МИНИСТЕРСТВО ОБРАЗОВАНИЯ РЕСПУБЛИКИ БЕЛАРУСЬ
МОГИЛЕВСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ им. А.А.КУЛЕШОВА
СРЕДСТВА МАССОВОЙ
ИНФОРМАЦИИ
МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ
Часть вторая
Составители:
И.В. Позднякова
Могилев 2004
УДК 76.0
ББК 002
С75
Рецензент
Старший преподаватель кафедры
теории и практики английского языка С. А. Б а б о к и н а
Печатается по решению редакционно-издательского и
экспертного совета МГУ им. А.А.Кулешова
Mass Media = Средства массовой информации. Метод,
рекомендации. Ч.2. / Сост. И.В. Позднякова - Могилев: МГУ им.
А.А.Кулешова, 2004. – 32с.
Методические рекомендации по теме „СМИ" (часть 2) имеют целью развитие устноречевых умений и навыков во взаимосвязи с чтением. Тексты основаны на оригинальном
материале, подвергнутом обработке и заимствованном из книжных и периодических
изданий, вышедших в нашей стране и за рубежом, и имеют познавательный характер.
Система предтекстовых и послетекстовых упражнений включает обучающие и
конторольно-проверочные знания, которые направлены на развитие навыков
подготовленной и неподготовленной монологической и диалогической речи.
Методические рекомендации предназначены для студентов, обучающихся на
неязыковых специальностях.
Первая часть методических рекомендаций вышла в 2004 г.
УДК 76.0
ББК 002
© И.В. Позднякова, составление, 2004
© МГУ им. А.А. Кулешова, 2004
VOCABULARY EXERCISES
I. Say what part of speech these words belong to. Analyse their structure.
Translate them.
network, viewer, newsreader, quiz-master, anchorman / woman, thriller,
sitcom, videotape, soundtrack, soap opera.
II. Use the words from task I in the sentences of your own.
III. Give the other parts of speech of the words. Check if you know their
pronunciation and translation.
Verbs
Nouns
(concepts)
Nouns
(agents)
announce
report
present
comment
showcover
discuss
record
Note: not all verbs have a noun agent form.
IV. Match each word with the definition.
an editorial, a viewer, a sponsor, comics, a serial, a tabloid.
1. a person who watches television.
2. a company which pays for a broadcast in return for advertising.
3. an article stating the policy of a newspaper.
4. a paper which focuses more on sensational than real news.
5. a magazine, usually for children, or teenagers, with lots of picture stories
and cartoons.
6. a story that continues from one programme or episode to the next.
V. Choose the most suitable word.
1. Words is the official journal / magazine of the Linguistics
Association.
2. The Sunday News has the highest circulation / output of any
newspaper in Britain.
3. Are books subject to banning / censorship in your country?
4. Don't include all the details. Just write a summary / version of what
happened.
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5. After more than sixty years of television it is obvious that it is here to
stay / to exist.
6. Do the advertisements have / contain subliminal messages,
persuading us to buy more, or vote Republican?
7. People turned / kept staring at the screen, aware that our own tiny
reflection / fault was in it we looked carefully.
8. Over a hundred journalists will broadcast / cover the royal wedding.
9. This article will be continued in our next publication / issue.
10. Here is a report from our political editorial / correspondent.
11. The mass medium / media in most countries are dominated by
advertising.
VI. Match the parts.
1. keyboard
1. serial
2. spine
2. library
3. episode
3. set
4. entry
4. book
5. editorial
5. notepad
6. character
6. newspaper
7. reference book 7. novel
8. sheet
8. word - processor
9. semi - colon
9. punctuation
10. screen
10. index
VII. Insert prepositions and adverbial modifiers where necessary.
1. There are different newspapers: national and local, dailies and weeklies; some
are issued three times a week or once ... a month.
2. Newspapers and magazines give full attention ... the most important national
and international affairs, entertain and educate their readers.
3. TV helps us to become better informed ... watching documentaries, science
programmes, discussions and ... learning the most important issues ... the day. TV
programmes are also... great entertainment value and provide ... useful topics ...
conversation. Some ... the programmes are very popular; ... instance Musical Review
presents songs, pop groups, folk songs, interviews ... well-known singers.
4.... the recent years there has been the increase ... the amount... time spent
watching TV. Though it depends ... the season, the age ... the viewers and social
class. ... example TV viewing is less popular ... summer than ... winter. It is more
popular... old people than ... other age groups. Besides, women watch more than
men.
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VIII. In each column find the word that shouldn't be there. Explain your
choice.
1) daily
2) news
3) Television
monthly
special report
newspapers
weekly
soap opera
magazines
interview
weather forecast
radio
periodical
live-footage
tape-recorder
4) presenter
5) variety show
quiz-master
quiz programme
correspondent
wild life programme
celebrity
news
newsreader
network
IX. Would you be interested in the stories under the following headlines?
Why (not)?
1. Price of electricity goes up again.
2. Elizabeth, II visits St. Petersburg.
3. United Nations Conference on Nuclear Weapons.
4. Bomb sent to minister of agriculture by post.
5. Police defuse terrorist bomb.
6. AIDS time — bomb ticking away.
I. A. Create a headline for a newspaper.
Then write an article (serious or humorous) built around the headline.
B. Work in pairs.
Student A : Show your headline to your partner (just the headline, not the
article).
Student В : Think of some questions to ask student A to find out more
information about the story in his article. Use different types of questions
II. Read the newspaper contents list. Which pages would you look at
if you wanted to read about the following.
1. article for sale
2. clothes
3. the editor's comments on the news
4. films being shown locally
5. houses for sale
6. news from abroad
7. people who have died recently
8. recently published books
9. second hand cars
10. duties performed by the Queen yesterday.
INDEX.
Appointments... 37 – 42
Arts, Reviews... 20
Business ...25 – 33
Classified Ads ...43 – 66
Court and Social... 18
Editorial... 1
Entertainment... 22
Fashion... 16
Home News ... 1, 3, 7
House Hunter's Guide ... 46 – 47
Obituaries... 19
Overseas News ... 10 – 11
XII. Choose one newspaper (it could be in your own language if you can't
find an English one) and complete the following sentences:
1. The main story today is ...; it is about... ( page ... ).
2. The editorial (page ... ) is about....
3. There are readers letters on page ... and they deal with the following
topics....
