Overview In a 7 week course, learners will work in groups of 4 in weeks 4, 5 and 6 to innovate a new product, and will make

a digital presentation (audio only) on this to attract potential investors from the rest of the class. They will then post this to the Edmodo group, answering questions from their classmates to convince them to vote for their product on a poll. Class profile A B1-level business English class of 20 students aged 22 50. Most of them work in corporate environments, although there are 3 who are small-scale manufacturers. Aims To provide practice in: 1. Rehearsing for presentations and managing time. 2. Using presentation phrases (including signposting language) learned in class. 3. Using the voice effectively for presentations (viz. chunking)

Rationale The class has almost unanimously agreed that they would like out of class practice in giving presentations given the amount of other content on the course. The learners will have already learned the language to be practiced by week 4. The timescale 3 weeks Stages Week 1 In Class Following a lesson where students role-play executives of a smartphone manufacturer meeting to decide which competitor to takeover, the teacher tells students that they are going to innovate a new smartphone to help boost their market share. They are told that they will then make a digital presentation of 5-6 minutes on their product to attract potential investors. The teacher regroups them if necessary to balance out the teams with regard to language ability.

In their groups, the learners then map out the structure of their presentations (including whos presenting what part) based on organization methods learned in class. For example: 1. Capture the audiences interest 2. Introduce company (with mission statement), provide agenda 3. Explain need for product - provide statistics etc. The teacher will monitor this and provide feedback to the groups in class. At home The learners first use Wallwisher to brainstorm product features. This is to ensure that everyone can share their ideas without criticism, an aspect of brainstorming often lost on students. At the end of the week, the teacher creates small groups on Edmodo where the students can work together on their presentations (in addition to talking on the phone and ~10 mins per class to do this). The teacher monitors this unobtrusively, interfering only if there is a serious problem. Week 2 At home Students record their presentations on Vocaroo and post it to the Edmodo group by the end of the week. The teacher will have reviewed the presentation in their small groups to make sure there arent any glaring errors. The students then ask questions to the other groups on their products as potential investors. They also answer questions on their own products. Week 3 The teacher creates an Edmodo poll where the learners have to independently vote on their favorite product (they cannot vote for their own). The teacher announces the winners. Finally, he evaluates the presentations and provides feedback.

Technology available 1 computer and an IWB in the classroom, all learners have access to computers and the internet at home. They also all have smartphones, which they might use to make the recordings. The class has indicated that they are not comfortable being videotaped (for various reasons including cultural ones). The teacher's level of experience with technology 15 years of experience using computers and the internet, some of it as a web programmer. Been using ICT in teaching for about 6 months. Evaluation & feedback

As stated above, the teacher reviews their draft presentations before they finally post to the Edmodo group, although feedback is limited as it is a contest. Once the results are announced, the teacher does a general feedback session in class, where he points out the most common positives and areas for improvement, specifically with regard to presentation skills. He also lists some of the common errors found in the presentations. Each learner finally gets a presentation report, which judges their work on four criteria: 1) Content & structure (this will, of course, depend on the overall performance of the group) 2) Fluency 3) Accuracy 4) Use of voice