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English demo


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Symposium for CLIL in a plurilingual community of practice 2017

Published in: Education
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English demo

  2. 2. Outline 1. My elementary course 2. Demonstration of one unit (topic: niche marketing) • Pick out some activities • Experience some of them today 3. Conclusion
  4. 4. My Elementary Courses • Problems related to teaching elementary courses • Low proficiency • Less motivation • Embarrassed by peer pressure • Safe environment for learning • Group works with different members • Encourage all the students to speak up in every class
  5. 5. From LOTS to HOTS LOTS (Lower Order Thinking Skills) HOTS (Higher Order Thinking Skills)
  6. 6. 4Cs Content Communication Community/ Culture Cognition Coyle, Hood, & Marsh, 2010
  7. 7. Textbook • Academic Connections 1 (Pearson Longman) • 4 skills integrated with scaffolding • Variety of topics (8 units: Psychology, Ecology, Literature, Chemistry, Art History, Marketing, Communication) • Unit 7 Marketing
  9. 9. Organization of Unit 7 Critical thinking activity Writing Listening Reading Introduction Demo Demo
  10. 10. Introduction 1. Introducing the word “niche market” 2. Introducing the word “target customers” 3. Activity using websites from Japan 4. Activity using websites from the Philippines
  11. 11. Introduction 1: Definition of “Niche Market” • Niche is a specialized but profitable segment of the market. (Oxford Dictionary of English) • Niche marketing is the practice of dividing the market into specialized areas for which particular products are made. A niche market is one of these specialized areas. (Cobuild for Advanced Learner’s English Dictionary) Niche market Small and specialized area
  12. 12. Introduction 2: Definition of “Target Customers” • the type of person that a company wants to sell its products or services to. (Cambridge Business English Dictionary) Target customers Customers the company wants to sell its product or service to
  13. 13. Introduction 3: Activity using websites • Websites of products or services in niche market • Pair work: Discussion “Who are the target customers?”
  14. 14. Introduction 3: Activity Using Websites Who are the target customers? • Showed the website of a fitness gym • Curves:
  15. 15. Introduction 3: Activity Using Websites This is aimed at women.
  16. 16. Introduction 3: Activity Using Websites Who are the target customers? • Showed the websites of glasses • Aigan for yu:
  17. 17. Introduction 3: Activity Using Websites The target customers of these glasses are people who wear glasses and want to read books in the bath.
  18. 18. Introduction 4: Activity Using Websites from the Philippines •Introducing “Jollibee” • Fast food restaurant chain in the Philippines • Website • Discussion questions • Who are the target customers? • What are the unique characteristics of the fast food restaurant?
  19. 19. Who are the target customers? What are the unique characteristics of the fast food restaurant? • Showed the websites (pictures and menu) • Jollibee:
  20. 20. Discussion Questions • Who are the target customers of Jollibee? • The target customers are children and their family. • What are the characteristics of Jollibee? Can you find any differences between other worldwide fast food chains such as McDonald’s or KFC? • They have noodles and rice menus which are traditional Philippine dishes that people eat at their home. • It is an example of niche marketing because they are only aimed at people who like Philippine cuisine.
  21. 21. Store Locations • Showed the world map •
  22. 22. Why is This CLIL? • Niche marketing • Target customers Content • “This is aimed at” • “People who …” Communication • Pair work • Discussion Community/ Culture • Understanding the content • Applying the concept of niche marketing to other businesses Cognition
  23. 23. Reading • Read the materials from the textbook • “Jollibee: A Niche Market Success Story” • Understand target customers of Jollibee and their marketing strategies from the passage
  24. 24. Listening • Listen to the material from the textbook • Lecture “The Power of Niche Marketing” • Answer comprehension questions
  25. 25. Writing •Aim: to learn persuasive language • “I am confident that my … business will succeed here, because …” • “I strongly believe that my business would be a very profitable investment for you.” •Comparison of good and bad persuasive paragraphs
  26. 26. Critical Thinking Activity •Based on the activity from the textbook •Added communicative and critical thinking aspects •“Looking for someone to invest in your business”
  27. 27. Critical Thinking Activity: Looking for Someone to Invest in Your Business • Situation: Imagine you are a small business owner marketing this product/service. You want to start your business, but you don’t have money. So, you are looking for someone to invest in your business.
  28. 28. Critical Thinking Activity: Looking for Someone to Invest in Your Business • One day, you met a group of rich people. They can invest your business if they are interested in and they see the possibility of success. This is the big chance for you. You want to persuade them to invest in your business. Investors People who want to start new business
  29. 29. Procedure 1. Each business owner explains their business. 2. Investors listen and ask some questions in order to find the best business. 3.Lastly, each investor chooses the best idea from the group. Investors People who want to start new business
  30. 30. Scaffolding • One class before • Showed some examples from the textbook • Showed my example “Students’ lounge” • Gave a handout for homework • Before the activity • Time to underline “persuasive language” • Started from small groups, and move to larger groups
  31. 31. Instructions on Handout • “My name is _____________, and I am starting a business. I have developed a strong plan to make my business successful.” • Then explain your business. Benefits, target customers, etc. • Also tell the investors how it will succeed. Use persuasive language (p. 124). See paragraph B on p. 132.
  32. 32. Let’s Try •Now, you are going to prepare for the meeting with investors.
  33. 33. Let’s Try 1 • Think about a product/service you want to sell. Who are the target customers? 2 • Share your idea with your partner. Explain all benefits that your product or service has. What are your unique selling points?
  34. 34. Target Customers & Product/Service Target customers Product/Service People who are conscious of health Fruit drink with vitamins Children Breakfast bar in the shape of a popular cartoon character Dutch immigrants in New Zealand Stroopwafels Business people and students Onsen and spa in Yotsuya
  35. 35. A Student’s Example 1 • Ramen restaurant in France • “I am starting a ramen noodle restaurant in France. Today ramen noodles are liked by everyone in France. Also many people in foreign countries have an interest in them. And I can sell ramen noodles inexpensively other traditional Japanese food such as sushi and tempura. In other words, French person enjoy Japanese original taste easily. So I want to open a ramen restaurant in France.”
  36. 36. A Student’s Example 1 • “Obviously this ramen noodle restaurant will be very popular. These days, Japanese culture is drawing attention over the world, especially in France. For example, Paris have held Japan Expo, which introduced Japanese culture. And ramen noodles have many kinds of flavor such as miso, shio, tonkotsu, and shoyu. So I am confident that French people certainly find their favorite taste. I believe this restaurant would be successful.”
  37. 37. A Student’s Example 2: Breakfast for Students • “I am confident that my breakfast business will succeed here, because there is many kinds of students. They must want to eat it easily. This breakfast is 300 yen. There are rice, bread, miso soup, salad, cooked egg, and so on. According to the survey from internet, it asked 400 students. There is 322 students who are eat breakfast. It is necessary for them to provide breakfast. I strongly believe that my breakfast business would be a very profitable investment for you.”
  38. 38. Why is This CLIL? • Niche marketing • Target customers Content • “I am confident that …” • “I strongly believe that …” Communication • Group work • Q&A Community/ Culture • Analysing/Creation • Evaluation Cognition
  39. 39. 3. CONCLUSION
  40. 40. Reflection on the Class • The textbook was exploited to make CLIL activities. • Authentic materials are used. • Most students participated actively. • More language aids were needed.