La teoría del oligopolio de competencia en precios y la diferenciación

Capítulo 4: El Sello de Comercio Justo como Estrategia de las Firmas

4.1. La teoría del oligopolio de competencia en precios y la diferenciación

Prepare and Speak

Speak

Speak C C

1. Review the Self-Assessment checklist in the Unit Assignment. Remind students that they will be

completing this checklist after their talk.

2. Put students in pairs to give their talks. If time permits, call on volunteers to give their presentations to the class.

3. Use the Unit Assignment Rubric on page R-1 of thisTeacher’s Handbook to score each student’s talk.

4. Alternatively, divide the class into large groups and have students tell their stories to their group.

Have listeners complete the Unit Assignment Rubric.

21^ST^ST CENTURY SKILLS EXPANSION CENTURY SKILLS EXPANSION

Taking conversational turns is an essential communication skill that is valuable in the workplace as well as in school. Students need to be able to engage with others, whether it is with a manager, a teacher, a customer, or a peer. The ability to effectively participate in a conversation, including taking turns, is one way in which people make positive first impressions.

Conduct turn-taking audits periodically during group or pair discussions. Choose a group or pair of students and tell them that you are going to observe their discussion for their use of conversational turns.

Point out that you are also going to note how long each person controls the conversation.

As the course progresses, you may want to assign a student in the group to conduct a turn-taking audit. This student can participate in the discussion, but can also note the use of turn-taking phrases used by the participants as well as how long each speaker controls the conversation.

The results of the turn-taking audit should be reviewed by the group so that participants can reflect on their strengths and areas for improvement.

UNIT 2 UNIT 2

EXPANSION ACTIVITY 1 EXPANSION ACTIVITY 1

Listening and Speaking 3, page 24 EXP

EXPANSION ACTIVITY: Unit ANSION ACTIVITY: Unit QuestionQuestion 1. Introduce the Unit Question,What’s more

important: taste or nutrition? Ask related information questions or questions about personal experiences to help students prepare for answering the Unit Question, which is more abstract. How important is the taste of food to you?

Would you eat less of a favorite food if you knew it wasn’t healthy? Do you view food as fuel for your body or is it something that is meant to be enjoyed?

2. Tell students, Let’s start off our discussion by listing food we think tastes great, for example, ice cream.

Remind students to be specific. It is more helpful to list specific foods than general categories, e.g., broccoli or carrots instead of vegetables.

Critical Q:

Critical Q: Expansion Activity Expansion Activity

Making informed predictions Making informed predictions 1.

1. Tell students they are going to make predictions about what would happen to them if they changed their diets. Ask them to list what they have eaten over the past two days.

2. After covering both Listenings, ask students to think about what they learned about a good diet.

Have them analyze their food choices.

3. Tell students to predict what would happen if they changed their diet to follow the advice in the listenings. Tell them to consider not only the repercussions on their health, but also on their lifestyle and finances.

4. Put students in pairs to share their predictions.

Encourage them to ask their partner for details and explanations.

5. Call on volunteers to share their predictions and reasons with the class.

EXPANSION ACTIVITY 4 EXPANSION ACTIVITY 4

Listening and Speaking 3, iQ Online Resource Unit Assignment

Prepare and Speak Prepare and Speak

Speak

Speak C C

1. Put students in groups to interview each other.

2. Remind students not to read their information from Activity B. Encourage them to maintain eye contact and only refer to their notes as necessary.

3. Monitor students’ interviewing and answering techniques.

4. Use the Unit Assignment Rubric on page R-2 of thisTeacher’s Handbook to score each student’s interview and answer.

5. Alternatively, have other group members listen to each other’s interviews and answers. Have listeners complete the Unit Assignment Rubric.

6. Have groups summarize the information from their interviews.

7. Ask a reporter from each group to present the group’s findings.

3. Seat students in small groups and direct them to pass around a paper as quickly as they can, with each group member adding one item to the list.

Tell them they have two minutes to make the list and they should write as many items as possible.

4. Call time and ask a reporter from each group to read the list aloud.

5. Use items from the list as a springboard for discussion. For example: Let’s talk about ice cream. Is it nutritious? Why or why not? Tell students to check the items that the class generally feels are healthy.

