Lesson plan B

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

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

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

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

STAGE 1

LESSON 1 - WELCOME ABOARD

Lesson 1: Overview

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

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

2) Learn about handshakes and making a good first impression

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

4) Learn about Widgets Inc. (the company)

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

Materials: Student Book pages 2-7; Video 1 (available at Course Videos); nametag template (downloadable from the Course Extras page); paperclips (one per student)

Lesson 1: Lesson plan

You're hired! (page 2 >> 10 minutes)

Read the letter aloud or have students read by themselves. Also point out to students that a few words have been singled out for them; if these words are new, they should check the meaning and make notes. After this, it will be up to them to decide which words to highlight, make notes on, translate, etc.

NOTE: The Widgets course is strongly communicative in nature, and therefore it does not explicitly focus on vocabulary or grammar items. Rather, students can be encouraged to note new or useful language items by writing them down throughout the book or in the glossary at the back. Language used throughout the book is likely to reappear again and again in the following stages. Keeping a companion notebook is a useful option.

Depending on student level and motivation, elicit or explain some key points of the course:

Who is Jessica Sparks? What is her role in the company? What is your role in the company? Jessica Sparks is the Chief Technology Officer (CTO) at Widgets Incorporated. You are going to role-play interns.

What is the purpose of the letter? It explains that you have been accepted as an intern, tells you what kind of company Widgets is, and tells you the things you will do in the training program (work in teams, create, develop and market new product ideas, possibly interview for a permanent position).

Where will Jessica meet you? At the Widgets orientation.

What must you bring to the orientation? Enthusiasm, creativity, and an open mind.

It's your first day on the job (page 3 >> 5 minutes)

Have students read Jessica's message at the top of page 3. Explain that soon students will practice meeting and greeting each other using nametags, and also practice shaking hands.

A: Have students look at the example nametags.

B: As time is short, it would be better to just give students a couple of examples of good follow-up questions, such as What kind of music does your band play? or How long have you been practicing judo? (explain that when meeting people it's important to ask a follow-up question or make a comment in order to avoid awkward silences; it's also an easy way to remember new people).

C: Have students prepare their own. While they do this, distribute the nametags you've downloaded, printed, and cut up. Note: make sure students understand that they should write an interesting fact about themselves, NOT write what they are interested in. Urge them to come up with something unexpected or surprising that is memorable and could perhaps lead to interesting conversation. You could give a bad and good example; e.g. "I have one brother" vs. "I am a triplet".

Shake on it (page 4 >> 15 minutes)

Have students read Jessica's message at the top of page 4.

A: Have students read the advice and look at the photos. Ask students to discuss the significance of the "don't" photos. (in the top picture, one man is looking away while the other is crossing his fingers behind his back (clearly both untrustworthy). In the middle picture, there is a fish; a 'wet fish handshake' is slang for a weak and noncommittal handshake. In the bottom picture, the cobwebs and skeleton are supposed to indicate that the hand had been held there for a very long time.

B: Tell students it's now their turn. Ask them to stand up, mingle, and meet as many people as possible. Remind them to focus on giving a good handshake, and to ask at least one follow-up question before moving on. It's also a good time to remind students that all tasks are to be done in English only.

Welcome to Widgets! (page 5 >> 20 minutes)

Have students read the green box at the top. Explain that the students are new interns, so it is important for them to find out more about the company by watching the video.

A: Play the video one time and give students a chance to complete the sentences.

B: Give students a chance to share their answers with a partner (explain that sharing information and working together is very important in this course). Elicit answers from students.

1. Welcome to Widgets. Your future, today.

2. Widgets was started five years ago by three university students.

3. Widgets has offices in New York, Hong Kong, and Tokyo and London (and more).

4. Meet Miki May, the CEO of Widgets. A magazine called her a true marketing genius of our time.

5. Titus Pinsch. This superstar CFO has doubled Widgets' profits year after year.

6. Jessica Sparks. CTO and head of R&D, she is the creator of many of many of Widgets' best-selling products.

C: Play the video again and encourage students to make notes of any keywords or important information they catch.

D: Give students the time to discuss the questions. Elicit answers, ideas, and opinions from students.

Widgets is an inventions company, creating products to solve problems in your life. It is a big company (major international company). It was started by three university students.

Some existing products seen in the video are: Backpack Umbrella, Doggy BFF, The Selfie Umbrella, The Heavy Handbag, Kitty Floats, The Surfboard X-treme, The Skytent, The Tummy-nator, The Spray-OK, The Desktop Park, Shock Watch, iShave phone case shaver (NOTE: it doesn't matter at this stage if students are unsure what the products actually are, as they will learn more later).

Answers will vary.

Answers will vary.

Order now! (pages 6-7 >> 40 minutes)

Explain to students that they are going to look in more detail at Widgets products. Read aloud Jessica's message at the top of the page.

A: First, move students into small groups (3-4 students works well). Have the groups look at the pictures and the product names on pages 6-7, and then ask them to discuss if they think they can guess what each product is/how it works etc.

Next, give students time to read the product descriptions. You could just have them individually read each description, or you could have groups assign a product to group members, which they then have to explain to the rest of the group. This takes longer, but is a more communicative activity.

Give students time to write comments about each product and give 1-5 stars for each one.

B: Put students in pairs. Give the pairs time to discuss all of the products; encourage them to give reasons why they like or dislike the products.

Elicit positives and negatives of each product from the class, and do a simple survey to see which ones the class as a whole thought were best/worst.

END OF LESSON 1

NB: In the next class, students will be put into teams. They will then stay in those teams for the rest of the internship at Widgets. Rather than wait until right before that activity, it is a good idea to prepare the teams in advance, taking into consideration what you may already know of the students (level, communicativeness, reliability etc.). As much as you can, aim for teams of 4. Teams of 3 and 5 will also work, but 4 is the optimal number.

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LESSON 2 - THE DREAM TEAM

Lesson 2: Overview

Today, students will:

1) Learn about and practice office small talk, including watching an example video

2) Learn more about how Widgets was founded, and by whom

3) Reflect on their own skills and qualities

4) Be placed in teams, meet their teammates, and do a team-building activity

5) Perform their first self-evaluation

Materials: Student Book pages 8-11; Videos 2 and 3 (available at Course Videos, together with other example water cooler chat videos); Water cooler cards pages 84-85; Copies of Intern Evaluation Form (download the form from the Downloadable Forms page).

Teacher advance preparation: prepare the teams in advance of the class. Some thought about the balance of each team is a good idea, as students will be working with the same people for the rest of the course.

Lesson 2: Lesson plan

Water cooler chat (page 8 >> 30 minutes)

Read out Jessica's message at the top of page 8. Check they understand vocabulary such as "vending machine", "run into", and "get to know". Explain that they are going to learn about and practise office small talk.

A: Tell students they will first get some tips on how to have a short casual conversation.

1. Explain that a follow-up question is an extra question, linked to the previous answer, in order to keep a conversation going. Give students a minute to write in an answer and a follow-up question. Elicit one or two ideas from the class.

2. Explain that just answering "yes" or "no" can come across as defensive or even rude; it's better to provide more details if you can. Give students a minute to write in a possible answer. Elicit one or two ideas from the class.

3. Long pauses can be awkward, so politely asking questions to subtly change the topic is useful. As before, give students time to write their own ideas, then elicit from the class.

B: Show Video 2. Ask students if they find examples in 1-3 and, if so, write them down.

1. A follow-up question: "Where did you go?", "Are you gonna have a big family dinner?"

2. A detailed answer: "It was great. I just got back two days ago, actually.", "It was. It was my first time there, so really exciting." "It was, but you know, luckily I had some friends there, so they showed me around, they took me to some cool places, had some good food. Yeah, I had some avocado toast, 'cause that's really big there right now", "No, not really. This time it's just gonna be me, and a couple of friends of my mom."

