This lesson is integrated. 4 teachers take part in its implementation: a social studies teacher, a history teacher, a geography teacher and an English teacher. The lesson is recommended for specialized classes or classes with in-depth study of the English language. The lesson lasts 45 minutes and includes various types and forms of work - individual, group, interactive technologies. A presentation has been developed for the lesson.

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Baranova Irina Vladimirovna,

Social studies teacher

MBSO school No. 23 in Orel

Methodological development of a social studies lesson in grade 11 on the topic: “World Economy”

Grade 11

Academic subject: Social studies

Textbook Social studies 11th grade. Ed. L.N. Bogolyubova, L.F. Ivanova. – M., Education, 2009.

Goals and objectives of the lesson:

The purpose of the lesson: Consider the basic principles of the functioning of the world economy.

Lesson Objectives

1. To introduce students to the structure of the world economy; with the features of foreign trade and factors influencing this process in the modern world; with various options for foreign trade policy using the example of protectionism and free trade (free trade);

2. To promote the development of economic thinking based on an understanding of the place and role of Russia in international economic relations.

3. Contribute to the development of the ability to carry out economic analysis and assess the consequences of foreign trade policy.

4. Continue to improve the ability to compile a basic lesson summary.

Lesson idea: in the modern world everything is interconnected: politics, spiritual life and, of course, economics. During the lesson, students should understand that the modern world cannot develop outside the processes of world integration and globalization, but these processes must be coordinated and directed, including in the economic sphere.

Lesson equipment:computer, projector, screen, textbookSocial studies 11th grade. Ed. L.N. Bogolyubova, L.F. Ivanova. – M., Education, 2009., outline diagram, economic map of the world, English textbook. Grade 11.

Lesson plan:

1. Motivation

3. International division of labor

4. Foreign trade policy

5. World Trade Organization.

6. Summing up.

7. Reflection.

8. Homework.

1. Motivation. (slide1) Hello guys! Today we continue to study the economic sphere of society. The topic of our lesson is “World Economy”. I'm sure you know a lot of proverbs and sayings.

(slide 2) The purpose of our lesson: To consider the basic principles and features of the functioning of the world economy. During the lesson we will study the basic concepts of the world economy, talk about the international division of labor, trade policy methods and the world trade organization. Each of you has a reference note (Appendix 1) on your desk; you will work with it throughout the lesson, and at the end of the lesson you will have to present the resulting product.

2. World economy, basic concepts of the world economy.

(slide 3) Teacher: Why do countries trade? Is it possible to isolate yourself from each other? (frontal survey, children’s answers)

Until now, we have looked at the national economy and said nothing about connections with the outside world. But there are a lot of such connections in our lives. We go to the store and see there, along with domestic ones, a lot of goods from different countries of the world. In companies, organizations and in their homes, many have imported computers, equipment or household appliances, also from different countries. People from Russia go to work or study abroad, and from other countries, on the contrary, they come to study and work in Russia.

All this speaks of the connections and dependence of different countries on each other within the global economy.

What is the world economy?

(slide 4) Teacher:Indeed, the world economy – it is a set of economies of individual countries interconnected by a system of international economic relations.

The basis of the world economy is international trade.

The basic concepts of world trade are Export, Import and Trade Balance.

Let's remember what import and export are?

Frontal survey (student response)

(Slide 5) Teacher: Import – this is the import of goods, works, services, results of intellectual activity, etc. into the customs territory of the country from abroad without obligations for return export.

Export is a type of foreign economic activity aimed at selling goods and services abroad.

On the slide you see a new concept for you - trade balance - the difference between the value of exports and imports.

Do you think it is good or bad to have a trade surplus? Why?

Frontal survey (student responses)

Teacher: In world practice, it is generally accepted that a negative balance is a bad trend, since excessive imports contribute to flooding the market with imported goods, infringing on the interests of domestic producers.International Monetary Fund in its recommendations and conditions for issuing loans, it indicates the need and usefulness for the economy to have a positive trade balance. At the same time, for several years in a row,USA negative balance reaches several tens of billions of dollars. At the same time, living conditions in the USA served as a standard of well-being for others

What do you think will be the basis of international trade and the entire world economy?

