Widgets Inc.
Marcos Benevides • Chris Valvona
Welcome to Widgets Inc., a different kind of English language course!
Widgets is a business themed communication course using a task-based approach to language learning. It is designed for classes of 12 to 40 young adult or older students who are placed into teams in order to complete a series of connected projects.
Great for mixed-ability classes from Pre-Intermediate to High-Intermediate!
• CEFR B1 and above: students are engaged and challenged at their own level of achievement even while working together in mixed-level teams. Task situations provide useful language and excellent incidental practice for TOEIC speaking and writing components.
• Integrated skill development : students develop fluency and confidence in speaking, listening, reading, and writing via discussions, presentations, self and team evaluations, report writing, viewing video instructions, and many more highly-contextualized tasks.
• Meaningful assessment : students are assessed primarily by task outcome in accordance with Communicative Language Teaching and TBLT principles; however, a secondary focus on the use of language forms is still possible.
Widgets is arranged by task complexity, not language complexity!
The course starts with fairly easy tasks, and quickly builds to more complex projects. This puts the focus and the challenge of the course on the practical use of English, rather than on passing language tests. It also encourages students to develop fluency and confidence in using English in ‘real world’ situations.
Widgets Project Sequence
Stage 1 Interns join the company orientation
Stage 2 Teams prepare new product proposals
Stage 3 Teams discuss and evaluate product proposals
Stage 4 Teams perform market research on the product
Stage 5 Teams plan a multimedia advertising campaign
Stage 6 Interns prepare a resume and interview for a job
Second Edition
Widgets Inc.
A task-based course in workplace English
DIGITAL EDITION
This edition of the Widgets Inc. coursebook is available for purchase online. Please visit www.widgepedia.com for digital purchase information. The print edition is available internationally from www.englishbooks.jp
You may print any part of this legally purchased coursebook for your own use. Teachers, please encourage your students to purchase their own copy. It is your support that keeps us in business, writing quality books for you!
Thank you, Marcos and Chris
Intern name: Supervisor:
Project Team:
VISIT WIDGEPEDIA.COM
TO ACCESS COURSE VIDEO, LESSON PLANS, DOWNLOADABLES, AND MORE!
Widgets Inc.: A task-based course in workplace English by Marcos Benevides and Chris Valvona
Published by Atama-ii Books, Tokyo
Printed in Hong Kong
© 2018 Atama-ii Books
All rights reserved; this publication may not be reproduced, in whole or in part, without the prior written consent of the publisher.
This is a work of fiction. Any resemblance to actual persons, organizations, or events is purely coincidental. References to trademarked properties are made in respectful compliance with the doctrine of nominative fair use, and do not imply endorsement.
Contact: publisher@atama-ii.com.
Print version ISBN 978-194-11-4000-0
Publisher: Marcos Benevides
Project Editor: Chris Valvona
Consulting Editor: Rachel Wilson
Designer: Junko Takahashi
Principal Illustrators: Harry Kearns, Marcos Benevides
Legacy illustrators: Marcio Benevides, K. Y. Chan, Bernd Wong
Video Production: Jack Henry, Wide Island Films
Commissioned photography: David Chapman
Stock photography: DepositPhotos, Shutterstock
Soundtrack: Crescent Music
Video Talent: Shizuka Anderson (Jessica), Ben Deluca (Titus), Mami Sue (Miki), Iselita Arlen (Lily), Aaron Dods, Chris Valvona, Kayla Johnston-Mitchell, HenryAberle, Takato Yoshino, Leah Wood,
Franklin Sussman, and Kei Masuda.
Acknowledgements:
The number of people who have supported or guided Widgets over the past decade has grown too large to list without invariably leaving someone out. From the dedicated staff at Pearson Japan, to the dozens of colleagues who trialed or reviewed the original book, to the hundreds of teachers who have supported us at JALT and around the world, and the thousands of students who have shared with us their creativity in the classroom, we owe you much more than we can possibly say in one paragraph. We know that we would not be here without your wind at our backs.
With this new edition, a special note of thanks should go to Mark Firth for his tireless availability for feedback, and to Sayaka Toshikiyo, Ryo Inui, Rilla Roessel, Ben Dyer, Amy Lee, and Alastair Lamond for helping us transition the book into its new incarnation. We also cannot forget Michael Tom, who set such an extraordinarily high editorial bar that we’re still trying to live up to it ten years later. Finally, three names are hereby inducted into the Widgets Hall of Fame for their absolutely outstanding support and guidance since the very beginning. They are Michiyo Mitamura, Steve King, and Marc Helgesen; thank you, from the bottom of our hearts.