EXPANSION ACTIVITY 2 EXPANSION ACTIVITY 2

Listening and Speaking 3, iQ Online Resource Preview the Unit

B B

1. Keep students in groups. Ask them to check their favorite food in the chart in Activity A.

2. Tell students to check their favorite of the five basic tastes.

3. Ask students to compare their preferences with their group members.

4. Ask students to raise their hand for their favorite taste. Say each taste aloud and tally the number of hands for each. Write the numbers on the board.

EXPANSION ACTIVITY: Taste or Nutrition in Food EXPANSION ACTIVITY: Taste or Nutrition in Food Categories

EXPANSION ACTIVITY 3 EXPANSION ACTIVITY 3

Listening and Speaking 3, page 26 Critical Thinking Tip Critical Thinking Tip

Read the tip aloud. Point out that making predictions is something we do every day, but we are not often aware of the thought process that goes into making a prediction. By being aware of what clues and factors influence our predictions, we can improve their accuracy.

Critical Q:

Critical Q: Expansion Activity Expansion Activity

Summarizing Summarizing 1.

1. Tell students they are going to practice summarizing with a list instead of a T-chart using the excerpt about nutrition in Activity A on page 32.

2. Write “Disadvantages of Fast Food” as a list heading. Tell students to make a list in their notebooks. Explain that they should only write the main points from the excerpt.

3. Give students 5 minutes to read the passage and make their lists.

4. Put students in pairs to compare their lists.

Check by eliciting a class list. Remind students that a summary of main points should not include details.

EXPANSION ACTIVITY 3 EXPANSION ACTIVITY 3

Listening and Speaking 3, page 64

A A

Play the audio, pausing for students to repeat the sentences with appropriate intonation.

EXPANSION ACTIVITY: Intonation in job interviews EXPANSION ACTIVITY: Intonation in job interviews 1. Pair students. Remind them that proper intonation

is very useful in job interviews and other situations when they want to make a good first impression.

2. Tell students that they are going to practice varying their intonation to show interest while role-playing a job interview.

3. Assign roles. One student should be the interviewer, the other the potential employee.

4. Throughout the conversation, the interviewer should state facts about his or her “company.”

The potential employee should respond with appropriate intonation.

5. Ask volunteers to repeat their conversation for the class.

21^ST^ST CENTURY SKILLS EXPANSION CENTURY SKILLS EXPANSION

Interviewing people is something students will do in their professional and academic lives. Most students forget that an interview is a conversation and they tend to focus solely on asking questions and writing answers. Good interviewers listen and show flexibility. Help students develop interview flexibility through practice. Tell students to write at least one new question while they are listening to a partner or group member speak. Tell them to ask this follow-up question before moving on to the next new question. This activity will not only help them prepare for unit assignments, but it will also help them develop better interview skills for the future.

UNIT 3 UNIT 3

EXPANSION ACTIVITY 1 EXPANSION ACTIVITY 1

Listening and Speaking 3, page 46 EXP

EXPANSION ACTIVITY: Unit ANSION ACTIVITY: Unit QuestionQuestion

1. Introduce the Unit Question, Is change good or bad?

Ask related information questions or questions about personal experiences to help students prepare for answering the Unit Question, which is more abstract.

2. Read the Unit Question aloud. Give students a minute to silently consider their answer to the question. Say, Let’s consider the positive side of change in our individual lives. What are the good things about change? What are the disadvantages?

3. Write good and bad at the top of two sheets of poster paper.

4. Elicit student answers and write them in the appropriate poster. Accept all contributions. Post the lists to refer back to later in the unit.

EXPANSION ACTIVITY 2 EXPANSION ACTIVITY 2

Listening and Speaking 3, page 48 Critical Thinking Tip Critical Thinking Tip

Read the tip aloud. Point out that summarizing helps us to focus on the main points of something, which in turn helps us to retain information. Remind students that details are not included when we summarize because this makes it harder for us to remember the main points.

EXPANSION ACTIVITY 4 EXPANSION ACTIVITY 4

Listening and Speaking 3, iQ Online Resource Unit Assignment

Prepare and Speak Prepare and Speak

Speak

Speak C C

1. Ask students to review the Self-Assessment checklist in the Unit Assignment. Elicit any questions.

2. Put students in groups to talk about their experiences. Remind them not to read directly from their outlines, notes, or or T-charts.

