1975 and 1986 Sex Discrimination Acts make discrimination between men and women unlawful in employment, education and other spheres
Task 2. Answer the questions:
- What dates are very important and what are less important?
- Which fact influenced the history more?
- Can you continue the list of dates?
Task 3. Brush up your memory and make the list of the main events in Russian history in chronological order.
III. Discussion (20 min.)
Task 1. Divide into 4 groups and compare the main events in the history of two countries.
Home task: Think of the notions “Britishness” , “Russianness” and what meaning they involve.
Topic: Britishness
Problem: Britishness : what it is ? Russianness: What is it?
Level : Upperintermediate /Advanced
Aim: To give definition of “britishness” and “being British” “russianness” and “being Russian”
Teaching aids: “Britain: The Country and Its People” (by J. O’ Driscoll), “Social Trends”, “Life in Modern Britain” (by P. Bromhead), “Britain Today” (by R. Musman and D’ Arcy Adrian-Vallance), “Britain Explored” (by P. Harvey and R. Jones)
Lesson 4
I. Leading- in
Role play - round table (25 –30 min .)
Task1.
Divide into 5 groups and imagine yourself as Englishmen, Scottish, Welsh, Irish and Russian .Think of what you can tell the rest representing national characters.
II Presentation and giving questions (10 min.)
Task 1. Listen to a presentation and point out what is interesting to you .
III. Summarizing (10 –15 min.)
- Returning to the 1st lesson let’s try to clarify what does ``Britishness`` mean ?
- If there is ``Britishness`` there must be ``Russianess`` How can we define this ?
- What facts should one know when he/she faces the problems of multicultural society?
Topic: Britishness
Problem: Stereotypes and Attitudes
Level: Upper Intermediate / Advanced
Aim: To notice social and cultural differences; to teach tolerance towards the unknown and unique.
Teaching Aids: : “Faces of Britain”(by E. Laird), “UK Today”(TV series), “Spotlight on Britain”(by S. Sheerin, J. Seath, G. White)
I. Leading in Activity. (7-10 minutes)
It’s always difficult to try and define what different nationalities are like. Stereotypes of national traits, values and patterns of behaviour are, by their nature, very general. For example, the behaviour of 48 million people is often categorised with the four words ‘The English are reserved’.
Is it possible to talk about characteristics, about types of behaviour, about value systems which are peculiar to a particular nationality? Is it desirable? Is it useful? Is it inevitable?
Specifically, what do you understand by ‘the English’?
Specifically, what do you understand by ‘reserved’?
II. Giving definitions and comparing. (10 minutes)
What we will be attempting to do today is to deconstruct some of the commonly held stereotypes about Britain and to explore how far it is possible to construct an image of Britain and the British through personal and anecdotal experiences.
What are some of the views you have of:
The French/France?
The British/Britain?
The Americans/The USA?
The Russians/Russia?
The Japanese/Japan?
III. Adjusting Stereotypes (10-12 minutes).
I asked my British friend if she associated the following things with Russia. Which do you think she answered ‘strongly associate’ to and which do you think she answered ‘weakly associate’ to?
| Spying | Lenin |
| Vodka | Food shortages |
| The roads | The winter |
| The arms race | Sporting achievements |
| Communism | Literature |
| Queueing | Arts |
| Economical crisis | War in Chechnya |
Do you agree with these statements or not?
What do you strongly associate with Britain and the British? Make a list below and then compare it to the person sitting next to you.
IV. Summarising. (5-7 minutes)
Today we got acquainted with stereotypes of different countries. Can you predict which of them are true and which are not?
Home Assignment: Ask 3 people about their attitude to the British and make a report next time.
Topic: Britishness
Problem: Stereotypes and Attitudes
Level: Upper Intermediate / Advanced
Aim: To notice social and cultural differences; to teach tolerance towards the unknown and unique.
Teaching Aids: : “Faces of Britain”(by E. Laird), “UK Today”(TV series), “Spotlight on Britain”(by S. Sheerin, J. Seath, G. White)
I. Leading in Activity. (5 minutes)
Let’s revise what stereotypes you came across when you were asking about the British?
Put the most common answers on the blackboard.
II. Breaking stereotypes. (15 minutes)
Read the passage about the British.
- Have you expected such facts?
- Can you recall any of the traditions the Russians follow since the ancient time?