To the teacher
Welcome to Widgets Inc., a different kind of communication course!
Widgets is a task-based business themed course using a communicative approach to language learning. It is designed for classes of 12 to 40 students who are at a pre-intermediate level or above (CEFR B1+). The course is ideal for building English communicative fluency and confidence while developing practical workplace language and skills.
What makes Widgets different from any other coursebook is its focus on creating a believable “reallife” English-speaking environment in the classroom. Students imagine that they are new interns at a fictional company where they work together in small teams to perform a series of carefully linked tasks and projects.
Widgets begins with an orientation where interns meet each other and learn about the company. Then, it moves through four increasingly challenging stages of a product-development cycle. Finally, the course ends with a job interview task in which the interns can highlight their newly developed or acquired skills.
The stages of the course are sequenced by gradually-increasing task complexity rather than by the usual grammar syllabus. This means that Widgets starts with fairly easy tasks (e.g. shaking hands and meeting coworkers), and builds up to relatively complex tasks (e.g. delivering a multimedia presentation or preparing a resume). The primary focus of the course is always on the practical use of English for communication, and task outcomes (rather than language tests) provide valid criteria for proficiency development and performance grading.
Students are able to succeed because all course work is realistically connected – that is, all of the team projects, conversations, presentations, reports, and interviews are presented in the context of the larger simulation. This means that even lower-proficiency students can draw from their background knowledge and follow what they are being asked to do, and why. In other words, the effect of the extended simulation reduces language anxiety and builds confidence.
The following two pages offer an overview of the course. In brief, at each of the core stages (2-5), product ideas are created, evaluated, improved, and then passed on between teams.
Widgets is easy to use. However, we cannot stress enough that it really is different from other courses you may have used before. Therefore, we strongly suggest that teachers familiarize themselves with the whole student book before beginning to teach the course. It is particularly important to set aside enough time for preparation and presentation tasks, as these can be longer than they appear on the page.
Visit widgepedia.com to access the video components, lesson plans, and other resources to help you plan and manage your course.
Our very best wishes – and please let us know how you get on!
Marcos
and Chris widgets@atama-ii.com
1
Welcome aboard: Orientation Task Complexity:
Teacher
The teacher introduces the Widgets Inc. concept to students, presents videos about the company, and guides students through a series of short get-toknow-each-other activities.
Student
The student begins the Widgets training program as a newly-hired intern. They get to know other interns, listen to video instructions, and learn about the company. At the end of Stage 1, each student completes a self-evaluation form.
Team
2
Outcome Student s participate in short tasks such as self-introductions, greetings, shaking hands, making conversation, and learning about the company through videos and readings.
Think outside the box: Brainstorming product ideas Task Complexity:
Teacher
The teacher places students into small permanent teams of 3-4 members, then guides the teams through a brainstorming process and preparation for an ‘elevator pitch’.
Student
In teams, each student brainstorms several product ideas, then prepares a product proposal and an elevator pitch on their best idea. At the end of Stage 2, each student completes a self-evaluation form.
Team
The team chooses a project manager, who then helps guide team members to brainstorm and choose their best ideas and to prepare product proposals and elevator pitches. The project manager participates in a performance interview at the end of the stage.
Outcome Each team produces four product proposal forms (main Stage 2 writing task) and four elevator pitch videos (main Stage 2 speaking task), one of each per team member. These are collected by the teacher for assessment and to be distributed to new teams in Stage 3.
3
Call the shots: Choosing the best product idea
Task Complexity:
Teacher
The teacher distributes the Stage 2 product proposals and elevator pitch videos to a new team, then guides the teams to discuss and choose the one best idea and prepare a poster presentation.
Student
Each student helps their team in discussing product ideas, choosing the best one, and preparing and delivering a poster presentation. At the end of Stage 3, each student completes a self-evaluation form.
Team
The team chooses a new project manager, who then guides the team to discuss product ideas and to prepare the team’s written report and poster presentation. The project manager participates in a performance interview at the end of the stage.
Outcome Each team produces a one-page SWOT analysis report (main Stage 3 writing task) and participates in a poster presentation (main Stage 3 speaking task). The report is collected by the teacher for assessment and to be distributed to a new team in Stage 4.
