market_leader_3e_-_intermediate_-_teachers_book (852197), страница 35
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Companies want to get in before the rules of the gamebecome set in stone and be able to influence how they are fixed. A start-up has the advantageof building its own corporate culture: its own way of doing things. An established company maybuy firms in unrelated industries, including start-ups in emerging industries, hoping that someof their acquisitions will turn out to be leaders in their fields and become money-spinners. But itmay just end u p as a conglomerate of more or less profitable companies and some unprofitableones, with different and perhaps incompatible cultures.These are the $64,000 questions in competitive strategy: Which are the industries to stay in,invest in and develop? Which are the new ones to get into? Which are the ones to get out of?Answering these questions is not easy: multi-billion dollar mistakes are easy to make.Competition and your studentsAll your students should find it easy to relate to competition as consumers buying competingproducts.
In-work students will be able to talk about competitors in their own industry: it's ofteninteresting to see how they perceive the 'culture' of competing companies in relation to theirown company.Read onPorter's ideas referred to above were developed in the 1 980s and are still influential. These arerecent editions of his two seminal books:Michael E. Porter: Competitive Strategy: Techniques for Analyzing Competitors and Industries,Free Press, 2004Michael E. Porter: Competitive Advantage, Simon and Schuster, 1998Also recommended are:Henry Mintzberg et a/.: Strategy Safari: The Complete Guide Through the Wilds of StrategicManagement, FT Prentice Hall, 2008W.
Chan Kim and Renee Mauborgne: Blue Ocean Strategy: How to Create Uncontested MarketSpace and Make the Competition Irrelevant, Harvard Business School Press, 2005102UNIT 12 .... COMPETITIONLESSON N OTES.•r.,.�f'�·�··:�••·::;,..'"!;:"WarmerVocabulary: Competition idioms• Write these words on the board and get students tosay how they are pronounced, especially in relationto stress. Get them to say which syllables should beunderlined to indicate stress.Students look at some sports-related competitionexpressions and use them i n context.competerivalcomru1itorcompetitionrivalry• Then get students to look up the words in a goodmonolingual dictionary, such as Longman Dictionaryof Contemporary English, or a good bilingual one.a-a• Explain the tasks and get students to do them inpairs.
Go round the room and help where necessary.• Bring the class to order and explain anything that hascaused general difficulty. Get individual students tocall out the answers.1 field (football) - a• Get them to tell you something that the dictionarysays about each word, e.g. 'compete is followed bywith, competition can be countable or uncountable,rival is another word for competitor, etc.'4 horse (horse racing) - eOverview6 goalposts (football) - g2 seat (motor racing) - h3 neck (horse racing) - c5 player (football, baseball) - j7• Tell students they will be looking at the subject ofcompetition.• Go through the overview panel at the beginning ofthe unit, pointing out the sections that students willbe looking at.Quotation• Get students to look at the quotation and see if theyagree with it.
(Probably they will know about Darwin,his theory of evolution and the 'survival of the fittest'- only the animals, or in this case the businesses, mostsuited to their environment will continue to exist.)ball (tennis or any ball game) - f8 game (any sport) - b9 race (horse racing) - d10 ropes (boxing) - iB• Get students to work on the exercise individually orin pairs.1playing field2a one horse race3flogging a dead horseStarting up4Students d o a questionnaire t o see how competitivethey are.in the driving seat (You could also accept ahead ofthe game.)5neck and neck6major playersa• With the whole class, ask if students think they arecompetitive.
Ask them if they consider that theycome from a competitive educational background orprofession. Treat the ensuing discussion tactfully,of course.• Get students to ask each other the questions in pairsand to note the answers. Go round the room andhelp where necessary, e.g. with the meaning of flashy(item 3c).,• Get students to discuss the questions in pairs.Go round the room and help where necessary.•Bring the class to order and ask individual studentsfrom some of the pairs to summarise the things theycame up with under each point.C) i-Giossary• When most students have finished, bring the class toorder and get a member of some of the pairs to saywhat they each replied.• Students score their answers by looking at page 140of the Course Book.• With a show of hands for each answer, get the class todecide if they are, on the whole, competitive or not.103UNIT 12COMPETITION...