3. A change of topic: "How about you? Are you gonna go anywhere for the long weekend?"

C: Have students turn to pages 84-85. Give them a few minutes to look through some of the situation cards. Make sure students understand that they are free to talk about their own actual experiences, or (perhaps more fun) they can make it all up - they are, after all, involved in a simulation as an intern at Widgets. Then put students into pairs or groups of three and have them chat freely with each other, using the situations as a basis for the conversation. Tell them that there is no 'end' to the conversation - they just keep going until the supervisor (you) tells them to stop. Explain to students that you will often use these cards for a warm-up water cooler chat at the beginning of future classes.

The dream team (page 9 >> 40 minutes)

Read aloud Jessica's message at the top of page 9. Ask students if they remember the three people's names and job titles:

Miki May (CEO or Chief Executive Officer), Jessica Sparks (CTO or Chief Technology Officer) and Titus Pinsch (CFO or Chief Financial Officer)

A: Play the video and ask students to just watch and catch the general gist. Give students time in small groups to share with each other what they were able to catch. Then play it again and have students take notes. In particular, have them focus on the question of how Widgets first got started. Give students a few minutes to discuss then elicit relevant information from the students.

In short, Miki first had the idea for the Shock Watch because she was falling asleep in her university classes and her grades were going down. Jessica, Miki's classmate, made the first prototype, then 20 more in the first year. They went to Titus, who eventually saw the potential and made a business plan (market research, finding investors, registering the company "all of the real work")

B: Give students time to look at the qualities and check the meaning (either asking a partner or asking the teacher). Then have them complete which co-founder best matches each quality, adding two more characteristics.

C: Have students discuss their answers in pairs. Elicit ideas from the class, especially about the team balance.

Answers will vary

D: Give students about 5 minutes to write down some of their own skills and qualities. They are welcome to include words that are not in the list above.

E: First, focus on the example dialogue by reading out the speech bubbles (or have two volunteers read them out). Then allow students time to discuss their answers with a partner. They are free to keep talking until the teacher tells them to stop.

Meet your team (page 10 >> 20 minutes)

Have students read Jessica's message at the top of page 10. Make sure they understand that they are about to put in team that they'll work with for the rest of their intern training at Widgets.

A: Tell the students which team they are in (as mentioned at the end of the lesson plan for LESSON 2, try as much as possible to have groups of 4, and try to strike a good balance within the group of motivation, level, reliability, communicativeness etc.) Then have students move and sit in their new teams. Give them time to introduce themselves, shake hands, talk about their characteristics etc.

B: Emphasise the importance of teamwork, team cooperation, and reliability. It will be very important that they keep good communication with each other, so tell them to share contact details. Leave it up to each group how they choose to do this (these days, phone numbers rarely seem to be used. Even email addresses are not as common as social media, LINE, etc.) Encourage them to set up a digital group where they can contact each other easily, as well as share their work.

C: Read out Jessica's message and then the instructions in C. Explain that they have to come up with the team name in the next 5 minutes, but the motto and logo are homework for the next class (this will be a good first test of their ability to collaborate outside of class hours). Have a member from each team call out their team name, and keep a record of it (it works well to set up an online document (e.g. Google Sheets) with all student names, teams, mottos, logos etc., and then share this with the whole class. This has the added benefit that you'll know their email address for future contact. Ask students to send you an email so you can register their address - be clear that they don't have to share a personal email address if they don't want to, but in that case they should create an address just for the class).

END OF LESSON 2

Homework

Meet your team: C (page 10 >> Homework)

Teams are to come up with a motto and logo for their new team.

Creative inventions (pages 13-14 >> Homework)

For homework, tell students to read Jessica's message at the top of page 13 and read the intro to the webpage "Business Innovations". They must also answer the questions in A and B on page 13. Also, they should read the descriptions on page 14 and match them to the answers to A/B on page 13. Finally, they should think of some other simple world-changing ideas in activity D on page 14.

Paperwork! (page 11 >> Homework)

Explain that self-evaluation is a key part of students' intern training. Give them time to read through the whole of the form and ask questions (to you or to their teammates) if they don't understand anything. Tell them to use the page in the book as a first draft. Then distribute the copies you've made and tell students to complete the formal version as homework, to be submitted at the start of next class. Explain that the "Comments" at the bottom is for comments from the supervisor, so they don't need to write anything there.

See the TBL Assessment page for more detailed information about assessment within Widgets.

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STAGE 2

LESSON 3 - THINK OUTSIDE THE BOX

Lesson 3: Overview

This lesson is the first of Stage 2, and could therefore be presented to students as "the start of their 'real' work". Today, students will:

1) Choose the first team leader, or "project manager"

2) Learn and think about real life inventions that changed the world

3) Watch a video and learn about their Stage 2 project

4) Brainstorm problems they have in their life

5) Brainstorm solutions to their problems

Materials: Student Book pages 12-17; Video 4 (available at Course Videos).

Lesson 3: Lesson plan

Start by collecting the completed "Paperwork!" self-evaluation forms from each student.

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Take charge (page 12 >> 20 minutes)

Start by focussing on the title. Ask students if they've ever heard the expression "Think outside the box". Elicit ideas of what it could mean, then tell them that it means to think creatively and in an original or unique way. Stress that Widgets is a creative, innovative tech startup company, so thinking outside the box is critical for the interns.

Then read aloud Jessica's message at the top of page 12. Focus students' attention on the pictures, indicating that R&D is the place where cutting edge ideas are born. Read out Jessica's message below the pictures, and make sure that students understand the concept of a project manager. Emphasise that every team member will eventually be project manager at least once. Today, they are only picking the project manager for Stage 2.

A: Give students time to discuss in teams, then elicit ideas from the class and write some of the qualities on the board.

B: Give students time to discuss. Students often use the qualities from A to compliment their other team members (with the ulterior motive of not wanting to be selected first).

C: Leave it up to each team how to decide. Make a record of all teams' Stage 2 project managers.

Creative inventions (page 13 >> 20 minutes)

Students have already done this for homework. Therefore, you can just provide the answers for A-C, and then give them time to share their answers for D.

A:

1. a

2. b

3. c

B:

1. Cat's eye(s)

2. Velcro

3. Post-it Note

C:

1st description: 2

2nd description: 3

3rd description: 1

D. Elicit ideas from the class and write the more interesting/unique ones on the board.

Answers will vary

The project brief (page 15 >> 30 minutes)

Read aloud Jessica's message at the top of the page and then clearly go through each step of their Stage 2 project. Let students read the green box below that, then explain to them that they will now see a video message from Jessica.

A. Play the video once and tell the students to write down any keywords or important information they could catch.

B. Give students a chance to share the meaning with their team then answer the questions. Elicit some key points of Jessica's message.

Her main message is: R&D is where new products are created; without successful ideas the company wouldn't exist; everyone is creative, so everyone can do well in this stage; the main project has 3 parts: 1) brainstorm ideas, 2) write a product proposal, 3) write an elevator pitch.

Her advice is: Have fun!

C. Play the video again and give the students a few minutes to discuss the meaning in teams and ask you questions.

Brainstorm! (page 16 >> 20 minutes)

Start by asking students if they know what 'brainstorm' means. Most will know the words 'brain' and 'storm', though they may well not have put them together. Tell them it means "a group discussion designed for generating (creating) many ideas, proposals, solutions to problems, etc. Then read aloud Jessica's message at the top of page 16.

A: Give students time to read the story and check understanding with their team. Ask some questions to check understanding. For example:

What do you need to do first? Think of a problems

What is one problem in Jessica's life? Always losing her phone

What is her solution? A phone that sticks to the wall

Focus on the green box under the story. Emphasise to students that new product ideas should be useful, safe, original and possible. It's a good idea to really focus now on this 'possible' aspect, to avoid students later coming up with cute but fundamentally impossible ideas (e.g. a time machine, etc.)

B: Give students time to discuss. Elicit opinions from the class.

C: Give students time to discuss. Then ask for a show of hands of who would and wouldn't consider buying it. Elicit reasons.

END OF LESSON 3

Homework

Problems and solutions (page 17 >> Homework)

Read out Jessica's message at the top of page 17. Stress the point that, for now, they are only brainstorming problems, not solutions.