4
Know your market: Doing market research on a product Task Complexity:
Teacher
The teacher distributes the Stage 2 product proposals and Stage 3 SWOT analysis reports to new teams, then guides teams to identify and research the market, find out what customers think of the product idea, and present their findings to the class.
Student
Each student helps their team to do market research on the idea, including getting and analyzing information, and presenting it to the class. At the end of Stage 4, each student completes a self-evaluation form.
Team
The team chooses a new project manager, who guides the team through the market research process and also helps to organize a presentation of the team’s conclusions. The project manager participates in a performance interview at the end of the stage.
Outcome Each team conducts a focus group then delivers a formal presentation of their findings (main Stage 4 speaking task), including a slideshow and handouts (main Stage 4 writing tasks). The handout is collected by the teacher for assessment and to be distributed to a new team in Stage 5.
5
6
Get the word out: Preparing an advertising strategy Task Complexity:
Teacher
The teacher distributes Stage 2, 3, and 4 materials to new teams, then guides them to plan an advertising campaign based on the market research findings, and present it to the class including several components –for example: a video commercial, a billboard ad, a music jingle, social media posts, etc.
Student
Each student helps their team to prepare an advertising campaign and a multimedia presentation based on the proposed ideas. At the end of Stage 5, each student completes a self-evaluation form.
Team
The team chooses a final project manager, who guides the team members to plan a multimedia advertising campaign for their assigned product. The project manager participates in a performance interview at the end of the stage.
Outcome Each team presents an advertising campaign plan to the class, including several multimedia samples. These will include several main writing and speaking tasks, such as a video commercial, print ads, a social media strategy, etc. Other teams observe and vote on the ad campaign plan which is likely to be the most successful.
Don’t sell yourself short: Participating in a job interview Task Complexity:
Teacher
The teacher disbands the teams, then guides students through a job application process.
Student
Each student draws from their experience during Stages 1 to 5 to create a resume and to participate in job interviews. At the end of Stage 6, each student completes a self-evaluation form. Team
Outcome Studen ts prepare a resume and cover letter (main Stage 6 writing task) and participate in job interviews with other students (main Stage 6 speaking task).
To the student
Welcome to Widgets Inc.!
Get ready to begin your internship at Widgets Inc., the exciting startup company that creates useful products. To help you prepare, here are some important features of the Widgets Inc. Student Book.
Widgets Inc. executives
You will be guided through your training by the Widgets Inc. executives. When you see a green text box, read it carefully. The executives may have an important tip or extra information about your project.
Video calls
Sometimes, the Widgets Inc. executives may make a video call to give you instructions, advice, or show your team an example presentation. Review these video calls with your team, and watch again at home if you need to. You can also read the video scripts at the back of this book. The videos can be streamed or downloaded by going to widgepedia.com
Good luck!
Water cooler chat
Working all the time can be hard. Sometimes you need to take a break. You can go to the water cooler and chat with other interns at anytime before or after class, or during a special water cooler break. Talk about a recent event in your life, or try the water cooler chat cards on pages 84 and 85.
Project manager
From Stage 2 to Stage 5, you will need to pick a project manager for your team. Each team member will be the project manager at least once. The project manager is responsible for making sure that all team members are present, participating in the team project, and using English as much as possible.
Paperwork!
At the end of each stage of your training, you will be asked to evaluate your own performance at Widgets Inc. This will help you set your learning goals and measure your progress. Sometimes you may also be asked to evaluate other interns – be fair and try to give helpful advice!
Glossary
Look at the Glossary on pages 108 to 113 for definitions of new words. There is a space for you to take notes or write the definition in your own language.
CONTENTS
To the teacher page iii
To the student page vi
Stage 1 Welcome aboard page 2
Intern orientation: Get to know your fellow interns; learn about the company; participate in workplace conversations; meet the company executives; meet your team.
Stage 2 Think outside the box page 12
Brainstorming product ideas: In teams, choose a project manager; receive a recorded video call; think of new product ideas; write a product proposal form; prepare and deliver a one-minute video.
Stage 3 Call the shots page 26
Choosing the best product idea: In teams, choose a new project manager; analyze a product idea; agree and disagree politely; write a one-page report; give a poster presentation.
Stage 4 Know your market page 40
Doing market research on a product: In teams, choose a new project manager; prepare and conduct a focus group; analyze your data and make conclusions; prepare and give a group presentation.
Stage 5 Get the word out•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Preparing an advertising strategy: In teams, choose a new project manager; plan and present an effective multimedia ad campaign; produce example videos, social posts, print ads and more for the campaign.
