plan

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Time Page Task Directions

members) and oral interview (of project manager). (See “Project managers, Debriefing interviews” in Part 1 of the Teacher’s Manual.)

As in the last stage, students will most likely feel an enormous sense of satisfaction at finishing this project. Be sure to give them the praise they deserve!

Note

6Stage

You’ll go far, kid

Lesson plans, Version A 98© Pearson Education Asia Limited 2008

Lesson 29: overview

Today students will:

• Chat with each other in a casual work setting

• Practice listening for main ideas

• Reflect on their experience at Widgets Incorporated

• Learn how to write and format a resume

Time • 90 minutes

Materials • Widgets Student Book, pages 82–86

• DVD, Scene 23: Board of directors meeting

Optional Materials

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 99© Pearson Education Asia Limited 2008

6Stage

Time Page Task Directions

10 mins.

Water cooler chat Please refer to “Water cooler chats” in Part 1 of the Teacher’s Manual for more information and tips regarding this activity.

20 mins.

82 You made it

• Watch the video (Scene 23)

• Take notes

• Identify each speaker’s main point

• Discuss answers with a partner

Students are no longer in teams. Before beginning the lesson, remember to collect each student’s Employee Evaluation Form, assigned as homework in Stage 5.

1. Have students look at the picture of Felix Day. Ask if they can remember who he is.

This is Felix Day. He is the director of human resources.

2. Read Felix’s message at the top of page 82 aloud or have students read by themselves. Make sure students understand that they have successfully completed their training. The infomercial was their last major training task.

3. A Have students read the instructions. Then play the video (Scene 23). Students should take notes as they watch. [Answers will vary.]

Victoria

• Good news—Widgets is saved!

• Your products are selling all over the world.

• Very happy with your hard work.

• We want you to apply for a junior management position. Felix will help.

Titus

• Sales are through the roof. Sales have increased by 200 percent.

• During the management decision phase, you were persuasive and decisive.

Felix

• It’s been a pleasure.

• During orientation, you got to know each other quickly.

• You were outgoing, talkative and friendly—the best type of person for human resources.

Lesson 29: lesson plan

Note

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6Stage

Time Page Task Directions

Hetty

• You have been creative and dedicated.

• Your ideas were excellent.

• I was getting short of ideas, but you have renewed my imagination and energy.

Rebecca

• Your energy, ideas and humor made selling these products very easy.

• You did excellent work.

4. B Have students work with a partner and compare their answers.

5. Elicit answers from the class and write some ideas on the board.

6. C Play Scene 23 one more time.

Make sure that students understand that in Stage 6 they must apply for a junior management position within the company.

30 mins.

83 Oh, the memories

• Reflect on experiences at Widgets Incorporated

• Discuss those experiences with a partner

1. Read the message at the top of page 83 aloud or have students read by themselves. Explain to students that they need to think about all they have done since they started working at Widgets Incorporated.

2. A Have students read the instructions and the questions. Ensure that all students understand the questions. Give them time to write down notes for each question. Move around the classroom and give help and comments to students.

3. B Have students read the instructions. Check that students remember what a “follow-up question” means. Then have students work with a partner and discuss their answers to the questions. When they have finished, have students work in larger groups and discuss their answers.

30 mins.

84–86 Sell yourself

• Learn the contents and format of a resume

1. Have students read Felix’s message at the top of page 84. Make sure students understand that a resume (/4rezW3meı/), or CV (short for “curriculum vitae”), is something that must be submitted along with any job application.

Lesson 29

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Your resume

• Write a draft resume

2. Have students read the steps next to Felix. Have students also read the example resume on page 85. Give students some time to read these and discuss together if necessary. Explain to students that they will be making their own resumes, so it is important to understand the details and format. Move around the classroom giving help. Point out to students that when they list their employment or education, the more recent experience should go first. Their resume, like Jane Doe’s example, should include their Widgets experience first.

3. A Have students read the instructions. Explain to them that they are going to use the blank form on page 86 to write their own draft resumes. They can use page 85 as an example. Move around the classroom and check that students understand what they should be doing, and also give any help and advice where necessary.

End Assign homework: Have students write a final copy of their resumes and bring it to the next class. As desired, require that the resume be typed and follow other appropriate conventions (i.e., no photo attached, neat).

Lesson 29

Lesson plans, Version A 102© Pearson Education Asia Limited 2008

6Stage

You’ll go far, kid

Lesson 30: overview

This is the final lesson of the course. Today students will:

• Listen for main ideas

• Participate in a mock job interview

• Evaluate their performance in Stage 6

Time • 90 minutes

Materials • Widgets Student Book, pages 87–89

• DVD, Scene 24: Interview

Optional Materials

• Employee Evaluation Form, Stage 6 downloaded and printed from www.widgets-inc.com, one copy per student

• Water cooler chat cards (pages 90 & 91)

Lesson plans, Version A 103© Pearson Education Asia Limited 2008

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Time Page Task Directions

30 mins.

87 Face to face

• Watch a realistic job interview (Scene 24)

• Take notes

• Decide whether the interviewee performs well in the interview

1. Read Felix’s message at the top of page 87 aloud or have students read by themselves. Explain that Jane Doe is the woman in the picture, and she is having an interview with Felix Day. Explain to students that they will be interviewing each other soon, in much the same way.

2. A Have students read the instructions. Then play the video (Scene 24). Students should take notes as they watch the video.

3. B Have students read the instructions and then play the video again. Make sure that students understand that they do not need to write down Jane’s complete replies—just take notes on what she says.

4. C Have students read the instructions and then work together to check their answers. Elicit answers from the class. [Answers will vary.]

1. Called the Guilt Jar, very simple, cookie jar that says things, counter, helps people diet

2. The Cell Phone Shaver sold well, learned a lot from co-workers and supervisors, become more of a team player

3. Absolutely, deal with staff problems, gained leadership skills, helped when she was project manager

4. Sensible, organized, hard-working, studied economics, loves to work with numbers, good at languages, good public speaker

5. D Have students work in small groups and discuss whether they think Jane did well in the interview. Elicit answers from the class, but ask students to justify their answers. Answers will vary.

50 mins.

88 The interview

• Read a resume

• Participate in a mock job interview

1. A Have students read the instructions. Have students exchange the final copy of their resumes with a partner and give them 10 minutes to write interview questions. These should be written on a separate piece of paper.

Lesson 30: lesson plan

Lesson plans, Version A 104© Pearson Education Asia Limited 2008

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Time Page Task Directions

• Give constructive feedback

2. B Have students read the instructions and give them time to look at the criteria on the Interview Evaluation Form. Make sure that all students understand the criteria.

3. Have students exchange books, so that they will be writing their comments in this partner’s book. Then have each pair take turns interviewing each other.

4. C If time permits, pairs can be switched around and students can interview another classmate.

10 mins.

89 Paperwork

• Evaluate their own performance

1. Have students complete the final Employee Evaluation Form on page 89. Also hand out blank copies (downloaded and printed from www.widgets-inc.com) of this form to the class. Students must copy their information to the new form and hand it in. Collect them.

2. Have students read Victoria’s final message. Explain to students that they have “done it,” meaning that they have finished Widgets and successfully completed the course. Congratulations are in order!

End

Lesson 30