Eileen Kramer, Linda Wilkins, & Lisa Pontoppidan
Senior Lecturers
Center for English Language and Orientation Programs
(CELOP)
•
•
•
Has been teaching English language and
culture to international students for over 30
years
Core curriculum consists of Intensive English
Language and Culture, Academic English,
English for Science and Technology, and
English for International Business
Electives support core curriculum
Kramer, Wilkins, & Pontoppidan
•
•
Modules include small talk, telephone skills,
interviews and resumes, business meetings,
negotiating, and sales/marketing.
Students develop product ideas, write
business plans, and design a marketing plan.
Kramer, Wilkins, & Pontoppidan
Students work together to come up with a new
product, do a SWOT analysis, write a business
plan, and develop a marketing campaign that
includes filming a commercial.
Kramer, Wilkins, & Pontoppidan
•
•
•
•
•
•
Forming project teams
Coming up with a new product idea
Identifying target market
Doing a SWOT analysis
Writing a business plan
Designing a sales/marketing plan
Kramer, Wilkins, & Pontoppidan




Developed a working relationship in their
project teams.
Become solidly invested in their team’s
product idea.
Done the analysis of competition and target
markets.
Discussed how to successfully promote their
new product.
Kramer, Wilkins, & Pontoppidan
Task
Skills
Time
Project teams work
Using marketing/advertising
together to write their language; negotiating meaning;
scripts.
writing, listening, & speaking.
1.5 hrs
Rehearse the script.
Decide on props and
filming location.
Pronunciation, voice modulation, &
memorization; reading, writing,
speaking, & listening.
1 hr
Film the commercial,
allowing several
takes.
Using a video camera; working as a
member of a team; speaking &
listening.
2.5 hrs
Edit the commercial
using iMovie in
computer lab.
Learning & using iMovie;
negotiating changes & sound
effects, text, & transitions; reading,
writing, listening, & speaking.
2.5 hrs
Kramer, Wilkins, & Pontoppidan
Kramer, Wilkins, & Pontoppidan
Kramer, Wilkins, & Pontoppidan
Kramer, Wilkins, & Pontoppidan
Kramer, Wilkins, & Pontoppidan
Kramer, Wilkins, & Pontoppidan
1.
2.
3.
4.
5.
Provide equipment, time, and opportunity for
learning.
Students will quickly learn how to use the
camera and will help each other with the
editing software.
Students will have questions and will require
guidance on scripting.
To save time in editing, reinforce the idea of
saving only the takes they will want.
Some pitfalls to look out for.
Kramer, Wilkins, & Pontoppidan
•
•
Understand a range of functional language
used in business settings.
Understand and use common business
vocabulary, idioms, abbreviations, acronyms,
and conventions.
•
Write coherent business communications.
•
Speak within and in front of a group of peers.
Kramer, Wilkins, & Pontoppidan
•
Increased motivation to learn.
•
Acquisition of marketing terminology used in an
authentic setting.
•
Hands-on use of video technology, both hardware
and software.
•
Experience in product creation, promotion, and
advertising.
•
Development of collaborative skills by working as a
member of a project team.
Kramer, Wilkins, & Pontoppidan
•
•
Dreamy Suitcase: Get Help with Your
Homework
The Clicker: Silence Annoying People
Kramer, Wilkins, & Pontoppidan
•
Social or Political Science: Film interviews of people on the street about
current events, such as their experience with the economic recession.
•
Literature or Drama: Students make a movie dramatizing a story or play.
•
Science or Technology: Video a process or experiment with students
explaining what is going on and what to expect.
•
Language Classes: Film presentations and celebrations of culture.
•
Business: Capture mock job interviews on film and review main points in
subsequent classes.
•
Your ideas? Comments? Questions?
Kramer, Wilkins, & Pontoppidan
Kramer, Wilkins, & Pontoppidan