Topic: AirBnB Business Travel

Airbnb has been expanding their services to open up the market for business travelers.

They are simplifying the process of booking and launched some tools which automatically
organize your business trip expenses. This new business travel program is coming out strong.

Activities

 Phone Calling
 Writing Accommodation Descriptions
 Leaving Reviews
 Mobile App Concepts
 Debate With Hotel Owner
 Comparing and Contrasting

This is an especially engaging Business English topic for a few reasons: it’s controversial (hotel
owners aren’t happy about AirBnB) and it’s a hot topic (more and more people are choosing
Airbnb over hotels).

Airbnb is a relatively new global powerhouse, revolutionizing the hospitality industry the same
way that Uber revolutionized the taxi industry.

Activity: Phone Calling

Business Travel|Airbnb

Put students in pairs or a group. Assign each student a different role from the roles below, or
they can choose one.

Students have to imagine that they are Airbnb hosts who just hosted:

 A small group of middle-aged business travelers

 A small group of young adult party travelers
 A small family of 4 with young children
 An individual traveler who came with his dog

Students then ‘call’ their ‘friends’ (another student in the class) to either leave a voicemail or
talk about the experience (or complain about the experience!).

They should describe how the experience was as the host for these types of travelers:

 What was different about hosting each of their stays?

 Was it positive or negative and why?
 Did anything good, bad, surprising, or unusual happen during their stay?
You could even have them imagine what could be a positive and negative experience for
hosting these types of travelers.
You could even get a bit more creative with this one by assigning a pair of students a role from
the list above, and they have to call the ‘host’ (their partner) and ask them questions or make
special requests about their stay, e.g:

 Am I allowed to bring my dog to your property?

 Is there a nice cafe in the area where I can bring my laptop to do work?
 We have a baby who cries a lot during the night. Will this bother you?
Even though with Airbnb, you would probably just message the host online, but in this case,
you can make it a phone call to practice speaking.

Activity: Writing Accommodation or Property Descriptions & Reviews

Students work with a partner or group and imagine they are Airbnb hosts offering a special,
exotic, or unique type of accommodation rental.

They should discuss and agree on the type of home rental they have to offer, where in the
world it is, and create their own online listing for this rental on Airbnb.

In the listing, they should explain what type of rental it is, the location, the check-in and check-
out procedure, a description and special features of the accommodation, and other housing
details and rules.

Make students offer something different or special about their property – something they
wouldn’t get somewhere else. Remember, they want to sell the experience!

Students then present their accommodation profile description to the other students in the
class and then give their listing to another student or group.

The other student or group then makes a detailed review for that listing, imagining they
actually stayed there.

Activity: Creating Mobile App Concepts in the Sharing Economy

Put students in pairs and give them a list of other mobile apps in the sharing economy.

Examples:

 DogVacay
 HomeDine
 BlaBla Car
 Neighborgoods
 JustPark
Based on the name of the app, students have to discuss and explain what they imagine the
concept of the app to be and how it works.

After students work together for a couple of minutes, go around the class and ask them to
report their answers. If they’re not able to imagine what it might be, you can just tell them.

Ask them questions like:

  Would this type of app be useful for you? Why or why not?
 Which app from this list would help you the most?
Try to create an in-depth class discussion about all of these apps.

For the apps listed above specifically, you can discuss things like:

 If parking is a problem for your students (JustPark)

 What they do with their dog when they go on a trip (DogVacay)
 If they would be interested to drive with a stranger for many hours (BlaBla Car)
 If they’ve ever eaten at someone’s home, from another country or culture (HomeDine)
Then, students can either work with the same or different partners to create their own
concept for a mobile app in the sharing economy.

They should focus on things like:

 The special features of the app

 What problem it solves / Why it’s a good idea
 How it works
 What problems could happen when people use your app
An alternative to this one is I’ve also had students imagine that they were the founders of
Airbnb, and they have to come up with their own detailed story behind the establishment of
the company, which turned out to be a fun activity.

Activity: Debate Between AirBnB Representative and Hotel Owner

Put students in pairs or two small groups and they prepare for a debate.

One student or group takes the position of an AirBnB company representative and the other
takes the position of a Hotel Owner.