III. Discussion (10 minutes).
- Is it a stereotype that nationalities and races should never mix?
- How do you understand the saying “Like should marry like”? Does it depend on:
- social status;
- education;
- nationality;
- age;
- religion?
Do you know any examples of an “unequal marriage”?
IV . Video watching (10 minutes)
Watch the film about an African-British and his family. While watching pay attention to the different people’s attitude towards the family.
V .Comprehension Check.
Answer the questions:
- Why did the hero choose UK?
- What was the family reaction for his decision?
- Why did the father of the bride reject him first?
- How do people treat the man?
- Is he tolerant enough himself?
So, we realised that all people are unpredictable and one should be very cautious of accepting the stereotyped images.
ПРИЛОЖЕНИЕ №4
Образцы текстов для работы по темам с социокультуроведческим курсом
Text #1.
Marriage Customs
Task 1. Here is the definition of the word ‘custom’. “Custom – something that a person usually does in a particular situation”.
Brainstorm in groups of 3 what customs besides the marriage custom you know and answer the question “Do you think that marriage custom is one of the most important? Why?”
Task 2. Read the text and pay special attention to promises being made.
Before reading study the glossary attentively:
vow - promise, swear
undertake - devote oneself to
considerate- tender
perform – to do, to carry out
in-laws – parents of husband and wife
conscientiously – carefully
cherish – appreciate
sacred – holy
canopy – special cover, roof
consecrated – blessed
reciprocal – mutual
secular - civil
In many marriage ceremonies, promises or vows are made. These may not always be said in words, but may be implied by acts of the ceremony. Sometimes these promises are made between the families rather than between the individuals.
The ceremonies vary in the different countries. However in Sri Lanka, these traditional vows are taken:
Towards my wife I undertaketo love and respect her, be kind and considerate, be faithful, delegate domestic management, provide gifts to please her.
Towards my husband I undertake to perform my household duties efficiently, be hospitable to my in-laws and friends of my husband, be faithful, protect and invest our earnings, discharge my responsibilities lovingly and conscientiously.
Christian
In the marriage service, the bride and the bridegroom make the following vows to each other:
Itake you to be my wife/husband, to have and to hold from this day forward; for better, for worse, for richer, for poorer, in sickness and in health, to love and to cherish, till death us do partaccording to God's holy law; and this is my solemn vow.
Then when the ring/rings are given they say:
I give you this ring as a sign of our marriage. With my body I honour you, all that I am I give to you, and all that I have I share with you, within the love of God, Father, Son and Holy Spirit.
Hindu
In the wedding ceremony, the bridegroom makes vows of faithfulness and promises to care for his wife and to share with her. The vows are taken while the couple walk round a sacred fire. When the bridegroom has made his vows, the bride makes only one promise to be faithful. Like Sita in the Ramayana, wives are expected to be loving, faithful, loyal and willing even to share the misfortunes of their husbands.
Jewish
The couple stand under a canopy and the groom says, 'I will be a true husband to thee. I will honour and cherish thee, I will work for thee; I will protect and support thee.'
The groom puts a ring on the bride's first finger and says, 'Behold thou art consecrated unto me by this ring according to the Law of Moses and Israel. However, the Jewish Law recognises the marriage relationship as reciprocal. Accordingly, just as the husband agrees to be faithful to his wife and to look after her, so too is this implied as binding upon the bride when she accepts the ring from the groom and agrees, of her own free will, to enter into the marriage relationship.
Muslim
Marriage in Islam is very much the combining of two families as well as two people.
Marriage is a civil contract transacted before God, but Islam recognises no distinction between the religious and the secular. When the contract is signed, the girl is taken from her parents' house direct to her new one. There is usually music on the way. Then the man is paraded through the town to announce the new marriage.
Sikh
Sikh weddings must always take place in the presence of the GuruGranth Sahib (a holy book). The groom sits in front of the book and the bride takes her place on the left hand side of the groom. The couple agree to the marriage by bowing to the Book. They are tied together with a scarf and then walk around the Book, while a special hymn is sung. This hymn not only gives advice to the couple, but stresses the importance of the union between God and man. As well as being the joining together of two people, it is the joining together of two families.
Task 3. Do you think that the customs mentioned above mirror the culture of appropriate religions? Dwell on the problem in pairs.
Task 4. Which kind of marriage ceremony would you like to visit? Why?
