Module 2: Launching a New Product-Module Overview

MODULE OVERVIEW

You now face your first challenge. You’ve been assigned the development of the company’s new product. You’re part of a team in charge of the design and development process of (the product). You’ll start by brainstorming and sketching your product before you present your prototype to the company’s general management board in order to convince them to manufacture the product.

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General guide to the module

MODULE 2 Launching a new product. Total time: 22,5h

SCENARIO:

GENRES:

· Feasibility report

· Persuasive oral presentation to management

· Internal project meeting(s), to colleagues and to general management

· Informal meetings (as opposed to formal ones).

· Design and technical specifications of the product (Product Specification Document, PSD)

Learning objectives for the whole module

Within the area of communicating an innovative product or project

SKILLS

· Becoming acquainted with the stages involved in process of product development / innovation: brainstorming, conducting market research and comparing with competitors, assess feasibility.

· Reading: Product and process descriptions and specifications. Feasibility reports

· Writing: brainstorming and mind-mapping, sketching and drafting, textual and visual information, feasibility reports and product design specifications

· Listening: product /process descriptions and presentations, discussions

· Speaking interaction: participating in informal team meetings. Anticipating questions for the Question-Answer period at the end of presentations.

· Speaking production: product/ process presentations. Presentations to (i) other engineers or departmental staff (ii) to managers (convincing them of a new opportunity, innovative products, a new division or branch)

LANGUAGE

· Vocabulary: specialized vocabulary relative to product development; specific and accurate vocabulary used in product specifications (to describe shape, measures, material, composition, function, etc.), talking about innovation (competitive edge of product).

· Grammar & Discourse: Language for physical description (shape, materials, components, technical properties, measures and dimensions) and function description. Use of modal verbs in specifications. Presenting and supporting arguments, persuasive presentations. The language of comparison and contrast.

· Pronunciation: differences between endings in -sure (measure; pressure), -ture (temperature); the “schwa” (e.g. in meter; centimeter; liter; temperature)

INTERCULTURAL COMMUNICATIVE COMPETENCE (IC): Presenting an innovative product in a globalized market (cultural awareness), communicating to international audiences in business meetings.

Assessment: group assessment (e.g. via kahoot/mentimeter or in writing asking students to assess how interculturally appropriate their classmates’ documents written and presentations were).

VIRTUAL REALITY: two VR activities in this module, one at the end of Task 1, another at the end of Task 3.
TASK 1: Engineering team meeting & Written feasibility report
Learning objectives for task 1:

SKILLS

READING

– B1. I can read through longer texts in my field to gather information and opinion from different texts in order to complete a specific task.[1]

– B1. I can identify the different sections of specialized articles: abstract, introduction, methods, discussion, conclusions, acknowledgements and references; and recognize key information within each section.

– B1. I can identify different types of reports and their purpose, within my fields of interest.

– B2. I can adapt my style and speed of reading to different texts and purposes and consult appropriate reference sources selectively.

– B2. I can understand articles on specialized topics of my interest occasionally using a dictionary and other reference sources to check specific vocabulary.

– B2. I can extract the information in the different sections of a report within my own field, if I can reread difficult sections and consult the dictionary.

– B2. I can understand a fairly wide range of specific and more complex texts, with the occasional use of a dictionary, if I can re-read difficult sections.

WRITING

– B2. I can write a report evaluating different ideas or solutions to a problem, using polite, academic language with occasional errors.

– B2. I can plan, review and check my pieces of writing with the help of a dictionary and other reference sources.

– B2. I can write clear and detailed texts such as short essays, reports and texts of presentations on topics related to my fields of interest, varying my vocabulary and style according to the kind of text.

LISTENING

– B1. I can understand the information content of the majority of recorded or broadcast audio material on topics of scientific or professional interest delivered in clear standard speech.

– B1. can understand the main points of a discussion on topics related to my field (e.g., in a seminar, at a round table, or during a television discussion), if the participants use clear standard language

– B2: I can use a variety of strategies to achieve comprehension, including listening for main points and using contextual clues.

SPEAKING AND INTERACTION

– B1. I can show agreement or disagreement about what has been said, politely.