A: Give students some time to work on their own to come up with problems. Point out the example problem of waking up late because of lack of sunlight. Tell students that they don't necessarily have to come up with a reason like in the example. i.e. just "I often wake up late" would be equally fine". Students may start slowly, but once they get going the problems should flow. If the class is moving slowly generally, consider eliciting a couple of ideas from students and sharing as a class, then telling the whole class to continue.

B: Tell students to share their problems with their team. Then, give them time to think of solutions to some of the problems. Have them look at the speech bubbles to give them an example of brainstorming a solution to the problem of not waking up. At this stage, tell students they should be starting to think in terms of a new product/invention that could help solve the problems.

C: Have students write down their best solutions. Then read aloud Jessica's message at the bottom of the page, and tell students to turn to page 18.

The good and the bad (page 18 >> Homework)

Tell students that they must come up with 2 of their own original ideas. These can be from the solutions that have just been brainstormed on page 17. Be sure to highlight that the ideas will ideally tick all of the requirement boxes: useful, safe, original and possible. Tell them that a simple illustration may help with the explanation, though it's not completely necessary at this point. Tell students that it is important they bring two ideas to the next class.

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LESSON 4 - THE PRODUCT PROPOSAL

Lesson 4: Overview

Today, students will:

1) Share their ideas with their team

2) Work as a team to refine the ideas

3) Pick their one best idea and write a product proposal

4) Learn what an elevator pitch is

5) Plan and prepare their own elevator pitch

6) Evaluate their Stage 2 performance

Materials: Student Book pages 19-25; 1 copy per student of blank Product proposal form (available at the Downloadable Forms page); Video 5 (available at Course Videos); example student videos (available at Other Videos); Copies of the Stage 2 "Paperwork!" form (available at Downloadable Forms).

Lesson 4: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

The best of the best! (page 19 >> 20 minutes)

Read aloud Jessica's message at the top of page 19. Tell students that they will be sharing with their team their two ideas from last class (that they prepared for homework).

A: Tell the project managers to decide who will go first in each team. Whoever goes first shares their two ideas with the other team members, who write notes about the ideas in their own books. Make sure that students do explain and don't just show their books to the other team members (however, it is OK to show them other team members the illustration, if they drew one).

B: Tell students that the team now has an important responsibility; to give feedback and suggestions on the ideas to try to make them as good as possible. Tell students that their team will also be evaluated on the quality of all of the team members' ideas, so one weak one will affect the whole team evaluation. Therefore, if one idea is unoriginal, or impossible, or could be improved in any way, they should not hesitate to say so (but do it politely, with constructive advice).

Team members then each circle the idea they think is better, and all team members share their opinion with the products' creator. Be clear to students that the final decision for which one is chosen lies with the person who came up with the ideas. i.e. the creator should listen to the opinions, advice, and feedback or team members, but they are free to pick the one idea that they think is better.

C: Tell the project manager to pick the next person to explain, and repeat the process.

D: Repeat the process until all team members are finished.

At this point, every team member should have made a decision about which one idea they choose for writing the formal product proposal. Again, stress to the whole class that every team member will write their own original product proposal. Therefore, a team of 4 will have 4 different ideas for their product proposals (students occasionally misunderstand and think that one team writes 4 different proposals of the same product, but this is incorrect).

The product proposal (pages 20-21 >> 10 minutes)

Read out Jessica's message at the top of page 20. Then give students time to read the example product proposal for "The Guilt Jar" on page 20. Allow students to check the meaning with their team, and to ask you questions if necessary. Then go through the proposal with the students, paying particular attention to Jessica's handwritten comments.

Then distribute the copies of the Product Proposal form. Make sure students understand that they are to write this formal document for homework and submit it at the beginning of the following class. Some points to make to students:

• Do not forget to complete all sections.

• It must look professional.

• They are free to illustrate the product by themselves, or they could source and (digitally) modify an existing image.

• They are welcome to use a computer to create their own product proposal form, as long as all of the relevant information is included.

• Even if they are absent from the next class, they are still expected to submit the form. They must find some way to ensure you receive it (give to their project manager in advance, email it as an attachment, leave it in your mailbox in advance, etc.) Tell them that late submissions will be penalised (it's up to you to decide the penalty. Taking 10% off the final evaluation score is one way, though some teachers may choose to be stricter).

The elevator pitch (page 22 >> 30 minutes)

Read aloud Jessica's message at the top of page 22.

A: Give students time to read the provided Widgepedia entry for "Elevator pitch". For lower level classes, consider asking some simple comprehension questions. e.g.

Is an elevator pitch usually long or short? Short - one minute or less

In what kinds of places do they happen? Not necessarily in an elevator: also in a taxi, walking down a hallway, waiting in line. Basically, situations when time is tight

Who are they usually pitched to? People who are busy and don't have much time

B: Give students time to share their ideas in teams.

Answers will vary. They should be short (less than a minute), clear, exciting.

C: Tell students they are about to see a Widgets intern, Lily Kaye, pitch the Guilt Jar (remind them of the example product proposal from the previous class) to Titus Pinsch (remind students who he is: the CFO of Widgets, or Chief Financial Officer). Tell them to just watch the video the first time. Play Video 5.

D: Give students time to discuss. Elicit ideas from the class about how she makes it exciting, and any other techniques she uses to make the pitch effective.

She starts politely by saying "I'm really sorry to take up your time".

She engages Titus with phrases like "a new product idea that I think you will love".

She assures him it will be quick, and uses persuasive language: "It will just be a minute, I swear".

Her pitch is concise and well-structured, and she keeps it to under a minute.

She uses enthusiastic language and superlatives: "I really think it could be a best-seller for us. It could change the diet industry".

Planning your pitch (page 23 >> 20 minutes)

Read out Jessica's message at the top of page 23. Make sure students understand that between now and the next class they are going to prepare an elevator pitch, and that they are going to film themselves delivering it. They are to submit their pitches by the next class. Now is a good time to show students some of the example student videos from the Widgepedia site: Other Videos.

A: Have students read the instructions, and also give them time to look at the tips in the yellow box. Be clear that students have a choice in the style of elevator pitch: they can do it as a kind of acted out role-play, such as the example of Titus and Lily, or they can just speak straight to camera, such as in the example student videos. But, everyone must film it.

Let students discuss in teams how they are going to do it, and give them time to complete the elevator pitch preparation info on page 23.

Writing your script (page 24 >> 10 minutes)

Read aloud Jessica's message at the top of the page and then give students the rest of the class to start writing their script. Encourage team members to help each other, and also encourage them to ask you for help.

END OF LESSON 4

Homework

Finish product proposal and elevator pitch.

Paperwork! (page 25 >> homework)

Distribute copies of the Stage 2 "Paperwork!" form. Tell students that they can use the form in their textbook as a rough draft, but they will submit the final printed copy to you in the next class.

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STAGE 3

LESSON 5 - CALL THE SHOTS

Lesson 5: Overview

Today, students will:

1) Select the Stage 3 project manager

2) Learn what a SWOT analysis is

3) Watch a video and learn about their Stage 3 project

4) Perform a SWOT analysis on another team's product proposals

Materials: Student Book pages 26-32; Videos 6 and 7 (available at Course Videos); the product proposals and elevator pitches submitted at the end of Stage 2

Note: In this lesson, each team will do a SWOT analysis of the proposals (product proposal forms and elevator pitches) of another team. That is to say, pass the 4 proposals from one team to the team next to them, and so on. Do not just redistribute the product proposals randomly.

Make a copy of all of the product proposals before distributing, in case students lose them. If for whatever reason a student didn't submit a proposal, it is a good idea to prepare some extra product proposals -- consider making a copy of the ideas from the back of the student book (pages 87, 89, 91, 93).

How you distribute the elevator pitches will depend on the way they were submitted to you in the first place, and the tech set-up in your class. If students have shared the videos with you online, one simple way is to then share the videos with the relevant project managers. Alternatively, you could create an online community page with all videos uploaded, and tell students to only look at the videos they are evaluating.

Lesson 5: Lesson plan

Start by collecting the completed self-evaluation forms, the product proposals, and the elevator pitches. As these are videos, the method of submission will depend on how the students have recorded the media. The easiest way is probably for them to share the video with you online. However, students many also have brought it on their USB drive, so make sure you are set up to transfer the files digitally to your own computer, tablet, phone, or USB drive.