Who Is a Typical Teenager?
Task 1. Who are teenagers and why are they called so? What age groups of people belong to this category? Can you refer yourselves to this group?
Task 2. Read the text. Make up your mind whether the same can be referred to teenagers in Russia.
In Britain there is an expression "typical teenager" This is usually said by adults to mean that teenagers are lazy, irresponsible and rude to their parents. But in fact, British teenagers in the 1990s probably work hard at school, respect their parents and plan for their future. Of course, there isn't really any such thing as a "typical" teenager, but we look at some of the things that are important to British teenagers.
Studious and serious?A recent survey showed that teenagers work much harder than they did 10 years ago. In 1986,43 per cent of 14-15-year-old boys and 35 per cent of girls did no homework after school. In 1996, the figure had fallen to 32 per cent of boys and 26 per cent of girls. Many British teenagers say that they like school. Adam, aged 15, says, "I like meeting up with friends and extending my knowledge." Sarah, aged 14, says it's important because it gives you the skills for life. Teenagers think a lot about the future: 57 per cent worry about getting a job when they finish their studies. Jamie, aged 16,says,"You know you can't walk out of school into a job."
Though school is important to many teenagers, other things can be more important. Last year's GCSE (General Certificate of Secondary Education) results were published on the same day as the new Oasis album arrived in the shops. Many 16-year-olds went to buy a copy of the album before they got their results. Paul, aged 16, said,"I don't care about my results - this is more important."
Music and money make the world go round. Paul isn't the only teenager who cares more about music than education. Music is the most important thing in many British teenagers' lives. Some teenage boys spend more than £50 a month on music. Money is also important to teenagers. Most of them are given between £4 and £5 pocket money a week by their parents. Some also have jobs like paper rounds and baby-sitting. Katherine, aged 13, is too young to have a job, but she is doing a lifeguard course so she can work when she's old enough. (You have to be 14 to have a part-time job in Britain.)
Free time.
As well as music, popular activities with teenagers are: sports, computer games, cinema, shopping, watching videos, reading and watching TV. Teenagers watch less TV than they did 10 years ago, but they still watch a lot. They like soap operas, music and sports programmes best.
Smoking and drinking. Parents who worry about their children smoking or taking drugs don't need to worry so much - 70 per cent of British teenagers neither smoke nor want to try it. Most teenagers are against drugs. After LiamGallagher from Oasis had received a caution for possessing drugs, 43 per cent of teenagers lost respect for him. Most teenagers do drink alcohol -about 80 per cent - but most of them only drink occasionally at family parties and weddings.
Parents - a teenager's best friends? Since the 1950s, teenagers have been supposed to rebel against their parents. But parents today understand teenagers a lot better and have better relationships with their children.
Angela, aged 18, says, "I have a lot of respect for my mum. I know I don't always know best." Stuart, also aged 18, says, "Children aren't rejecting their parents. We are more responsible than in the fifties - we can stay out until midnight, more teenagers own cars."
Task 3. Tell what information was new for you? Was there anything unexpected in the way the British teenagers behave? Discuss it in groups of 3, then change your partners. Share the results with the whole class.
Task 4. Make a survey. Ask 5 to 7 teenagers and find out their attitude towards the following things:
- Having free time;
- Earning money;
- Spending money;
- Living with parents;
- Trusting adults.
Text #3.
While girls do their homework, boys get lost in cyberspace
Task 1. Divide into 2 groups by gender – males and females. Work out the most popular activities you enjoy.
If you're female, you're going to read this article and feel smug. If you're male, you might feel a desire to use the article to wrap up your old chewing gum or just get annoyed and play a computer game.
According to a recent report, in Britain girls are overtaking boys at school. They are even beating them in subjects such as science and maths, which people used to think were subjects that boys were naturally better at. Surveys show there could be several reasons for this. Boys and girls behave very differently from each other both in and out of school.
In school, statistics show boys mess about more and get into trouble more. Admittedly, they put up their hand to answer questions more but they often have the wrong answer. The girls who were interviewed said they often knew the correct answer but didn't like to put up their hand if they weren't absolutely sure. The survey also showed girls spent much longer doing homework and checking it with each other. Boys may argue that these things do not make girls more intelligent than boys and in some boys' opinions may even make many girls look like swots. However, these things do show that girls have a different attitude to school than boys. Girls are becoming much more competitive and ambitious.