Teacher's Guide - The Curriculum Project

Global Economic Institutions (cont’d)Pre-teach: predictably (adverb): in a way that people can tell what is going to happen; tocomply (verb): to do what you are asked to do; dispute (noun): argument; to monitor(verb): to oversee, check; transparent (adj): free from deceit, clear.Ask students to read the text bout the WTO, including the paragraph on‘Criticisms of the WTO’. Give them about 10 minutes. They should write downany words that they don’t know. Elicit these words in turn. Ask if they, orother students, can guess the meaning. If not, give them a dictionary tolook it up and tell the class, or tell them yourself.Groupwork1. Put students into groups of 3-5. Ask each group together to try toremember as many of the key points from the two paragraphs as they can,and write them down. They DO NOT need to remember the exact words.Give them 5-10 minutes to do this.When you are ready, elicit one key point from each group in turn, and seehow much of the key information they can remember. Write each point onthe board.Pre-teach: tear gas: gas that stings your eyes, used by police to break up crowdsAsk students to read the paragraphs about ‘The Battle of Seattle’ and ‘Afairer world’. Elicit words that 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 tellthe class.Groupwork2. Put students into groups of 3-5 people. Ask them to look at the informationabout the World Bank, the IMF and the WTO. Give them about 15-20 minutesto discuss what kind of changes they would make to each institution andwrite down their ideas. Then, consider each of the institutions in turn andelicit ideas from each group.The Curriculum Project ECONOMICS: an introduction - Teacher’s Guide52