4. The most interesting feature ( page ... ) is about....
5. There is a crossword on page ..., a cartoon on page ... and some small (big)
ads on page ....
6. The most interesting business (sports) article is about... ( page ...).
7. The most striking photos ( page ... ) show ....
8. The article about... on page ... made me feel....
9. The main home ( overseas ) news (page ...) deals with ....
10. There is description of different types of TV programmes for a week
on page ... and a weather forecast for 2 days ( page ...).
XIII. Insert articles where necessary. Give literary translation of
the text.
... Society of Professional Journalists believes ... duty of ...journalists is to
serve ...truth.
We believe ... agencies of... mass communication are carries of public discussion
and information, acting on their ... Constitutional mandate and freedom to learn and
report... fact.
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We believe in public enlightenment as ... forerunner of... justice, and in our
Constitutional role to seek... truth as part of... public's right to know the truth....
... public right to know... events of public importance and... interest is...
overriding mission of... mass media .
... purpose of distributing news and enlightened opinion is to serve ... general
welfare...
Journalists at all times will show... respect for... dignity, privacy, rights and
well - being of people encountered in the course of... gathering and presenting...
news.
XIV. Group work.
Work in groups of four. One pair of students prepare arguments for the
statement; the other pair – against it.
1. Radio and television should not be commercial; the public should
own the stations.
2. TV is destroying the art of conversation.
3.. TV effects our lives positively.
XV. Dialogues.
Imagine you are a TV – reporter. You are interviewing:
a) a popular sportsman – ask him about his sports career, his coaches , the
competitions he took part in, the way he spends a typical day, his daily meals,
hobbies...
b) a writer - ask him about his parentage, his family, his literary career, his
success and failures, his future plans, his opinion of old and modern literature
(prose and poetry).
c) a film star - ask her about her theatrical education, the film directors in
whose films she was shot, the latest film she took part in, about her hobbies, meals
(diets).
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C H A P T E R
I
MASS MEDIA IN OUR LIFE
PRE - READING TASKS
I. Analyse the chart that shows the percentage of people enjoying different
activities. Compare and discuss favourite leisure activities of people in different
countries. What do you think the percentages are likely to be for each activity in
Belarus? Do a survey on this problem in your group.
USA
UK
Australia
France
Italy
Spain
Sweden
Belarus
Watching
television
Reading
Taking part
in sport
46
23
13
14
25
19
21
?
14
16
14
13
11
12
15
?
5
8
10
10
7
6
8
?
Looking
after cars
and houses
3
6
4
7
3
3
6
?
Parties;
entertaining
16
7
16
14
18
17
13
?
II. In pairs discuss any differences in average viewing times between the
age groups, sexes and socio - economic groups in Great Britain.
Amount Of viewing time in 1997
I. Age
Hours: minutes
4-15
18-47
16-24
19-27
25-34
25:25
35-54
25:38
55
34:46
II. Sex
male
24:30
female
27:35
III. Socio-economic
category
upper-middle class and 18-51
middle-class
Lower middle class
23:56
Skilled working
class
Working class and
those at lowest
levels of
subsistence.
Total UK
population
26:57
31:56
26:04
Think what causes these difference between the groups?
TEXT I
MASS MEDIA IN OUR LIFE
Radio, TV and newspapers are mass media that keep people informed on the
topical issues of the day. Every day millions of people read newspapers and
magazines, watch different TV - programmes. Both on TV and radio you can listen
to a programme on sports, arts, music, news and weather. The difference is that on
TV you can see everything you've heard about. But radio is preferable to TV when
you are at work and need information or have to focus your attention on smth. else
(for ex., when you drive a car).
The list of the titles of the newspapers, TV and radio programmes may seem
endless. They satisfy different tastes. People subscribe to various papers; they change
channels using their remote control. But they have one common aim: they want to
know what's going on in the world, country, city, town or village. Mass media carry
information on different home and international affairs. They are the window on the
world which gives us an opportunity "to travel" all over the world, to meet
celebrities, to see the best actors, to watch sport matches, to learn more about arts,
customs and traditions of other nations, thus becoming cultured people. Television
and periodicals educate us and broaden our minds, help us to relax after a hard day's work and escape from unpleasant or terrible reality. They also influence the
way we see the world and shape our views.
Of course, not all newspapers report the events objectively, but serious
journalists and TV reporters try to be fair and provide us with reliable information.
It's true that the world today is full of dramatic events and most news seems to
be bad news. But people are not interested in ordinary events. That's
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why there are so many programmes and articles about natural disasters, plan
crashes, wars, murders and robberies. Good news doesn't usually make headlines.
Bad news does;
The main source of news for millions of people is television. But some people
argue that television is a terrible waste of time. It makes us lazier. We stay at home
instead of going out. We read less or don't read at all. We think less. We even talk
less.
It's true that some TV – addicts spend hours in front of the "box" watching
whatever's on. They forget that watching TV for a long time may lead to poor
health and ruin eye – sight. But nobody makes you watch TV for hours: you may
switch it off. The trick is to learn to control television and use its intelligently. The
ideal is to turn on the TV – set only when there's a really interesting programme.
Tasks
I. Without translating the words say what part of speech they belong to.
Analyse their type of word - formation. Guess their meaning. Which of them are
international?
preferable, focus, endless, subscribe, celebrity, cultured, broaden, reliable,
headline, TV – addict, eye – sight.
II. Combine the adjectives from one group with suitable nouns from the
other. Write one sentence with each word - expression.
1) interesting, main, endless, topical, preferable, common, cultured,
unpleasant, dramatic.
2) issue, medium, aim, people, list, reality, event, source, programme.
Ш. Explain in your own words or give synonyms,.
remote control, to subscribe, celebrities, cultured people, to escape from reality,
to shape the views, to make headlines, TV - addicts, the "box", the trick is...
IV. Tick off the statements which are not in the text. Translate them into
Russian.
1. Mass media carry information on different home and international affairs.
2. Sometimes different kinds of media suggest us the same event but you'll
notice that all handle it in different ways.
3. People prefer TV news because they can see everything with their own eyes:
seeing is believing.
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4. Media inform us of what is going on in the world; they also influence the
way we see the world and shape our views.
5. The Internet has recently become another important source of information;
its main advantage is that news appears on the screen as soon things happen in real
life and you don't have to wait for news time on TV
6. There is always a great variety of programmes on TV: news and sports
programmes, talk shows and TV games, documentaries and feature films, concerts
and theatre performances.
