Disruptive technologies

Marjorie Rosenberg

Aims
 learn what disruptive technologies are
 learn the vocabulary of disruptive
technologies and sort it into categories
 be able to use the vocabulary
 be able to come up with ideas of
innovative products
 be able to create a timeline for
development and production
 think of marketing and promotional
ideas for these products
Tasks
 discuss the definition of disruptive
technologies
 sort vocabulary into categories
 use the vocabulary actively and
understand it in sentences
 brainstorm ideas for innovative products
 convince others to produce your product
 create a development and production
plan
 discuss marketing ideas

This activity can stand alone or be used together with Business Advantage
Intermediate, Almut Koester, Angela Pitt, Michael Handford, Martin Lisboa, Unit 2.

Level
Intermediate (B1) – the teacher may have to help with some vocabulary.

Timing
60 minutes. If the group does the follow-up activity, add 10 to 15 minutes.

Lead-in (5 minutes)
Students are given a definition of the term disruptive technology and asked to
discuss it with a partner. They then work in pairs to come up with as many disruptive
technologies they can think of in three minutes. The list is compiled in open class.

Vocabulary (10 minutes)

Students work in pairs to sort words about disruptive technologies into four
categories. They should discuss the words and ask about any they are unsure of.

Reading (5 minutes)
Students are given 5 minutes to read through sentences and decide if they are
correct or not. If not, they replace words with those from the list of vocabulary they
sorted into the four categories.

Say my word (10 minutes)

Students work in pairs. One person chooses five words from the product and
customer categories, the other from the process and finance categories. They then
work individually to write out questions which can be answered by the words they
chose. When they have finished, the teacher gives a signal to begin asking the
questions. The students make a tick for each correct answer they get from their
partner. After three minutes, the partners switch roles and the second person asks
the questions. The person whose partner guessed the most correct words is the
winner.

The innovation meeting (10 minutes)

Students work in pairs and brainstorm ideas they would like to see produced. They
should come up with ideas which can help a company increase its competitive

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advantage but also be feasible. Students then join together with 2 other groups and
present their ideas. They try to convince the others that their idea is best. Stop them
after 10 minutes so that they can vote on which one to produce.

Making a development plan (10 minutes)

Students work together in their groups of six. They develop a timeline for the
development and production of their idea. They should set out benchmarks as to
what needs to be done when. This is then presented to the class.

Class discussion (10 minutes)

The class discusses the different items and comments on the ideas and the
development plan. The whole class then brainstorms names for the product and talks
about the target group and some marketing ideas.

Follow-up (optional) (10 minutes)

Groups could create promotional and advertising campaigns, create slogans and
adverts and talk about pricing policies and distribution of the product.

Answers
Lead-In
Possible answers:
printing telephones photocopiers the Internet
presses automobiles computers mobile phones
steam engines airplanes PCs smart phones
electricity the micro chip laptops

Vocabulary
the product the customers
sustaining unique needs
innovative online community
disruptive potential buyers
inventive wisdom of crowds
discovery early adopters

the creative processes the finances

regular procedures product performance
design profit margin
develop unprofitable
invent pour resources into
discover a fraction of costs
development process calculate costs

Reading
1 potential buyers
2
3 unique needs
4
5 profit margin
6 performance figures

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Disruptive technologies
Marjorie Rosenberg

Aims
 learn what disruptive technologies are
 learn the vocabulary of disruptive
technologies and sort it into categories
 be able to use the vocabulary
 be able to come up with ideas of
innovative products
 be able to create a timeline for
development and production
 think of marketing and promotional
ideas for these products
Tasks
 discuss the definition of disruptive
technologies
 sort vocabulary into categories
 use the vocabulary actively and
understand it in sentences
 brainstorm ideas for innovative products
 convince others to produce your product
 create a development and production
plan
 discuss marketing ideas

Lead-in
Read this definition of disruptive technology and discuss its meaning with your
partner.
‘A disruptive technology is a new way of doing something or a new invention
which completely changes the way business is done.’
You and your partner now have three minutes to write down as many disruptive
technologies as you can think of.

Vocabulary
There are different aspects of innovative technologies. Work with a partner and sort
these words into the categories they belong in. Discuss any words you don’t know.

performance improvement unique needs online community

disruptive sustaining discovery
potential buyers innovative
early adopters wisdom of crowds

the product the customers

product performance regular procedures design

calculate costs profit margin discover
development process unprofitable develop
invent a fraction of the costs pour resources into

the processes the finances

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Reading
Read the sentences below. Are they correct? If so, tick them. If not, find the correct
word from the words above to replace the underlined word.

1 During the development process of a new product, it is necessary to think about the
people who may purchase it, the online community.
2 Before we pour resources into development costs, we need to look at how much
money the product may earn, in other words the product performance.
3 Our research team is looking into possibilities to meet sustaining requirements of
our customers.
4 Getting ideas from people online means making use of the wisdom of crowds which
may lead to the discovery of disruptive technologies.
5 The difference between the costs of manufacturing and what we can earn with the
product is called the fraction of costs.
6 I usually look at both the features and the performance improvement as I need to
know what the product can do.

Say my word
Work with a partner. One of you chooses five words from the product or the customer
and the other from the processes and the finances. The goal is to make your partner
answer a question using the word you have chosen. Your teacher will give each of
you three minutes to ask your partner your questions.

The innovation meeting

1 Work with your partner and brainstorm ideas for an idea you would like to see
produced. Think of a device or technology which would help a company to increase
its competitive advantage. Try to think of ideas which you feel would sell well in the
market but would also be feasible to produce.
2 Work in groups of six. Each pair has got an idea which they would like the company
to product. Find arguments why your idea is the most valid one. When your teacher
tells you to stop, vote on the idea which you think:
 has the best marketing and sales potential
 will be the easiest and most feasible to produce
 is the most inventive or innovative

Making a development plan

Work together in your group of six. Come up with a timeline for the development and
production of your device or technology. Think about the resources at hand and what
you would need to produce this item. Set out benchmarks for when you would need
to have each aspect finished. Present your item and your plan to the rest of the class.

Class discussion
Discuss the different suggestion and give your feedback on the development and
production plans your classmates have presented. Then brainstorm names and
marketing or promotional ideas for the product.

Follow-up (optional)
Groups could create promotional and advertising campaigns, create slogans and
adverts and talk about pricing policies and distribution of the product.

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