Lesson of generalizing repetition and systematization of ZUN on the topic "Agenda XXI century: global problems of mankind". 11th grade
Lesson type: a lesson on the generalization and systematization of knowledge, skills and abilities on the studied topic based on the application of knowledge of natural science disciplines school curriculum.
The purpose of the lesson: To create conditions for the generalization and systematization of ZUN on the topic “Global problems of mankind”.
Tasks:
Educational: to realize the integrity of the geographical shell of our planet; the need for international cooperation in solving global problems, taking into account the peculiarities of the development of each state and the life of the population of individual territories; show the scale of human influence on the biosphere, identify the causes of such influences; to bring students to an understanding of the need for rational nature management as a way to maintain ecological balance in the biosphere; to prove the importance of peaceful coexistence of all countries and peoples of the Earth.
Developing: to form the skills and abilities of independent work of students and in interaction in a group, the ability to reasonedly speak to an audience, the ability to highlight the main thing, to establish cause-and-effect relationships based on the integrated application of knowledge; formation of geographical thinking; culture of mental work, the formation of general educational competencies.
Educational: ecological and geographical education, moral education, education of a responsible attitude to the implementation of the tasks received, the ability to make decisions in a new educational situation, socially active development of the individual.
Form of organization training session: a conference based on the creative cooperation of students and teachers in the developmental learning mode.
Main methods: reproductive, partially search, problematic, analysis and synthesis, modeling and forecasting.
Equipment and teaching aids: a computer, a projector, presentations, textbooks, group creative projects of students, atlases for grade 10, wall maps, printed notebooks in geography for grade 10 (author V.P. Maksakovskiy).
Lesson plan:
1. The concept of global problems.
2. Classification of global problems.
3. Main features of global problems.
4. Solutions.
During the classes:
1. Motivation-target block.
Teacher: Today at the lesson we are discussing an unusually important topic. It concerns not only the life of an individual, but the whole human civilization. You have repeatedly met with this topic in the lessons of social science in the ninth grade, in the lessons of geography, history, biology, economics, therefore, I think you will determine the topic of the lesson, as well as the goals and method of activity yourself. Before you lies a poem by R. Rozhdestvensky (Appendix 1), read it and try to determine the topic of our lesson.
Teacher: One of characteristic features modern world is an exacerbation of global problems.
Until the middle of the 20th century, there was no such concept as a global problem in the political language. Only at the level of philosophical generalizations were put forward ideas about the connection between human activity and the state of the biosphere, its environment, which supports life on Earth. And only the Russian scientist Vernadsky V.I. expressed the idea that the activity of mankind is acquiring a scale comparable to the power of natural, geological forces? It's hard to believe, but the earth's civilization is rapidly moving towards a global socio-economic catastrophe. This fact was stated by the leaders of the world powers at the UN Conference on environment and development in the summer of 1992 in Rio de Janeiro.
The term "global problems" entered the international lexicon in the second half of the 60s, it comes from the Latin "globe" - that is, the Earth and has three meanings: ubiquitous, comprehensive, characteristic of the globe, for all countries and peoples
Problems are called global which cover the whole world, all mankind, pose a threat to its present and future and require the joint efforts of all states and peoples for their solution. (Entry in a notebook)
The analysis of global problems is inconceivable without their scientific typology. There are various classifications of global problems. According to various sources of information, there are from 8-10 to 40-45 of them, and it is impossible to consider everything within 45 minutes of the lesson. Let's use the classification proposed by the author of the geography textbook V.P. Maksakovskiy. (Work of students with the textbook p. 353: write out 4 types of global problems).
1. "Universal" character.
The most "universal" problems of a political and socio-economic nature (preventing nuclear war and maintaining peace, ensuring the sustainable development of the world community and increasing the level of organization and control over it);
2. Natural - economic nature.
Problems of a predominantly natural and economic nature (environmental, energy, raw materials, food, the World Ocean);
3. Social character.
Problems predominantly social character(demographic, interethnic relations, crisis of culture, morality, lack of democracy and health care, terrorism);
4. Mixed character.
Problems of a mixed nature, the unresolved nature of which often leads to mass deaths of people (regional conflicts, crime, technological accidents, natural disasters and etc.);
Teacher: main question (problem) to which you must answer today: Why are there problems on a planetary scale? What arecauses of global problems?And most importantly, to identify possible ways to overcome them.(Children's answers).
2. Generalization of the material. The lesson takes the form of a press conference. Speakers (students of the class who received a leading task) speak with their works, which are designed in the form of presentations.
Global problem characterization plan:
1. The essence of the problem.
2. The reasons for its occurrence.
3. Ways to solve the problem.
The audience asks questions about the topic of the speeches. Fill in the table in notebooks. At the end of the lesson, they exchange opinions, give an answer to a problematic question.
| Global problem | Evidence for the Problem | Solutions |
| 1. The problem of peace and disarmament, the prevention of nuclear war. | The accumulation of weapons of mass destruction in the world. | Disarmament. Disarmament control. Peace treaties. |
| Climate change, ozone depletion, "greenhouse effect", environmental crisis in various parts of the world. | Growth in the number of protected areas. Creation of non-waste technologies. Rational placement of "dirty industries". |
|
| 3. Demographic problem. | Population explosion in developing countries, demographic crisis in developed countries. Uncontrolled urbanization, resettlement of refugees. Increasing pressure on nature. | Active demographic policy. Increasing the economic level of development of countries. Improving living conditions and medical care. |
| 4. Food problem. | The world's population is growing faster than food production, especially in developing countries. | Intensive way of development of agriculture. |
| 5. Energy and raw materials problem. | Growing demand for raw materials. Depletion of the natural resources of the world. | Using the achievements of the scientific and technological revolution. More complete extraction of minerals from the bowels. Use of alternative energy sources. Resource saving policy. |
Watch a video about the global problems of mankind
So. Guys, you guessed it. What is the topic of our lesson?
Why is the media talking more and more about the future of humanity. Why do these problems excite the minds of scientists, writers, journalists, filmmakers? What do you think we understand by the term problem?
“Every creature that was on the surface of the earth was destroyed; from man to cattle and reptiles. And the birds of the air, everything was destroyed from the Earth, only Noah remained, and what was with him in the ark ”
Bible. Genesis.ch7#2
Name me the first global problem that led to catastrophic consequences and was described in the Bible in the Old Testament (a saying from the Bible appears on the board about Deluge).
But the very term global problems of mankind appeared only in 1945. Why do you think?
Yes, you are absolutely right. Because Second World War, of course, showed the danger of modern warfare. But all the horror at the end of the war was shown by the bombing of the two Japanese cities of Hiroshima and Nagasaki, where those who did not hold weapons in their hands, and peaceful people - the elderly, women and children, suffered. The consequences of this bombardment are felt even today, when the descendants of the victims of the bombing still suffer from radiation sickness today.