7. The media are the window on the world...
V. Answer the questions.
1. Do the media play an important part in our life and influence it?
2. What medium is the main source of information for millions of people?
3. Why is TV often called "the window on the world"?
4. When do people usually listen to the radio?
5. What are at least three important functions of the media?
6. What news usually make headlines and why?
7. How often do you watch TV? What is your favorite channel and
programme?
8. The average Russian teenager spends about 20 hours a week in front of the
TV – set What about you?
9. Do you agree that television has the power to educate? Give your
arguments.
10. Some people say that television kills the art of conversation? Do you agree?
Why (not)?
VIII. Discuss in groups the following problems.
1. Do you think it would be nice if all news printed and shown was good news?
2. If people have died in a plane crash, should their bodies be shown on TV?
3. Do some politicians use the media to influence their voters?
4. Journalists are given too much freedom; Paparazzi often intrude on people's
private lives. They follow celebrities and print sensational stories about them
which are untrue or half-true. Should this be allowed?
5." Mass media may not determine what people think, but they do decide what
people should think about" (Seymour – Ure).
PRE - READING TASKS
I. Introductory discussion. Work in pairs to discuss if mass media are
democratic and objective in reflecting the reality.
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II. Make sure that yon know the meaning of the following wordexpressions:
to correspond to smth, to interpret the news correctly, means of creating moral
and political climate, to serve the purposes, discord between countries, mutual
understanding and respect, to keep one's finger on the pulse of...
HI. Read the dialogue in pairs:
Reader: We need democratic mass media. We want everything correspond to the
interest of all of us: workers, farmers, school teachers, doctors, sport fans, artists,
servicemen and children.
Correspondent: Certainly, but we can't focus only on social life. Pressmen see
the aim of mass information media not only in informing the people of the events
that happen in their own country and abroad, but in helping them to understand and
correctly interpret the events. We also know the great responsibility resting on the
media. Broadly speaking they are means of creating moral and political climate.
R.: But what climate? The media can serve either the purposes of peace and
confidence among nations or they can spread all over the world the lies and discord
between countries and people. What's the credo of your journalists?
C.: In the majority of cases they write for their readership things which serve
the good of man, they try to give objective interpretation of news.
R.: But many people think that the media don't promote mutual understanding
and mutual respect among nations. They interpret the news in the interests of
Business only.
C.: I think it's not so. Our correspondents keep their finger on the pulse of the
country and serve the common cause. That's why reader's letters take a great deal
of space in the newspapers. Thus, the reader not only buys the paper, he helps to
write it.
Tasks
I. Say whether you take reader's side or not.
Give your arguments.
II. Express your opinion on the purpose of the media using these
lexical unit:
the source of new information
the news round the world
the political (economic, social) situation in ...
necessary for one's work
influence public opinion
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the life of people and their problems
a balanced view on the events in politics ( economy, science, agriculture,
education, culture, sport).
the view of the government on ...
mass media supply with ( give, raise, suggest, help to ... )
to be in the habit of reading ( scanning, listening, watching) the news.
III. Render the text into English. Add some more advantages of
watching TV.
Телевидение оказывает огромное влияние на нашу жизнь, и трудно
сказать, хорошо это или плохо. Давайте подумаем о тех преимуществах,
которые даѐт нам телевидение. Во-первых, телевизор – это развлечение,
особенно для пожилых людей. Семье, где трое или четверо детей, тоже более
удобно и менее накладно сидеть дома на удобном диване и смотреть
интересные фильмы, концерты, спортивные матчи.
Во-вторых, телевидение даѐт большие возможности для образования,
расширяет
наш
кругозор.
Существует
большое
количество
образовательных передач для детей, которые используются в учебном
процессе. В-третьих, телевидение уже само по себе является темой для
разговоров: почему бы не покритиковать, обсудить или оценить наиболее
интересные передачи? В конце концов, существуют, хотя их немного,
передачи, рассчитанные на серьѐзного, образованного зрителя. Эти
передачи предлагают фактический материал и авторитетные
комментарии экспертов в той или иной области, а также
профессиональную рекламу, которую посмотреть познавательно и
интересно.
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CHA P T E R I I
IMPACT ОF TELEVISION. MEDIA EFFECTS
PRE - READING TASKS
I. Answer the questions.
1. How many TV - sets are there in your flat? Are all of them colour or black-andwhite?
2. Where are the TV - sets located in your flat?
3. How many hours a day do you watch TV?
4. What programmes to you like to see more? Do you often see the same programmes as
your parents? Do you often watch TV together?
5. Do you prefer to watch TV alone / with your friends / with you family? Why?
6. What is the most time - consuming activity in your life: sleeping, studying,
watching television, doing your hobby?
II. Read the text and compare your answers with information in the text.
TEXT I
THE CULTURAL IMPACT OF TELEVISION
Television's impact on society has been profound. It has changed the
life - styles of most Americans and become a major influence in their culture. Unlike
printing, which took hundreds of years to influence the culture, TV's impact was
almost instantaneous.
It is reported that most American families today own a minimum of two TV
- sets (1,83 is the national average ) and most of these sets ( 87,3 mln. ) are
colour. These sets are located in vital living areas, such as the living room,
family room, bedroom and kitchen. Because they own multiple sets, many
families no longer watch television together and parents often do not know
what their children are viewing. The average television usage in US households
exceeds seven hours a day, which translates to more than 2500 hours per year the most time - consuming activity besides sleeping.
TV's dominance as a household activity often reduces the level of
communication among family members and, as a result, much of the culture being
disseminated to youngsters today comes from the tube rather than the family.
Television usage in homes with children is the highest and it is believed that the
average child has watched more than 18000 hours of TV by the time he or she
reaches the age of 15. This compares with 11000
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hours of schooling and 3000 hours of church attendance. Television has become the
most powerful tool socialization has ever devised.
What has made television's significance even more profound is the fact that it took
very little time for it to become pervasive in the culture. Unlike many media, TV spent
relatively little time in the elite culture. The rich and middle classes were not the only ones
to rush to purchase TV – sets. Many lower – class households went into debt to own this
luxury item . However, to most Americans, television was not a luxury but rather a
psychological necessity; it provided comfort to a lonely mass culture whose members sought
both entertainment and solitude in their homes. Sociologists have been puzzled as to how
something previously nonexistent could become a psychological necessity the moment it
arrived in the popular culture. The answer seems to be that television found a niche by
bringing the world to individuals isolated from the dominant culture. However, by bringing
the world into the home, TV replaced many cherished activities — such as after – dinner
conversations among family members and parents, reading bedtime stories to children.