– B2. I can initiate, maintain and end discourse naturally with effective turn-taking.

– B2. I can work in a team exchanging detailed factual information and opinion on matters within my field of interest

LANGUAGE

· Vocabulary: word building relative to product development and to Research & Development;

· Grammar and discourse: Passive voice in formal descriptions of product; informal/ formal phrases in meetings

· Pronunciation: Sentence stress and intonation in discussions. Usual mispronunciations among students.

GENRES: informal meetings (as opposed to formal ones), feasibility report.

INTERCULTURAL COMMUNICATIVE COMPETENCE (IC): raising awareness about the different behaviors expected across cultures in terms of participation (different nationalities in team meetings, team meetings held through Skype in different countries); coping with times (different time zones) hedging when disagreeing; levels of formality

Virtual Reality activity: Informal team meeting

TASK 2: Written specifications (Product Specification Document – PSD)
Learning objectives for task 2:

SKILLS

READING:

– B1 I can identify the type of technical text, such as reports, articles, letters, web pages and instructions.

– B1 I can quickly read through longer texts in order to locate specific factual information

– B2 I can extract the information in the different sections of a research article within my own field, if I can reread difficult sections and consult the dictionary.

– C1 I can understand detailed and complex reports and articles within my field, with the occasional use of a dictionary.

– C1 I can understand in detail specialized texts and complex factual documents in my academic or professional field, such as technical manuals, project descriptions, and legal contracts, with the occasional use of a dictionary.

WRITING:

– B1 I can use the passive voice to express ideas that require an impersonal construction or when it is more convenient to stress the thing done than the doer.

– B2 I can write a report evaluating different ideas or solutions to a problem, using polite, academic language with occasional errors.

– B2 I can use a variety of cohesive devices to mark clearly the relationships between ideas within technical essays, summaries or compositions.

– B2 I can plan, review and check my pieces of writing with the help of a dictionary and other reference sources.

– C1 I can write clear, well-structured texts on complex subjects related to my fields of interest, supporting my arguments, giving relevant examples, and ending with an appropriate conclusion.

– C1 I can write clear, detailed and well-structured descriptions in a style according to the reader in mind.

LISTENING:

– B2 I can follow the essentials of lectures, talks and reports and other forms of academic or professional presentations in my field.

– B2 I can use a variety of strategies to achieve comprehension, including listening for main points and using contextual clues.

– C1 I can follow extended speech on complex topics of academic or vocational relevance, though I may need to confirm occasional details, especially if the accent is unfamiliar.

– C1 I can generally follow complex interactions in group discussion and debate, even on abstract and unfamiliar topics.

– C1 I can understand lectures, talks and presentations in my professional or academic field of interest even when the subject is complex.

– C1 I can understand complex technical information, such as operating instructions and specifications for familiar products and services if clear standard language is used.

SPEAKING PRODUCTION:

– B2 I can give clear, detailed descriptions on subjects related to my field of interest, using the special language appropriate for the theme with occasional mistakes.

– C1 I can give oral reports about technical and professional subjects.

– B2 I can contribute personal ideas and defend them with arguments in a technical discussion.

– B2 I can give a clear, systematically developed presentation (of a project or a report) accompanied by visual aids to transmit significant points and relevant details.

LANGUAGE

· Vocabulary: measurement, shapes, dimensions, materials, uses and function, advantages and arguments.

· Grammar & Discourse: modal verbs (requirements), physical and function description; compound nouns.

· Pronunciation: /ʒ/ measure, endings in –ure and –ture /tʃ/, the schwa, intonation for emphasis.

GENRE: Written technical specifications — (Product Specifications Document – PSD)

INTERCULTURAL COMMUNICATIVE COMPETENCE (IC): Designing a product for an international market. Product characteristics (what aspects of an international market must we take into account? How do we appeal to international customers? Branding? Different values.)

TASK 3: Oral presentation to convince the management board

Learning objectives for task 3:

SKILLS

READING:

‐ B2 I can adapt my style and speed of reading to different texts and purposes and consult appropriate reference sources selectively.

‐ B2 I can use a variety of strategies to understand texts within the area of my academic and professional specialty, including word-building clues and other contextual clues.