From the course of geography, biology, social science, you considered the problems facing humanity, you watch TV, read books, communicate on the Internet and already know a lot about the topic of this lesson.
So the first global problem of the world - problem of peace and disarmament
Performance of the 1st group. Discussion.
demographic problem
We can read about this global problem in Robert Rozhdestvensky:
There are many of us - people - in this world.
Serious minds toil:
In this life, in this whirlwind, crazy, we have bred!
Demographic explosions are beating, rivers are drying up and the crust is turning black.
Cities enter like boils.
Too many, too many of us!
Lots of us!
The scientist praises the bomb.
Lots of us!
The destroyer breaks the wave.
But still there will not be enough of us people for a new wave.
What does a lot of us mean? State the problem.
Group 2 performance. Discussion.
The longer humanity lives on earth, the more and more sick from viruses and diseases that have not been heard of before. As soon as a person learns to deal with some diseases, such as smallpox or cholera, then they are replaced by cancer and AIDS. But maybe that's the way it should be! The fittest survive! The more a person dies from disease, the more space will be freed up for future generations? How do you think?
The problem of energy and raw materials
The task of the world community is not just to help with money, but to teach the population to earn money by sharing technologies and a place in the world market.
The more people on Earth, the more various mineral and energy resources are spent. No wonder this topic is given close attention.
Group 3 performance
food problem
Tell me, please, are any of you hungry? Do you know what hunger really is? Have any of you helped the hungry on the street? Hunger is not a new phenomenon. Only in China in the nineteenth century, 100 million people died of starvation. Over the past 50 years, 20 million people have died in India. For the first time in the long history of mankind, the question of food shortages arose. It can be said without exaggeration that African continent- "Hunger Pole" of our planet. You probably guessed. What is this problem?
Group 4 performance
Ecological problem
Group 5 performance
What do we see that all problems are interconnected and it is impossible in this tangle of problems to solve one specific problem. I would like to quote one famous parable: “Two frogs got into a pot of cream. One said: this is the end, folded her paws and choked. The other floundered, floundered ... knocked down a lump of butter under her and got out of the pot. How I would like to see the fate of mankind in the form of not the first, but the second of the frogs. And if the frogs fought for life together, they would get out of the pot much faster. And what can be concluded from all this: Fight all problems and all of humanity, as every problem affects each of us.
The main thing in solving any problem is to know its essence. Humanity today has no more serious concern than to find the strength, find the means, find the mind to get along with nature and resolve social conflicts. Otherwise, we will have to return to some semblance of the Stone Age, a dark era of violence and cultural degradation. You want?
Video "Save the Earth!"
Why exactly in the 2nd half of the 20th century did most of the global problems become aggravated? (Student answers)
Causes of global problems:
Global problems arose as a result of the objective development of society and exist because of the contradictions between humanity, the environment and society;
The technical power of civilization has surpassed the achieved level of social organization and threatens to destroy all life;
The motives for the activities of the overwhelming mass of people, their moral values are very far from ideals;
Solutions: New political thinking is the call of the times. It should manifest itself in all spheres of human activity.
To instill in people new moral and ethical values;
Rally to all mankind;
To carry out transformations unprecedented in scale and depth throughout the world;
Output: Global problems are a challenge to the human mind. It is impossible to get away from them. They can only be overcome. To overcome with the efforts of each person and each country in close cooperation for the sake of the great goal - to preserve the possibility of living on Earth.
Each person must be aware that Humanity is on the verge of death, and whether we survive or not is the merit of each of us.
3. Reflection Reception of "thin" and "thick" questions - teaches students to correctly ask questions and be aware of their level of complexity. Questions can be asked by both the teacher and the students.
1. Can we say that global problems are relevant only for countries with a low level of development?
What global problems are most characteristic of our time?
Do you agree that global problems are most relevant for developing countries?
Explain why it was in the second half of the 20th century that global problems worsened?
Which of the social problems of our time do you consider the most urgent? Why?
Homework : Write a mini-composition, essay. On the topic: "Each of us has the power to change"
Think and explain what the expression means: “We did not inherit the Earth from our ancestors. We borrow it from our descendants”?
Bibliography:
1. Anufrieva O.I. "Economic and social geography of the world" Grade 10, part 2, Lesson plans based on the textbook by V.P. Maksakovsky, Volgograd, "Teacher", 2006
2. Zhizina E.A., Nikitina N.A. Lesson developments in geography, grade 10, Moscow "VAKO", 2006.
3. Gladkiy Yu.N., Lavrov S.B. Global geography, grades 10-11, Moscow, Drofa, 2009
4. Domogatskikh E.M., Alekseevsky N.I., Economic and social geography of the world, Moscow, Russian Word, 2010.
4. Do.gendocs.ru›docs
5. BestReferat.ru›Global problems
6.Philosophica.ru›volkov/20.htm
slide 2
Developing World Challenges:
1. Frequent wars
2. Poverty
3. Hunger
5. Low level of education
4. Poorly developed medicine
slide 3
Wars in developing countries
During the post-colonial period in Africa, 35 armed conflicts were recorded, during which about 10 million people died, most of which (92%) were civilians. Africa hosts almost 50% of the world's total number of refugees (more than 7 million people) and 60% of the displaced persons (20 million people).
slide 4
Poverty in underdeveloped countries
In the years since the Rio Conference (1992), the number of people living in absolute poverty has increased, in particular in developing countries. The very serious and complex problem of poverty can cause social unrest, undermine economic development, damage the environment and threaten political stability in many countries.
slide 5
Hunger
The East African famine of 2011 is a humanitarian disaster that according to international organizations threatens about 11.5 million people, primarily in Somalia (3.7 million), Ethiopia (4.8 million), Kenya (2.9 million) and Djibouti (164 thousand).
slide 6
healthcare
In third world countries, medicine is poorly developed. Because of this, a huge number of people die every year.
Slide 7
Low level of education
Now, in terms of education, the underdeveloped countries are still lagging behind other parts of the world. In 2000, only 58% of children in sub-Saharan Africa were in school; these are the lowest rates in the world. There are 40 million children in Africa, half of whom are of school age, who do not receive school education. Two thirds of them are girls.
Slide 8
Ways to solve problems:
1. Cessation of wars, introduction of a constitution, presence of a standing army
2. Economic recovery, through establishing and expanding enterprises, importing and exporting with other countries, investing in the country from abroad, establishing relations with neighboring countries and highly developed
3. Improvement of medicine, exchange of experience with highly developed countries, purchase of equipment and construction of hospitals
Slide 9
4. Construction of educational institutions, the establishment of book printing, the widespread use of Internet resources
5. Improvement of the environment, cessation of pollution of water bodies, rivers
6. Breeding livestock, establishing agriculture, import and export with developed countries
View all slides
Lesson press conference on the topic: "Global problems of mankind"
Abstract prepared for 10th grade students
geography teacher
GBOU SPO SO "Krasnoufimsk Pedagogical College"
Chukhareva V.I.
