market_leader_3e_-_intermediate_-_teachers_book (852197), страница 27
Текст из файла (страница 27)
These terms are used in standard contracts that form the basis, with adaptations, formost international trade contracts.International markets and your studentsYour in-work students may work for organisations that export their goods and services, and youwill be able to talk about how they do this. Pre-work and in-work students will be able to discussissues of globalisation. Do they think that some industries, like agriculture, should be protectedfrom international competition?Read onKenneth Weiss: Building an Import/Export Business, Wiley, 3rd edition, 2002Jim Sherlock, Jonatan Reuvid (eds): Handbook of International Trade: A Guide to the Principles andPractice of Export, Global Market Briefings, 2007Eric Bishop: Finance of International Trade, Butterworth Heinemann, 2003Martin Wolf: Why Globalization Works, Yale University Press, 2004joseph Stiglitz: Making Globalization Work, Penguin, 200778UNIT 9 ....
I NTERNATIONAL MARKETSWarmer•Get students to look at all the meanings of marketas both noun and verb in a good dictionary likeLongman Dictionary of Contemporary English or theLongman Business English Dictionary. Ask them toprepare statements about what they find, e.g. ' I n theLongman Business English Dictionary, market has 13senses as a noun and two senses as a verb. It alsooccurs as a noun in a number of compounds - bearmarket, black market, bond market, etc.' Go roundthe room and help where necessary.With the whole class, get individual pairs to giveexamples of what they found.•• Work towards the idea of international markets.• Bring the class to order and have a discussion aboutsome of the points, for example those which seemto be most controversial.
(Refer to the Business brieffor this unit for background to some of these issues.)In relation to Exercise D, you could ask which areasof the world students think will become more or lessi mportant in the future.VocabularyStudents listen to a trade expert talk about free tradeand its benefits and recycle some of the vocabulary thathe uses.•With the whole class, elicit some definitions.
Thenplay the recording once or twice, depending on thelevel of the class, and get students to listen out formissing words.•With the whole class, ask them what they are.Go through the overview panel at the beginning ofthe unit, pointing out the sections that students willbe looking at.•taxesQuotation•Iibera IiseAsk your students if they know Robert LouisStevenson as the author of Treasure Island.�� �))) CD2.15•Starting up• With the whole class, ask them what they are. Explainany difficulties.a• With the whole class, get students to look throughthe words in the box. Explain any difficulties andwork on stress, e.g. unemPLOYment, POVerty, etc.•Get students to do the exercise in pairs. Go round theclass and assist where necessary.•Bring the class to order and elicit the answers.1opportunities6gap2competition7pricesunemployment8 companiespoverty9 environmentworkersD-11•.... .
... .. ......... .10 standardsGet students to discuss the points from the threeexercises in pairs. Go round the class and assistwhere necessary.V'l56• Ask what they understand by the quote. (You couldteach the expression make a Jiving in this context.)Students work o n some economic language relating tointernational markets.�I'TIll - lJ�))) CD2.14Overview• Tell students they will be looking at the subject ofbuying and selling things internationally.rI'TIV'lV'l0zzPlay the recording once or twice, depending on thelevel of the class, and get students to listen out forthe five things that stop people trading freely.1Tariffs - these are taxes on imported goods (theyraise the price of goods and make them moreexpensive)2Subsidies to domestic producers - money given tothem by the government3Quotas - limits on the number of goods that canbe imported4Expensive import licences - special permission toimport goods5Complicated regulations for documents - maketrade slower and less attractive• Then get individual students to recap and explainfor the rest of the class the particular problemsassociated with each of these barriers to trade.���))) CD2.16• G e t students to look through t h e questions in thissection.
Then play the recording once right throughand then once again, stopping after the answer toeach question. Explain any difficulties, but don't giveaway the answers.79l'"'i"''"�'' ' "' '"' '"' '"' "' ""''"' '"' '"' ' ' '"' '"' "' ' '"' '"' '"' "' "' '"' ' ' ' ' ' ' ' ' ' ' ' ' "' '"'"' ' �UNIT 9... ...INTERNATIONAL MARKETS\2a, b, d3 a) unfairb) strategicc) imports4 a) The trend towards liberalising trade andremoving trade barriersb) Because the most successful economiestend to have open markets and most of theirindustries have been deregulated.�rmU')U')0�z.................