Each side must prepare, defend, and present their positions to the other groups, presenting
information about…

 Why they believe their accommodation service is better (at least 3 advantages of your
service) Students must talk about the top reasons to stay in a hotel over Airbnb, or vice
versa.
 If you think Airbnb should be legal or illegal and why (obviously the AirBnB rep will say
it should be legal and the hotel owner will say it should be illegal)
 The positive impact your service has on society and the economy
 What actual people and guests have said about your accommodation services
You can refer to this article to help students talk about Airbnb versus hotels if they are having
trouble coming up with ideas.

Your role as the teacher will be the moderator during the debate – generating follow-up
questions for the students or groups when they present their sides. Keep the debate clean and
flowing smoothly.

Activity: Comparing and Contrasting (Hotels vs. AirBnB or Uber vs. Taxi)
If for any reason you don’t want to make this an official ‘debate,’ another thing you could do is
just make it a general, in-depth class discussion, conversation, or compare & contrast about
the advantages and disadvantages of staying in Airbnb in comparison with hotels.

Make sure students talk about their own experiences.

Transition the discussion to the conflict between Uber and Taxi, because they are facing a
similar conflict for similar reasons.

If your students enjoyed the discussion about AirBnB and hotels, an interesting follow-up
lesson topic for you might be about a businessman who is building hotels designed for outer
space.

Topic: Commuting to Work

Many businessmen and women in the modern world have to commute for hours and hours
per week to their jobs or for work purposes. Sitting in the car or public transit like this can
really have a negative impact on one’s overall lifestyle.

Activities

 Telling a Story
 Commenting on YouTube
 Expressing Frustrations or Complaining
 Talking About Lifestyle & Daily Routines

The reason this topic works so well in Business ESL lessons is that it reaches such a wide
spectrum of people.

Everyone who has a job as an employee in a company, a school, a factory, etc has a unique
situation. All Business English students usually have a lot to say about their experience
commuting (or home office if they have that privilege!).

Activity: Telling a Story

Students work in pairs.

Student A: This student imagines that he/she spends a lot of time commuting and is very
pessimistic about the situation.

This student believes that they have the worst commute in the world. Describe the situation in
detail. The student should complain about it as much as possible and why they hate it so
much.

They should take notes on:

 Where you live

 Your daily routine
 Where you go to work
  What’s so bad about the commute / What are the conditions of the commute
 How commuting makes you feel
The student then has to tell one negative story that they have had during their commute.

Student B: This student imagines that they spend a lot of time commuting but is very
optimistic about the situation.

This student loves the situation that they have. They should discuss and explain in detail why
they have the best commute in the world, talk about it as much as possible and why they enjoy
it.

Also, they take notes on:

 Where you live

 Your daily routine
 Where you go to work
 What’s so bad about the commute / What are the conditions of the commute
 How commuting makes you feel
They tell one positive story that they’ve had during your commute.

After the students write notes for their roles (give them a few minutes), have them describe
their situations to their partner.

They should listen to their partner’s situation carefully because they should then report the
details of their partner’s situation back to the class!

Activity: Commenting on YouTube

At the beginning of the video, the reporter complains about her long daily routine and
commute, and then she says to the audience:

“Before you go and post that comment telling me to ‘move closer’, you need to see that I’m
not the only person doing this.”

In pairs, students should come up with a response that the following type of people would
write or say to the reporter in the YouTube comments section, e.g:

 What could be a rude response to that statement in the comment section of the
video?
 What could be an empathetic response to that statement in the comment section of
the video?
 What could be a funny response to that statement in the comment section of the
video?
Another activity you could do is give students some imaginary comments to that video, and
then the students have to write responses to these imaginary comments. You can make it a
speaking or writing activity.

For example, here are a few possible comments to that video:

Comment #1:
“Americans are completely crazy and lazy. You drive these huge cars to work and in reality, you
don’t need to. Look at the Netherlands and Denmark – they have very efficient bicycle transport
systems and bicycles are much more environmental. It’s stupid to drive everywhere.”

Comment #2:

“The best solution to this problem is self-driving cars. Our tax money should go more to
support the production of self-driving cars. That way when people commute they can do
productive things.  The solution to public transit is getting better wifi connections on the
subways and buses.”

You can instruct one student to write a response which agrees with each comment, and the
other student to write a response which disagrees with each comment, something along those
lines.

Activity: Expressing Frustrations & Complaining

Put students in pairs, or in two groups. You’ll distribute to each student pair or group two
cards which read:

 A: Riding on public transport

 B: Driving in a car
Students must work together to come up with a list of all the things that frustrate them, annoy
them, stress them out, or make them angry while (1) riding on public transport and (2) driving
a car.