See the TBL Assessment page for more detailed information about assessment within Widgets.

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Take charge! (page 26 >> 5 minutes)

Start by focusing on the title. Ask students if they know what "Call the shots" means. Invite them to guess. If no one guesses, explain that the person who calls the shots is the person in charge of making all of the decisions, especially big decisions. Direct attention to the photos of someone presenting to a small group, and two people earnestly discussing, and explain that this stage is all about decision-making.

Direct students' attention to the picture of Titus. Ask if they remember his full name and position within the company (Titus Pinsch, CFO - Chief Financial Officer).

Give students time to read the two green boxes, then tell them they are to select the next project manager (who must be different form the Stage 2 project manager). Give a minute to read and remind themselves of the roles and responsibilities of the project manager.

A: Time is short, so you could skip this activity.

B: Give students a short time to discuss.

C: Have teams vote, and then be sure to make a note of the new project managers.

New product analysis (page 27 >> 10 minutes)

Read out Titus' message at the top of page 27. Reiterate the point about this being a decision-making stage, and highlight the fact that Titus says he likes "decisive" people. Ask if any students have heard of a SWOT analysis before. If they have, can they tell you what SWOT stands for (if not, don't worry, as they'll find out soon enough)?

Give students time to read the Widgepedia entry on page 27, and encourage them to work as a team to understand it fully.

A: Ask students if they remember the Guilt Jar. If necessary, they can turn back to page 20 to refresh their memories. Using the information n the Widgepedia page for reference, they should work alone and answer questions 1-4

1. W (it is a bad point of the product being judged)

2. T (it is a (negative) characteristic of the world outside the product)

3. S (it is a good point of the product being judged)

4. O (it is a (positive) characteristic of the world outside the product)

B: Let students work as a team to check and/or correct their answers. Elicit answers from the class.

SWOT's up! (page 28 >> 25 minutes)

Read aloud Titus' message at the top of the page and tell students they will now see a video of Widgets interns doing a SWOT analysis on the Guilt Jar.

A: Ask students to watch, make notes, and then fill in as much of the chart as they can. Play Video 6.

Strengths: funny; easy to understand; easy to advertise.

Weaknesses: not very effective for dieting; needs to be cheaply made, so would break easily; funny -- not serious enough.

Opportunities: people care about being healthy these days; 'gag' gifts are popular at office and club Christmas parties.

Threats: people are getting tired of talking devices in their home; a lot of phone apps do the same kind of thing; easy to copy by other companies.

B: Play Video 6 again if necessary. Give students time to check as a team, then elicit answers from the class.

The project brief! (page 29 >> 15 minutes)

Read aloud Titus' message, and then go through the Stage 3 steps one by one. Then tell them that they will hear the message directly from Titus in a video call.

A: Play Video 7 and tell students to make notes.

B: Give students time to discuss their notes in teams.

C: Play the video again, give more time for teams to check the meaning together, then elicit some key points of the message.

Titus will help interns make smart and informed business decisions; Widgets IS a business; a team of interns will get 4 ideas from another team; they will consider the ideas carefully; they will make a decision about which one will go into production; they will prepare a business report; they will prepare a poster presentation to explain the decision to other interns; this is interns' chance to impress Titus.

Step 1: The SWOT analysis (pages 30-31 >> 35 minutes)

Start by asking students to read Titus' message at the top of page 30. While they read, distribute one team's product proposals and elevator pitches to another team.

A: Read out the instructions and then give students time to go through each proposal carefully until they understand the contents well. Another way of doing this is to ask project managers to assign a product to a team member, who must then get familiar with the contents and report that proposal idea to the rest of the team.

B: Read out the instructions. Tell the project managers that it is their job to lead and manage this discussion (including making sure each product has been discussed within the time limit you give them). Circulate and check each team knows what they are expected to do.

END OF LESSON 5

Homework

Step 2: A team decision (page 32 >> Homework)

Read out Titus' message at the top of page 32. Remind students that what they are now doing is using the previous SWOT analysis to help them come to a business decision: which product will be chosen to go into production. The other products are to be 'rejected' at this stage. Remind them that this is an important decision.

A: Read out the instructions. At home, students are to go through each evaluation item on the left of the table and write in their scores and calculate the totals.

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LESSON 6 - A TEAM DECISION

Lesson 6: Overview

Today, students will:

1) Make a team decision about which product will go into production

2) Look at an example product review memo

3) Prepare a product review memo regarding their recent business decision

4) Learn about poster presentations

5) Consider different types of poster design

6) Start preparing for their own poster presentation

Materials: Student Book pages 32-37; Video 8 (available at Course Videos); extra large poster paper (4 sheets per team); colour pens/markers; sticky tape; example student poster presentations (available at Other Videos).

Lesson 6: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Step 2: A team decision (page 32 >> 15 minutes)

Tell students to look at the scores they prepared for homework. Explain that they will use these today as the starting point for a team discussion, leading to a team business decision.

B: Read out the instructions. Stress the point that the numbers are just a guide - they don't necessarily have to pick the product with the highest score, and deeper discussion is important. Focus students' attention on the example conversation (in speech bubbles). Again, highlight the point that, in that example, they aren't necessarily going to pick product A, even though it had the most points. Tell students to begin, with project managers leading the discussion. Allow plenty of time for discussion.

C: Tell the class that the last thing they need to do today is decide which product will go into production. Tell them to decide as a team, by vote or otherwise. Have project managers inform you of the decision. The project managers can keep hold of the product proposals they reviewed today (if they lose them, or are absent next class, you still have the copies of each product proposal that you made before this class).

Step 3: The product review memo (page 33 >> 10 minutes)

Read out Titus' message at the top of page 33. Then give students time to read the memo itself, working as a team to help each other understand. Be clear that:

• each team will write and submit one memo similar to the example

• they can/should use the example memo for reference and for language help

• the example on page 33 is incomplete, as shown by the ripped paper effect at the bottom. They are to include all products that were evaluated by their team.

• it is a professional memo and the tone is formal

Point out the green boxes at the bottom: it should be 1-2 pages and it should be done on a computer and printed out.

First draft (page 34 >> 5 minutes)

Read out Titus' message at the top of page 34. Tell students that:

• project managers are responsible for deciding the division of labour

• project managers are also responsible for ensuring it is submitted on time

• the deadline is the next class. This is to be done entirely as homework

• they can use page 34 for drafting notes, but the final document must be typed up and printed out. Images are preferable

• the project manager is to decide how they will share the different sections that they work on (e.g. a collaborative shared file, such as in Google Docs, or just emailing individual files to each other - or any other suitable way).

Step 4: The poster presentation (page 35 >> 20 minutes)

Read out Titus' message at the top of page 35. Then let students read the explanation of a poster presentation below. Depending on the level, you could ask some simple comprehension questions:

Is it more formal or less formal than other presentation styles? Less formal; more relaxed

How many people stand by the poster? One or two

What do members of the audience do? Walk around the room

A: Tell students they will now watch a video of a part of a poster presentation. Tell them to watch and take notes. Play Video 8.

B: Let teams discuss the video and answer the questions.

• 2 people

• They are talking about the Backpack Umbrella. It's good because it's simple. It's battery powered, but still works as an umbrella without the battery. There is a solar power cell for charging the battery. It may be bad because you can't charge the battery while using it in the sunshine.

• It's battery powered?; What happens if the battery runs out? Can you still use the umbrella?; If I wanna use it in the sun to protect my skin...in that case, we can't charge the battery, right?

• The presenters give straight answers to the questions. A good model for the students, however, is when the presenters don't know the answer, so they say: "That's a good point, thank you! We'll add it to our report and have R&D think about that some more!"

Ready... Set... (pages 36-37 >> 40 minutes)

Have students read Titus' message at the top of page 36. Then go through it carefully and make sure students understand that they are now going to prepare a poster and a script to go with it, in preparation for the poster presentation (which will be held next class). Now would also be a good time to show some of the example student poster presentation videos.