3. Tell students to make a T-chart to take notes during each group member’s part of the discussion.

4. Monitor students’ performance as they work.

5. Call on students you did not have a chance to monitor to present a summary of their discussion.

6. Use the Unit Assignment Rubric on page R-3 of thisTeacher’s Handbook to score each student’s interview and answer.

21^ST^ST CENTURY SKILLS EXPANSION CENTURY SKILLS EXPANSION

Appropriate intonation is essential to communicating effectively in one’s professional and academic life. The wrong intonation can create misunderstandings. Help students to develop intonation awareness by saying hello in the following ways: annoyed, interested, and questioning. Ask students to describe your intonation. Have students repeat hello using each intonation. Put students in pairs to practice saying the following sentences in the three ways: 1. How are you? 2. I love English.

3. Change is good. Have their partner guess which feeling they are conveying when the say the sentence. Have volunteers perform for the class.

UNIT 4 UNIT 4

EXPANSION ACTIVITY 1 EXPANSION ACTIVITY 1

Listening and Speaking 3, page 68 EXP

EXPANSION ACTIVITY: Unit ANSION ACTIVITY: Unit QuestionQuestion

1. Introduce the Unit Question, How can advertisers change our behavior? Ask related information questions or questions about personal experiences to help students prepare for answering the Unit Question, which is more abstract.What is the goal of advertisers ( to make us buy )? How can they

make us do this? Why do they have famous athletes endorsing products? Why do they have attractive people in advertisements? What other techniques

do they use?

2. Label four pieces of poster paper:Trust and Familiarity, New and Different, Rich and Famous,

and Identify with a Group. Place them in the corners of the room.

3. Explain that each poster represents a feeling that advertising appeals to in order to influence consumers’ behavior. Ask students to read and consider the unit question and then to stand in the corner next to the poster that best represents the feeling that they believe influences most consumers.

4. Direct the groups in each corner to talk amongst themselves about the reasons for their answers.

Tell them to choose a recorder to write the answers on the poster paper.

5. Call on volunteers from each corner to share their opinions with the class.

6. Leave the posters up for students to refer back to at the end of the unit.

EXPANSION ACTIVITY 2 EXPANSION ACTIVITY 2

Listening and Speaking 3, page 78 Critical Thinking Tip Critical Thinking Tip

Read the tip aloud. Point out that we need to evaluate information in our academic as well as our everyday lives. Practicing this skill is important to academic success as well as to success as a consumer in the marketplace.

Critical Q:

Critical Q: Expansion Activity Expansion Activity

Evaluati

Evaluating advertising ng advertising slogansslogans 1.

1. Put students in small groups of three or four.

Review the meaning of the word slogan.

2. Give the groups five minutes to design one advertising slogan for a product of their choice.

Tell them to choose a target group for the product and to make the slogan as persuasive as possible for this group.

3. Have each group present its slogan. Elicit from the class the target audience for the slogan as well as how effective the slogan is and why.

EXPANSION ACTIVITY 3 EXPANSION ACTIVITY 3

Listening and Speaking 3, page 84

B B

1. Have students work with a partner. Tell them to discuss the effectiveness of ads that feature famous people.

2. Remind them to use the phrases for giving and supporting opinions. Elicit some of the things they should do when discussing with a partner, e.g., maintain eye contact, give reasons, take turns, etc.

3. Monitor students’ conversations for their use of phrases as well as their intonation.

EXPANSION ACTIVITY: Opinions About EXPANSION ACTIVITY: Opinions About Advertisements

Advertisements 1. Keep students in pairs.

2. Ask them to think about three different kinds of advertisements they have seen recently.

3. Have them tell their partners about the three different advertisements they saw, and the advantages and disadvantages of each type.

Remind them to support their opinions with reasons and examples, and to use the phrases from the Speaking Skill box on page 83 of the student book.

4. Elicit answers from volunteers.

EXPANSION ACTIVITY 4 EXPANSION ACTIVITY 4

Listening and Speaking 3, iQ Online Resource Unit Assignment

Prepare and Speak Prepare and Speak

Speak

Speak C C

1. Review the Self-Assessment checklist in the Unit Assignment. Ask students to read it. Elicit any

questions.

2. Put students in groups according to which topic they wrote in the center of the mind map in Activity A.

Remind them not to read directly from their notes.