Lesson Objectives:
Educational: formthe concept of global problems of mankind, their essence, causes and solutions.
Developing:develop the skills of critical analysis of information, the ability to systematize it, evaluate it, use it to create a forecast.
Educational:to show the role of peaceful cooperation of all countries in solving world global problems, Russia's place in their resolution, the responsibility of each person.Formation of geographical and ecological culture of students, respect for nature.
Tasks :
cognitive :
study of a new source of geographic information and an algorithm for its application for problem analysis;
development of problem analysis skills;
developing the skill of working with various sources of information - electronic and traditional - maps, tables, diagrams, text, drawings, satellite images;
building skills to build research work(collection necessary information, finding relationships, the ability to draw up a plan of action and draw conclusions).
Emotionally valuable:
development of the ability of intellectual perception of the phenomena of the surrounding world;
comprehension of value orientations, finding the interconnections of phenomena.
Communicative :
development of group work skills;
developing the skills of compiling an electronic presentation and the ability to speak publicly.
Form of organization learning activities: work in groups.
Equipment: political map of the world, atlases for grade 10, handouts, student presentations, multimedia projector.
Lesson type: lesson-conference (generalization and systematization of knowledge)
Educational and methodological support: UMK: V.P. Maksakovskiy "Economic and social geography of the world" Moscow, "Prosveshchenie", 2011.
V.I.Sirotin. Geography. Workbook with kit contour maps– M.: Bustard, 2013.
Lesson plan:
1. The concept of global problems.
2. Classification of global problems.
3. Main features of global problems.
4. Solutions.
During the classes:
1. Motivation-target block.
Teacher: Today at the lesson we are discussing an unusually important topic. It concerns the life not only of an individual, but of the whole human civilization. You have repeatedly met with this topic in the lessons of social science in the ninth grade, in the lessons of geography, history, biology, economics, therefore, I think you will determine the topic of the lesson, as well as the goals and method of activity yourself. Before you lies a poem by R. Rozhdestvensky (Appendix 1), read it and try to determine the topic of our lesson.
Teacher: One of the characteristic features of the modern world is the aggravation of global problems.
Until the middle of the 20th century, there was no such concept as a global problem in the political language. Only at the level of philosophical generalizations were put forward ideas about the connection between human activity and the state of the biosphere, its environment, which supports life on Earth. And only the Russian scientist Vernadsky V.I. expressed the idea that the activity of mankind is acquiring a scale comparable to the power of natural, geological forces? It's hard to believe, but the earth's civilization is rapidly moving towards a global socio-economic catastrophe. This fact was stated by the leaders of world powers at the UN Conference on Environment and Development in the summer of 1992 in Rio de Janeiro.
The term "global problems" entered the international lexicon in the second half of the 60s, it comes from the Latin "globe" - that is, the Earth and has three meanings: ubiquitous, comprehensive, characteristic of the globe, for all countries and peoples
Problems are called global which cover the whole world, all mankind, pose a threat to its present and future and require the joint efforts of all states and peoples for their solution.(Entry in a notebook)
The analysis of global problems is inconceivable without their scientific typology.There are various classifications of global problems. According to various sources of information, there are from 8-10 to 40-45 of them, and it is impossible to consider everything within 45 minutes of the lesson. Let's use the classification proposed by the author of the geography textbook V.P. Maksakovskiy.( Work of students with the textbook p. 353 : write out 4 types of global problems).
1. "Universal" character.
The most "universal" problems of a political and socio-economic nature (preventing nuclear war and maintaining peace, ensuring the sustainable development of the world community and increasing the level of organization and control over it);
2. Natural - economic nature.
Problems of a predominantly natural and economic nature (environmental, energy, raw materials, food, the World Ocean);
3. Social character.
Problems of a predominantly social nature (demographic, interethnic relations, crisis of culture, morality, lack of democracy and health care, terrorism);
4. Mixed character.
Problems of a mixed nature, the unresolved nature of which often leads to mass deaths of people (regional conflicts, crime, technological accidents, natural disasters, etc.);
Teacher: mainquestion (problem) to which you must answer today:Why are there problems on a planetary scale? What are causes of global problems? And most importantly, to identify possible ways to overcome them. (Children's answers).
2. Generalization of the material. The lesson takes the form of a press conference.Speakers (students of the class who received a leading task) speak with their works, which are designed in the form of presentations.
Global problem characterization plan:
1. The essence of the problem.
2. The reasons for its occurrence.
3. Ways to solve the problem.
The audience asks questions about the topic of the speeches. Fill in the table in notebooks. At the end of the lesson, they exchange opinions, give an answer to a problematic question.
Evidence for the Problem | Solutions | |
1. The problem of peace and disarmament, the prevention of nuclear war. | The accumulation of weapons of mass destruction in the world. | Disarmament. Disarmament control. Peace treaties. |
2. Environmental problem. | Climate change, ozone depletion, "greenhouse effect", environmental crisis in various parts of the world. | Growth in the number of protected areas. Treatment facilities. Creation of non-waste technologies. Rational placement of "dirty industries". |
3. Demographic problem. | Population explosion in developing countries, demographic crisis in developed countries. Uncontrolled urbanization, resettlement of refugees. Increasing pressure on nature. | Active demographic policy. Increasing the economic level of development of countries. Improving living conditions and medical care. |
4. Food problem. | The world's population is growing faster than food production, especially in developing countries. | Intensive way of development of agriculture. |
5. Energy and raw materials problem. | Growing demand for raw materials. Depletion of the natural resources of the world. | Using the achievements of the scientific and technological revolution. More complete extraction of minerals from the bowels. Use of alternative energy sources. Resource saving policy. |
Teacher: So withusing different sources of informationyou got to know some of the global problemswhich, in your opinion, can be considered the most serious and for the solution of which humanity needs to expend maximum efforts.
Why exactly in the 2nd halfXXcentury, most of the global problems have aggravated?(Student answers)
Causes of global problems:
Global problems arose as a result of the objective development of society and exist because of the contradictions between humanity, the environment and society;
The technical power of civilization has surpassed the achieved level of social organization and threatens to destroy all life;
The motives for the activities of the overwhelming mass of people, their moral values are very far from ideals;
Solutions: New political thinking is the call of the times. It should manifest itself in all spheres of human activity.
To instill in people new moral and ethical values;
Rally to all mankind;
To carry out transformations unprecedented in scale and depth throughout the world;
Output: Global problems are a challenge to the human mind. It is impossible to get away from them. They can only be overcome. To overcome with the efforts of each person and each country in close cooperation for the sake of the great goal - to preserve the possibility of living on Earth.
Each person must be aware that Humanity is on the verge of death, and whether we survive or not is the merit of each of us.
MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA
State educational institution higher vocational education
RUSSIAN STATE HUMANITARIAN
UNIVERSITY
BRANCH IN DOMODEDOVO
Department of Economic and Management Disciplines
problems of developing countries of the world
Test work on the world economy
Option number 6
2nd year student
Groups E-22
Credits Book 027-012/E(4)-12
Pigovich Andrey Vadimovich
Lecturer Ph.D., prof.
Sabirov R. M.
Domodedovo 2015
Introduction
Chapter 1. Problems of developing countries
1 general characteristics developing countries of the world
Chapter 2. Problem Analysis
1 Ways out of the crisis
Conclusion
List of used literature2
Introduction
Developing countries make up the largest group by number, with approximately 103 countries located in Asia, Africa, Latin America and Oceania. Most of them entered the international arena as a result of the rapid collapse of the colonial system and the formation of young independent nation-states. The former colonies left the young nation-states as a legacy of a backward economy, dependence on foreign markets and external sources accumulation.
The purpose of this work is to analyze the problems of developing and underdeveloped countries, as well as to look at development prospects.
To achieve the goal, it is necessary to solve a number of tasks:
.To get acquainted with the characteristics of the underdeveloped countries of the world;
.Analyze the essence, causes and consequences of backwardness;
.Consider the role of the shadow sector of the economy in underdevelopment;
.Consider social problems and unemployment as a problem in developing countries;
.Find ways out of the crisis
The relevance of the topic I have chosen can be justified by the fact that, in the modern era, when the confrontation between East and West is significantly reduced, the problem of overcoming poverty and backwardness of developing countries, which is global in nature, is becoming more and more urgent for humanity. Many scientists believe that the problems of the countries of the "third world" contain an explosive potential that is not inferior in strength to nuclear.
The work consists of five chapters. The first chapter introduces the characteristics of the underdeveloped countries of the world. The second analyzes the causes and consequences of backwardness. The third and fourth chapters deal with the shadow market, social problems and unemployment as problems of developing countries. The fifth chapter identifies various ways of overcoming the backwardness of developing countries.
The following literature was used to write the work:
For example, Ivan Goncharov's book examines the main directions of the European Union's policy towards the developing countries of Asia. Primary attention is paid to the analysis of the EU's collective strategy, officially called development policy and covering all areas of relations with the countries of the former Third World. The features of the course of individual EU states, the dialogue of the EU with the countries of the Mediterranean, the approaches of European researchers to the concepts of democratization and co-development are highlighted.
Zhukov Sergey's book considers the main issues of the modern world economy, great attention paid to the theory and methodology of the world economy, its historical evolution and features in the modern period. The central place in the textbook is given to the analysis of the developing countries of the world, their positions in the system of the world economy.
Also in the book by Viktor Lomakin, the state of world markets (labor, capital, food, mineral resources), economic growth and its quality, and the main issues of the social situation in the world are analyzed. The positions of the main subsystems of the world economy, their characteristics, the position of individual countries are considered.
In the book of Igor Nikolaev is dedicated to one of critical issues modern world economy. Particular attention is paid to the impact of globalization on some of the economic problems of developing countries. The work emphasizes the inextricable link between globalization and the process of the emergence and development of a monopoly.
Another source of Ernest Obminsky's book for the first time examines the changing role and nature of the participation of developing countries in the international capitalist division of labor and the possibility of using it in the interests of the development of these countries. The author analyzes two trends characteristic of developing countries during the scientific and technological revolution: on the one hand, their elimination from the use of the achievements of science and technology due to the division of labor that has developed since colonial times, and on the other hand, their involvement in the division of labor in a new basis. The possibilities for improving the position of developing countries in the international division of labor due to equal cooperation with the socialist states are shown.
The book Buglay V.B., Levintsev N.N. considers the theory of foreign trade, means of foreign trade regulation, world economic relations in the reflection of balances of payments, the international monetary and financial system.
The data from the journal were also used to write this work.<#"justify">1.1General characteristics of the developing countries of the world
One of the main features of the development of the modern world economy is the strengthening of the role and importance of the former colonial and dependent territories - the current developing countries.
The group of developing countries today unites about 103 countries of Asia, Africa, Latin America and Oceania, home to nearly 4 billion people. The share of developing countries in the world economic complex is evidenced by the GDP indicator, which is about 37% of the world volume. In the second half of the XX century. the share of these countries in world production increased significantly, their total GDP grew 6 times, and per capita - almost 3 times. In general, after the global collapse of the historical colonial system, the economic growth rates of the developing countries accelerated noticeably and for the first time in the long period of their existence within the world economy exceeded the economic growth rates of the developed countries.
During the period of economic development, the control of developing countries over their natural resources, which in the recent past belonged to Western countries, has strengthened. An important role in this is played by state institutions, financial and economic structures that regulate the reproductive process. In some countries, such links of the reproductive structure as heavy industry, the banking system, industrial infrastructure, training and education systems were strengthened, in others they were recreated.
States such as India, Egypt, Brazil, Mexico and South Korea, already today, to a certain extent, they work for export, exporting products of mechanical engineering, electronics, and other manufacturing industries; for entire groups of goods they compete with Japan, the United States and European countries.
For the whole variety of developing countries, a number of characteristic features and features can be distinguished that unite them into a large socio-economic structure in the world economy system:
the multi-structural nature of the economy of developing states with various forms of ownership, including archaic (tribal-communal), patriarchal and private capitalist elements;
dependent position in the system of the world economy, including from the inflow of foreign capital;
the transitional nature of internal socio-economic structures, although for decades they have been focused on the formation of developed market relations;
low level development of productive forces, backwardness of industry, agricultural, industrial and social infrastructure;
the financial dependence of developing countries on industrialized countries due to the debt crisis;
a pronounced scientific and technical lag behind developed countries, a low level of spending on R&D, which makes them technologically dependent on the leading countries of the world;
the agrarian orientation of a number of developing countries and the preservation of the dominant role of the extractive industries, which, with a steady fall in prices for raw materials and agricultural products, remains an unfavorable factor in economic growth;
strengthening the socio-economic and political positions and increasing the diversity of relations of some countries with other groups of countries.
The growing social and economic ties between the developing countries and the industrialized countries determine their diverse and contradictory participation in the structure of the world economy. Developing countries are constantly experiencing the consequences of cyclical crises, currency inflation, expansion of TNCs, and so on. As a result, the crisis phenomena in the economy of the newly-free states turned out to be so large-scale and deep that in the conditions of the modern interdependent world, overcoming them is considered by the world community as one of the global problems.
characteristic feature and a feature of all developing countries is also a steady trend of natural population growth. They are dominated by an extended type of population reproduction. Average indicators of natural population growth correspond to the level of 2% per year, and in the least developed countries - up to 3% against 0.7% in developed countries. This creates its own demographic problems that affect the specifics of the economic development of these countries:
population growth, respectively, increases the level of consumer demand, creating tension in all parts of mass consumption;
such a demographic situation, by creating a reserve of labor force, complicates investment processes, i.e. the state is forced to create new jobs to ensure full employment, as well as to solve a range of social problems.