Thus, the impact of television is very strong. It changes our language, stimulates our
emotions, informs our intellect, influences our ideas, values, and attitudes. When you were young
and absorbing uncritically, you could not possibly know that the majority of the material you saw and
heard was designed to produce specific responses from you. Some adults, for that matter, either do
not know or refuse to admit the following basic fact of media production: the MAJORITY of
material is chosen or designed to produce a predetermined response.
The journalism, urgent issues, news, or information-giving portion of media output is
selected, edited, produced, placed in time slots or positioned in the newspaper or magazine
to reflect and support the owner's policies.
We – counted in the millions, the mass audience of mass media – are programmed to
buy, vote, contribute, believe, and support other people's interests, interests which may
be commercial, political, charitable, philosophical, or educational. Sometimes these
interests will coincide with your own; sometimes they won't. Most of the time, the response
comes in as programmed; occasionally it doesn't, or there is an additional, unexpected
response. Some of the media's output has long lasting value and worth; some is not only
cheap, tawdry, and superficial stuff, but physically, emotionally and intellectually
harmful.
Tasks
I. Translate the word-expressions. Say in what situations they were used.
1. impact on smith;
2. instantaneous;
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3. vital areas;
4. time-consuming activity;
5. tube;
6. to become pervasive;
7. to go into debt;
8. to be puzzled;
9. to become a psychological necessity;
10. to find a niche;
11. cherished activities;
12. a predetermined response.
II. Say what part of speech these words belong to. Analyse their structure.
Translate them.
Printing; instantaneous; usage; households; socialization; dominance;
nonexistent; predetermined.
III. Write out and translate all the sentences where Passive Voice is used.
IV. Combine the adjectives from one group with the nouns from another.
Write 1 sentence with each word-expression.
A: cultural; pacifying; leading; public; high; family; long lasting;
predetermined.
B: rating; broadcasting; changes; relations; effects; channels; response; value.
V. Summarise the text in about 100 words.
TEXT II
ARRANGING JUMBLED TEXTS
Task: The passages from two texts are mixed below. Decide which
paragraphs go with which story and arrange them logically into 2 texts.
1. Television hasn't been with us all that long, but we are already beginning to
forget what the world was like without it. The average man or woman spends about
a third of his or her life asleep, and a further third at work. The remaining third is
leisure time-mostly evenings and weekends, and it is during this time that people
are free to occupy themselves in any way they see fit.
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2. Television encourages passive enjoyment. We become content with secondhand experiences. It is so easy to sit in an armchair watching others working. Little
by little television cuts us off from the real world- We become so lazy; we choose to
spend a fine day in semidarkness, glued to our sets instead of going out into the
world itself. Millions watch the same programmes, share the same news; the whole
world has become a village.
3. Most people would be horrified to see someone gunned down in the street
before their very eyes. The same sight repeated nightly in the comfort of one's
living-room tends to lose its impact. Thus, scientists say that television is dulling our
reactions to violence and tragedy.
4. Before we admitted the one-eyed monster into our homes we never found it
difficult to occupy our spare time. We used to enjoy civilized pleasures. For
instance, we used to have hobbies, we used to go outside for our amusements to
theatres, cinemas, sporting events. We even used to read books and listen to music!
All that belongs to the past; now all our free time is regulated by the "goggle box".
We rush home or gilt down our meals to be in time for this or that programme. Even
when we go out, the choice of the pub can be influenced by which one has a colour
TV-set
5. At any time between four in the afternoon and midnight, at least 10 million
viewers in Great Britain are sure to be watching television. This figure can even rise
to 35 million at peak viewing hours. Has television really become a national disease
or ...?
6. Whole generations are growing up addicted to the telly. Food is left uneaten,
homework undone and sleep is lost. It is now a standard practice for mothers to keep
their children quiet by putting them in front of TV-sets. It doesn't matter that the
children will watch commercials or spectacles of sadism and violence - so long as
they are quiet. The monster demands and obtains absolute silence and attention. If
any member of the family dares to open his mouth during the programme, he is
quickly silenced.
7. The great boom in television's popularity -that it is destroying "the art of
conversation"- seems to be at best irrelevant, and at worst demonstrably false. How
many conversations prefaced with the remarks, "Did you see so-and-so last night?"
we hear every, day! It suggests that television has had a beneficial rather than a
detrimental effect on conversational habits: at least people have something to talk
about!
8. It is true to say that television is broadening people's horizons by introducing
them to new ideas and activities-ideas, which eventually lead them into new hobbies
and pastimes. In the last few years there has been a vast increase in educative
programmes, from the more serious Open University, to Yoga and the joys of amateur
gardening. Already then people have a lot to thank the small screen for.
15
9. Watching TV should be mixed up with other activities, in this case it will
present a pleasant change. Some TV programmes teach us how to move to better
advantage. Why not carry these recommendations into effect?
10. Lots of TV programmes are based on conversation into which the viewer is
involved. Think of those lonely people who have no better audience than the TV!
Television itself presents a lot of opportunities for people's conversation. How
about discussing, critising, evaluating the most interesting and popular programmes!
Text I.
1
Text II.
5
Tasks
I. Try to explain the meaning of these word-expressions in your own
words. Then retell the text using these word -expressions.
Peak viewing hours
to broaden one's horizons
to present opportunities for smth
to be at best irrelevant and at worst demonstrably false
to move to better advantage
to occupy spare time in any way one sees fit
one used to enjoy
to gilp down one's meal
to be addicted to smth
spectacles of sadism and violence
to encourage passive enjoyment
to become contect with smth
to dull one's reaction to...
