Optional short… | Year 11 Economics · T1 W1–2 · Spoken Prompts

These are original teacher-read scripts, not recorded audio. Read at a natural pace, pause where shown, and give the same card or full-text alternative to learners who prefer reading. The scripts supply task access without supplying a case inference. A learner may speak, sign or use AAC; record any content hint you add. Pronounce PPF as “production possibility frontier” at first use. For Days 5 and 10, the fresh case itself may be read neutrally before the prompt; do not read the worked key.

Day	Read aloud, then pause
1	“Two uses compete for the same limited input. Look at Cards B and D. Who makes each choice? What input is limited? What other feasible use is left aside? Explain why having a constraint does not mean having nothing.” Pause: 30 seconds for pointing or planning.
2	“Card B describes a change in the final two staff-hours. Name the chosen use and the stated next-best alternative. Say the opportunity cost with its unit. What value judgement can the card not settle?” Pause: allow a full sentence or arranged strips.
3	“For Card D, ask: what and how much, how, and for whom? Name one question about resource ownership or access that the card leaves open. A full crew schedule cannot answer it for you.” Pause: listen for a question, not a guessed fact.
4	“Card C has a site, people, a made printer and a coordinating role. Match each to an economic factor of production. Then say the related income category. Does the card report anyone's actual earnings?” Pause: permit the factors mat.
5	“This is a new fictional File G. Read or listen to the whole file first. Identify the limited hours, a next-best forgone output with units, four input categories and one unresolved allocation question. Mark any fact you still need.” Pause: collect first response before feedback.
6	“Card A gives maximum pairs. Put repair workshops on one axis and reading circles on the other, or order the full-word pairs. Say which inputs we are holding constant in this simple model. Are these real attendance figures?” Pause: ask for all five pairs.
7	“Look at Card F on Card A's frontier. Which proposals lie on, inside or beyond the stated maximum? If you move from two to three workshops, how many circles are forgone? Say the direction and units.” Pause: let the learner calculate.
8	“Card E proposes one new point for the same stated inputs. Compare it with the old frontier. What might have changed in the model? What would you still need before claiming the new technique works reliably?” Pause: seek one point and one limit.
9	“F1 and F2 both use the modeled capacity. Choose a criterion before preferring one. Name the output you gain and the one you give up. Who owns the inputs, and who can use the outputs? What evidence is missing?” Pause: invite a conditional decision.
10	“This is a new fictional File H. Read or listen to its table, then mark axes and units. Classify the proposed points, calculate the cost of one extra session and make a conditional choice. State what the table cannot tell you about equity.” Pause: collect first response before feedback.

No learner has to disclose family income, spending, disability or personal service use. This written script can support a future human-checked audio recording; none is represented as produced or listening-tested here.