BRITISH/AMERICAN
INFLUENCE ON OUR WAY OF LIFE
Teacher: The American
artist Andy Warhol once said that what was the best in most capital cities of
the world was the MacDonald's Restaurant and only Moscow didn't have such a
nice thing. Today this is not true any longer; even in Kiev, if you feel like
having an American hamburger you go to MacDonald's. Now answer the questions:
What film did you see
last? Was it Ukrainian/American made? Name your favourite singers/groups. How
many of them are Ukrainian?
1. Make a list of items
in your everyday life that have British/ American origin.
2. Share your ideas in
class (all the ideas are discussed and put down on the blackboard as a
spidergram).
3. Divide the class into
teams accordingly to the number of items chosen.
For example:
1
Mass
Media team
2 Food team
3 Films team
4 Music team
Discuss in teams what information you want to form the
basis of your
project, the way you are
going to collect the information.
Possible ideas:
Mass media
team,
looking through TV guides, watching selected programs, doing a survey of
popular newspapers and magazines.
Food team: going through the
telephone director, checking how many fast food restaurants there are.
Films team:
counting the percentage of British/American films in the programme.
Music team: studying pop music charts.Start
collecting information. Make notes.
The core element of your
project will be a survey. In teams discuss what you will ask in the
questionnaire.
Study different questionnaire types.
Example 1:
Multi-choice Questions
Television-watching questionnaire
1. How many hours do you watch TV every
day?
2) 6 hours or more □ c) 2-3 hours □
3)
4-5 hours □ d)
less than 2 hours □
4)
Example 2\ Yes/ No Questions
Class survey.
What do you think of advertising?
Yes
|
No
|
Don't know
|
Do you think there are too many adverts?
□
|
□
|
□
|
Do you believe what adverts say? □
|
□
|
□
|
Have you got a favourite advert? □
|
□
|
□
|
Do advert make you buy more? □
|
□
|
□
|
What do people
in your class think of advertising? Interview your classmates.
|
Example 3:
Open-ended Questions
Teenage smoking survey
1.How many cigarettes a day do you smoke
every day?
2.How old were you when you had your first cigarette?
3.Why do you smoke?
4.What do you think is the greatest disadvantage of smoking?
Example 4: Ordering Why stop
smoking?
Put these
disadvantages of smoking into what you consider to be their
correct order of
importance:
Smoking makes your clothes smell______ □
Smoking is bad for your heath _________ □
Cigarettes are an expensive waste of money □
Smokers can damage
the health of non-smokers □
Smoking is an anti-social habit_________ □
Smoking causes pollution_____________ □
6. Work in pairs. Write a questionnaire to
find out about:
Student A - your classmates' favourite school
subjects.
Student B - your
most valuable things at home.
7.Ask each other and make notes. Make
necessary corrections if needed.
8.Work in teams. Make a list of possible
questions for your project survey. Make sure every team member has at least one
question.
9.Try out the draft questionnaire on pupils
from other teams. Make all the necessary corrections.
10.Listen to an interview conducted in the
street by a social worker and answer the questions:
1.
1. How many questions are there in the
questionnaire?
2.
2. How does the interviewer start the
dialogue?
3.
3. What does he say in the conclusion?
4.
4. List the words and phrases he uses to link
the questions.
5.Express the following in other words: 'Could I ask you some
questions?'
Example: Would you mind answering
my questions?
1= Interviewer, W=Woman.
I
Excuse me. I'm doing some research. Could I ask you some questions
about changes in the
future?
W Er, yes, all right.
I Thank you. The first question is about money in the
future. Do you
think electronic money will replace cash?
W You mean paying for everything with a plastic card? Yes,
I'm sure that will happen, er, because banks have already developed the systems
for it, haven't they? So it's just a question of time. Yes, I think that'll
definitely happen.
I Right. Next, a question about transport. Do you think
it's likely that
petrol
cars will disappear completely?
W No, I think it's unlikely - because there
aren't really satisfactory alternatives, are there?
I OK. Do you believe motorists will be
charged for driving in cities?
W Yes, I expect so, because it's a good way
of solving the problem of too
many cars in the
cities. Yes, I think it'll probably happen very soon.
I OK. Just one more question. Do you
think the cigarette smoking will
be a
thing of the past?
W Well. I'm a smoker, so I'm sure that won't
happen! But a lot of people have given up smoking or are trying to give up, so
there definitely won't be as many smoking people in the future as there are
today. I Thank you very much for your time.
Carry out your survey.
It's better done in pairs: one pupil asks questions while another notes the
answers.
3.
In teams discuss liow
the results of the survey might be summarized and presented.
Look at the possible ways to depict the
results:
Example
1: Statistics
summarized in tables of figures
The
most expensive cities in the world (the world ranking for European
|
This year
|
Last year
|
Oslo
|
5
|
3
|
Zurich
|
6
|
3
|
Paris
|
7
|
6
|
Geneva
|
8
|
5
|
London
|
10
|
28
|
Stockholm
|
13
|
8
|
Example
2: Bar-charts
Weekly
expenditure of pocket money of 11-13-year-old English children.
