Introduction. Motivation through Authentic Materials and Project-based learning.. Background of Unit on Entrepreneurship. Implementing the Unit on Entrepreneurship

STUDY GUIDE: Entrepreneurship and Student Information

Article by Julie Vorholt and Erica Harris

Study Guide by Lara Ravitch

From English Teaching Forum, Number 3

Retrieved 03 January 2021 from https: //americanenglish. state. gov/files/ae/resource_files/etf_52_3_30-37. pdf

Introduction

The authors created a project-based class with a theme of entrepreneurship. Students were very motivated and participated actively.

Motivation through Authentic Materials and Project-based learning.

Research shows that students with motivation are more successful. Research also shows that authentic materials increase motivation. Project-based learning also increases motivation because it teaches real-world skills.

Background of Unit on Entrepreneurship

The students studied (1) the characteristics of an entrepreneur, (2) developing a company, and (3) analyzing a new business. Business was the topic of the class because the students were interested in business. In addition, entrepreneurship was a popular topic on campus. Finally, the project experience was useful to prepare them for future work.

Implementing the Unit on Entrepreneurship

Introduction: Students defined “entrepreneur” and “entrepreneurship. ”

Guest Speaker: An entrepreneur visited class and students asked questions.

Vocabulary: Students learned necessary vocabulary for the topic.

Shark Tank: Students watched an episode of the TV show. They analyzed the business. They also analyzed the way the entrepreneur tried to persuade the funders. They watch an investor give advice.

SWOT Analysis: Students listened to a lecture about how to analyze a business’s strengths, weaknesses, opportunities, and threats.

Impromptu speeches: Students gave a short unprepared speech about their career choice.

Assessment: Students took a test about their knowledge of business topics covered in the course.

Group Project: Students worked with peers to create a business. They write a proposal. They do a SWOT analysis. They present the business to their peers.

Presentations: Students present their business to guests. The guests vote on the best business.

Reflection

Students took surveys about the class. They said they liked the topic of business. They also liked the project. They did not have major complaints. The teachers felt that the project improved the students’ language skills. This topic motivates students and prepares them for the future.

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