In the developing world as a whole, about 45% of the working-age population are completely or partially unemployed, while the population below the poverty line, although relatively decreasing, is absolutely continuing to grow.
In most developing countries, labor productivity is extremely low, which is due to the lack of sufficient funds for the development of labor potential, in particular, the extremely low level of literacy, the lack of qualified medical care, the weak material and technical base of education, the lack of an energetic layer of entrepreneurs who are able to take risks, etc. For developing countries as a whole, the predominant share of GDP growth is still provided in an extensive way.
In general, at the beginning of 2009 The “third world” developed extremely unevenly, as a result of which the process of differentiation dynamically deepened, i.e. Among the developing countries of the world, 2 extreme groups of states have been clearly identified - the most and least developed, between which the bulk of the developing countries are located.
In accordance with world classifications, the poor is the one who receives less than 275 dollars a year. At the beginning of 2009 There were 20 lower income countries. In the most difficult situation are the 42 least developed countries with a population of approximately 407 million, where the average GDP per capita has fallen to $230 (8 in Asia, 29 in Africa, the rest in Latin America and Oceania). The most developed countries of the "third world" stood out on the basis of the "oil boom" - the states of the Persian Gulf, the "new industrial countries" of Southeast Asia and Latin America form one pole in the system of developing states. At the other extreme, the poorest states, which are in a position of actual stagnation, have settled. Among them are a number of African countries, including Mozambique (GNP - $ 80 per person per year), Ethiopia ($ 100), Tanzania ($ 100), etc. In addition to these countries, this group includes certain Asian countries: Nepal ($ 160 ), Bhutan and Vietnam ($70), Myanmar, etc.
The developing category also includes the two largest countries in the world: China and India. Thanks to the large potential of natural and human resources and a targeted strategy for the socio-economic development of these countries, they have already formed a large production potential, the food problem is being solved, and these states themselves are considered as real contenders for the status of great powers.
For specific analysis, developing countries are divided into groups.
Countries with an active balance of payments (energy exporters): Brunei, Iraq, Iran, Qatar, Kuwait, Libya, UAE, Saudi Arabia.
Countries with a passive balance of payments are divided into two groups:
Countries with a newly formed active balance of payments: Hong Kong, South Korea, Singapore, Taiwan.
The lagging of developing countries behind developed ones is a significant problem not only for these countries themselves, but also for the entire world economy. Strongly expressed disproportions at different "poles" have an impact on the structure and level of development of world economic relations.
A significant factor holding back the economic growth of developing countries is the huge amount of external debt. The level of international debt is constantly growing and in general for developing countries has almost doubled over a ten-year period.
developing country unemployment underdevelopment
List of some countries by external debt:
Strength duty (in $) Date of information Discount per capita Popular duty (% of GDP) USA17 923 7771 November 201451 245107% Ukraine142 20094 March 20142 99581% South Africa139 000 December 31, 20132 87339% Russia728 8591 January 20145 07333323% Brazil475 90031 December 20132 34822%
The resolution of this protracted problem is possible, but each specific option has its pros and cons. For example, reducing imports and expanding exports in order to generate high incomes from foreign trade and then use them to pay off debts. However, given the general level of socio-economic development of many developing countries and territories, an increase in exports (and in many cases this is the export of raw materials) and a decrease in imports directly leads to a further decline in living standards. Moreover, if the net proceeds from exports are directed mainly to paying off debts, then the funds for economic development remain meager.
Other options include obtaining a deferral of debt repayments based on bilateral negotiations, which will make it possible to reduce the amount of annual payments on the principal debt and to “write off” a significant part or all of the debt. But this approach gives rise to a number of problems; refusal to repay loans causes financial damage to banks and their shareholders, if this commercial banks; if debts are forgiven government loans, the taxpayers of these countries are infringed. As a result, all these areas inevitably reduce the willingness to provide developing countries with new loans and loans.
2 Causes and consequences of underdevelopment
The backwardness of the country (more precisely, its socio-economic backwardness) implies that this country, compared to other developed countries, is at a lower level of socio-economic development. The main indicators of the level of development, such as the sectoral structure of GDP and the human development index, the production of GDP and GNI per capita, as a rule, are significantly higher in developed countries than in developing ones.
List of countries by GDP (PPP) per capita in dollars:
country20112013South Africa1297113788Malaysia2986723160Thailand1260714136Indonesia85359635Colombia1161912766Namibia919310234Zambia35573927Mexico1639217390Brazil1426714987
To begin with, it is necessary to identify the reasons for the backwardness of a huge part of the countries. It should be noted that, compared with developed countries, the transition to a market economy (capitalism), and then to a modern market economy (modern capitalism), in this group of countries occurred much later. main role the backwardness of their institutions played here, especially the rights and forms of ownership, the rights of the organization and the individual, and customs. Thus, in the context of the spread of communal property, competition is weak, and hence the desire for innovation; individualism is not approved, and hence entrepreneurship; usually skeptical about making a profit from entrepreneurial abilities. Thus, it is precisely backward social relations that give rise to a backward economy, therefore, before solving the problem of backwardness only by economic and technological methods, due attention should be paid to eliminating flaws in social relations.
Developing countries had to take the path of catch-up development in order to somehow reduce the huge gap in the level of development compared to developed countries. However, with catching up development, the modernization of the economy involuntarily occurs not so much under the influence of internal as external factors. After all, a significant part of the capital, entrepreneurial experience and the bulk of knowledge comes to developing countries from developed ones. Thus, the phenomenon of dependent development arises, i.e. such a development of the national economy, the course of which strongly depends on the situation in several foreign countries or even one. Former colonies, most of which have become dependent on other developed countries or depend on former mother countries, most clearly demonstrate the phenomenon of dependent development.
As a result, the world economy unwittingly divided into the so-called center, represented by a group of developed countries, from where political, economic and cultural impulses come, and the periphery, which is forced to develop under the powerful influence of these external impulses. It is possible to single out large backward countries that have a large domestic market and a strong influence on neighboring countries (India, Brazil), which are less prone to dependence, however, they can also be considered, if not a periphery, then a semi-periphery of the world economy.
Chapter 2. Problem Analysis
1 Unemployment as a problem in developing countries
Developing countries face serious social problems. Apart from demographic problem, poverty and strong social differentiation, these are also problems of a backward social infrastructure, high unemployment and the shadow sector.
The social infrastructure in most developing countries is weak and lagging behind, primarily because of the lack of funds for it in the budgets of the state and citizens. They simply do not have enough funds to maintain a modern system of education, healthcare, housing and communal services. As a result, illiteracy is high in developing countries (in Brazil, 11% of the population aged 15 and over are illiterate, Nigeria - 33%, India - 39%, Egypt - 44%), low life expectancy.