II. Continue the sentence.
1. Watching TV should be mixed ...
2. It is true to say that...
3. Before we admitted the one-eyed monster...
4. Millions watch the same programmes ...
5. The monster demands and ...
6. The average man or woman ...
7. Most people would be horrified ...; the same sight ...
16
III. Determine the main idea: 1). of each paragraph; 2). of each text.
IV. Summarize each text in about 10 sentences .
I. Use the topical vocabulary in answering the following questions:
1. What are your favourite programmes? Refer to specific programmes to
illustrate your preferences. 2. What qualities do you look for in a television
programme? 3. What are the programmes that appeal to specific age groups? 4. What
is the amount of weekend TV time devoted to sports programmes? Would you
rather watch a favourite sport on TV or view it in person? Give your
arguments/reasoning. 5. What genres seem to dominate prime-time viewing? First
check a week's TV schedule and make a list of all primetime TV and break it into
genres. 6. Should musical concerts and theatrical performances be broadcast on
TV? 7. What are the challenges of video? 8. Do you think the emergence of music
video clips present some problems to musicians? What problems? 9. What
advantages, if any, does television have over radio? Will television oust radio in the
future?
PRE-READING TASKS
I. You are going to read the text based on the sociological article written by
Greg Philo (Sociology, Febr.2001, Vol. 10, Num. 3). Look at the title and try to
guess the key concepts of the text.
II.Vocabulary work.
1). Match the words on the left with their synonyms on the right
to interpret
to form
contemporary
to pervert
to constitute
to understand
to consider
to diminish
to distort
modern
to discount
to examine
2). Match the word (expressions) on the left with their opposites on the right.
fragmented individuals
enormous
minority
to reject
tiny
to be independent
to accept
exaggerate
to be subject to ...
cooperative community
to discount
majority
17
III. Read the text and compare your versions (task I) with the facts given
in the text.
TEXT III
MEDIA EFFECTS ON THE AUDIENCE
The effects of the media and how audiences interpret what they see in
newspapers and on television and the Internet constitute a regular theme in
sociology. There are different theories on this problem. Let's consider the main.
The first model - the so-called "hypodermic model" - appeared as a result of
early attempts to explain the relationship between the media and public belief. It
offered a view of the contemporary world as being composed of fragmented
individuals who were subject to power and effective propaganda messages which
they received and then reproduced.
This approach has often been challenged - most recently by the theory of the
"active" audience. This view offers the notion that the media do not have
collective effects on audiences because people interpret the media's messages in
many different ways and according to their own prejudices. People may create
their own versions of what is taken to be real on the basis of pre-existing beliefs or
values.
However, some theorists go further and suggest that audiences create their own
meanings from the text. According to this approach, all definitions of reality are
mere definitions, which are constantly changing with each new interpretation of
what is real or what has occurred. There is, therefore, no "fixed" way of describing
anything - it all depends on what is seen and who is describing it. There is no way
of saying that reality is distorted by media images since there is no fixed reality or
truth to distort. Thus, this "extreme" version of active audience theory suggests that
a text will mean completely different things to different individuals and audiences.
There exists one more theory (supported by Greg Philo); it suggests that
different audiences can understand a media message and reproduce it accurately,
but can have different responses to it. Some people believe and accept the
message; others reject. It depends on their direct experience or their alternative
sources of knowledge (for ex. logical thinking). But if there is no direct experience
or other knowledge of an issue, then the power of the message will increase. Usually
people who have direct experience of an issue which conflicts with a media account
will reject the media message. An exception to this is where great anxiety or fear
has been generated by media coverage. For example, television and press reporting
of mental illness, often focused on violent incidents. People who worked in the area
of mental health
18
and had professional experience tended to discount this media view and pointed out
that only a tiny minority of people with mental health problems were potentially
violent. Yet, some cases were found where doctors or nurses were afraid of their
patients because of what they had seen on television.
Thus, Philo concludes that beliefs can be influenced by new messages from the
media and also by the flow of people's own experience, which can itself be used in
the rejection or acceptance of new messages (as can other factors, including
cultural histories or processes of logic). In other words, the reception model of
media effects should be a dynamic one.
Tasks
I. Answer the questions.
1. What constitutes one of the regular themes in sociology?
2. How many theories on the problem of media effects on the audience are
represented in the text? How are they called?
3. When did the "hypodermic model" appear and what did it offer?
4. Which theory suggest that different audiences can understand and reproduce
media message but can have different responses to it?
5. Some people accept the message, other reject; what does it depend on?
When will the power of a message increase? Are there any exceptions?
6. What theory has the "hypodermic model" been challenged by? What does
this view offer?
7. What theory has the "extreme" version of this theory?
8. a). Which of these theories to you support? Think of some arguments to
defend your point of view. b). Do a survey on this problem in your group; ask for
their arguments.
II. Try to formulate the key concept of each model in one sentence.
Ш. Develop the statements using the information and vocabulary of the text.
1. Media effects on the audience — one of the regular themes in sociology. A
"hypodermic model".
2. The theory of "active" audience and its "extreme" version have challenged
the "hypodermic model".
3. Greg Philo is the supporter of the dynamic model.
IV. Give literary translation of the sentences. Say whether you agree or
disagree with them.
1. Media effects not only exist, but they tend to be stronger for boys than
19
girls, for prosocial than antisocial effects, in the short-term than the long-term and
for realistic rather than fantasy programming.
2. Belifs or behaviours learned under experimental conditions cannot be
generalised to viewers everyday lives. Laboratory experiment is too artificial to
generalise to everyday life while the absence of effects under naturalistic
conditions justifies this "no effects" conclusion.
3. Research findings depend on the method used, so no general conclusions are
justified and researchers set out to show what they want to show,
4. We can only draw conclusions from studies designed to examine causal
processes under naturalistic conditions.
5. It seems obvious that most of the public's knowledge about other continents,
other times, other species, and so forth, is significantly obtained through the media.
These are cases of "media-system dependency", situations in which people have little
personal experience and so they rely on the media for information.
6. The media, in combination with other social forces, bring about gradual social
changes as part of the social construction of reality (the so-called "drip drip theory").
7. The argument for active viewing - that viewers constructively make sense of
what they see by negatiating the relationship between programme, viewing context,
and social knowledge - should not allow us to conclude that responsibility for
viewing lies solely with the audience. This is because unanticipated or additional
consequences remain possible, particularly to the extent that children are uncritical
and inexperienced viewers.
8. It's surely inappropriate to suggest that as findings contradict each other,
empirical research will always undermine itself and so should be abandoned.
9. If we try to seek out complex answers to complex questions, we must accept
a considerable distance between the "findings" of social scientific research and the
"conclusions" desired by policy makers and the public.
СНАР T Е R III
TELEVISION. VIOLENCE. CHILDREN.
