political, social, Developing country cultural and Emerging country Plenary environmental Developed country Five-five-one Students review the learning from the lesson – context of India by completing the following tasks: in its region and globally. Summarise today’s topic in five sentences. Reduce to five Now to one word. 1 lesson Key idea 2.5: 2.5a Using Starter (1 hour) Globalisation The key economic trends proportional Can you remember? Students write on a post-it note a – causes rapid (GDP, per capita GNI, flow line characteristics they found out about India in the previous economic changing importance of maps to lesson. Students then share their point with someone else change economic sectors, imports visualise and spend five minutes sharing the characteristics they in the emerging and exports and type and trade remember. country. origin of foreign direct patterns and investment homework flows. – Main activity task) since 1990. Suggested Show examples of proportional flow line for other countries. learning Provide a to’ guide for students to know how to create ‘how objectives: Key their own proportional flow line map. To know the Use the data from the following link: GDP key economic Imports trends in India since 1990. Exports Students produce their own maps to show the main imports Foreign direct investment and exports for India. Plenary Mime - Students get into pairs and mime key learning/ideas/concepts whilst the other has to guess what it is.
political, social, cultural and environmental context of India in its region and globally. Developing country Emerging country Developed country Plenary Five-five-one – Students review the learning from the lesson by completing the following tasks: Summarise today’s topic in five sentences. Reduce to five Now to one word. 1 lesson (1 hour) Key idea 2.5: Globalisation causes rapid economic change in the emerging country. Suggested learning objectives: To know the key economic trends in India since 1990. 2.5a The key economic trends (GDP, per capita GNI, changing importance of economic sectors, imports and exports and type and origin of foreign direct investment – homework task) since 1990. Key GDP Imports Exports Foreign direct investment Using proportional flow line maps to visualise trade patterns and flows. Starter Can you remember? – Students write on a post-it note a characteristics they found out about India in the previous lesson. Students then share their point with someone else and spend five minutes sharing the characteristics they remember. Main activity Show examples of proportional flow line for other countries. Provide a ‘how to’ guide for students to know how to create their own proportional flow line map. Use the data from the following link: Students produce their own maps to show the main imports and exports for India. Plenary Mime - Students get into pairs and mime key learning/ideas/concepts whilst the other has to guess what it is.