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Stereotypes PDF
Stereotypes PDF
Stereotypes
by Karen Richardson
with were:
Level: Pre-intermediate and above
speaking skills tEACHER’S NOTES
Aim: To talk about stereotypes and ask and US Americans: overweight, big gas-guzzling cars, burgers
answer questions. and fries, patriotic, guns, not very intelligent, don’t care
about the environment …
Materials: Ideally a computer with Internet (Funnily enough, when I suggested adding “reserve
connection; alternatively a CD player. sun-loungers with towels” to the stereotypes, my
A digital camera or mobile phone that can take students insisted that it is the English who do this and
videos or a voice recorder / mp3 player with not the Germans!)
recording function.
2. Students transfer the brainstormed keywords
to their worksheets and add collocating verbs and
Background prepositions, e.g. Bavaria = live in Bavaria; guns = carry /
I planned and taught this mildly controversial own guns.
lesson many times during the European football 3. Watch short video clips about stereotypes and see
championship when I became aware that underlying how they compare with the students’ ideas.
racial tensions and national pride were ever-present
We watched one which contained the lyrics and
in some of my classes. One group of 12 apprentices,
soundtrack of a song about a stereotypical young man
for example, contained young men from six of the
in Britain and another about Californians:
countries that were competing in the competition:
Germany, Turkey, Russia, the Czech Republic, Spain http://uk.youtube.com/watch?v=iGxSP98ymw8
and Italy. All professed an interest in football, so it (or go to YouTube and type in Stereotype Specials)
was no wonder that some of them were ready to http://uk.youtube.com/watch?v=pM_iG5N83do
snap or were overly sensitive to comments made by (or go to YouTube and type in California stereotype
their peers. experiment)
Temporarily and artificially reinforcing the These two contrasting videos also have the benefit
stereotypes and preconceptions was not only a way of of exposing the students to different native speaker
addressing the tensions head-on, but provided a very accents.
revealing insight into how the students saw others
and how they believed that others saw them. Ensure the students are able to understand any
essential or colloquial vocabulary before you show
It is worth taking a digital or mental snapshot of the videos. For example, for the first video I needed to
the board after stage 1 so that you can use this input pint, pissed, VD and lamppost.
information in later lessons and discussions or as a
classroom management tool. Ask the students for feedback about the videos and
the stereotypes they contain.
Procedure Note: There are many different stereotype video clips
1. Brainstorm three stereotypes on the board: available on the Internet so you may want to choose a
German (this should be the main nationality of the different one to suit your students. If you are unable
participants or nationality of the inhabitants of the to show videos or watch excerpts from DVDs in class
country you teach in, i.e. Spanish instead of German if due to technical restrictions, find an appropriate song
you teach in Spain), English, US American. Write up text and play the song.
key words suggested by the students to describe the 4. Go back to the board and rub out all the
most common stereotypes for these nationalities. stereotypes except for the ones that were suggested
This is easier if you set parameters, e.g. I asked that for the majority of the students’ own nationality (in
they think only about stereotypical young men in the case of my classes, I left the German stereotypes
their age group: 16-30 years old. on the board). At this point, use your discretion and
remove any subjects you don’t want to have to discuss
Some of the stereotypes my students came up at this moment. For example, in one of my groups
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1. Fill in the stereotype spidergrams. Use key words plus verbs and prepositions.
speaking skills worksheet
.................... English
American
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