The group which comes up with the most things in the time limit (3 minutes should be good)
wins.

This activity usually works really well because everyone gets angry, stressed, frustrated, etc. at
some point while driving a car or riding public transportation.

A lot of good vocabulary can also come out of this one. You can even teach a couple of
fun phrasal verbs related to driving when you talk about this topic:

 Cut (someone) off – “I hate when I’m driving and someone cuts me off and then I have
to slam on my brakes.”
 Pull (someone) over – “I hate when I’m driving only a little bit above the speed limit
and a police officer pulls me over.”
 Freak out – “I hate driving with my father. He always drives aggressively and freaks out
about small things.”
 Run over – “I hate when I run over a nail or a sharp object and my tire goes flat.”
 Hold (someone) up – “I hate when traffic holds me up and makes me late for work.”
You can use this activity for teaching students other terminology that is useful for expressing
complaints or frustrations:

 I get frustrated when…

 I get all stressed out when…
 It gets me so worked up when…
 It pisses me off when…
 I totally freak out when…
  I lose my mind when…
 It drives me nuts when…
Have students then use these expressions to talk about their frustrations commuting or about
their job in general.

Activity: Talking About Lifestyle, Commuting, and Employment Situations

Spending hours commuting and then hours at the office has become so integrated into the
modern working world that it can have quite a profound impact on our quality of life and
lifestyle, which is why it’s good to talk about in a language lesson.

Here’s an activity you can do that will give your students a good opportunity to talk about their
lifestyle, commute, and employment situation.

It’s also simple, easy to prepare, and generates quality conversation.

Print a number of statements on cards and give them to the students or write them on the
whiteboard in class.

Put students in pairs or groups. Have them discuss if they think the following statements are
generally true or false and why:

 People are generally happier if they travel to work by car instead of public
transportation.
 In the USA, people generally commute to work or school by train or bus.
 10 days of paid vacation per year is fair from an employer.
 Regular exercise helps people deal with stress from work.
 People are more productive if they have a 4-day working week instead of 5.
Put students in pairs or groups. Have them discuss if the following statements are true or false
for them personally and have them explain why:

 There is a positive working atmosphere at my job.

 I am satisfied with my work-life balance.
 Every day I eat a balanced and healthy breakfast before work.
 When I commute to work I try to be productive on the way.
 I prefer working from home rather than going to an office.
 I spend too much time at work socializing with my colleagues.
Speaking about daily routines is also a great activity if you’d like to focus on the present simple
as a grammar point for your lesson.

Topic: Big Business (Amazon, Coca-Cola, Netflix, etc.)

Using big companies and corporations as a topic in your Business English lessons is practical for
obvious reasons and you can make it fun too for your students.

It’s especially great to use big business as a topic if you actually have adult students who work
in big companies, but they’re also applicable topics for students who have their own business
or who work in smaller companies.

Activities
  History & Fun Facts
 Developing a Product
 Making Slogans
 Analyzing the Impact of Technology on Jobs

Activity: History & Fun Facts About Big Companies

As a lead-in or warm-up exercise to a lesson about big business, you can search and find some
fun or interesting facts or history about the companies.

One quick activity you could do to lead to a topic is a simple fill-in-the-blank that looks
something like this:

Amazon

Below are 5 interesting facts about Amazon. Let the students fill in the blanks with words that
they think fit.

1. The founder Jeff Bazos wanted to name the company Amazon which has products
from ‘A to Z’ symbolizing a large size, just like the Amazon
________________________ .
2. Amazon.com started as a bookstore in Jeff Bazos’ ________________________ .
3. The combined ________________________ of Amazon’s warehouses is enough to
hold more water than 10,000 Olympic pools.
4. Today Amazon has more than 350,000 ________________________ .
5. One of Amazon’s first offices had a ________________________ which employees
would  ring every time a sale was made.

Coca-Cola

Below are 5 interesting facts about Coca-Cola. Fill in the blanks with words that you think fit.

1. The Coca-Cola ________________________ is recognized by 94% of the world’s

population.
2. The word “cola” is derived from the kola ________________________ , which contains
caffeine and can have medicinal value.
3. Coca-Cola can be a good ________________________ for insect bites on your skin.
4. Coca-Cola spends more money on ________________________ than Microsoft and
Apple combined.
5. A few people once tried to sell the Coca-Cola ________________________ to Pepsi,
but they were reported to the FBI.