Frontal survey (student responses)

Teacher: Indeed, this is the international division of labor, which forms the basis of international trade in goods and services, this is the international movement of capital and labor, these are currency relations. Many countries have generally united into blocs and removed almost all barriers to the movement of goods, capital and labor. This phenomenon is called integration. But the beginning of all these processes in the world economy is the international division of labor.

(Slide 6) Geography teacher: International division of labor -this is an inevitable result of the development of human society, associated with the growth of commodity production and exchange.

What are the main forms of MGRT? (slide 7)

Frontal survey (student responses)

Geography teacher:The main reasons for MGRT stem from the fact that there are always differences between individual territories: (examples are given on the map)

1) in geographical location (land, coastal, neighboring, that is, advantageous or disadvantageous);

2) in natural conditions and resources;

3) in conditions of socio-economic development;

4) in historical traditions.

Examples:

Traditionally, carpets were woven in the countries of South-West Asia(slide 8) , the famous Persian carpets, it is still a brand;

Rice growing has been developed in the countries of Southeast Asia since ancient times.(slide 9), since the climate here is warm and humid;

Manufacturing of precision engineering products in Japan ( slide 10 ) - robots, computers, televisions, etc. (this country is poor in natural resources).

(slide 11) MGRT- is expressed in the specialization of individual countries in the production of certain types of products or services and the exchange of them.

Please give examples of industries of international specialization in countries of the modern world

Frontal survey. Students' answers:

Japan - automobile industry;

Canada - grain farming;

India - textile industry;

Russia - oil and gas industry.

Geography teacher:Before you are cards with tasks.Determine the name of the country by industries of international specialization:

Individual survey. Students' answers:

1) equipment for nuclear power plants, aluminum, perfumes, wheat, sugar, wine exports:

A) France

B) Poland

B) Germany

2) lumber, paper, marine vessels, dairy products - the basis of exports:

A) Finland

B) Bulgaria

In Spain

3) cars, motorcycles, chemicals, shoes, fruits, vegetables, citrus fruits - leading

export items:

A) Italy

B) Great Britain

In Sweden.

Geography teacher:Thus, we see that the international division of labor covers most countries of the world. MGRT has a long historical tradition(slide 12).

A history teacher:This is the first form of economic relations between countries. From history you remember that in the XVII-XVIII centuries. the largest trading power was the Netherlands, followed by Great Britain.

Back in the 17th century. Economists have asked the question: “Why do countries trade with each other?” At the time, they believed that foreign trade created wealth, which was associated with gold, and urged governments to export more goods to obtain more gold for the country, and import less so that there would be no outflow of gold.

But already in the second half of the 18th century, when the industrial revolution began in England, that is, the transition from manufacturing to factory production, the attitude towards trade changed. ( slide 13) The Scottish scientist Adam Smith (1723-1790) criticized the idea of ​​wealth as owning a large amount of gold and showed “how a state grows rich and what it lives on, and why it does not need gold when simple product has” (A.S. Pushkin).

A. Smith highly valued the division of labor and believed that it was profitable for citizens of any country to buy foreign goods, especially if they were sold cheaper than domestic ones. Scientist developedtheory of absolute advantage in foreign trade,the essence of which is that some countries can produce goods more efficiently than others, and therefore have an absolute advantage in free trade with other countries. Russia, for example, has an absolute advantage in gas, which it produces more than anyone else in the world. Our country supplies gas to developed European countries in exchange for equipment, since its production in Russia is less efficient.

(slide 14) Another English economist David Ricardo (1772-1823) developedtheory of comparative advantage in foreign trade.Its essence was that a country benefits if it specializes in the production of those goods whose average costs are relatively lower than in the production of the same goods in other countries. D. Ricardo, as an example of a mutually beneficial exchange between England and Portugal, cited the exchange of goods such as cloth (remember that England was the “workshop of the world”?) and wine, since Portugal is located south of England and the natural conditions there are more favorable for growing grapes.

In history, two main methods of international trade have emerged.

(Slad 15) English teacher:

To begin with, we’ll listen to several people talking about some events of local economy. You need to say what exact measures of economic regulation you heard (an excerpt is heard, the text of the excerpt is attached)

Students offer answers:

A import control, quota

B Tariffs

C Taxation

D Export ban

Are these regulations or restrictions? Are they tariff or non-tariff?