Average life expectancy:
countrySouth AfricaZambiaNamibiaCameroonKenyaLife expectancy, years42-4538435155
The percentage of unemployed in some countries of the world:
CountryZimbabweNepalKenyaSwazilandLiberiaPercentage of unemployed,%9546404285
Unemployment in the "third world" is more widespread than in developed countries, if hidden unemployment is taken into account. Here, the bulk of the population usually lives in rural areas, where there is often an unregistered surplus of workers. But even in the cities, employment services register only a part of job seekers.
Unemployment varies greatly by region. In 2010 registered unemployment was about 9% in Latin America and 4% in East and Southeast Asia (considered underestimated due to undercounting rural unemployed). At that time, even according to official data, it was approaching 40% in North and South Africa (in Algeria and South Africa). The difference in unemployment rates - whether it is huge or just large - is largely due to the strong differentiation of the "third world" in terms of economic and population growth. In sub-Saharan Africa, with an average annual GDP growth rate of 2.7% in 2007 and an average annual population growth rate of 2.5%, real unemployment can be estimated at more than a third of the population, while in Latin America, with such At the same rate of economic growth during that period, but at a lower rate of population growth (1.6%), real unemployment rarely exceeded one-fifth.
Large population growth rates in rural areas (leading to the so-called agrarian overpopulation) are pushing the population to move to cities, where there are more chances to find work (creating even there permanent job a noticeable layer of townspeople), or to emigration to other countries.
2 The role of the shadow sector of the economy
The size of the shadow sector in developing countries is usually larger than in developed ones. According to data from the 1990s, the scale of the shadow economy was at least 70% in Nigeria, Egypt and Thailand and about 60% in Mexico and the Philippines, compared with 8-30% in developed countries. In general, from 1999 to 2007 . After a long-term growth, there has been a trend towards a decrease in the share of the shadow economy in official GDP. In developing countries, the shadow economy has decreased from 68% to 34%.
Average size of the shadow economy in developing countries, as a percentage of GDP:
Country 2007-2010 Africa Nigeria and Egypt Tunisia and Morocco Central and South America Guatemala, Mexico, Peru and Panama Chile, Costa Rica, Venezuela, Brazil, Paraguay and Colombia Asia Thailand Philippines, Sri Lanka, Malaysia and South Korea Hong Kong and Singapore 28- 31% 29-35% 40-60% 25-35% 30% 28-40% 19%
In developed countries, a dualistic economic and social structure has developed: a modern "official sector" of industrial enterprises and an "informal sector" in services, small-scale handicraft and agricultural production. The informal sector in developing countries employs 35-65% of the labor force and produces 30-60% of GDP. This sector includes very small businesses as well as individual traders and artisans. About 300 million people are employed in the informal sector of developing countries, including 75 million in the smallest industrial enterprises. Employment growth in the informal sector is often higher than in the formal sector. This is due in many developing countries to the influx of big cities ruined peasants, many of them agree to work on any conditions and without any registration. Also, ethics (including entrepreneurial) in many developing countries is low, and therefore the attitude of society towards the shadow economy (often even to such a part of it as the criminal economy) is condescending.
The main factors hindering legal business and thus contributing to the spread of the informal sector are high taxes, cumbersome and expensive registration procedures (complicated by bribery), and difficulties in accessing legal credit. For many economic agents, moving into the informal economy is due to the fact that the costs of compliance with the law in the conduct of the usual economic activity(cost of time and money to obtain a permit, tax burden) exceed the expected benefits (income from trading in a street stall or from a craft workshop).
Also, it should be noted, the functioning in the general shadow economy, such a segment as the illegal (criminal) economy.
Here the leading place is occupied by the international market of illicit drugs, which has become one of the largest on the planet. According to expert estimates, drug trafficking accounts for at least 8% of world trade. And here again the backward countries appear, which are the main participants in the international drug business, in the form of transnational mafia organizations. Colombian and Mexican drug cartels control the export of cocaine and heroin from the Andean Triangle to North America, the Chinese triads organize the export of heroin from the Golden Triangle, the Turkish, Italian and Albanian mafias organize the export of heroin from the Golden Crescent.
The volume of opium produced in 1998 amounted to 4.3 thousand tons, in 2005 this figure increased to 5.5 thousand tons, in 2014 the volume of opium produced is 7.1 thousand tons.
It should be noted the illegal trade in weapons, where the buyers are usually states and organizations of the "third world", and the sellers, in turn, are located in developed countries. According to experts, the illegal trade in weapons has taken second place in the world after the trade in narcotic substances. Currently, the volume of the market for illegal circulation of automatic weapons, explosives, ammunition and military equipment in the world, including the United States, is estimated at about 3-5 billion dollars.
The widespread development of the illegal economy forms the so-called geographical "gray zones", which are not controlled by any legal authorities. In Latin America, this is a number of areas in Peru, Bolivia and especially Colombia, where, in fact, all power is in the hands of drug guerrillas. Afghanistan and parts of Myanmar represent the "grey zone" of Asia. In Africa, gray areas are located in countries where there is a permanent Civil War: in Angola, Sierra Leone, Liberia. The wide development of the international smuggling business gives illegal organizations a stable financial base: Latin America's gray zones rely on cocaine drug trafficking, Asia's gray zones on heroin, West Africa's gray zones on diamond smuggling. As a result, a vicious circle of crime is formed, which the legal authorities are unable to stop.
Chapter 3. Main directions of development
1 Ways out of the crisis
One of the main economic problems of developing countries is an acute shortage of financial resources for investment, an extremely slow, sluggish accumulation process, therefore, the expansion of the export sector and the attraction of foreign capital, which forms a special sector of the economy, is of fundamental importance for them.
Another defining feature of developing countries is the high role of the public sector. The state provides links between different modes, stimulates commodity production, restrains and controls to some extent the activities of foreign corporations (at the same time trying to attract foreign investment), and most importantly, having the greatest mobilization capabilities, is able to concentrate resources to solve the most acute national economic problems, primarily turn, restructuring. Being artificially, forcibly drawn into the capitalist world, these countries are subjected to a continuous massive, multi-channel onslaught of the standards of the Western way of life, the Western system of values, and so on. But the traditional structures of social consciousness in these countries, with rare exceptions, are incompatible with Western ones and offer desperate, fierce resistance.
Most economists agree that the development of effective national development strategies in developing countries based on domestic economic resources based on an integrated approach is of decisive importance in solving the problem of poverty and underdevelopment. With this approach, not only industrialization and post-industrialization, liberalization are considered as prerequisites for creating a modern economy and achieving sustainable economic growth. economic life and the transformation of agrarian relations, but also the reform of education, the improvement of the health care system, the mitigation of inequality, the implementation of a rational demographic policy, and the stimulation of solving employment problems.