A fun activity you can follow up with this one is instruct students to research any big business
they have in mind and search for some fun facts about that company or the story behind how
it started.
If they can’t think of one, you can give them a list of the biggest or most well-known
companies in the world.

Have them give a few-minute presentation in the following lesson about the start or history of
the company and a few fun facts about it. This is also good for developing presentation skills
for adults in English.

They can use the questions below to help them give their presentation:

 Who started the company and when? How did the idea originate?
 What were some important moments in the company’s history?
 What are some of the company’s most successful products or services? Describe them
in detail.
 What’s special or different about this company compared to the competitors?
 What are some fun facts about your company?
Activity: Developing a Product

Amazon launched a prototype store called ‘Amazon Go’ in December of 2017 – it’s a type of
grocery store where you can go shopping and add things to your virtual cart so that you don’t
have to wait in line or check out.

You add the products to your shopping cart and you can just leave the store, and Amazon will
automatically charge your account.

They have developed other types of products and services over the years that have been
successful, such as the Amazon Kindle (E-Reader) and Amazon Echo (voice-controlled smart
speaker/personal assistant).

In this activity, what you do is have students work together on product development for
Amazon or for another big company.

Students work with a partner or group. They imagine to be product developers for Amazon
and create two of their own products, or services provided and sold by Amazon.

They should discuss and create names for the products or services, which industry the
products or services are in, and then write a description for each explaining how it works, what
problem it solves, what’s so special about it, as well as what problems they have experienced
in the development.

It can be a special kind of mobile app, tech gadget, clothing item, or something else.

Of course, it doesn’t necessarily have to be from Amazon. You can have students choose
another company.

One way you could get your students to come up with a good idea is instruct them to think of
some brands that they generally buy, and then brainstorm what products they think would be
cool to have from those brands.

Or you can have them think of some problems or frustrations they have in their daily life and
what product or service would solve those problems for them. In the case of Amazon Go, the
problem was that people hate waiting in lines at supermarkets.
Remind students that it doesn’t have to be realistic, it can be something imaginary.

Most of your students who will do this activity probably haven’t developed a product before.
Keep it basic, simple, and fun, and it should go ok.

You just want students to be creative and work together to make something special.

One time I had a group who made a personal assistant who did all of his presentations for him
because he hated public speaking, which I thought was pretty funny.

Students should then present their new product to the other students or groups.

Activity: Making Slogans

This is a straightforward activity and easy to assign and it works great with any student who is
in marketing. Students also tend to have fun with it.

Basically, all you need to do is assign students to make a slogan for whatever company or
brand you’re discussing.

One thing I’ve done to make it interesting and add a little twist to it is to have students make a
list of good and bad slogans for one company.

That one has definitely brought a couple laughs to the lesson, especially for the bad slogans.

Here are a few examples I’ve gotten from students for bad company slogans for Coca-Cola:

 “Feed your sugar addiction.”

 “Put on the big pounds.”
 “Teeth are overrated.”
Anyway, give them some examples of some real slogans that have already existed for the
brand before they make their own.

A few actual ones for Coca-Cola are:

 “Open Happiness”
 “Life Tastes Good.”
 “Taste the Feeling.”
The advantage of having students make their own slogan or quote is that it lets student use
creativity. When students have to think creatively, they’re forced to use important vocabulary
terms and language structures in a special kind of way.

In any case, have your students share and present their slogans and quotes to the other
students in the class.

Another great type of ESL group activities are information gap activities. Get 10 ideas here.

Activity: Analyzing the Impact of Technology on Jobs

Another great theme and activity that comes from a discussion about companies like Amazon,
is analyzing the impact of technology on jobs.

That’s one big criticism of concepts like Amazon Go that I’ve discussed with my students. The
more jobs that robots do for us, the more jobs they take away from humans (Amazon Go takes
jobs away from cashiers).

One activity you could do on this is to have students brainstorm and come up with two more
jobs, companies, or businesses that have been taken over or lost to technological advances.

Students should specify the name or type of the technology, which industry it is in, and three
general impacts of this technology (can be positive or negative impacts).

Two examples I remember hearing from students was about VHS and video rental stores being
lost to online streaming services like Netflix, and driving jobs being lost to self-driving cars.