Stage 6 Don’ t sell yourself short page 72
Participating in a job interview: Your training is now complete – take what you know and prepare a strong resume and cover letter, including all of your Widgets achievements. Finally, practice interviewing for a job.
1 Welcome aboard
Congratulations! You have been selected to work as an intern at Widgets Inc.
Widgets is a fast-growing international company. We specialize in exciting new technology. Soon, you will learn what it’s like to work with us. You will join a team of other interns, and together you will experience the hands-on Widgets training program.
Teamwork is very important at Widgets. Working together, your team will create, develop, and market new product ideas. You can learn important management and communication skills this way, but only if you are an active participant.
At the end of the training program –if your team is successful – you will be invited to interview for a permanent position in the company. We’re always looking for creative and hardworking new employees!
I look forward to meeting you at this year’s orientation. Bring us your enthusiasm, your creativity, and an open mind. I’m sure you’ll do really well!
All the best,
My Notes:
fast-growing-
specialize in-
hands-on-
Jessica Sparks Chief Technology Officer, Widgets Incorporated
your first day on the job!
Hi there! Welcome to the Widgets Internship Program. I’m Jessica, the CTO at Widgets. I’m going to show you around. But first, let’s get ready to meet your fellow interns. We’ll start by making nametags.
A Look at these example nametags.
HELLO
My name is
Michael
An interesting fact about me: I’m a drummer in a band
HELLO
My name is
Rachel
An interesting fact about me: I have a black belt in judo
B Read their “interesting facts”. Can you think of a question you could ask each person?
Michael: ?
Rachel: ?
C Now make your own nametag. Use this space to practice.
HELLO
My name is
An interesting fact about me:
Your ‘interesting fact’ can be anything. Think of something that people will remember about you.
Knowing how to shake hands is important when you want to make a good impression. Do you know the do’s and don’ts of handshakes?
A Read the advice below.
When shaking hands,
1. Al ways make eye contact and smile. This shows that you are friendly and honest. Looking away can seem like you have something to hide.
2. Use a firm grip –not too strong, not too weak. A strong grip can feel aggressive, but a weak gr ip can signal that you are not confident.
3. Le t go at the right time. For most professional situations, pump your hand up and down two or three times, then pull it back.
B Introduce yourself to the other interns. Shake hands, say your name, and say “Nice to meet you.” Ask a question about their interesting fact. Meet as many people as you can.
Welcome to Widgets!
OK, now that you’ve met each other, let’s learn about the company!
A Watch Video 1. Don’t worry if you don’t catch all of the information at first. If you can, complete the sentences below.
Welcome to Widgets. Your , Widgets was started years ago by three Widgets has in New York, Hong Kong, and
Meet Miki May, the of Widgets. A magazine called her a true of our time.
Titus Pinsch. This superstar CFO
Widgets' profits year after year.
Jessica Sparks. CTO and , she is the creator of many of Widgets' best-selling products.
B Check your answers with another intern. Don’t look at their answers –ask and listen!
C Watch Video 1 again. Take notes below.
D Now discuss Widgets with another intern. You can ask and answer the questions below, or ask your own questions. Continue until your supervisor asks you to stop.
What kind of company is Widgets? Is it big or small? Who started it?
What are some Widgets products? Do you want to use them? Why or why not? Does Widgets seem like a good place to work? Why or why not? Does Widgets remind you of any other companies you know?
5
Now that you know about the company, let’s look at some of the Widgets products in our online catalog.
A Read the product descriptions on pages 6 and 7.When you finish, write a comment about each one. Your comment can be positive or negative. Give each product a score from 1 - 5 stars.
iShave Phone Case Shaver
Call your friends! Check your messages! Shave your face! Now you can do it all with the Widgets iShave phone case!* The iShave is completely waterproof and can be washed clean in seconds. It also includes an extra battery, so your phone will last longer than ever. iShave colors include blue, pink, gold, and black. *Warning: Texting while shaving can be dangerous.
Comment:
X-Ray Fridge
We know you care about saving money, and so do we. That’s why we’ve created the amazing X-Ray Fridge, which can save up to 20% on your electric bill! Now there’s no more need to stand in front of your open fridge while you decide what looks good to eat. Instead, cameras on the inside send an image to the giant touch-screen on the door. Even better, download the app and keep an eye on that chocolate cake from anywhere!