However, it should be remembered that the problem of poverty and underdevelopment of developing countries is global in nature. Therefore, the solution to this problem requires global changes not only in the underdeveloped countries themselves, but throughout the world as a whole. Since the world economy cannot function at full capacity if one of the links in the economic chain is in distress.
In order to put an end to backwardness forever, it is necessary to carry out transformations unprecedented in scale and depth: first, to establish a new world economic order; secondly, to eliminate all forms of inequality among the peoples of the world; thirdly, to approve such a system of social relations between countries and within each country that would provide real opportunities for solving global problems. There is no other way for mankind. Either education, scientific and technological progress, the achievements of world culture will serve all people, or humanity will inevitably begin to degrade.
Conclusion
Developing countries are a special category of states that retain, albeit in varying degrees, certain general signs of socio-economic backwardness, including the diversity of the economy, traditional forms of ownership and public institutions, low productivity of social labor.
Differences in growth rates, the speed of economic modernization and the impact of the world economy contribute to the differentiation of developing countries. The socio-economic strategies of developing countries aim to overcome backwardness, transform traditional economic structures, change positions in the international division of labor, and integrate into the world economy.
Socio-economic processes in developing countries are increasingly shaped by the influence of the world economy. This is primarily due to the impulses of scientific and technological progress, spreading from the center to the periphery, the growing importance of world trade, as well as the activity of TNCs.
One of the most important criteria for separating developing countries into a separate world subsystem is their underdevelopment and backwardness.
Developing countries are constantly experiencing the consequences of cyclical crises, currency inflation, expansion of TNCs, and so on. As a result, the crisis phenomena in the economy of the newly-free states turned out to be so large-scale and deep that in the conditions of the modern interdependent world, overcoming them is considered by the world community as one of the global problems.
It is important that people want to seek solutions to these difficult problems together; and also correctly used life and mind in order to avoid destructive actions and direct all material and spiritual resources to the development of civilization.
Bibliography
1.Buglay V.B., Levintsev N.N. International economic relations, M.: "Finance and statistics", 2008 - 302 p.
.Goncharov I.V. Socio-economic development in the states of Eurasia, M .: "Prospect", 2006 - 382 p.
.Zhukov S.V. Developing countries: the service sector and economic growth, M.: "Nauka", 2004 -272 p.
.Lomakin V.K. World economy, M.: "Unity", 2012 - 672 p.
.Nikolaeva I.P. World economy, M.: "Prospect", 2004 - 200 p.
6.Obminsky E. Developing countries and the international division of labor, M .: " International relationships", 2001 - 272 p.
Internet resources:
7.
.
Tutoring
Need help learning a topic?
Our experts will advise or provide tutoring services on topics of interest to you.
Send a request indicating the topic right now to find out about the possibility of obtaining a consultation.
Theme of the lesson "Developed countries of the foreign world", Grade 10
Teacher Bulgakova Lyubov Mikhailovna, MAOU "Gymnasium No. 6"
Gubkin city, Belgorod region
TEACHER: Guys look at the screen. What do you see? (flags, g e rby). That is, the symbols of states. What do you think - the symbols of which states are represented on the screen? (USA, ITALY, FRANCE, UK).
TEACHER: What are these states? can you say it in one word? Think about how you can title the topic of today's lesson? Use the question - what? (developed states of the world, foreign states of the world, large states, economic states, historical).
TEACHER: Can you find a synonym for the words developed, large, economic? Can these words be replaced by one word - great? (Yes, you can).
TEACHER: The topic of today's lesson is Developed countries of the foreign world.
Teacher: We live in our small world. We rejoice in good luck, friends, the beauty of the world around us. But we do not think about the fact that this world is very fragile and it is imperfect in relations between people on our planet. To improve the world, we must know a lot about each other. Ask yourself the question: “What is the Earth and who am I here?”, “What do I know about my peers from the USA, Great Britain, Italy?”, “What do I know about their country?”
Getting information about the lives of other people is an important necessity for a person of any age.
Guys, knowing the topic of the lesson, what do you expect from today's lesson? what would you like to learn in class?
(to get acquainted with the economy, industry, with external economic relations, with interesting places)
Indeed, what are these countries, and what role do they play in the World? In the development of post-industrial society, in art, literature? What is the standard of living of the population?
Today in the lesson we will take a tour of the great states of territorial and social significance in the world - the USA, Great Britain, Italy, France: we will get acquainted with the economic development of these states, culture. Let's answer the question - what contributed to them becoming great?
You will work in groups. You have envelopes on the tables. Envelopes contain the material with which you will begin to draw up your project, using the economic plan - geographical characteristics country. Guys, what methods and ways can you achieve the goal of today's lesson?
(using the analysis of atlas maps, comparison of tables, diagrams, reference material, textbooks, encyclopedias).
Each group will then present their project to the public.
2 representatives from each group will defend their project.
We started the project. (work 8 min.) (music “the sound of the sea” sounds softly)
(draw the border and states, show foreign economic relations with arrows, mark minerals, cities, prepare material for protection).
Guys, time is up.
There is in our white world
A very strange country
Adults and children know
That she is in the West.
Incomprehensible and interesting
What's in that distant country
All the land in the squares of the states,
Like a mosaic on the wall
So, attention to the screen - after listening to the poem, viewing the slides, determine which group will be the first to defend their research.
TEACHER: So, the representatives of the United States, please, you have the floor. (everyone is shown on the wall map or on their project). Representatives of other states, listen carefully, memorize the material. Can be supplemented. After the presentation of each group's work, we will exchange questions.
TEACHER: The capital of USA – Washington.
TEACHER: Representatives of other states, your questions to the US group.
STUDENT: What do the stars on the US flag mean and how many are there?
STUDENT: Are there names of Russian city-understudies in the USA?
ANSWER - Yes. On the US map you can find several St. Petersburg. Moscow is in several states.
TEACHER: On the US map you can find London, Paris, Vienna.
STUDENT: And what is the hallmark of the United States.?
STUDENT: The hallmark of the United States is the Statue of Liberty. The Statue of Liberty has several names "a symbol of freedom and democracy" and "Lady Liberty". Proud lady of steel and copper - meets people entering the country. The height of the statue together with the granite pedestal is 93 meters. (addition)
TEACHER:
A lump at the throat... And steel waters
the pointed crown reflects...
New York, America and the Statue of Liberty -
captivate with scope and accessibility.
TEACHER: I bring to your attention the visiting card of the next state.
TEACHER:-What state are we talking about?
STUDENT: These frames refer to Italy and we will talk about this state.
TEACHER: Italy is an amazing country with Italian pizza, spaghetti, Venetian canals. Siberian larch serves as piles for this amazing city.
TEACHER: So, representatives of Italy, please, you have the floor.