Let’s discuss this and other measures as a part of the general picture.

Please, read the document, I have prepared, and be ready to explain the approaches to international trade

Red group – protectionism, yellow group tariff/ non-tariff, green group – free trade (students are divided into three groups according to the color of the previously chosen envelope, and are preparing to give definitions and examples of the concepts of “free trading”, “protectionism”, “tariff and non-tariff methods” ")

So let,sum up what you have found out

During the discussion of concepts, a general structural diagram is created

• Protectionism – barriers to international trade to protect local production. These barriers include tariffs and non-tariffs barriers
• Tariffs- are basically tax on imports.
  For example, China starts to export saris to India, therefore local Indian producers are going out of business. India could put a tariff on the import of saris to discourage China from exporting saris to protect their domestic market.
• Non-tariffs -are less direct protectionist measures used to reduce the measure of import in the country.
  For example,
  *Quotas.(a limit on the number of imports into a country)
  *Subsides (are when the government give money to local producers to drop their price so the consumer will buy the local product instead of the imported one)
  *VER(Voluntary Exports Restrains), where both countries agree not to send things to each other thus benefiting from it.
  *Excessive Standard Requirements, could be health/safety requirements or anything that basically makes it hard to import.

Social studies teacher:As you just found out, Russia, like many others, even the most developed countries, has not abandoned the policy of protectionism, using different methods of regulating foreign trade.

(slide 17) There are tariff and non-tariff methods of protectionist policies.Using pages 121-122 of the textbook, reveal the essence of the concepts: customs tariffs for exports and imports, customs unions, quotas, embargoes, product standardization.(independent work according to the textbook, frontally, orally)

TO tariff methods of regulationinclude customs tariffs on imports and export tariffs, as well as customs unions.

Customs tariffs on imports –These are duties on imported goods brought into

country, collected by customs departments when crossing the state border. Typically, tariffs for finished products are quite high, and for raw materials and materials – lower.

Why do you think these tariffs are set?

The purpose of such a policy is to raise the domestic price of imported goods above the world price and thus protect domestic producers from foreign competitors.

Export tariff –This is a tariff on goods of domestic producers in order to limit exports to maintain supply in the domestic market, especially if prices for a given product are kept below the world level by the government. Most often, developing countries and countries with economies in transition resort to such methods. In addition, established export duties provide additional income to the state budget.

Customs unions –These are associations of countries that eliminate all customs barriers among themselves, but establish them for third countries. An example is the European Union, which includes the former Baltic republics of the USSR (Latvia, Lithuania, Estonia), or the Asia-Pacific Community, which includes Russia.

TO non-tariff methods of regulationinternational trade include the establishment of quotas, export credits, economic sanctions (embargo), dumping, etc.

Setting quotas –These are quantitative restrictions on the import or export of a certain product. For example, the United States is trying to limit the import of Japanese cars and electronics in order to protect domestic manufacturers from competition. Russia did not set quotas, but raised tariffs on the import of imported cars, especially used ones, which have already worked for 5-7 years and whose price is very low, in order to protect its manufacturers, and thus limited the import of cars.

Another method of hidden protectionism for goods imported from abroad is the establishment of standards for certain products. Standards relate to classification, labeling, and testing of products and are often introduced under the guise of protecting public safety and health. For example, the labeling must indicate the composition of the product; if these are food products, then food additives must be indicated. If they do not meet Russian standards, then the import of these products will be prohibited.

Economic sanctions - embargo – This is a state-imposed complete ban on trade with any other country. The embargo is used mainly to put pressure on this country for political reasons. For example, the United States, which did not want to tolerate a pro-communist country nearby, declared a complete embargo on Cuba in 1962. Sometimes an embargo may be declared on certain goods. Thus, the USA in the early 1980s. declared an embargo on the supply of computers to the USSR under the pretext that this could strengthen the military potential of the Soviet Union.

International trade is developing very quickly and therefore needs regulation by an international organization(slide 18). Such an organization was created and began to operate in 1948 - this is the General Agreement on Tariffs and Trade. In 1995, it was transformed into the WTO - the World Trade Organization, which regulates about 90% of world trade (160 states).