TEXT I
CHILDREN AND TV
1. Everyone agrees that mass media play a large and influential part in our
lives. As a rule, we accept the media just as we accept the house we live in, cars,
electricity, telephones, our school and our family as part of our environment.
2. It's practically impossible to locate a minute of complete silence or a time
when our eyes are not presented with signs, billboard or pictures demanding to
buy, to visit, to watch, etc. Parents and teachers agree that all young people
growing up with the media learn from them sometimes more than adults wish their
children to.
3. According to recent reports more than a third of all children by the age three
are viewing TV with some regularity. Before they are old enough for school - a
third of the children are looking through magazines, 40 percent, are listening to
radio, and 80 percent are viewing television. There is a national "watershed" at 9 p. m.,
fixed by the BBC and IBA, after which more violent and intimate scenes can be
shown. But the survey reveals that 24 percent of even 5 to 8-year-olds are
sometimes allowed to view after 9 o'clock. And half of the nation's 9 to 11-year-olds
may actually be watching them. But the real figures could be even higher, adds the
author of the survey's summary.
4. All these give us the cause for alarm. Children absorb all the ideas (about
right and wrong, good and bad, permissible and forbidden) uncritically. And the ideas
people absorb uncritically are the most powerful They are digested emotionally at
psychological depths that we still know little about; although we can tell that the real
effect of those depths is particularly strong and long lasting.
5. Unfortunately, parents exercise little or no control over their children's
viewing, even when it worries them. They throw the onus on to the programmemakers, which is both cowardly and irresponsible. The people who make and
schedule programmes should not be the ones who have to worry about little
children being upset.
6. It is evident that there should be some sort of indication given to parents as to
the suitability of programmes and films. For example, adult American movies now
carry an "R" for Restriction Recommended. In Britain, local authorities have
powers to license cinemas and censor films. In considering the suitability of films
the local authorities normally rely on the judgment
21
of the British Board of Film Classification. It was set up to ensure that a proper
standard was maintained in films offered to the public. Films, passed by the Board,
are put intone of the five categories:
U ( Universal) - suitable for all;
PG (Paternal Guidance) – some scenes may be unsuitable for young
children; 15 and 18 – for people of not less than 15 and 18 years of age
respectively. Restricted 18 – for restricted showing only at segregated premises to
which no one under 18 is admitted.
Tasks
I. Find in the text synonyms of the following words:
1. to recognize (paragraph 1);
2. (social) surroundings (paragraph 1);
3. to find out (paragraph 1);
4. cruel (paragraph 2);
5. boundary (paragraph 2);
6. research (paragraph 2);
7. reason(paragraph 3);
8. to perceive (paragraph 3);
9. to carry out (paragraph 4);
10. responsibility (paragraph 4);
II. decision (paragraph 5);
12. to believe (paragraph 5);
13. to be divided into (paragraph 5).
I. Determine the main idea of each paragraph.
II. Retell the text using the words from task I.
III. Develop the following statements using the information and
vocabulary of the text.
1. One of the problems facing us today is being reached by the media when we
really don't choose to be.
2. Many children watch TV regulary and this is the cause for alarm.
3. There should be some sort of indication given to parents as to the suitability
of programmes and films.
IV. Render the following text in English.
В последние десятилетия учѐные исследуют влияние телевидения на
детей и подростков. Вот некоторые из их выводов. С одной стороны,
22
с помощью телевидения дети получают массу информации об окружающем
мире, расширяют свой кругозор и лексический запас. С другой стороны,
дети, постоянно сидящие у телевизоров практически ничего не читают, не
играют с друзьями во дворе; они становятся пассивными, живут чужой
жизнью, а не своей.
Кроме того, учителя отмечают, что ученики, которые постоянно смотрят
телевизор, не могут понять и запомнить даже простейший учебный материал,
если он не сопровождается иллюстрациями. В Америке было проведено
следующее исследование: 250 хороших учеников смотрели телевизор без
всяких ограничений. Через три недели их протестировали: результаты были
очень низкими.
Несмотря на сказанное выше, некоторые социологи считают, что не
следует ограничивать детей; родители должны дать детям шанс самим
решать что и когда смотреть по телевизору.
VI. Fill in the gaps with suitable words:
excellent, good and bad, kids', accident, children, let, valuable, positive,
terrible, VCRs, subject, normal, careful, think, violent.
We all want the best for our...: the best clothes and toys, the best schools, the best
friends, the best life possible. As parents we watch our... homework and the games
they play, and we are careful to watch for alcohol, drugs, or violence in their lives.
We don't take our children into the street to see the glass and the blood and the
people hurt in the ... So why do we ... them watch the TV shows they choose?
There are ... programs on television for children. These programs are made for
children with valuable lessons for children about... things, positive and negative
actions.
There are also... upsetting programs on TV that are not made for children. These
shows are made with violence, sex, or horror as the main.... And now, because
of..., we can also bring movies like "Jaws" or "Hallowe'en" home from the video
store.
Children who watch violence every day on TV will begin to think that violence
is.... And one day, these children will become..., too. Parents must be.... What
children watch on TV will change the way they ... about the world. Their television
education should be ...and ... education.
VII. Retell the text (task VI). Start like this: "Our parents want the beet for
us..."
23
VIII. Fill in the gaps with prepositions and adverbial modifiers.
There have been more than 2300 studies and reports ... the effects ...
television…American society. Researchers have been especially concerned ...
children. Numerous studies showed a drop ... the children's creativity, Teachers
complained that they couldn't get children to pay attention ... any length „time
because children wanted everything to be as fast and entertaining as TV. Dr.
Benjamin Spock once told that he couldn't get his grandchildren to leave the TV
set when he wanted to take them... the zoo. Unfortunately, some of to days children
are so addicted ...TV that nothing else interests them. Parents have to make them to
turn... the TV and go ... to play or read a book.
TEXT II
Most studies show the negative effects of television. But there are also some
important positive influences. Some schools make children watch certain educational
programme in the classroom. They often get them to watch worthwhile programs
at home by encouraging them to discuss what they have seen the next day in class.
Television also exposes children to different people and places. A little girl
who had never seen a ballet before watched a famous ballerina on TV. This
programm got her to decide to become a ballerina herself.
The results of the St. Helena project shows television's impact in a natural setting.