WRITING:

‐ B2 I can write clear and detailed texts such as short essays, reports and texts for presentations on topics related to my field of interest varying my vocabulary and style according to the kind of text

‐ B2I can prepare a clear outline of a presentation, including the introduction, development and conclusion, keeping the audience and the purpose of the talk in mind.

‐ B2 I can plan what is to be said and the means to say it, considering the effect on the recipient(s).

‐

LISTENING:

‐ B2 I can follow complex lines of argument, if the topic is reasonable familiar and the speech is clearly organized and presented

‐ B2 I can follow the essentials of lectures, talks and reports and other forms of academic or professional presentations in my field

‐ B2 I can use a variety of strategies to achieve comprehension, including listening for main points and using contextual clues

‐ C1 I can understand a wide range of idiomatic expressions and colloquialisms, appreciating differences in style and register, in accord with different contexts and situations.

‐ C1 I can easily use contextual, grammatical and visual clues to infer attitude, mood and intentions and anticipate what will come next.

SPEAKING PRODUCTION:

‐ B2 I can give clear, detailed descriptions on subjects related to my field of interest, using the special language appropriate for the theme with occasional mistakes.

‐ B2 I can contribute personal ideas and defend them with arguments in a technical discussion.

‐ B2 I can give a clear, systematically developed presentation (of a project or a report) accompanied by visual aids to transmit significant points and relevant details.

‐ C1 I can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples.

‐ C1 I can give oral reports about technical and professional subjects.

‐ C1 I can attract the attention of the audience using appropriate presentation strategies e.g. intonational clues, voice volume, etc.

‐ C1 I can substitute an equivalent term for a word I can’t recall so smoothly that it is scarcely noticeable.

LANGUAGE

· Vocabulary: persuasive language, signposting expressions, phrases used in oral presentations, attention grabbers, phrases to express claims and conclusions.

· Grammar & Discourse: modal verbs (requirements), physical and function description, different types of questions (rhetorical questions, etc.)

· Pronunciation: /ʒ/ measure, endings in –ure and –ture /tʃ/, the schwa, intonation for emphasis.

GENRES: Product presentation (formal presentation), but not to sell, different from an elevator pitch.

INTERCULTURAL COMMUNICATIVE COMPETENCE (IC): Handling cultural differences in a persuasive communicative situation.

VIRTUAL REALITY activity

FOLLOW-UP/REFLECTION UPON TASKS TO ACTIVATE LEARNING

-Assessing one’s and other’s work (the latter in class situations):

Look at the PSD (or PSDs) produced and assess it in terms of the accuracy, appropriateness and clarity of the document(s). To what extent are you satisfied with the result? You can compare the text(s) produced with the models seen at the start of the module.

Analyze the presentation you’ve given (and other students’ presentations if you’re in a class). How well did you do? Do you think the presentation(s) was/were effective enough (i.e. convincing)?

Self-assessment of progress:

Considering the skills proposed at the start of the module, evaluate your progress. What skills have you developed the most? Which require further work?

Extension work:

Finding a scenario for a persuasive presentation / Giving students a template (e.g. https://www.smartdraw.com/product-sheet/examples/product-specification-sheet-template/) to do a PSD

[1] The descriptors are based on the ACPEL (Academic and Professional English Language Portfolio) developed for engineering students. Source: https://www.etsist.upm.es/uploaded/110/Banco%20de%20descriptores.pdf

The following self-assessment grid can be used as a general guideline at different stages of the module (Source: ACPEL)

Common European Framework of Reference for Languages – Self-assessment grid

		A1 Basic User	A2 Basic User	B1 Independent user	B2 Independent user	C1 Proficient user	C2 Proficient user
Understanding	Listening	I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.	I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.	I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.	I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.	I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.	I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.
Understanding	Reading	I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.	I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.	I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.	I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.	I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.	I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
Speaking	Spoken interaction	I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.	I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.	I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).	I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.	I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.	I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.
Speaking	Spoken production	I can use simple phrases and sentences to describe where I live and people I know.	I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.	I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.	I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.	I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.	I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.
Writing	Writing	I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.	I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something.	I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.	I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.	I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind.	I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.