Comment:
Scale Shoes
Do you often forget to weigh yourself? Sure, who doesn’t? Well, with the Widgets Scale Shoes, now you can check how much you weigh at any time of the day or night. Just stand up straight, tap your shoes together, and your weight displays across the toes. Easy! Have you ever wondered whether you’re a bit heavier on Mondays than on Fridays? No? Well now you won’t be able to stop wondering – so just go on and get Scale Shoes to find out!
Comment:
Soy Sticks
Do you love sushi, but hate opening those messy little soy sauce packs? Well now you can get Widgets Soy Sticks! These high quality chopsticks hold the perfect amount of soy sauce for one meal. Just press a small button at the top, and squirt the right amount of soy sauce from the tip. Soy sauce right where you want it, every time, with no mess. Sushi just got even better!
Comment:
Doggy BFF
We’re animal lovers here at Widgets. But sometimes we’re too busy inventing cool new products to give our best friend the walk he needs. So we did the next best thing: We created a best friend for our best friend! Set the Doggy BFF to follow an online map or use the Random Walk feature. And don’t worry: the Doggy BFF avoids roads and always returns home within one hour. Best of all, the extendable poop-scoop hand will clean up any mess that Rex tries to leave behind! Bow-wow!
Comment:
Kitty Floats
Everyone knows that cats don’t like water, but until recently, no one knew why. Now, our researchers have discovered the reason: they don’t want to drown! With the new Kitty Floats from Widgets, your cat will have nothing to be afraid of. Based on the same technology as ‘water wings’ for children, Kitty Floats keeps your pet safely on the surface of the water for hours!* Kitty Floats is also 100% bite-proof and scratch-proof. Mee-wow!
*Results may vary
Comment:
B Now work with another intern and discuss your comments and scores. Do you agr ee about which products are the best and which are the worst? Can you think of any way to make these products better?
Water cooler chat
It’s important to take a break. In most workplaces, there is a water cooler, a coffee maker, or a vending machine where co-workers often run into each other and chat. It’s a great way to be friendly and get to know your co-workers!
A Read these tips about how to have a short casual conversation.
1. Ask f ollow-up que stions
2. Don’t just say “ye s” or “no”. Give details.
What did you do last weekend?
Really? How far did you run?
Let’s see... On Saturday morning, I went jogging.
Answer, then ask another follow-up question: ?
Did you watch the big game last night? No.
3. Avoid long pauses. If the conversation stops, ask a new ques tion to change the topic.
Oh, hey, did you hear about the new Marvel movie?
Give a possible answer:
Oh. Did you do something else instead? Yes, ... and that's how you make glue!
You don't want to talk about movies. Politely change the topic:
B Watch Video 2. Can you find examples of 1-3 above?
1. A follow-up question: “ ?”
2. A det ailed answer: “ ?”
3. A change of topic: “ ?”
C Now it’s your turn. Look at the “Water cooler chat” cards on pages 84 and 85 for ideas. Continue the conversation until your supervisor asks you to stop.
The dream team
It was nice chatting with you. Now let’s get back to work. Soon your supervisor will put you into teams. But before that happens, watch this video about the very first Widgets team. caring confident creative decisive energetic focused friendly good with people good at business good with numbers hard-working a leader organized outgoing a perfectionist productive sensible a team player trustworthy
A Watch Video 3. How did the first Widgets team get started?
B Think about the three Widgets co-founders. Who best matches each personal quality? Add two other qualities.
C Discuss your answers with another intern. Do you agree about Miki, Jessica, and Titus? Do you think they are well balanced as a team? Why or why not?
D Now think about your own skills and qualities. What kind of a person are you? Write down some of the words from the list above which best describe you.
E Based on your answers, which Widgets co-founder are you most like? Tell your partner. I think I’m like Miki, because I’m decisive. I’m not like Titus, because I’m not good with numbers
Meet your team
OK, here we go! Now your supervisor will put you into a team. You will work together with this team for most of your time at Widgets, so get to know each other.
A Meet your team members. Shake hands and introduce yourself. You can talk about your personal qualities on page 9.
B Share your contact information with your team members. Important: only share what you want to share, and always respect your co-workers’ privacy!
Name:
Contact:
Notes:
Name:
Contact:
Notes:
Name:
Contact:
Notes:
Name:
Contact:
Notes:
Excellent. Now here is a team-building activity to get your team going!
C Think of a team name, a motto, and draw a logo for your team. You can make notes below.
Team Name: Motto: Logo:
Paperwork!
Complete the Intern Evaluation Form. When you finish, make a copy and give it to your supervisor.
What have I learned so far?
