5.4 Extending skills


making effective contributions to a seminar


A Study Figure 1 on the opposite page. 1 What does it show?


2 Where do you think the information has come from? B Listen to some extracts from a seminar about market mapping.


1 What is wrong with the contribution of the last speaker in each case? Choose from the following: 


it is irrelevant  the student interrupts


 the student doesn’t contribute anything to the discussion it is not polite


  the student doesn’t explain the relevance


2 What exactly does the student say, in each case? 3 What should the student say or do, in each case?


C Listen to some more extracts from the same seminar.


1 How does the second speaker make an effective contribution in each case? Choose from the following: 


by making clear how the point is relevant  by bringing in another speaker by asking for clarification


  by paraphrasing to check understanding  by giving specific examples to help explain a point


2 What exactly does the student say, in each case? 3 What other ways do you know of saying the same things?


D Make a table of Do’s (helpful ways) and Don’ts (unhelpful ways) of


contributing to seminar discussions. Do‘s ask politely for information


E Work in groups. 1 Study the golf product group on the opposite page.


2 Discuss how you put these products on a market map. Make sure you can justify your decision. 3 Conduct a seminar. One or two people should act as observers.


F Report on your discussion and present your market map, giving reasons for your decisions.


G Work in groups of four. Each person should research the advantages and disadvantages of one of the four main types of market research. Report back to the group and ask other people about their research.


 Student A: find out about secondary research (information on page 104)  Student B: find out about primary research (information on page 103)  Student C: find out about quantitative research (information on page 104)  Student D: find out about qualitative research (information on page 103)


42 Don’ts


demand information from other students


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