3. Ask students to choose a group leader. If students are reluctant to choose a leader, choose a student who is outgoing and capable of leading. Remind students of the role of the group leader (to ensure everyone speaks, to keep the discussion going, etc).

4. Have the leader open the discussion by asking the group members about their opinions on the topic.

Remind students to limit their discussion to the issues outlined in Activity B so that the discussion stays on track.

5. Use the Unit Assignment Rubric on page R-4 of thisTeacher’s Handbook to score each student’s participation in the discussion.

6. Monitor students’ performance as they work in groups. Call on students you did not have a chance to monitor to present a summary of their discussion.

21^ST^ST CENTURY SKILLS EXPANSION CENTURY SKILLS EXPANSION

Being able to see another side of one’s opinion is an important skill for success in the workplace and university. It can be difficult to do this because it requires us to evaluate our opinions critically. Help students to begin to develop this important skill through practice. Conduct “short speech” activities throughout whichever unit you are working on.

(This will usually help them prepare for the unit assignment as well.) Assign a very specific topic for which students can have an opinion, for example, in this unit, “Everyone can be influenced by advertising.”

Tell the students to prepare a 30-second speech advocating the viewpoint counter to theirs. Pass out small note cards for students to plan a 30-second speech advocating the opposite opinion. Then put the students in groups and have them deliver their short speech to the group.

UNIT 5 UNIT 5

EXPANSION ACTIVITY 1 EXPANSION ACTIVITY 1

Listening and Speaking 3, page 88 EXP

EXPANSION ACTIVITY: Unit ANSION ACTIVITY: Unit QuestionQuestion

1. Introduce the Unit Question,What risks are good to take? Ask related information questions

or questions about personal experiences to help students prepare for answering the Unit Question, which is more abstract.What is the reward of taking a risk? How do people evaluate the risk of an activity in relation to its reward? Are some rewards worth more than others?

2. Read the unit question aloud. Point out that answers to the question can fall into the following categories:1. Risks that offer personal financial benefits; 2. Risks that offer financial benefits to society or humanity; 3. Risks that offer personal benefits not related to finances; and 4. Risks that offer societal benefits not related to finances.

3. Give students a minute to silently consider their answers to the unit question.

4. Write each category at the top of four sheets of poster paper. Elicit answers for the question and make notes of the answers under the correct heading. Post the lists to refer back to later in the unit.

EXPANSION ACTIVITY 2 EXPANSION ACTIVITY 2

Listening and Speaking 3, iQ Online Resource EXPANSION ACTIVITY: Risks in Real Life EXPANSION ACTIVITY: Risks in Real Life Preview the Unit

Preview the Unit

1. Keep students in their groups from Activity B.

2. Ask students to think of risks they have taken in their lives. They should think about why it was a risk, why they took it, and if it was a good risk to take.

3. Have students share their risks with their groups.

4. Elicit answers from the groups.

EXPANSION ACTIVITY 3 EXPANSION ACTIVITY 3

Listening and Speaking 3, page 103 Critical Thinking Tip

Critical Thinking Tip

Read the tip aloud. Point out that categorizing is an extremely useful skill and that groups can be based on a various things, e.g., meaning or theme, or even parts of speech.

Critical Q:

Critical Q: Expansion Activity Expansion Activity

Categorizing Categorizing 1.

1. Put students in small groups of three or four. Give each group a theme, e.g., inventions, explorations, investments, or education.

2. Assign a note-taker for each group and a reporter.

3. Tell the groups that they have five minutes to list as many words as they can that are related to the theme of their category. Encourage them to be creative as well as prepared to justify why each word is connected to the theme.

4. Call on the reporters to share the group’s words with the class.

EXPANSION ACTIVITY 4 EXPANSION ACTIVITY 4

Listening and Speaking 3, iQ Online Resource Unit Assignment

1. Review the Self-Assessment checklist in the Unit Assignment. Ask students to read it. Elicit any

questions.

2. Depending on the size of your class, you may wish to put students in groups to give their presentation or have students present to the entire class.

3. Remind students not to read directly from their outlines. Remind them to use appropriate phrases to introduce their topic as well as show the order of events and their reasons for taking the risk.

In document INSTITUTO TECNOLÓGICO Y DE ESTUDIOS SUPERIORES DE MONTERREY (página 194-200)