STUDENT 1: The geographical position of Italy is favorable for its economic development. The Mediterranean Sea provides Italy with a convenient connection with the countries of Europe and North Africa. And with the help of the Suez Canal, Italy found itself on the trade routes that go to the countries of South and East Asia, to East Africa, Australia.
The leading branch of Italian industry is mechanical engineering. The most developed export engineering (production of cars, wagons, shipbuilding, trucks, buses, aircraft, ships, locomotives, tractors, equipment for power plants, airports).
STUDENT 2: Using the rich deposits of dolomites, Italy has become one of the first places in the world in the production of magnesium.
Another leading branch of Italian industry is the chemical industry.
The food industry is the third industry in terms of production value after mechanical engineering and chemistry.
TEACHER: What peninsula is Italy on?
TEACHER:The capital of Italy is Rome.
QUESTION In your answer, you emphasize that the manufacturing industry is developed, but what about the mining industry?
STUDENT-(we did not find significant reserves of the most important minerals on the maps)
QUESTION: What is the principle of placing metallurgy in Italy?
STUDENT- Metallurgical plants are located either near ports, or gravitate towards sales markets. And the sales market is mechanical engineering.
STUDENT: Why?
STUDENT: Imported raw materials)
QUESTION: I'm interested to know - what kind of city on the water in Italy?
TEACHER: Representatives of Italy, what is this city on the water?
TEACHER: Guys, the city is unique not only in history, but also in appearance.
When watching a movie, pay attention to the unusualness of the streets.
Film about Venice.
TEACHER: Guys, what are your impressions?
TEACHER: Yes, there are 150 canals and 400 bridges in Venice. This city has never been rebuilt and therefore retained its medieval appearance.
TEACHER: It is located on 118 islands, stretches for 51 kilometers in length and 14 kilometers in width. Where did the trees for piles come from, except for Russia?
TEACHER:"Ships stand and lie down on the course",
someone will feel sad and sorry.
So Vysotsky sang to us. I am Venice's pulse
I still feel it in the photo.
The song is Mireille Mathieu.
TEACHER: I suggest you look at the business card of the most "fashionable" country in the world. The language of which the upper strata of society spoke tsarist Russia».
What state do you think it will be about?
TEACHER: So, representatives of France, please, you have the floor.
TEACHER: The capital of France? Paris!
STUDENT: What countries borders France?
ANSWER: France has land borders with Spain, Italy, Switzerland, Germany and Belgium, and is washed by the waters of the Mediterranean Sea by the waters of the Atlantic Ocean.
TEACHER:France beautiful, captivating and gorgeous!
Clothing, fabrics, paper, jewelry, cinema, cosmetics, perfumes and ... You can list and list what France is famous for.
STUDENT: Can you tell me the main attraction of France?
STUDENT: The Eiffel Tower, the symbol of the country, proudly towers over the city. The height of the Eiffel Tower is 324 meters.
Built in 1889 in honor of the 100th anniversary of the French Revolution.
The bizarre thought of the engineer Eiffel has become a symbol of Paris . All tourists flock to it to admire the panorama of the city from its top. The Eiffel Tower is visible from almost anywhere in Paris and serves as an excellent landmark.
2 student: Its original purpose was to show technological progress. And only after 10 years of its existence, it has become a cultural landmark and a visiting card, both of Paris and the whole country.
This huge tower is practically not affected by the wind. Even with the strongest wind, the top eiffel tower deviates only 15 cm.
TEACHER: The Eiffel Tower has interior lighting that makes it look more elegant and romantic.
TEACHER: We still have a state - is it?
Pupils - UK
TEACHER: British representatives, you have the floor.
Great Britain is an island state in the north-west of Europe, separated from the continent by the English Channel and the Pas de Calais. Not far from Great Britain, the most important trade routes pass, and many international airlines converge at the London airport, connecting Europe with America and other continents. Thus, Great Britain occupies an advantageous position, which contributes to the development of its economic ties with the countries of both hemispheres.
STUDENT 2: The leading industry is mechanical engineering, including electrical and radio-electronic, transport, shipbuilding, tractor and machine tool building.
In addition, oil refining, chemical, textile, and light industries are developed.
Exports are dominated by machinery and equipment, petroleum products, chemical industry products. Cast iron and scrap metal The UK mostly imports. Great importance for Great Britain, as an island power, it has maritime transport.
Question - What minerals are mined in the UK? (The answer is coal, iron ore, non-ferrous metals, oil, rock salt, oil shale).
TEACHER: what event was in the summer of 2012 in London? ( Olympic Games).
But since we touched on sports, we must remember what kind of sport is the birthplace of Great Britain? (football)
TEACHER: Our guide to the UK will tell you about the sights of this state on English language. We all listen carefully to be able to translate the text into our native language.
STUDENT: Big Ben is London's most famous and recognizable landmark.
TEACHER: Well done guys for the translation.
Our journey is over, what did we learn today in the lesson?
ANSWERS- got acquainted with the economic development of the USA, France, Italy and Great Britain;
found out the main features of the EGP, branches of the economy;
determined the main items of imports and exports of these states.
TEACHER: And now let's return to our problematic question - why are these states great and what contributed to them becoming great. Let's find common ground between these states
(hint - in the EGP)
1. geographical position allows them to make extensive use of maritime transport and develop links with their land neighbors.
(hint - BY TRANSPORT)
2. the main types of transport are widely developed in all 4 states: rail, road, sea, aviation.
(hint – in industries?)
3. in all the states under consideration, mechanical engineering is developed at a very high level. And we remember that the standard of living of the population depends on the development of engineering.
4. All these 4 states play a big role in the post-industrial society. Not only their economy, but also infrastructure is developing rapidly.
5. All of them play an important role in world politics, the international geographical division of labor, and economic integration. .
TEACHER: We also saw the sights of the studied states.
Landmark of which state did you like the most? to your group?
I agree with you that today we have learned a lot of interesting things, you have shown yourself to be real researchers by presenting wonderful projects to our attention. I hope that everything we talked about today will remain in your memory for a long time.
The roads are open before you, and I wish you to visit these places. But the person who tries to know the world without knowing his country is bad. And no matter how much we like hot Italy, wise Great Britain, fashionable France, industrial states, in the heart of a Russian person there will always live a great love for Great Russia.
Song performance: "Russian Temples"
TEACHER: Homework: diaries prepare information about the states of Latin America for the design of creative works, essays, which will be necessary for the final conference on this topic and in preparation for the exam.
TEACHER: Reflection Movie.
Guys, did you feel comfortable at the lesson? I hope that I have sown in your souls an interest in states, awakened a desire to learn more, to study, to know the world. I would like to know - did I succeed? If yes, then hang a green leaf on this tree, if the lesson did not tell you anything new, then hang a yellow leaf. I would be grateful if you write your review about the lesson on a piece of paper. When you leave the office, leave your opinion on this tree.
TEACHER: You all worked actively today, I give everyone “5”.