And these results are not disappointing. Television was first introduced to St. Helena
in 1995. To begin with this was by satellite (CNN), but since then the local
television network has expanded, and now offer a mixture of programmes with no 9
o'clock "watershed" as in the UK. When it first arrived, there was concern that
television would have a detrimental effect on the children of the island, reputedly
among the best behaved in the world. This event provided researchers with a unique
opportunity to investigate its effect in a real-life setting. Cameras were set up in the
playgrounds of two primary schools on the island, and the behaviour of children
(between the ages of 3 and 8) was observed both before and after the introduction
of television.
Analysis of hundreds of hours of videotape, backed up by information from
teachers, showed little difference in the quantity or level of violence watched
compared with children in the UK. But there was no increase in antisocial
behaviour among the children of St. Helena. The good behaviour evident before
the arrival of television had been maintained even after 5 years of exposure to
violent television. These findings are important because they appear to contradict
the commonly held belief that TV encourages children to imitate the violent
behaviour that they see on screen. The findings are also remarkable because the age
group of children in the study (3-8 years)
24
is generally regarded as that most likely to imitate the violence they see on
television.
Although these findings do not suggest that children fail to learn aggressive
behaviour from television, they do suggest that such behaviour will not necessarily
be practiced. Whether or not such behaviour is practiced appears to be influenced by
other factors, such as the levels of social support or social control evident in a
particular setting. In St. Helena, there is a strong sense of community and social
responsibility which contrasts strongly with that evident in the UK and other
industrial countries. Professor Tony Charlton, part of the St. Helena research team,
suggests that the problem faced by westernised communities is more about how to
revive these important social forces than the current arguments about watersheds
and regulatory controls.
Tasks
I. Explain in other words or give synonyms.
Worthwhile programmes; to expose children to different people; natural setting;
watershed; positive influence; concern; to investigate; opportunity; backed up by...;
increase; to contradict; to imitate; a strong sense of community; research team.
II. Give antonyms of the following words.
Positive; famous; to arrive; primary school; increase; to contradict; aggressive;
a detrimental effect; a real-life setting.
III. Find words in the text to complete the following expressions.
1. some schools... children to watch.
2. the results of the St Helena ... show.
3. to begin with it was by ....
4. this event gave an opportunity to ... its (television's) effects.
5. the findings appear to ... the commonly held belief
6. In St. Helena, there is a strong sense of....
7. Tony Charlton suggests the problem is how to... important social forces.
IV. Answer the questions.
1. Are there any positive influences of television?
2. Where has the project showing television's impact on children's behaviour in
a natural setting taken place? Do you happen to know what is this island best
known for?
25
3. What does the local television network offer nowadays? Is there any
"watershed" like in the UK?
4. Children of what age group were observed before and after the introduction
of television?
5. Was there any difference in the quantity of violence watched compared with
children in the UK? Was there increase in antisocial behaviour among the children
of St, Helena?
6. Are the findings of the research important? Why?
7. According to the results of the project what is the children's aggressive
behaviour influenced by?
V. Correct the mistakes.
1. The results of the Shetland Islands project showing television's impact
on children's behaviour were disappointing.
2. St. Helena project provided researchers with an opportunity to
investigate television's effects in an artificial setting.
3. The behaviour of children between the ages of 9 and 13 was observed before
and after the introduction of television.
4. There was much more violence watched by the children of St. Helena
compared with children in the UK.
5. The results of the project proved the commonly held belief that TV
encourages children to imitate the violent behaviour that they see on screen.
VI. Re-read the text. Then give it a title and summarise it in an about
100 words (without picking up).
VII. Using the information and vocabulary of this charter give as
more arguments as possible to prove the following statements:
1. Television has a negative influence on children.
2. Television has a positive influence on children.
VTII. Choose one of the opinions and try to give as more arguments as
possible to persuade those who don't agree with you.
1. Through TV a child can extend his knowledge and it provides vital food for
his imagination.
2. Nowadays children can watch TV, do their homework and listen to music at
the same time. What kids can't do today is follow things too long. Today's TV
babies get bored and distracted easily.
3. Television provides outlet for creative talents. The programs done with good
taste and imagination actually stimulate a child's own creativity.
26
4. "For some children, under some conditions, some television is harmful. For
other children, under the same conditions, or for the same children under other
conditions, it may be beneficial. For most children, under most conditions, most
television is probably neither harmful nor particularly beneficial." (the conclusion
of the early research by the National television and Radio Center (late 1950s and
early 1960s)).
TEXT III
TELEVISION AND VIOLENCE
The question of violence on TV has been around nearly as long as the medium
itself. Many critics claim that TV violence increases violence in society. The
information-imitation theory, for example, contends that TV violence plays a
prominent role in causing violent behaviour in society. This theory holds that some
people (usually mentally unbalanced individuals) observe information and activities
in the media and then try to imitate what they saw. Several specific cases illustrating
this theory have received a great deal of discussion and have fueled the arguments
for eliminating violence on TV.
For example, when the motion picture "Deer Hunter", which featured
numerous scenes of people playing "Russian roulette", was shown on TV, more
than 20 suicides of people playing the deadly game were reported.
When "Fuzz", which first appeared as a book, was made into a movie and was
shown on television, it generated a great deal of concern. Some groups attempted to
prevent the movie from being shown by a major network; they objected to a scene in
the film in which a group of juvenile delinquents poured gasoline over a vagrant and
set him on fire. The night after the movie was shown on national television, a
woman - who had run out of gas in Boston and was carrying a can of fuel back to
her car from a corner service station - was attacked by a gang of juveniles. The
gasoline was poured over her and she was set on fire. Unfortunately, this case was
not the only one.
A number of researches have linked aggressive behaviour and television. In a
1982 study the National Institute of Mental Health concluded that „the scientific
support for the causal relationship [between violence on TV and aggressive
behaviour] derives from the convergence of findings from many studies, the great
majority of which demonstrate a positive relationship between televised violence
and later aggressive behaviour. However, there is an opinion that television can't be
held responsible for how some people react to scenes in an entertainment
programmes.
And what do you think on this problem?
27
Tasks
I. Translate into Russian and memorise:
1. mentally unbalanced individuals;
2. to fuel the arguments for something;
3. suicide;
4. to generate a great deal of concern;
5. juvenile delinquents;
6. a vagrant;
7. to set on fire;
8. a gang;
9. convergence;
10. a televised violence.
II. Substitute one of the words or word-combinations from the text for
the underlined words:
1. The question of violence on TV exists as long as the medium itself.
2. Many theories conclude that TV violence is dulling our reaction to violence
and tragedy.