The purpose of this organization is to create most favored nation treatment for its members in trade, abolish discrimination and create equal conditions for all participants. The WTO sets common tariffs and fights against non-tariff restrictions on trade - quotas, government subsidies for export industries, tax incentives for exporting enterprises.

Reflection. Today we discussed the main issues of the global economy. Let's return to our reference diagram (slide 19). You have a few more minutes to complete this diagram.

Let's check what you got.

Student answers.

Social studies teacher:Let's compare our supporting notes. (slide 20).

Thus, we have a basic outline that will be useful to you when preparing for the unified state exam.

Our lesson is coming to an end. Some of you received grades today (grading)

Let's write down the homework: § 10, answer questions from the “Test yourself” section, complete tasks from the “In the classroom and at home” section, report on global economic problems.

Thank you for the lesson.

Discipline: World Economy

Lecture

Topic: World Trade

Plan:

1. World trade

2. Reasons for the formation of international trade

2.1. Division of labor: meaning and essence

2.2. International division of labor and factors of its development

3. Forms of organization of international trade

3.1. Exchange trading

3.2. International bidding

3.3. International auctions

3.4. Standard transactions for the purchase and sale of goods

3.5. International leasing operations

3.6. International countertrade

1. World trade

International trade ( M.T. ) represents a specific form of exchange of labor products between sellers and buyers of different countries, which is the original type of world economic relations. Within the framework of this definition, it seems appropriate to pay special attention to the following four circumstances:

Firstly, from the above definition it follows that the exchange of labor products does not always necessarily take the form of trade, i.e. purchase and sale, which involves identifying the specific reasons that give rise to MT;

Secondly, we are talking about this type of foreign economic activity in which only the act of selling a manufactured product is transferred outside the national territory, but not its full or even partial creation;

Thirdly, the products of labor currently circulating through international trade channels are quite diverse; their most general classification involves the identification of three fundamentally different groups: goods, services, intellectual property rights;

Fourthly, both logically and historically, international trade forms the foundation on which the entire diverse set of the modern system of international economic relations grows, which, in turn, makes us think about the dialectical relationship between various types of foreign economic activity.

The concept of “international trade” should be distinguished from terms close to it in meaning, often used as a synonym in everyday speech, but at the same time not identical to it (and to each other) terms "international trade" And "world trade".

Let's deal with the last of them first. Assessing the situation on the market of each individual country and their entire population as a whole, we must state that in the vast majority of cases, both goods produced by domestic companies and products of foreign manufacturers are simultaneously presented there. Accordingly, purchase and sale transactions are concluded and implemented for both one and other products, forming a complex of exchange transactions called world trade. It is, therefore, greater than the totality of relations, which is the direct object of consideration of this topic, to the part of them in which sellers and buyers of one country enter.

The main difference between the concepts of “international trade” and “foreign trade” is that, speaking of the latter, we evaluate the analyzed phenomenon from the point of view of a separate country or group of countries (foreign trade of Russia, foreign trade of Great Britain, foreign trade of the Baltic countries, etc. .P.). Here everything located outside the national territory acts as external in relation to it. But when we talk about international trade, we mean activities carried out within the framework of the global economy. In relation to him, only trade relations with extraterrestrial civilizations could be external. Thus, it turns out that international trade is the totality of foreign trade of all countries in the world. At the same time, foreign trade of individual states and regions acts as components of international trade.

Foreign trade operations, considered in a generalized form, involve either the export of manufactured products outside the national territory, or, conversely, their import from abroad. Accordingly, they talk about export or about import.

At the same time, both export and import operations, in turn, are not something homogeneous. They can be divided into smaller groups - varieties. Most often you can come across a classification of foreign trade operations depending on the origin and purpose of the products produced. The point in this case is that, from the point of view of the impact on the economy of countries participating in international trade, various types of foreign trade operations are unequal.

Consequently, the degree of their state regulation may vary, for example, the amount of customs duties charged or the established rights and obligations of the owner in terms of the use of products circulating through international trade channels. For this purpose, various types of customs regimes are used 1. Among them, in particular, stand out:

export - a regime under which goods in free circulation in the customs territory of Russia are exported from it without the obligation to re-import;

re-export- a regime under which goods previously imported into Russia are exported from its customs territory without payment or with a refund of the paid amounts of import customs duties and taxes;

temporary export- a regime under which goods in free circulation in the customs territory of the Russian Federation can be temporarily used outside its borders with full conditional exemption from payment of export customs duties;

special mode in relation to the export of goods intended for the prevention and elimination of natural disasters and other emergency situations. In this case, complete exemption from customs duties, taxes, prohibitions and restrictions of an economic nature is provided.

