Teacher's Guide - The Curriculum Project

International Trade (cont’d)Discussion1. What problems do you think a large trade deficit might create for acountry? Get the students to close their Student’s Books before you ask themthis question. See if they can think of any suggestions, and write down goodideas on the board. If they can’t think of anything, prompt them: Whatabout jobs in a country which imports so many things? What aboutdependence on other countries?Ask students to read the text about ‘Trade Deficits: bad or good?’ Elicit wordsthat they don’t know. Ask if they, or other students, can guess the meaning.If not, give them a dictionary to look it up and tell the class.Inward investment - money invested in the US from other countries.Outward investment - money invested by the US in other countries.Groupwork2. Put students into groups of 3-5. Give them 15 minutes to draw up a list offive important goods and/or services (five things total, not ten) that Burmahas difficulty producing. What strategies would they use to encourageforeign governments and companies to export these goods and services toBurma?Ask each group to make a 2-3 minute presentation to the class, using theboard to illustrate their ideas. Ask them to give reasons for their choices. Seewhether the class agrees with their ideas.Ask students to read the paragraph on ‘Trade Protection, Tariffs andSubsidies’. Then ask students to read through the text on their own. Elicitwords that they don’t know. Ask if they, or other students, can guess themeaning. If not, give them a dictionary to look it up and tell the class.Discussion3. Elicit ideas from students about strategies that a country might use toprotect its economy.Ask a student to read aloud the paragraph about ‘Import Tariffs’. Elicit wordsthat they don’t know. Ask if they, or other students, can guess the meaning.If not, give them a dictionary to look it up and tell the class.The Curriculum Project ECONOMICS: an introduction - Teacher’s Guide56