3. There are many cases showing that information-imitation theory is true; they
caused a great deal of concern.
4. A woman was attacked by a group of juveniles.
Ш. Answer the questions.
1. How long does the problem of TV violence exist?
2. What does the information-imitation theory contend and Hold?
3. Give examples of the link between televised violence and real life (use the text
and your life experience).
4. Who should be blamed for a positive relationship between TV violence and
later aggressive behavior: authorities? TV crew? Ourselves? Anybody else?
5. How would you define TV ("on-screen") violence? Would it only include
fictional violence, or would violent events shown as part of a news programme, for
example, also be included?
6. Do you think that violence on television, in videos, or in films has more
effect than violence portrayed in newspapers and magazines, or on the radio?
Why/why not?
7. Do you think it is possible to separate the influence of film, video or television
from other influences in society which people might be subjected to?
8. What other factors apart from age might affect the extent to which
people are influence by on-screen violence?
IV. Put all the possible types of questions to cover the contents of the text.
V. Compare two views on violence programmes on television.
I think the most violent
presentations on television are the
news programmes every night. I’d
probably put football games next
the list. Almost no one thinks
be censored. But there is a lot of
violence on entertainment
programmes and this has been
attacked by a lot of people.
The viewer's incorrect ideas about the real
world do not come from incorrect news
programmes. They come from viewing
fictional programmes performed in a on
realistic way. These programmes, it seems,
begin to seem real for the viewer, just as a
very powerful dream may seem like a real
event. After seeing violence day after day
on TV, the viewer makes it a part of his
world, although he knows that the
programmes are fictional.
• Which opinion do you support? Try to persuade these group mates who
do not agree with you.
• Discuss in groups:
1. Should we allow the removal of violence from television?
2. Should we trust ourselves to choose what we shall see and hear?
IX. Make up the dialogues on the following situations.
1. There is a wild-life programme you want to watch. Your brother is watching
"Terminator". Persuade him to change to another channel.
2. Your friend believe that TV can't make you violent if you are a calm person.
You have another point of view.
3. Someone has invited you to go and see a horror film. You do not like such
films. Suggest an alternative.
X. Fill in prepositions where necessary.
... the mid-1980s teleshopping developed as another method of selling
consumer goods ... the American culture. Unlike regular broadcast commercials
that attempt to create an interest ... a product or company, teleshopping is designed
to stimulate instant sales. Products are shown... the screen with a discount price and
viewers are argued to call... their charge-card numbers immediately ... the limited
number... products are sold. These programmes sell everything ... diamonds ... fur
coats and computers. All a viewer needs is a TV-set, telephone and credit card to
make ... numerous
29
purchases. Although teleshopping first began... Home Shopping Network...
1982,... the late 1980s there were over a dozen such operations.
TV started ... as a mass medium to provide entertaining programming that
would deliver large audiences to advertisers. Today, in the stage ... specialization,
advertising has become some ... the programming.
TEXT IV
As Research on the relationship between violence and the media continued,
different schools of thought developed. The "catharsis theory" suggests that we
relieve potential violent behaviour vicariously by watching violence in the media.
The "aggressive cues theory" argue that TV violence increases excitement
levels in viewers and triggers already learned behaviour resulting in violent acts
being repeated in real-life situations. A similar theory, the "reinforcement
theory" suggests that TV violence reinforces behaviour already existing in
individuals. According to this theory, a violent individual perceives violence on
television as real-life occurrences while the nonviolent person sees it as
entertainment. The four the theory, the "observational theory", contends that we
can learn violent behaviour from watching violent programmes.
In addition to the effects of TV program violence on children, the effect of
pornography in the culture has also generated interest. A 5-year longitudinal study of
Playboy and Penthouse found in 1980 that there had been a significant increase in
depictions of rape, bondage and sadism. Studies by Donnerstein and Hallam in
1978 and K.A. Baron in 1979 indicated that pornography can stimulate violent
behavioural tendencies. Other studies have shown that the highest levels of sexual
arousal occur in response to sexually violent pornography and that a substantial
number of male students observed in studies on pornography found the idea of
rape attractive. However, further research must be taken.
Parents and other groups are not concerned only with TV violence aimed at
children. They are also bothered by some nonviolent content. Research by the
National Council on Alcoholism (USA), for example, found that before a child
reaches the age of 18, he or she will watch someone drink alcohol on television an
average of 100.000 times. Having a drink has become an effective dramatic device
for TV
Most research seems to indicate that children do learn behaviour and that
television does play a role in teaching that behaviour. Children often take wellknown TV characters as examples to be imitated.
At the same time, "TV can be a very positive force in the lives of children if it is
used constructively and if parents actively see to it that their children interact with
the programs' content through discussions and parental explanations" (Patricia
Greenfield). However, such parental involvement is not always possible. Recent
changes in social sphere of life regarding the traditional nuclear family are creating
new problems. The traditional family where the father works and the mother stays
home has been replaced with situations where either both parents are working or
the household consists of a single parent raising the children. Millions of children
all over the world today go home from school to fend for themselves.
American child psychiatrist Robert Coles says that what children do with
television depends on the nature of their own lives. He points out that if a child has an
unstable family, he or she may be more subject to the emotional and moral power of
TV He acids, that not only the quality of TV programming for young people (or their
parents) matters, but the quality of a family life in general.
Tasks
I. Translate into Russian and remember.
1. to relieve potential violent behaviour vicariously;
2. to trigger smth;
3. to reinforce already existing behaviour;
4. longitudinal study;
5. depictions of rape, bondage, sadism;
6. an effective dramatic device;
7. parental explanations;
8. nuclear family;
9. to fend for oneself;
10. to be subjected to...
II. a) Make a plan of the text.
b) Determine the main idea of each part of the text.
c) Retell the text using the plan and the word-expressions (Task I).
III. Comment on the following information. Compare the situations in
American and Belarusian societies. Does this problem exist in our republic?
... Today's American child no longer obtains his or her cultural values from the
traditional family structure, but instead gets them from the mass media. And some
critics say that what they are getting is a popular culture filled with sex and
violence.
31
CONTENTS
Vocabulary Exercises.... .................................................................... 1
Chapter I. Mass media in our life................................................... 6
Chapter II. Impact of television. Media effects ............................ 12
Chapter Ш. Television. Violence. Children.................................. 21