If we look at exports from the point of view of forming the management and marketing strategies of a company, we will get at least two possible classifications. On the one hand, they distinguish passive And active export. The first of them involves the periodic removal of surplus products from the customs territory of the country if they arise. The second occurs when the company not only sets, but also realizes the goal of expanding the scale of its operations by selling products in a specific foreign market or several such markets. On the other hand, there is a distinction indirect And direct export. In the first case, it is assumed that the services of independent intermediaries are used - export agents, sales firms, etc. In the second case, the manufacturing company itself directly carries out export operations.

Let us consider the quantitative parameters of the development of international trade.

International (and equally foreign) trade is primarily characterized by three important indicators:

1) total volume (trade turnover);

2) product (industry) structure;

3) geographical structure.

Volume of trade turnover, assessed at the level of an individual country (or group of countries), equal to the sum of all exports and all imports.

To assess the results of foreign trade activities, it is very often necessary to compare data on the volume of trade turnover over several years. In this case, we can use two calculation options: firstly, calculation of trade turnover in actual (current) prices and, secondly, calculation of trade turnover in constant prices. Each of these indicators has its advantages and disadvantages, but both are important for analysis. Indeed, when using current prices, we have an idea of ​​the real amount of money that the state, on the one hand, receives through the sale of manufactured products abroad, and on the other hand, pays to suppliers of imported goods and services. As for trade turnover at constant prices, here, abstracting from price changes caused by fluctuations in market conditions, we more clearly imagine the real dynamics of the movement of goods and services as such.

As already noted, international trade is the totality of foreign trade of all countries in the world. Does this mean that by summing up the indicators of foreign trade turnover of the states that form the world economy, we will obtain the value of international trade turnover? In other words, can we use the following formula to calculate this indicator:

It would be wrong to do so. The fact is that within the framework of the world economy, the exports of some countries are simultaneously the imports of others. This means that, using formula (2), we will inevitably encounter a situation of so-called repeated counting. In order to avoid it, it is necessary to sum up only one type of foreign trade operations for all countries - either exports or imports. We get the following formula:

Let's see how our theoretical calculations are confirmed by statistical data. The WTO, which is the most authoritative institution in these matters in the world, determines the total volume of world merchandise exports 1 in 2002 at $6,240 billion, and in 2008 at $16,127 billion (including re-exports). As for world merchandise imports, its value, according to the WTO, for the same years was, respectively, 6,500 and 16,415 billion dollars. A similar discrepancy occurs in the data for other years.

The inequality in the volumes of world exports and imports is explained by the difference in the methods of statistical assessments of foreign trade operations. Accounting for export supplies is usually carried out in the so-called prices FOB(free on board), including all costs associated with the delivery of goods to the ship and its further shipment at the port. For land transportation, the FOB price corresponds to the price of the goods on the condition “free-land border of the exporting country,” which also reflects the total cost of production and delivery of the goods directly to the border of the exporting country. As for import supplies, they are recorded, as a rule, in the so-called prices CIF(cost, insurance, freight; cost, insurance, freight), taking into account the costs of delivering the goods to the specified port of destination, i.e. including costs for insurance of cargo en route and its transportation (sea freight) to the port of destination. The concept of CIF price for sea transport corresponds to the concept of “ex-border of the importing country” for land transport.

When studying this topic, intra-course and inter-subject connections are clearly visible. In-course: globalization processes, the role of the economy in the life of society and its connection with other spheres of public life, economic policy of the state, factors of economic growth in the conditions of economic development of the country, measures and indicators of the national economy. Interdisciplinary: history (economic development of Russia and foreign countries in the 20th century; economic reforms of the 1980-1990s in Russia); geography (international division of labor, economic integration, international trade, global problems, etc.). All this allows you to rely on the students’ previously acquired knowledge, use a variety of additional material, including those prepared by the students themselves, and also devote significant time to independent work during the lesson.