Technology: Online streaming

Industry: Entertainment

Impacts:

 It put VHS video rental stores out of business

 It makes people lazier because they don’t go to the video store anymore
 Illegal online pirating of films and TV becomes easier

Technology: Self-driving cars

Industry: Automotive

Impacts:

 Less need for delivery drivers, truckers, and taxis

 Fewer accidents on the road because machines are more precise than humans
 People can focus on other things in the car if they don’t have to concentrate on driving

You can give these examples to your students if they don’t think of them.

You can also give students the task of coming up with two jobs where it could be very difficult
for technology to take over. Which jobs do you think technology couldn’t do in the future?
Students should specify why it would be difficult to take over these jobs using this technology.

Topic: Artificial Intelligence and Future Technology

Doing an ESL lesson activity about the impact of technology on jobs leads us to the next point:
Artificial intelligence and future technology, which has its feet in many industries and certainly
draws interest from Business English students.

Activities

 Interview With a Humanoid Robot

 Making a Sci-Fi Film Plot
 Forming Opinions

This topic works especially great with Business English lessons in the IT or programming
industry, but also in general for any businessmen or women who use technology regularly for
their jobs.

This is an especially engaging Business English topic for a few reasons – it can get a little dark (a
humanoid robot which can communicate freaks people out a bit!) and it’s also relevant –
artificial intelligence and machine learning is making its way into a lot of industries, products,
and software these days.

It’s interesting when the stuff that used to be sci-fi stuff turns into reality, and that’s what you
want to focus on in your Business English lessons.

Activity: Interview With a Humanoid Robot

Watch the video about Sophia the robot with your students.

Basically, what students do is make an interview with her.

Sophia the robot makes for a great English lesson, period. Students are usually quite intrigued
by “her” and there are so many different directions you can take this lesson.

After watching the video, instruct each student to create and write five extra questions that
they would want to ask Sophia. (Questions which are not in the video interview).

After they are finished making their questions, they ask their partner the questions they made.
Students then answer their partner’s questions from the perspective of Sophia the robot.

Here are some words or topics students could either use in their questions or use just as
general topics to help them make their questions:

 Humanity
 Evolution
 The Future
 Technology
 Ethics
After a student answers each question, their partner should try to ask a follow-up question or
two – a question you ask on the spot based on the answer you get.

Explain the concept of a follow-up question to your students and show them examples:

Original question: “What emotions do you feel?”

Answer: “I feel curious.”

Follow-up question: “Why do you feel curious?”

Answer: “I feel curious because I want to know why I was created and why I’m different than
normal humans.”

Follow up question: “Can you imagine why you were created?”

Having students ask follow-up questions is great practice for developing interview and
conversational skills because they have to think on their feet without time to prepare.

Activity: Making a Sci-Fi Film Plot

Watch the sci-fi short film about ‘Sight Systems’ which forecasts the evolution of ‘Google
Glasses’ and Virtual Reality (which are also great topics to discuss in your Business English
lessons).

After you watch the video with your students, a fun activity you could have your students do is
to imagine that they are directors creating the next scenes to the short film they just watched
about Sight Systems.

They should work in pairs and discuss and write what the next five scenes will be. Have them
describe the scenes in detail and explain what happens in each scene.

Students then share what they came up with the other students in the class.

After this, put the students back together and they should come up with a short plot for a
similar type of short film that they saw.

The plot must focus on the dangers of future technology. Alternatively, you could give them
the option of creating a movie plot focusing on the bright sides of technology.

Activity: Forming Opinions and Interview Quotes

This activity can actually be applied to a range of different topics.

Put the students in pairs and have them imagine to be speaking from the perspective of the
following companies or people.

Students have to make an opinion from the standpoint of each company or person.

Companies

 Gas Company
 Electric Car Company
 Solar Panel Company
People

 Environmental Activist
  Auto Technician
 Politician
 Economist
 Car Consumer
For the people above, you could have students imagine they were interviewed about their
thoughts on electric charging highways.

What do they think about electric highways? Do they support or oppose them? Let them
explain their opinion.

Then they have to agree on what would be the most important quote or statement from that
interview.

Give students some useful phrases for expressing opinions to help them make their opinions or
quotes, which are at least three sentences long and they explain their opinion.

