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(45') Project 1 as group effort. We'll go with the "Smart Pizza Buyer" project. Initial reminder about "Why don't they just do the math?" What will be in the "box" (for teacher, for students?) Initial walk-through to survey the activities and the language they might employ. Mapping the project onto the language (at which level?) Timing the activity. Advanced question: How could the project include resources to adjust it to learners with higher-level language skills, or allow the learner identity to be something other than an individual pizza purchaser?
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First hour: SpeakEasy maintenance: 1) confirmation of the plan to divide tasks (se my email of 14 April) - Maggie and I maintain card production and sales, you others (and I) develop the Marching Orders and try out shorter modules, with pedagogical discussion. Do we want to sell on Earth Day next week? 2) A shorter module: Our manufacturing policies, processes and equipment - top management and key department people critique describe them, critique them, and explain, step-by-step, the printing and cutting operations. Another such: the sales operation to handle individual inquiries: the kit, steps, monitoring, money-management (modals? prepositions? conditional / temporal clauses?) 3) Pedagogical issues: a) supporting vocabulary building (Condron email; idea: unsere Fachleute sprechen!); b) value of realia; c) how much to assign in advance; comments: main topic was what the salesperson's saleskit would be like, and how that would relate to the training the sales staff should have; further discussed in WBF-BC by-arrangment course on Monday, 19 April: dimensions of fall campaign to increase sales "presence"
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