The lesson is based on an activity approach, an active and interactive strategy of interaction and cooperation between students, teacher and students. Schoolchildren use a variety of sources of information - dictionaries, electronic resources, textual and statistical materials, and implement ICT competencies (drawing up Power Point presentations, searching for necessary data on the Internet). In the process of group work, students enter into communication with each other, jointly solve assigned tasks, learn to competently formalize the results of their activities and present them. Everyone is included in the educational process.

The lesson allows you to apply an individual approach to students (selecting a group of experts, distributing roles within groups), and fully realize the information, communication and activity competencies they have developed.

The lesson is intended for schoolchildren studying social studies at a basic level.

Technologies used: group work, ICT, independent work.

The lesson lasts two hours.

Lesson objectives:

• form the concept of “world economy”;
• reveal the significance of the integration of an individual state into the world economy as a factor in its economic development;
• develop information, communication and activity competencies

Lesson objectives:

• characterize the main components of the system of international economic relations;
• analyze both the advantages and negative aspects of the state’s foreign trade policy;
• to substantiate the contradictory influence of globalization processes on various aspects of the world economy;
• develop students’ logical skills in the process of completing educational tasks;
• develop the ability to work with various sources of information, competently design, present and evaluate the products of their activities;
• learn to cooperate and interact in a group.

New concepts:"theory of absolute advantage" and "theory of comparative advantage" in foreign trade , “free trade”, “quotas”, “embargo”, “dumping”

Equipment:

• School dictionary of social studies, economic dictionary
• Interactive board, multimedia complex
• Laptops
• Handouts (packets with tasks)
• Score sheets

Lesson type: studying new material with elements of generalization and systematization of knowledge

Plan.

1. What is the world economy?

a) the concept of “world economy”
b) international economic relations and their components;
c) international division of labor: causes and consequences,
d) global labor market, international capital movements, global monetary system;

2. Economic integration.

3. International trade:

a) the concepts of “export”, “import”, “balance”;
b) the theory of absolute and the theory of comparative advantages in foreign trade;
c) features of the development of Russian trade.

4. State policy in the field of international trade:

a) “protectionism” and “free trade” (free trade);
b) methods of protectionist policy;
c) World Trade Organization.

5. Global economic problems: globalization of the world economy, its positive and negative consequences, contradictions

The class is divided into 5 groups:

1 – “experts” (prepare reports on pre-distributed topics, a mini-presentation on the question “What is the world economy?”, act as experts on plan issues, advise the work of groups and evaluate the products of their activities);
Groups 2-5 work on questions proposed by the teacher, using the corresponding text of the paragraph, handouts, the Internet, and dictionaries for analysis.
At the beginning of the lesson, the teacher informs about the goals of studying this topic, emphasizes its integrating, systematizing nature and puts learning task:
“As a result of working on the proposed problems, each group should make a mini-presentation (no more than 5 slides) and comments on it”(in the absence of laptops, the final product can be designed on sheets of Whatman paper using colored felt-tip pens).

I. Updating basic knowledge

1. Conversation:

1) Remember the sections of economic science, what is the subject of their research?
2) From the course of economic geography, remember what we call “international division of labor”, “economic integration”?

International division of labor- This is the specialization of countries in the production of certain products.

Economic integration(integration, from Latin integratio - restoration) - interaction and mutual adaptation of national economies of different countries, leading to their gradual economic merger.
(Students are assigned in advance to review these concepts from the social studies and economic geography courses.)
The material is reinforced through presentation ( Appendix 2 )

2. Using the “basket of ideas” method, the teacher, with the help of students, formulates the points of the lesson plan (the plan is displayed in the form of slides, Appendix 2 )

II. Learning new material

1. Familiarization with the concepts of “world economy” and “international economic relations” occurs in the process of becoming familiar with the text of the textbook, the corresponding article in the School Dictionary.

2 . Teacher information

The teacher reminds students about the process of formation of the world economy. (Arose in the mid-19th century with the development of large-scale machine industry and the emergence, in connection with this, of the international division of labor. By the beginning of the 20th century, the world economy became global, since all countries of the world were included in it)
3. Conversation on the question: What are its main premises for the international division of labor?