Percentage of children who answered (in %)
Example 3: Pie-charts
Distribution of the world's population by
continent.
4.
Asia E Africa
5.
Latin
America
6.
North
America ■ Oceania
7.
Europe
|
12.
Writing a report.
a) Look at these results from the Turned on Europe survey.
Are these statements true or false?
Correct the false ones:
*Most people think school is a waste of time.
*Fewer Poles than Germans feel that good school results help them
to get a job.
*A lot of French people believe that a degree is more useful
now than it was.
|
School is a waste of
time
|
Doing well helps get a job
|
Degree less valuable
than used to be
|
Average total
|
12%
|
71%
|
55%
|
UK
|
14%
|
80%
|
61%
|
Germany
|
13%
|
86%
|
51%
|
Holland
|
7%
|
81%
|
48%
|
Poland
|
20%
|
60%
|
32%
|
Sweden
|
10%
|
63%
|
43%
|
Spain 13%
|
82%
|
64%
|
|
France
|
17%
|
67%
|
77%
|
Italy
|
8%
|
54%
|
69%
|
b)
Look at these survey extracts. Which parts of the table above do they describe?
Few young people think that school is a
waste of time, although only half feel that success helps to get a better job.
The majority also believe that a university degree is less useful these days.
Fifty-five per cent of young Europeans
feel that degrees are less valuable than they used to be. The highest
percentage of people with this view is in France (77%), and the percentage in
Italy is only slightly lower. Young people in Poland are most positive about
degrees. The Swedes, Dutch and the Germans are also more positive than the average
European, whereas in Spain and Britain a far higher percentage feel that
degrees are less useful now.
5
Work in pairs. Write
statements about: Germany, Poland and Britain.
Use the phrases below
as a model. &
On the one hand, Italians believe in school education.
On the other hand, many believe that a degree is unhelpful.
Although I went to University, I'm not sure it's
the best thing for my son. A very small percentage of young people in Britain
speak a foreign language well,
whereas most young Scandinavians speak a number of languages.
A higher percentage
of young women speak foreign languages than young men.
Far more people go to university in the United
States than
in Europe.
Slightly fewer Dutch people think school is
a waste of time
than Italians.
2)
Write
a general paragraph describing the results of the question " Do you think
school is a waste of time?"
3)
Write the report on your project.
Heading
Subject:
Name(s) Date:
1.Aim
of the report
Introduce the report
with your aim and background information.
The
aim of this report is to... This report aims at...
2.Negative comments
List all the negative findings.
There are
several disappointing facts and figures.
There are...
Only twenty percent of
people...
3.Positive
comments
List any positive findings.
On the other hand, there were some
encouraging things, a) Some young people...
c) The majority of adults...
4.Conclusion
and recommendations
Write a simple conclusion and make a couple of
recommendations.
To sum up,
most Ukrainians...
The young people should...
People need to...
13.Giving talks and presentations.
а) Underline the most significant facts in
your report.
в) Make an oral presentation of it, following
the model:
1.Introducing the topic:
Today I'm going to talk
about...
Now I'd like to describe...
The aim of my/our presentation is to...
I've/we've divided the presentation into
two/three parts.
I'd/we'd like to give you an overview
of...
Firstly,
Secondly, I'll/we'll move on
to...
Then focus
on...
After that we'll deal
with...
Finally, consider...
2. Referring to questions:
Feel free to interrupt me if there's
anything you don't understand.
If you don't mind, we'll leave questions
till the end.
3.Introducing each section:
So, let's start with...(objectives...)
Now let's move on to...(the next part...)
Let's turn our attention to...(the
question of...)
This leads us to...(the question of...)
Finally...(let's consider...)
4.Summarizing a section:
That completes my description of...
So, to summarize...(There are five key
points...)
5.Referring backwards and forwards:
I mentioned earlier...(the importance
of...) I'll say more about this later. We'll come back to this point later.
6.Checking understanding: Is this clear?
Are there any questions?
7.Referring to visual information:
This diagram shows... If you look at this
graph you can see... What is interesting in this diagram is... I'd like to draw
your attention to this chart...
8.Referring to common knowledge: As you
know...
As I'm sure you're aware...
9.Concluding:
That concludes my talk (our
report).
That brings us to the end of our
presentation.
If you have any questions i we'd be
pleased i to answer them.
I we'll do our best I Thank you for your
attention.
10.Dealing with questions:
That's a good point.
I'm glad you asked that
question.
Can I get back to you on that later? I'm
afraid I don't have the information at present.
I'm afraid I'm not the right person to
answer that.
14. Give your
assessment of the projects presented. Fill in the assessment form.
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