A: Tell students that the style, layout, design etc. of the poster is completely up to them. However, there are some examples on the page to provide inspiration - they could model their poster on the examples in the book, or they could go in a completely different direction. Tell them to look at the examples and try and think of a god and bad point for each one (they needn't worry if they cannot come up with a point for every one).

B: Have students discuss their answers to A, and discuss what they think their poster should look like. Will it be like any of the examples given, or do they have something else in mind?

C: Have each student make a very quick, simple sketch (in pencil) in the space provided, and then have teams compare what they've sketched. They then decide on the exact design they want, and in one of the student's books they make a slightly more polished design.

Then give students the poster paper. If the paper is large enough, they can choose to do it on one sheet only, although it may be better to stick 4 sheets together. This is up to each individual team.

D: Before students get too far into making their poster, tell them that they need to also make a script. The script is to include information about all of the products, why they were/were not chosen, various SWOT points, etc. This is where their product review memo will provide useful information and phrases, so it is a good idea to make a copy of the recently submitted memos and give a copy back to the teams (you should keep the submitted original).

Project managers are to decide on division of labour.

Allow students to keep preparing until the end of the class, and tell them that all elements (product review memo, poster, script) must be ready by the next class.

END OF LESSON 6

Homework

Finish preparing product review memo, poster, and poster presentation script.

Note: the poster presentation will involve a lot of movement around the classroom. If the desks cannot easily be moved, or if the room is cramped, it is a good idea to try and reserve a bigger classroom (or one where the desks can be easily moved) just for the following class.

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LESSON 7 - THE POSTER PRESENTATION: ...GO!

Lesson 7: Overview

Today, students will:

1) Take part in a poster presentation

2) Evaluate other poster presentations

3) Evaluate their Stage 3 performance

Materials: Student Book pages 38-39; Tape to stick posters around the room; copies of poster presentation evaluation forms and Stage 3 self-evaluation forms (both available at the Downloadable Forms page).

Lesson 7: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

...Go! (page 38 >> 90 minutes)

Start by checking with project managers that the posters are ready to go. Depending on the level of readiness, you can give teams 10-15 minutes at the start of the class to make finishing touches to their posters and scripts.

Distribute copies of the poster presentation evaluation forms (See the TBL Assessment page for more detailed information about assessment within Widgets). Tell students that you will give them 10 minutes at the end of the class to complete these and you will then collect them.

Once all teams are ready, have project managers pick a spot in the room for their team's poster. Make sure teams are evenly spaced out around the room.

Have students read Titus' message at the top of page 38, and check the meaning in teams. Then say to the class:

• project managers are to decide who is in Group A and who is in Group B (that is say, who will start by presenting at the poster and who will start by walking around and looking at the other posters). The groups could be one, two, or even three people.

• project managers are also to decide exactly when Group B should come back and switch with Group A.

• the students moving around should ask lots of questions to each poster's presenters.

• everybody must complete the evaluation form for each team, so make sure they manage to see every poster in the time provided.

Tell students to begin. Remind them they should be using English at all times.

Finish the poster presentation 10 minutes before the end of the class. Have students complete the evaluation forms and submit them to you.

END OF LESSON 7

Homework

Paperwork! (page 39 >> homework)

Distribute copies of the Stage 3 "Paperwork!" form. Tell students that they can use the form in their textbook as a rough draft, but they will submit the final printed copy to you in the next class.

Market research (page 41 >> homework)

Tell students to read the online article on page 41 in preparation for next class.

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STAGE 4

LESSON 8 - KNOW YOUR MARKET

Lesson 8: Overview

Today, students will:

1) Select the Stage 4 project manager

2) Learn about market research and its importance

3) Watch a video and learn about their Stage 4 project

4) Receive a new product file and review it

5) Learn about focus groups

6) Watch a video of a focus group in session

7) Prepare to carry out their own focus group

Materials: Student Book pages 40-47; Videos 9 and 10 (available at Course Videos); product proposals, elevator pitches, and product review memos of the products chosen in Stage 3.

Note: Although both focus groups and surveys are introduced and explained, this edition of Widgets has students prepare and carry out a focus groups only, as we believe this represents more opportunities for meaningful interaction and communication. However, if time allows it is possible to replace/complement the focus groups with surveys (either having students interview people face to face with pre-prepared survey questions or prepare online surveys distributed via email, social media, etc.)

Lesson 8: Lesson plan

Start by collecting the Stage 3 self-evaluation forms from each student. This is also a good time to give feedback on the poster presentations that they gave in the previous class. See the TBL Assessment page for more detailed information about assessment within Widgets.

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Take charge! (page 40 >> 5 minutes)

Start by focussing on the title of the stage, written at the top of page 40. Tell students that, in this case, "market" refers to the any potential customer or person who would buy Widgets products. The title, therefore, tells students that it is important to have information and knowledge about future customers.

Give students time to read the green box and check the meaning in teams. Explain that in today's class they will learn in more detail about their Stage 4 project, but first they must pick the new project manager. Read out the text in order to refresh their memories of the project manager's roles and responsibilities.

A: As time is short, consider skipping this.

B: Have teams decide, and then be sure to make a note of the new project managers.

Market research (page 41 >> 5 minutes)

As the students have already read this for homework, you can just give five minutes for them to check their understanding in teams. Time is short, so consider skipping the discussion questions in 'A' below.

A: Have students work in teams and discuss the questions. As there are no 'correct' answers, allow students time to discuss freely and then elicit some ideas and opinions from the class.

1-3: Answers will vary.

The project brief (page 42 >> 10 minutes)

Read aloud Titus' message at the top of page 42. Then tell students that they will hear about their Stage 4 project directly from Titus in a video call.

A: Play Video 9 and tell students to make notes.

B: Give students time to discuss their notes in teams.

C: Give time for teams to check the meaning together, then elicit some key details of the message.

Interns did well on their last project -- good decisions, clear presentations, well-executed. He's impressed.; Next task is to carry out market research: gather customer feedback, e.g. Who likes the product? who does not like it? do they like different colours? do they like the name? etc.; Market research is important: learn if they need to make changes to a product, who target customers will be etc.; Interns have a lot to do and a lot to learn.

Review the file (page 43 >> 20 minutes)

Read aloud Titus' message at the top of page 43. Then distribute to each team a product proposal, an elevator pitch video (of the same product), and a product review memo (which includes the same product) from another team. This will only be one product per team -- the product that was selected in the Stage 3 business decision. In terms of classroom management, it is easier to distribute in rotation, rather than just redistributing randomly. Tell students that this is the product on which they will perform market research in Stage 4, so first it is important for them to get to know it very well.

A: This is the first responsibility for the Stage 4 project manager, so make a point of telling project managers to do the work of sharing the information (proposal, memo, and video) with the team.

B: Give students time to complete the form.

C: Give students time to discuss who might be interested in the product (and therefore might be the target market), to share what they think would be a reasonable price, and what questions they would like to ask people about the product.

Focus group or survey? (page 44 >> 5 minutes)

Read out Titus' message at the top of page 44. Time is short, so we suggest just allowing students a few minutes to read the section about focus groups only, and to check the meaning with their team. Make sure students understand that they will only be doing a focus group.

A: As written above, we suggest only having students read about focus groups. You could ask some simple questions to check understanding:

Is a focus group a small group or a large group? Small group

How do researchers lead the focus group? By asking carefully prepared questions

Do you record a focus group? Sometimes

After hearing focus group members opinions, what can the researchers recommend? Possible changes to the product; ideas about how to market the product

B: Time is short, so we suggest skipping this task.

The focus group (page 45 >> 20 minutes)

Read out Titus' message at the top of page 45. Tell students they are going to watch a video of a focus group, and they should watch carefully as this will give them lots of ideas for their own focus group.

A: Play Video 10 and let students check the meaning with team members.

B: Play the video again and have teams discuss answers to the questions. Elicit answers form the class.

1. They are all open questions designed to allow the participants the opportunity to freely express their opinions.

2. What do you think?; What do you think about the name?; Any other ideas?; What do you think about the price?

3. They are all about the same age; fairly young. A mix of males and females. At least one of them has children.

4. answers will vary.