• natural conditions of the country - climate, geographical location, the presence of minerals and other natural resources, for example, countries that have certain minerals (remember the distribution of minerals from geography), sell them to those countries where they do not exist, and in return buy those products , which they do not produce themselves;
• level of economic and scientific-technical development (from the section on economic growth you know that countries develop unevenly: economically developed countries, as a rule, specialize in the production of finished products, and developing countries - in the production of raw materials);
• established traditions in the production of certain goods (for example, France is famous for its cosmetics, and Brazil for its coffee).

4. Student reports on the topics: “International capital movements”, “World labor market”, “World monetary system”

Students write down definitions in their notebooks:

International capital movements – this is the placement and operation of capital abroad with the aim of increasing it; capital is exported in loan and entrepreneurial form.

World labor market– free movement of labor between countries.

World monetary system – a set of economic and legal relations related to the functioning of currency.

5 . Work in groups.

Group 2 (“World Economy. Economic Integration”)

– Analyze the handouts (package with tasks No. 1, Annex 1 ), relevant articles in the economic dictionary, Internet resources and answer the questions:
1) Name the main reasons for integration processes in the world, types of integration
2) Describe the largest regional integration associations
3) Name the main stages in the development of integration processes in Europe. How did the European Economic Community expand?

Group 3 (“International trade”)

– Read the text of the paragraph (paragraph 2) and answer the questions:

1) What is international trade, exports, imports, trade balance?
2) What do countries choose as the object of international exchange?
3) What is the essence of the theories of absolute and relative advantage in foreign trade?

– Analyze the handouts (tables, assignment package No. 2, Annex 1 ) and answer the questions:

1) What changes have occurred in the development of world trade throughout the twentieth century?
2) Which countries occupy leading positions in international trade at the present stage?

– Analyze the handouts (tables, assignment package No. 2, Annex 1 ) and answer the questions:

1) What conclusions can be drawn about the nature of Russia’s exports and imports?
2) Name the main trading partners of Russia?
3) How can Russia's trade structure be improved?

Group 4 (“Public policy in the field of international trade”)

– Read the text of the paragraph (point 3), document on p. 126 “Benefits from Free Trade”, relevant articles in the economic dictionary, Internet resources and answer the questions:
1) Describe the essence and main directions of foreign trade policy of states.
2) Identify their positive and negative traits.
3) What are the main methods and forms of state regulation of foreign trade?

Group 5 (“Global economic problems”)

Read the text of the paragraph (p. 122-124), handouts (package with tasks No. 3, Annex 1 ), Internet resources and answer the questions:

1) What is economic globalization?
2) What are the prerequisites for globalization? The role of TNCs in this process.
3) Positive and negative consequences of globalization.
4) What is the essence of the “Center-Periphery” problem?
5) Russia – Center or Periphery?

6. Presentation of the results of the work (for each group no more than 5-6 minutes). Approximate results of the work are reflected in the presentation ( Appendix 2 ):

7. Expert message on World Trade Organization (time permitting)

III. Reinforcing the material learned

IV. Reflection and summing up the lesson

1. Self-assessment of the group’s work (group seniors)
2. Expert presentations, assessment of the groups’ work
Expert score sheet

The experts' work is assessed by the teacher.

V. Homework

1. Paragraph 10 (everyone)

Level 1: task 3
Level 2: solve problems ( Appendix 3 )
Level 3: writing an essay of your choice: “Thoughts of the wise” (p. 127) or “Is joining the WTO beneficial for Russia?”

Group 2 activity pack

1. Text “Economic integration in the modern world

2. Tables:

• Stages of development of regional economic integration
• Stages of expansion of EEC/EU member countries
• Comparative characteristics of the EU, NAFTA and APEC

Group 3 activity pack

• Change in the twentieth century. commodity structure of world trade, in %
• Share of individual countries in world exports and imports, in%
• Share of the most important trading partners in the total volume of exports and imports of Russia, 2003
• Commodity structure of foreign trade of the Russian Federation, 2003

Group 5 activity pack

1. Texts “Main stages of development of transnational corporations”, “Pace and features of economic development at the turn of the 20-21st centuries.”
2. Tables:

• The largest TNCs in the world by their market value
• The largest TNCs in the world for 2007
• External debt of the largest debtor countries (millions of US dollars)