What can I do to improve?
Grading
I
2 Think Outside the Box
Today we’re going to start your training in the R&D department. R&D is short for “Research and Development”. It’s where all of the great Widgets products come from.
Before we get started, there’s one more thing we need to do. Your team needs to choose a project manager.
Take charge!
The project manager’s responsibilities are:
• to make sure all members are participating
• to make sure the team is speaking in English
• to lead discussions and to ask for opinions
• to be a spokesperson for the team
If your team does well, the project manager will receive much of the praise. If the team doesn’t do well, the project manager may receive the blame!
Everyone will be project manager at least once.
A What are some qualities of a good leader? Discuss with your team.
B Now discuss who should be the first project manager.
You should be project manager because you’re outgoing.
She should be project manager because she’s creative.
C Now vote. The Stage 2 project manager is:
I shouldn’t be project manager because I’m not decisive.
Creative inventions
Good, now let’s get your team and your new project manager warmed up! Take a look at some of my favorite creative ideas in history.
Simple ideas that changed the world!
Sometimes, the smallest idea can make a huge difference in our lives. You already know these ideas, but do you know what they are called? Or where they come from? Read on!
A Talk to a partner. What is the correct name for each product or idea?
a) road reflector
b) paint line marker
c) night lights
a) zipper
b) hook-and-loop fastener c) double-sided sticker
a) duct tape
b) memo paper c) sticky notes
B Do you know the brand name for the original version of these products?
Turn the page to learn how these products were first created.
C Read the description of how each product was created, and match the number fr om above.
In the 1940s, a Swiss scientist was walking his dog. He saw that burrs (small hooked seeds) stuck to his pants and to his dog’s fur. This gave him an idea: maybe he could create something like the burrs to hold things together. Today, this product is used on all kinds of items that need to hold together strongly, but also need to be easy to open and close. For example, jackets and children’s shoes.
In the 1970s, a scientist in the USA was trying to invent a new, extra strong type of glue. However, he accidentally created a very weak type of glue instead. At first, the glue seemed useless – but then he got the idea to put it on the back of small pieces of paper. He used them to mark pages in books or stick on things as notes. Today, more than 50 billion of these colored pieces of paper are sold each year!
In the 1930s, a UK driver noticed how animal eyes often reflect a car’s headlights along a road. This gave him the idea to make reflectors that could be put all along the road for safety. What’s more, by driving over these bumps on the road, a driver can feel that they are going off the road. Also, when a car drives over them, the reflectors sink against a small wiper, which keeps them clean and shiny. Genius!
D Work with your team. Can you think of some other simple ideas that have changed the world? Here are some popular categories and examples:
The project brief
Those were some great ideas, and that’s the kind of thinking we want here at Widgets. So let me get you started on your team project. There are four important steps.
STAGE 2 PROJECT:
Step 1: Think of some problems you have in your life.
Step 2: Imagine new ways to solve those problems.
Step 3: Wri te one product proposal per team member
Step 4: Give a short ‘pitch’ for each product idea
Your team will show that you are creative and can explain your ideas to other people. It’s easier than you think! Let’s have a quick video chat and I’ll explain.
A Watch Video 4 and take notes.
B Discuss with your teammates: What is Jessica’s message? What advice does she give?
C Watch Video 4 again. Do you still have any questions? Discuss with your team.
A Read the story.
Brainstorm!
The key to being creative is to start by identifying a problem that needs to be solved. Watch me coming up with a new idea. Hm, a sticky phone. It's interesting, but is it a good product idea? Good products should be: useful, safe, original, and possible to make.
C Would you think about buying this product? Why or why not? Start by thinking of a problem you have in your everyday life. Hmm… How can I solve this problem?
phone that sticks to the wall! Why didn’t I think of that before?
B Discuss the Sticky Phone. Is this idea useful, safe, original, and possible? Why or w hy not?
( ) useful?
( ) safe?
( ) or iginal?
( ) possible?
Video Scenes
Video scenes are available for free download or streaming at widgepedia.com
About the authors
Marcos Benevides is a teacher, researcher, author, editor, and publisher. His English language teaching books have been awarded many of the top international prizes in the field. He is especially interested in task-based learning, extensive reading, and educational publishing. He lives with his family in Tokyo, Japan.
Chris Valvona studied at Oxford University in England, and is now a professor at Okinawa Christian University. He has written many other popular English language teaching books for different companies. He lives in Okinawa, Japan with his lovely wife, Ayano.