Get ready (page 46 >> 10 minutes)

Read out Titus' message at the top of page 46. Tell students to work as a team, read the information, and answer the questions 1-4. For lower level classes, it is a good idea to go through the text slowly and highlight key points. As teams start to work through the questions, circulate and check all teams understand what they are required to do.

Asking the right questions (page 47 >> 15 minutes)

Read out Titus' message at the top of page 47. Then have students read the text in "5", and check understanding. Give students the rest of the class to think of questions and possible follow-up questions. Point out that although there is space for only three questions in the book, they can write down more if necessary. Circulate and give teams support and advice where needed.

END OF LESSON 8

Homework

Students are now ready to perform their focus group, and they are to do so as homework before the following class. Tell the project manager to organize 3-4 suitable participants, time, location, and so on. Remind students that those who have been assigned the role of notetaker should make detailed notes on page 48. Tell students to bring the results of the focus group to the next class.

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LESSON 9 - ANALYSIS AND REPORT

Lesson 9: Overview

Today, students will:

1) Analyze the focus group results

2) Prepare a market research report

Materials: Student Book pages 49-51; Stage 4 self-evaluation forms (both available at the Downloadable Forms page).

Lesson 9: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Analysis (page 49 >> 45 minutes)

Ask students to take out the notes and recordings they made of the focus group(s). The read out Titus' message at the top of page 49. Make sure they know the meaning of the keywords "analysis (n.)" and "analyze (v.)": "to examine something logically and in detail". Remind project managers that they are to lead the activity and make sure all team members are contributing.

A: Read out the instructions and have teams work together to write down all positive and negative comments. Direct attention to the example comments in the book. Tell students they shouldn't be shy to include negative comments; this feedback is as important as the positive feedback.

Read out the next green box, then give teams a few minutes to search for any patterns in the comments.

B: Read out the instructions and make sure students understand that they are taking the comments and arranging them by theme or category. Tell them to decide on the categories first, then add in the detailed comments. Direct attention to the example categories and observations in the book.

C: After students have completed A and B, ask them to look back through their notes and see if there are any other comments that do not fit into the categories, but are interesting and valuable nonetheless. They can also add any of their own thoughts and opinions on the feedback.

Prepare your report (pages 50-51 >> 45 minutes and finish for homework)

Read out Titus' message at the top of page 50. Tell them that they first came across the "Spr-A-OK" in the focus group video. Ask them if they remember anything about it; elicit answers from the class.

It's an edible food spray. It's designed to make food more attractive to kids by making it more colourful. It comes in many different colours.

Then have students read the report. Encourage them to ask their team members if they don't understand anything, and then to ask you if they still don't understand. Emphasise that this is a model that they can refer to when they make their own market research reports (which is what they will do next). Highlight the key components/features of the report:

• Description/summary of the product (short and concise)

• Product image (they could create one or scan from the original product proposal)

• Overview of the focus group participants (how many people, what kind of people, job/lifestyle etc. Maybe give information on why these people were chosen)

• Summary of the results (this should be quite concise)

• Recommendations (based on the feedback, what does the team suggest in terms of product changes, name changes, price, advertising and targeting advice, promotion, etc.)

• Make it look professional (certainly typed and printed) and keep it to one page

This is to be prepared and completed by the next class, when you will collect it. Tell the project manager to assign writing roles, and remind project managers it is their responsibility to ensure this is completed and submitted to you on time (i.e. by the next class). Students can use the rest of this class for drafting on page 51 or starting to type up the report.

END OF LESSON 9

Homework

Complete market research report.

Paperwork! (page 55 >> homework)

Distribute copies of the Stage 4 "Paperwork!" form. Tell students that they can use the form in their textbook as a rough draft, but they will submit the final printed copy to you in the next class.

Note: Due to time constraints, the market research presentation is not covered in this Lesson Plan Version B. However, there is still a team presentation in Stage 5. Tell students they can ignore items 9 and 10 on the Paperwork self-evaluation.

The word on the street (page 57 >> homework)

Tell students to read the online article on page 57 in preparation for the next class.

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STAGE 5

LESSON 10 - GET THE WORD OUT

Lesson 10: Overview

Today, students will:

1) Select the Stage 5 project manager

2) Learn about unusual and successful ad campaigns

3) Watch a video and learn about their Stage 5 project

4) Receive a new product file and review it

5) Brainstorm how and where products are advertised

6) Think about how ads change according to the medium

7) Watch an example ad campaign presentation

Materials: Student Book pages 56-62; Videos 11 and 12 (available at Course Videos); product proposals, elevator pitches, product review memos, and market research reports of the products chosen in Stage 3.

Lesson 10: Lesson plan

Start by collecting the Stage 4 self-evaluation forms from each student. This is also a good time to give feedback on the market research presentations that they gave in the previous class. See the TBL Assessment page for more detailed information about assessment within Widgets.

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Take charge! (page 56 >> 5 minutes)

Start by focussing on the title of the stage, written at the top of page 56. Tell students that "to get the word out" is an English expression meaning to let people know about something. In this case, it refers to telling the public about the new Widgets product (i.e. advertising).

Ask students if they remember who the lady in the picture is. Elicit answers, and if they don't know tell them that she is Miki May, the co-founder and CEO (Chief Executive Officer) of Widgets.

Give students time to read the green box and check the meaning in teams. Explain that in today's class they will learn in more detail about their Stage 5 project, but first they must pick the new project manager. Read out the text in order to refresh their memories of the project manager's roles and responsibilities. Assuming students are in a team of 4, there will only be one student left who must therefore be project manager this stage (if there are 3 members in the team, tell them they must pick someone to be project manager again. If they are a team of 5, have a joint project manager for this stage).

A: Time is short, so consider skipping this.

The word on the street (page 57 >> 5 minutes)

As students have already read this online article for homework, just allow a few minutes for students to check understanding in teams, and to quickly discuss the questions in 'A'.

A: Have students work in teams and discuss the questions. As there are no 'correct' answers, allow students time to discuss freely and then elicit some ideas and opinions from the class.

1-2: Answers will vary.

The project brief (page 58 >> 10 minutes)

Read aloud Miki's message at the top of page 58. Then tell students that they will hear about their Stage 5 project directly from Miki in a video call.

A: Play Video 11 and tell students to make notes.

B: Give students time to discuss their notes in teams.

C: Give more time for teams to check the meaning together, then elicit some key details of the message.

Interns' work has so far been excellent; she's heard many positive things from their supervisor, Jessica - even Titus; they have worked on different stages, but one part is still missing - her favourite part; interns will plan an advertising campaign; they will plan the best way to tell everyone about a wonderful new Widgets product; first, interns will think about information from market research, then identify target customers, then decide how to best reach them; interns need to be smart...use regular methods (e.g. magazines or social media ads) or be more creative (like a viral campaign)?; there's lots to do!

Review the file (page 59 >> 15 minutes)

Read aloud Miki's message at the top of page 59. Then distribute to each team a product proposal, an elevator pitch video (of the same product), a product review memo (which includes the same product), and a market research report from another team. This will only be one product per team -- the product that was selected in the Stage 3 business decision. In terms of classroom management, it is easier to distribute in rotation, rather than just redistributing randomly. Tell students that this is the product for which they will create an ad campaign in Stage 5, so first it is important for them to get to know it very well.

A: This is the first responsibility for the Stage 5 project manager, so make a point of telling project managers to do the work of sharing the information (proposal, memo, report, and video) with the team.

B: Give students time to complete the form, then have them compare their answers in teams and start discussing who the target customers might be.

Read out Miki's message at the bottom of page 59. Tell students that that is all for today, but until the next class you want them to keep in mind the product itself and also Miki's message: "How can we make this product even more exciting?"

Media blitz! (page 60 >> 20 minutes)

Read out Miki's message at the top of page 60. Then direct students' attention to the images, and ask them where the Widgets iShave Phone Case Shaver has been advertised: on TV; on shopping bags; on train platforms; on airships

A: Give students time to brainstorm as many ideas as possible. Be clear that they are not necessarily going to advertise their product in these ways, they are just generating possibilities at this stage.