...Reading: Head-to-head competitionStudents read about the current rivalry betweenStarbucks and McDonald's and how each company isplanning for future success.In small groups, get students to say what they knowabout and think of Starbucks and McDonald's.Then, with the whole class, get members of differentgroups to say what their findings were.ermV)V)a0zz�m(/)Ask students to read the article specifically for thispiece of information.r s���b ��k�0a·. .· · · · · · · · · ·· · · • • • o o • • o o • • " · · · · · · · · · · . . · · · · · · · · · · · · · · · · · · · • • o o • • • • o o • • • o o • o o · • · • • o o • · · · " · · .
. . . . . . . . . . .......... . . . . . . . . .·Get students to find the answers to these questionsindividually or in pairs. Go round the class and assistwhere necessary.With the whole class, elicit the answers.Deal with any vocabulary difficulties that have beencausing general problems.0e� � ;� ;� �� �� �� ; � �� ��a:························ · ············································· · ············:B-I...................
. . .[ Exercise D1 up2 by3 out toExercise E! a) lose out toI b) take on! �� !?.��: ?.�........................11-B00.......Rory Taylor, Media Relations Manager for the U K'sCompetition Commission, talks about its work.-4>» CD2.36.. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .. . . . . .... .... . . . . . . . . . . . . . .45Without pre-empting the first question too much,say that the Competition Commission is an officialUK organisation that looks at competition betweencompanies.Play the recording once or twice and get students toanswer the questions. Explain any difficulties.eononereplace (by)e) stir upd).In order to vary the approach, get students to work inpairs. Go round the class and assist where necessary.With the whole class, elicit the answers.Exercise F1c 2a 3bExercise G1 take on2 taken over3 taken aback104Listening: The Competition CommissionDo as quick-fire whole-class activities .......................... ..............
....<>e; ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . :0Do as a quick-fire whole-class activity. Get studentsto justify their answers.Optional extra activityGet students to work in groups on this situation.You have won a competition to take over a small cafe inyour town for a year. An entrepreneur has given you thepremises for free and €200,000 as start-up capital. Shewants you to compete against the local Starbucks andMcDonald's. Brainstorm how you would redesign thecafe and the products you would offer.Explain the situation and start the groupwork. Goround the class and assist where necessary.Monitor the language being used, especiallylanguage related to competition.
Note down goodpoints and those that need further work.e Bring the class to order. Praise the correct languagethat you heard and practise points that need furtherwork.Then get representatives from one or two groups tosummarise their ideas.= Text bank (pages 158-161)e1 It carries out investigations into particularmergers and markets in the UK and into regulatedindustries.2 To see if the ownership structure is in the interestsof consumers (i.e. to see if it is a competitivemarket)111 -4>» (02.37e4e(as in take out a loan)45take outtake off5doGet students to look through the statements.
Explainany difficulties, e.g. static.Then play the recording once or twice. Elicit theanswers.UNIT 121False: 'It's actually a matter of ... not so muchlooking at the number o f competitors or providersin a particular market so much as looking at thedynamics of that market.'2True3True• Get students to look through the entire minutesbefore doing the exercise individually or in pairs.Go round the class and assist where necessary.• Elicit the answers.False: ' ... after in-depth investigation, it was clearthat this is a market where these companies arecompeting actively with each other.'; 4.... COMPETITION2 was attended3 was I had been circulatedII ..))) CD2.384 was I had been intended5 was (being) forced• Get students to look through the text, predictingwhat might be in the gaps.6 had been cut7 had been increased• Then play the recording and elicit the answers.4prices5innovation8 had been commissioned9 was informed10 had been reached11 were being investigated• Explain any remaining difficulties.=.l ResourceAWbank: Listening (page 199)Students can watch the interview withRory Taylor on the DVD-ROM.Language review: PassivesStudents look at passives and practise using them in aseries of exercises.• Talk students through the commentary and theexamples in the panel.12 was being I had been implementedOption al extra activityExplain the task below and write the prompts 1 to 12 onthe board (or photocopy this page and hand it out, beingcareful not to hand out the answers too!).A large automobile company is feeling the pressure fromits competitors and has decided to launch a new car.
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