You could give students an ideal example quote from an interview with an Environmental
Activist:

“In the long-term, electric charging highways will be a great solution for decreasing pollution
because it promotes the consumption and usage of electric vehicles, which are much better for
the environment than gas-powered vehicles. However, in the short-term, electric charging
highways could produce a negative impact on the environment because of the intense
construction work that will be needed to create these highways all across the country.
Therefore, I see a positive long-term effect and a negative short-term effect.”

You want your students to form something similar for each of the roles, then students should
present the opinions or quotes they made together to the rest of the class.

Topic: Music

Doing ESL lesson activities about music is fun and there’s a lot of different directions you can
take this topic in a lesson.

Music is also a big business with all of the jobs in music production, sound technology,
festivals, online streaming services like Spotify, and these days even vinyl is making a
comeback.

Activities

 Organizing an Event
 Making a Business Plan
 Giving a Presentation

This topic works especially great with Business English lessons in the music industry, but also in
general for any businessmen or women who use are interested in music.

This is an especially engaging Business English topic for a few reasons – people love music and
it’s a big part of life for many people.

Activity: Organizing an Event

Have students work with a partner. They should imagine they are event organizers and are
planning a festival concept for next summer.

They want to make it even better than the Belgian festival “Tomorrowland” and the most
luxurious festival in the world.

What luxuries will there be? What special things can be added, implemented, planned,
organized, or done in order to create a better festival experience for the guests?

Students should discuss these points together. They can use the discussion questions below to
help them:

 What special luxuries, things, offers, products, facilities, and features you will provide?
 What will be different about the campsite? How will you make it better than
Dreamville?
 Describe the atmosphere. What’s unique about the stages and performances?
 Describe the security concept. How will you make the event safe and what are the
policies?
Students should then give a presentation about their festival concept to the other groups and
describe in as much detail as possible what the festival will be like.

After hearing from the other groups, students can discuss which festival concept was the best
and why and give advice about what might help their festival to be better.

Activity: Making a Business Plan

Students work together with a partner or group. They imagine that they are opening a vinyl
store in their town. They must make a business plan and a to-do list.

Watch the video “Czech businessman leads vinyl revival” here.

They can answer these questions in their business plan:

1. What is the name of your vinyl shop?

2. Other than vinyls, what will you need to get started?
3. How will your vinyl shop stand out from the competition?
4. Describe what kind of theme or atmosphere the shop would have. How would you
decorate the shop/front window?
5. Describe your ideal kind of customer or target market.
6. Describe your ideal kind of employee or shop assistant.
7. What could be some clever ways to advertise your shop?
8. What will be the biggest challenges of opening the shop?
Students can then present their business plan to the other students in the class.

Activity: Giving a Presentation

Students work with a partner or group. They imagine they are giving a presentation to a group
of vinyl fanatics.
They should choose from one of the topics below they’d like to do a presentation about, or
they can also make their own topic.

They should prepare and give a one-minute presentation to the other groups on their chosen
topic.

Even if they don’t know much about the topic, you can just instruct them to be as creative as
possible and come up with some interesting things to talk about.

Here are the topics they can choose from:

 How to create a sustainable future for vinyl

 The guide to shopping for and listening to vinyl like a pro
 The future of music
 Why the age of vinyl in the 70s beats today’s digital age
 The steps to starting up a successful vinyl shop
You can have students do research on the internet if they have access.

You can also give students the choice to also come up with their own idea for a presentation,
anything in the music sector. It doesn’t have to be specifically related to vinyls.

The most important thing is that students have a structure for their presentation, have
researched important information about it, and teach the class something interesting.

You can also have students include one of each of the following things in their presentation:

 A problem (Music has become too digital in modern ages.)

 A statistic or fact (Over 7.6 million vinyls were sold in the US in 2018.)
 An opinion (We believe that vinyls will continue to be popular for years.)
 A quote (Zdenek Pelc said, “If people like something, they need something
touchable.”)
Bonus Activity

This one last bonus activity you could do will help your students develop the skills they need
for business and professional reasons.

Have them give a “show and tell” presentation or just simply talk about three gadgets, tools,
products, services, etc they’ve bought in the recent past related to one of their personal
interests.

Have the students teach the class either how to use this product or service, how it works, why
they bought it, what the features are, what problem it solves for them, etc.

Here are some actual examples from my students, which you can show your students to give
them an idea of what you’re looking for:

 A new running watch

 A subscription to Netflix
 A Nintendo NES Classic Edition
 A new bicycle helmet
 A portable speaker