B: Give teams time to discuss. Tell students to refer back to their target customers on page 59 and think about the best way to reach them.

C: Give students time to discuss and select the five best ideas, and provide reasons. Be clear that every team will be creating a video commercial as part of their wider ad campaign, which is why it is already written in for them. Elicit some ideas and reasons from students.

The medium and the message (page 61 >> 20 minutes)

Read out Miki's message at the top of page 61. Make the point to students that ads change in terms of style, size, content, colour etc. depending on what kinds of ad they are (i.e. depending on the medium). Therefore, as students design, it is important to keep the medium in mind (now is a good time to tell students that "medium" is actually the singular of "media", which they quite possibly did not know).

Read out the text below "Choose your media". Tell students that they will now draft designs for different ads, depending on their chosen media from page 60. They can use the shapes on the page (especially if they match their chosen media), or they can draft on a blank sheet of paper.

A: Have students draft some design ideas. Be clear that these are just drafts for now.

B: Have 3 students read out the example conversation. Then give teams time to share their own designs and discuss the ones they like. By the end of this discussion, teams should have made a decision on what types of designs will go with what chosen media.

Miki's ad campaign presentation (page 62 >> 15 minutes)

Read out Miki's message at the top of page 62. Tell students they will now see an example presentation, and that they should think of this as a model for their own presentations that they will give at the end of Stage 5. Be clear that they will be doing a team presentation, even though Miki is presenting by herself. Also be clear that teams will have to incorporate a video commercial into their presentation.

A: Play video 12 and tell students to take notes.

B: Give teams time to discuss the questions. Elicit answers from the class.

1. Posters on trains and bus stops; Ads on social media; a video; banner ads online; ads on outdoor magazines; a celebrity endorsement from a sport such as mountain climbing and marathon running.

2. Young (18-30); male or female; active; enjoy being outdoors; like to have the latest fashions and technology; don't drive.

3. Only run social media ads on rainy days, so they can save money on sunny, extend the campaign even longer, and reach people when they are thinking about getting wet.

4. A funny story about a young man who uses his xCover at Christmas to hang mistletoe above his head. She hopes it will go viral and get shared on social media.

END OF LESSON 10

Homework

Tell students to read pages 63-65 and to think of interesting ideas and angles for their video commercial, which they will work on as a team in the next class.

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LESSON 11 - PREPARE A VIDEO COMMERCIAL

Lesson 11: Overview

Today, students will:

1) Start preparing a team video commercial

Materials: Student Book pages 63-65; example student video commercials (available at Other Videos).

Lesson 11: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Prepare a video presentation (page 63 >> 20 minutes)

Read out Miki's message at the top of page 63. As students have already prepared this for homework, you can move through quite quickly. Make sure students understand the key point: Teams will actually make (film) their own video commercials.

A: Read out the instructions and give teams time to discuss their ideas. Elicit opinions from the class, and also ask for ideas for exciting commercials that could be made for the situations.

B: Have students discuss the ideas they've come up with for homework. Tell them it's OK to think up extreme, almost unbelievable situations (that's actually half the fun).

C: Give teams time to discuss and decide on the most interesting situation.

It's the end of the world! (page 64 >> 35 minutes)

Tell students that they are now going to develop the idea. The title refers to the fact that, if something bad happens to people because they didn't have the Widgets product, then that's the worst thing that could possibly happen to anyone...EVER (tell students that advertising is sometimes about exaggerating and going over the top). Then read out Miki's message at the top of page 64. Highlight the point that it's about scaring the consumer.

The point is that the man's relationship (and maybe his life) fell apart just because he didn't call his girlfriend when he was late, and because he didn't shave.

A: Give students time to discuss extreme, dreadful outcomes that they've prepared for homework. Encourage teams to keep developing the ideas: "The man loses his watch...and then what? He is late for a meeting...and then what? His boss promotes his rival over him...and then what? etc. etc.

B: Give teams time to storyboard the outline of their story with simple sketches.

Wait -- there's a solution! (page 65 >> 35 minutes)

Read out Miki's message at the top of page 65. Explain to students that first you set up the problem, then you give the solution -- the Widgets product!

C: Give students time to discuss positive outcomes that they've thought about for homework. Again, encourage students to keep developing the ideas: the man is on time for the meeting but his rival is late...and then what? His boss invites him to his house for a barbecue...and then what? He arrives at the barbecue (on time) and the boss, over a 100-year-old glass of Scotch, invites him to head up the new office in Hong Kong etc. etc.

D: Give teams time to storyboard the outline of their story with simple sketches.

Tell students that this is now the basis for their video commercials. Of course, they can flesh it out however they want, and if they have other creative ideas for the commercial they are welcome to follow those. Tell students that they should work on a script, think of props and filming locations, who will act/direct/edit etc. Tell project managers that they are in charge of managing the creation of this video (and emphasise that this is to be filmed and edited together - it is not a live skit in class. Students' phones all have functions for filming and editing together simple videos). It needs to be ready by the class after next, but in the next class students will be working on an ad campaign presentation as well, so they should aim to get the video completed as soon as possible.

END OF LESSON 11

Homework

Complete video commercial.

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LESSON 12 - BRINGING IT ALL TOGETHER

Lesson 12: Overview

Today, students will:

1) Begin preparing for an ad campaign presentation

2) Watch student examples of ad campaign presentations

Materials: Student Book pages 66-69; example student ad campaign presentations (available at Other Videos).

Lesson 12: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Bringing it all together (pages 66-69 >> 90 minutes)

Read out Miki's message at the top of page 66. Highlight the key points that this will be a presentation that includes all of the components Miki lists out. Tell students that the video commercial is to be shown at the relevant moment during the presentation. They can stop the slideshow and play the video or, better, they can embed the video into the slideshow.

Project managers have responsibility for making sure everyone in the team is working on something and that the presentation will all have come together by the presentation date. Tell students that the presentation, including showing the video commercial, will be the next class. Also emphasise that all students must speak - this is a team presentation, not an individual one. They will be evaluated as a team.

Now is a good time to show the example student ad campaign presentations.

'A:-E: Give students the rest of the class to start/continue preparing all components.

END OF LESSON 12

Homework

Complete ad campaign presentation and video commercial by the next class.

Note: Since students will be doing a slideshow presentation and showing a video in the next class, make sure the classroom has a computer, projector and speakers. If not, be sure to book an appropriate classroom in advance of the next meeting, and let the students know where the following class will be.

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LESSON 13 - THE MAIN EVENT

Lesson 13: Overview

Today, students will:

1) Give an ad campaign presentation

2) Evaluate other ad campaign presentations

3) Evaluate their Stage 5 performance

Materials: Student Book pages 70-71; computer; projector; speakers; copies of presentation evaluation forms and Stage 5 self-evaluation forms (both available at the Downloadable Forms page).

Lesson 13: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

The main event! (page 70 >> 90 minutes)

Start by checking with project managers that the presentations are all ready.

Distribute copies of the ad campaign presentation evaluation forms (See the TBL Assessment page for more detailed information about assessment within Widgets). Tell students that you will give them time at the end of each presentation to fill them in and you will collect the forms at the end of the class.

Decide which team will go first, and have them set up. If there are not too many teams in the class, you could consider having a Q&A session after each presentation.

END OF LESSON 13

Homework

Paperwork! (page 71 >> homework)

Distribute copies of the Stage 5 "Paperwork!" form. Tell students that they can use the form in their textbook as a rough draft, but they will submit the final printed copy to you in the next class.

Don't sell yourself short (page 72 >> homework)

Before the next class, tell students to read the online article on page 72 and answer the questions.

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

Before the next class, tell students to read all of the job announcements on page 74 and complete A and B.

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STAGE 6

LESSON 14 - DON'T SELL YOURSELF SHORT

Lesson 14: Overview

Today, students will:

1) See the influence they've had on Widgets Inc.

2) Watch a video and learn about their final task

3) Look at permanent positions within Widgets and consider which ones would suit them

4) Reflect on what they've achieved while at Widgets

5) Learn about resumes and start drafting their own

6) Learn about cover letters and start drafting their own

Materials: Student Book pages 72-79; Video 13 (available at Course Videos).

