研究生英语教案7

Unit Seven Scarcity, Choice, and Opportunity Cost More About the Author Robert E. Hall (1943- ) is an applied economist with interests in technology, competition, employment issues, and economic policy in the aggregate economy and in particular markets. Hall is a member of the National Academy of Sciences, a fellow of both the American Academy of Arts and Sciences, and the Econometric Society. Before coming to Stanford Department of Economics in 1978, Hall taught at the Massachusetts Institute of Technology and at the University of California, Berkeley. Hall has advised a number of government agencies on national economic policy, including the Justice Department, the Treasury Department, and the Federal Reserve Board. He served on the National Presidential Advisory Committee on Productivity. He has testified on numerous occasions before congressional committees concerning national economic policy. For more information, please visit http://www.stanford.edu/~rehall/ Marc Lieberman is currently Clinical Associate Professor of Economics at New York University. He has presented his extremely popular Principles of Economics course at Vassar College, Harvard University, the University of California/Santa Cruz, and the University of Hawaii. Lieberman is co-editor and contributor to The Road to Capitalism: Economic Transformation in Eastern Europe and the Former Soviet Union. In addition, he has consulted with the Bank of America and the Educational Testing Service. In his limited spare time, he is an accomplished screenwriter. He co-wrote the script for Love Kills, a recent movie that aired on the USA Cable Network and is now available in video stores around the world. For more information, please visit www.econ.nyu.edu/dept/vitae/lieberman.pdf About the Text Students encounter the concept of scarcity in their daily tasks but comprehend little of this meaning or how to deal with the concept of scarcity. They should know that often life is 'this or that' not 'this and that'. This unit introduces the concept of scarcity by illustrating how resources — time and money, are finite and how life involves a series of choices. Specifically, this unit teaches students about scarcity and choice: Scarcity means we all have to make choices and all choices involve "costs." Not only do you have to make a choice every minute of the day because of scarcity, but, when making a choice, you have to give up something. This cost is called opportunity cost. Opportunity cost is defined as the value of the next best thing you would have chosen. It is not the value of all things you could have chosen. Choice gives us 'benefits' and choice gives us 'costs'. Not only do you have to make a choice every minute of the day, because of scarcity, but also, when making a choice, you have to give up something of value (opportunity cost). To be asked to make a choice between 'this or that ' is difficult for students who want everything. A goal in life for each of us is to look at our wants, determine our opportunities, and try and make the best choices by weighing the benefits and the costs. This unit explores the concept of opportunity cost, and illustrates how opportunity cost differs among different individuals. Finally, it points out that opportunity cost should be taken into consideration in every decision of individuals and society. Some paragraphs of the original essay are abridged to meet the teaching requirement. Structure of the Text Para. 1 ~ Para. 5: Introduction. The concept of scarcity and the relation between scarcity and the individual. Para. 6 ~ Para. 8: The relation between scarcity and society. Para .9 ~ Para. 12: The concept of opportunity cost. Para. 13 ~ Para. 18: Opportunity cost for individuals. Para. 19 ~ Para.20: Opportunity cost for society. Para. 21 ~ Para.22: The principle of opportunity cost. Teaching Suggestions INTRODUCING THE TOPIC Lead-in Questions This activity is designed to arouse students’ interest in the topic of the text. You can ask students to preview this unit by thinking over these questions after your last class and then check their answers by asking the questions with the class as a whole. Or students can be divided into groups to interview each other. They can choose some questions from the list or think of their own questions about the same topic to ask. If there is enough time, collect their ideas by choosing one or two groups to report the result of their interview to the class. Word Extension This activity is designed to give students practice in explaining things in their own words. Help them to give accurate definitions to the terms. Ask volunteers to give other relative words they know. Write all responses on the board. To save time, you can also ask them to prepare before class. Try to maintain a fast pace in this part and create an active atmosphere. MEETING THE AUTHOR Give a brief introduction to the author using your own words. Do not just read from the book. Emphasize the parts that relate to the topic of the text. COMMUNICATIVE ACTIVITIES In order to save time, students can be grouped to do different activities. Previous preparation is necessary. Activity One The answer is D, 2 sweaters. Remind the students that opportunity cost does not concern the typical time a typical worker in a given country used to produce one unit of a given good. Opportunity cost only refers to what we give up when we make that choice. Alternatives are at the core of the concept of opportunity cost. This activity is designed to make a distinction between the concept of opportunity cost and the typical time to produce one unit of a given good. The students should discuss this in group before the presentation of the answer and the explanation. Activity Two Remind students that the opportunity cost consists of the actual expenses and the earnings and experiences forgone. The actual expenses include expenditures on tuition and books, but not on room and board, which you will also consume without studying for a master’s degree. If the expenses of room and board on campus exceed what would have cost you to live at home, the extra cost would be counted as an expense. Furthermore, any scholarship funds or government grants should be deducted. PRACTICAL READING This part is designed to help students get useful information and practice in advertisements. Do