What is the BBC?

In this class, I presented the British Broadcasting Corporation to the students using these slides and they then characterized the organization together and also thought about its strategy, micro environment and how it differs from other organizations they've studied.

Geoff Marshall [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons

Stategy and the Ansoff Matrix

In this class, we worked on an article about the four different marketing strategies in the Ansoff matrix, particularly specialization and diversification. We used this worksheet to gain a deeper understanding of the terminology and the advantages and disadvantages of different strategies. Finally, we did this task to check that everyone had understood the new notions and to prepare for the Bac sujet for the following week. 

Job Interviews

For this class on job interviews, we used part of this lesson plan, namely the images from the warmer and worksheets 6 and 7. We then used the exercises on self-evaluating our good and bad points in TJ Taylor's English for Job Interviews.

Stereotypes Part 1

To follow on from our work on the film "L'Auberge Espagnole" we worked on different national stereotypes, firstly about English-speaking countries and after about France and French people.

Created with Padlet

L'Auberge Espagnole Part 2

We started this session with a Flipquiz and/or corrections from last week's role-play. We then watched another two scenes from the film using this worksheet. 
William's ideas about the Spanish and the Germans will lead in to some work on stereotypes within the Spaces and Exchanges theme. 

PESTLE Analysis

Today, we went talked about how to use a PESTLE analysis to analyse a company's macro environment. We used this article and a worksheet to understand each of the factors (political, economic, social, technological, environmental, legal) and applied them to Harley Davidson, the company whose micro environment we had studied the previous week.

L'Auberge Espagnole Part One

First, the students had to make the connection between the following pictures and if possible explain the film briefly to the others if they'd already seen it.

Created with Padlet

Then we watched the following scene from the film and the students answered comprehension questions about it using this worksheet.

Finally, the students did a flat-hunting role play in groups of 4. One was a French person looking for a flatshare in the UK/USA. The others were 3 flatmates of different nationalities looking for new flatmate. They had to ask each other questions about the flat and the potential flatmate to see if the new person would be a good 'fit' for their apartment. Here are the instructions to show the students.

Micro Environment

The students read this text quickly and had to find subheadings for the different paragraphs labelled 1-6 to revise the micro environmental factors affecting a business. The original text can be found here. Afterwards, for a business of their choice (preferably one they had already talked about or seen in class), they had to identify and explain the different micro environment factors affecting it. They then gave a quick presentation to the other students about their company and its competitors, suppliers, customers, employees, media, and shareholders.

Coca Cola Christmas Adverts

In the second last session before Christmas, we spent about half an hour watching and discussing the Coca Cola Christmas adverts. The students really enjoyed working on these ads. We talked about the different elements of the adverts: the music, what we see, the Christmassy elements. We also compared the "classic" advert to the new ones.

Original Coca Cola Christmas Advert 

Christmas 2010 and 2015 versions

Motivation Pyramid Discussion

The students had to read this text and put the subheadings in the right place. The original blog post can be found here. In the following session, the students did a pyramid discussion activity. First, they had to classify the factors from most to least motivating according to their opinion. Afterwards, they worked in pairs/small groups to agree on the most/least motivating factors for the group. We then discussed this as a whole class and compared the choices of the different groups.