British/american influence on our way of life

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.

style="position: absolute; top: 0.56in; left: 1.18in" 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?

1. 6 hours or more □ c) 2-3 hours □

2. 4-5 hours □ d) less than 2 hours □

3. Example 2\ Yes/ No Questions

Class survey.

What do you think of advertising?

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.

1. 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

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.

1. Asia E Africa

2. Latin America

3. North America ■ Oceania

4. 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.

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.

1. 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.

1. Write a general paragraph describing the results of the question " Do you think school is a waste of time?"

2. 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.

1. There are...

2. 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.

1. а) Underline the most significant facts in your report.

2. 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?

2. 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.