.......................zmU'). ..... . . .. . . ....................................... ............... ............................. ..Do as a quick-fire whole-class activity.0open marketsopen borders, free port,laissez-faire, liberalise,deregulation11-Be0protected marketsbarriers, developingindustries, dumping,tariffs, strategicindustries, restrictions,quotas, customs,subsidise, regulationsGet students to work on matching the sentencehalves in pairs. Go round the room and help wherenecessary.Then get students to match the verbs and nounsto make partnerships and say who is normally thesubject of sentences using these expressions.Exercise F1e 2d 3f 4b Sg 6c 7aExercise G1 to break into a market2 to carry out a survey3 to place an order4 to meet a delivery date5 to quote a price6 to arrange insurance cover7 to comply with regulationsa) 1, 4, 5b) 2, 3c) 6, 7o Bring the class to order and check pairs' answers.Explain any remaining difficulties.These are tricky questions.
Here are some pointers.1 Advanced industrial countries have quite openmarkets for consumer and industrial goods, butnot food. Producers in developing countriescomplain that they are not given access to themarkets for farm products in Europe and NorthAmerica, where farmers are heavily subsidised.Without this government and European Unionsupport, a lot of grain production, for example,would end, replaced by cheap imports from placeswhere it is cheaper to grow grain.
So you couldask students about their view of this example of•unfree' trade.Studentsmight mention infant industries in their2own countries that need to be protected. (A classicexample is the South Korean car industry, whichwas protected while it developed in the 1980sand 1990s by very strict quotas on the number ofimported cars.)3 Here you could mention the outsourcing ofservices. India has provided software andcall-centre services for some time, but is nowmoving on to other professional services suchas accountancy and law.
Professionals in theseareas in the UK and the US are just starting tofeel squeezed. The process is still at the verybeginning, and the traditional advice from freetrade supporters is for the UK and US professionalsto retrain in more advanced and specialised areas,areas where India cannot compete. But manyprofessionals, naturally, are unwilling to do thisbecause of the upheaval that it entails.
Free tradeusually brings down the cost of goods, but thepersonal •costs' of this can be very high.i-GiossaryReading: Trade between China andthe USStudents read two articles about trade between the twocountries and the economic issues arising from it.GIn pairs, get students to read the possible titles(headlines) and the two articles. Go round the classand assist where necessary.Article 1: cArticle 2: aWith the whole class, work on any difficulties thathave been causing general problems.ooGet students to discuss these questions in pairs andthen with the whole class.o080Get students to read the articles again. (If time isshort, one member of each pair could read one of thearticles.)With the whole class, elicit the answers.UNIT 92o'aorder5 was6 werewe'll7 we would offer3 would you be able4 order8 I would loveExercise Ca) If I order 30,000 silk scarves, what discount willyou offer us? If you buy 50,000 scarves, then we'lloffer you 10%.
If you order at a peak time, like justbefore Chinese New Year, it will be impossible todeliver that quickly.b) If we placed a very large order, would you be ableto despatch immediately? If the order was reallylarge, that would be negotiable. If you were a regularcustomer, we would offer you 30 days' credit. If Ihad more time, I would love to have dinner with you.12Do as a class activity, discussing the answers as you go.Exercise Cco-operationrisen6 save45Exercise D12protectionismco-operation34r1"1'1U)U)0zzExercise BEl -protectionismslowdowndeficitExplain the situation to students and play therecording once right through.Then play it again, stopping after each item and elicitthe answers from students.Then discuss with students which events are verylikely and which are less certain or imaginary.o'123INTERNATIONAL MARKETS�>» (02 .
1 7TrueFalse: 'The US should focus on improving its overalleconomic competitiveness instead of seekingprotectionism to combat its economic slowdown, ...3 False: ' ... it should not argue for a stronger currency toreduce its trade deficit with China, since the value ofthe yuan is not the fundamental cause of the deficit ...4 True5 True6 True7 False: 'China has also said the fact that Americanssave much less of their incomes than the Chinesedo has increased the trade deficit.'8 True1e...
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