NOTE: Since there are no team tasks for Stage 6, you might consider mixing the class up for this final stage. They have been working with the same students a lot, so it will be good for them to have a change for the last stage.

Lesson 14: Lesson plan

Start by collecting the Stage 5 self-evaluation forms from each student. This is also a good time to give feedback on the ad campaign presentations that they gave in the previous class. See the TBL Assessment page for more detailed information about assessment within Widgets.

Water cooler chat (pages 84-85 >> opening)

In this and future classes, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Don't sell yourself short (page 72 >> 5 minutes)

Start by focussing on the title of the stage, written at the top of page 72. Tell students that to "sell yourself short" is an English expression meaning that you don't consider yourself valuable enough, or you don't present yourself as valuable enough. So, the message is NOT to do that; know your own worth and don't be shy to tell other people that value.

As students have already read this for homework and answered the questions, just provide the answers.

A:

• It's about the recent successes of Widgets Inc., with profits up 230% from last quarter (i.e. previous 3-month period).

• It means that the stock value of Widgets has increased 14.5 points. Put simply, the company is now worth more.

• She is the CEO. Some analysts have called her the new Steve Jobs.

• The new group of interns.

• She recommends keeping the new talent (i.e. interns) on board (i.e. working for Widgets Inc.)

• Questions and answers will vary.

• Questions and answers will vary.

All good things... (page 73 >> 20 minutes)

Read out Miki's message at the top of page 73. Explain to students that this final video call will actually be from all three of the co-founders.

A: Play Video 13 and have students make notes below each photo.

B: Give students time to discuss their notes with a partner, then elicit answers from the class.

Miki: it's the end of the Widgets internship; interns have all done a fantastic job and the co-founders are happy; she loved the ad campaigns; she thinks the products will sell all over the world; one last task--apply for permanent full-time positions at Widgets; prepare and submit a resume; participate in an internal job interview.

Jessica: in the orientation stage, they got to know each other quickly. They were so creative and hardworking in the R&D stage -- there were some brilliant ideas.

Titus: they are the best interns Widgets has had; they made smart business decisions; they presented market research findings clearly and with style -- a combination of enthusiasm and insight.

C: Play Video 13 again if necessary. have students check their answers with a partner and then elicit answers from the class.

*apply for permanent full-time positions

*prepare and submit a resume, all of your achievements

*participate in an internal job interview

The right person for the job (page 74 >> 10 minutes)

Read out Miki's message at the top of page 74. As students have already prepared this for homework, you can move quickly through this, with students just sharing their selections and reasons. Highlight that students are applying for a full-time position at Widgets, and the available positions are listed on this page.

A: Students have already done this for homework.

B: Have students share their reasons in pairs.

Looking back, looking forward (page 75 >> 25 minutes)

Read out Miki's message at the top of page 75. Tell them that this is where they will reflect on what they've done during their intern training, as this will help them create a strong resume.

A: Give students time to discuss the questions in pairs. There are no right or wrong answers, but elicit ideas from the class.

B: Give students time to complete the sentences and write two more. Have students compare their sentences in pairs.

C: Read out the instructions. Give students some time to think, then have two students read out the example dialogue. Then give students time to discuss their ideas in pairs.

Write a resume (pages 76-78 >> 15 minutes)

Read out Miki's message at the top of page 76 and focus attention on the resume example of page 77. Tell students that they will be able to use this as a guide for their own resumes.

A: Read out the instructions and give students time to read the resume and write their ideas about how it is different.

B: Give students time to compare their ideas in pairs. Elicit ideas from the class.

Answers will vary, but possible differences include: not including age; not including gender; showing most recent experiences first; the use of bullet points; not writing into a pre-prepared table template; including a slightly more subjective "skills" section at the end; etc.

C: Tell students they will now draft their own resumes, using their experiences at Widgets Inc. for detailed content (so they should look back to their answers on pages 74-75). Students can draft on the blank template on page 78, or they can start working directly on a computer. Students are to start now but finish for homework.

D: Read out the instructions, and tell students that they are to prepare their resume on a computer (and print it out) by the next class. Read out the tips at the bottom of page 76, emphasising the bulleted points.

Write a cover letter (page 79 >> 15 minutes)

Read out Miki's message at the top of page 79. Highlight that people need to send a cover letter whenever they send a resume or CV to a potential employer. Students are also to write a cover letter to accompany their resumes, and they will also submit these in the next class.

Give students time to read through the example cover letter on page 79 and tell them that they can/should use this as a model for their own cover letters. Of course, their cover letters should also be typed on a computer and printed out.

Emphasise that they shouldn't just repeat the resume, but do the following: briefly introduce themselves; concisely summarize their education, work experience, and skills; end the letter politely. Stress that the tone is formal. Students should follow the format given on page 79.

END OF LESSON 14

Homework

Complete resume and cover letter.

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LESSON 15 - THE INTERVIEW

Lesson 15: Overview

Today, students will:

1) Watch a video of an example job interview

2) Take part in job interviews (both as interviewer and interviewee)

3) Evaluate their Stage 6 performance

Materials: Student Book pages 80-83; Video 14 (available at Course Videos); example student interviews (available at Other Videos); Stage 6 self-evaluation forms (available at Downloadable Forms).

Lesson 15: Lesson plan

Water cooler chat (pages 84-85 >> opening)

In this class, time will not be given explicitly to water cooler chats. However, you should tell students that as soon as they come into every class, they should take their seats and start speaking with their classmates ('fellow interns') in English. They should automatically turn to the water cooler chat cards on pages 84-85 and start speaking in English, as they practised in the previous class, using a different prompt card each time. They should not wait for your instruction to begin this, and they are to continue while you set up the classroom, take attendance, etc.

Face to face (page 80 >> 30 minutes)

Read out Miki's message at the top of page 80. Tell students that "HR" means "Human Resources". They will now watch a video of a Widgets intern interviewing for a permanent position.

A: Play Video 14. Tell students to watch and make notes.

B: Give students time to discuss their opinions.

C: Play Video 14 again. First, tell students to make notes in the yellow paper to the right of pages 80 and 81. Then they should use their notes to complete the blanks in the speech bubbles (note: the student responses don't have to match the text word for word)

1. Yes, I grew up in the U.K. and China, and I spent some time studying in Japan as well; After that, I traveled around Asia and South America for about nine months; Finally, I joined Widgets in Hong Kong.

2. Yes, that was the Guilt Jar; It was very simple. It was a cookie jar that says things to you every time you open it; My team also did market research and designed advertising campaigns for other Widgets products.

3. Let’s see, I was project manager for the ad campaign on the xCover, and that sold really well.

4. Well, I was sometimes a bit shy to speak out; I guess I could have expressed myself better; In the future, I will make sure that I say what I think, because every opinion is important.

D: Give pairs time to discuss the questions and then elicit opinions form the class.

E: Allow pairs time to practise role-playing. Tell students this will be good practice for the actual interview that is coming.

The interview (page 82 >> 50 minutes)

Read out Miki's message at the top of page 82. Tell students that it is important to prepare for any interview by predicting/pre-empting what sort of questions they might be asked, and preparing responses to those questions. Students should already have thought about answers to general questions 1-3 in the previous activity. Now they will think about more specific questions.

A: Put students in pairs. Tell them to swap resumes and cover letters. After reading them, they are to think of three more questions they could ask. Have students write these down.

B: Now tell students to take turns interviewing each other, using the three given general questions and the three more specific questions.

C: After each interview, students are to evaluate the performance in the form on the page, and give their feedback to their partner. After that, the pairs should switch and do the interview again, with roles reversed.

This is the end of the Widgets Inc Internship program. Read out Miki's message at the bottom of page 82. Tell students that, as Miki says, they should now look to use their knowledge and experience and change the world!

Paperwork! (page 83 >> 10 minutes)

Distribute copies of the Stage 6 "Paperwork!" form. Tell students that they can use the form in their textbook as a rough draft, but they are to submit the final printed copy to you at the end of today's class.

END OF LESSON 15

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