AMC-U1.Stereotypes

STEREOTYPES

Index

DEFINING STEREOTYPES

STEREOTYPES (video)

British stereotypes

AMERICAN STEREOTYPES

INDIA IN THE MEDIA

Lets' get started

Note steretypes about:

• French
• Germans
• Americans
• Japanese

What is the definition of the word ‘stereotype’ provided by the video?

STEREOTYPES

STEREOTYPES:

STEREOTYPES:

STEREOTYPES:

WRITE A SHORT SUMMARY

SHARE YOUR THOUGHTS:

• Discuss the positive and negative effects of stereotypes.
• Are they still useful nowadays?

• If not, how can we get rid of them?
• Are some of the clichés presented in this video true?

STEREOTYPES - DISCUSS

WRITE A SHORT SUMMARY

SHARE YOUR THOUGHTS:

• Discuss the positive and negative effects of stereotypes.
• Are they still useful nowadays?

• If not, how can we get rid of them?
• Are some of the clichés presented in this video true?

STEREOTYPES - DISCUSS

Someone who has a stiff upper lip does not show their feelings when they are upset: He was taught to keep a stiff upper lip, whatever happens. Not showing or feeling emotions.

To keep a stiff upper lip

WORKSHEET

1. They Love Tea
2. They Love to Queue
3. They Have “Stiff Upper Lips”
4. They Love Talking About the Weather
5. It Rains Every Day
6. They Have Bad Teeth
7. They All Have Pale Skin

FACT or FICTION?

STEP 2. British stereotypes

List as many stereotypes as you can

British stereotypes

Take notes as you watch this video !

READ and ANALYSE

By Richard Adams

The Guardian, Thu 3 Nov 2022

Bias against working-class and regional accents has not gone away, report finds

1. Which accents are the most discriminated against? 2. What is the most prestigious accent? 3. Explain the ‘negative circle’ Prof. Devyani Sharma is talking about. 4. Is it the same in France? If yes, how so?

QMULOfficial, August 4th 2022

WATCH

Worksheet

TASK

Talking proper – could accent bias harm your job prospects?

Do Americans and Brits have different accentsWhat differences do you know about?

British Stereotypes vs American Stereotypes

Optimistic

Ignorant

Guns

Overweight

Make a list of stereotypes about Americans.

STEP 3. American Stereotypes: The US Facing its Demons

Are American steretypes different from the British?If yes, why?

STEP 3. American Stereotypes: OBESITY

CHARTS

CHART C

CHART B

CHART A

Describe each chart with one or two sentences. What do they demonstrate?

STEP 3. American Stereotypes: OBESITY

CHARTS

CHART F

CHART E

CHART D

Describe each chart with one or two sentences. What do they demonstrate?

PART 3

PART 2

PART 1

PART 1

STEP 3. American Stereotypes: GUN OWNERSHIP

Reading circle: ‘Unpacking gun culture in America’ – Wake Forest University

STEP 3. American Stereotypes: GUN OWNERSHIP

STEP 3. American Stereotypes: GUN OWNERSHIP

STEP 3. American Stereotypes: GUN OWNERSHIP

TASK

EVERY

EACH

ALL

All, every, and each are used to talk about groups or quantities, but they have different meanings and uses.

GRAMMAR: all, every, each

EXERCISES

Read the text, sum it up in French, and answer the following questions: 1. Find a synonym for ‘change.’ 2. How would you translate ‘so-called’? (l. 14) 3. What is the plural of ‘phenomenon’ (l. 35)?

STEP 3. IGNORANCE

Use specific examples from the text.

Student 1: Defend American culture and perspectives on friendliness. (prepare arguments defending why Americans are friendly, smile, engage in small talk, and show interest in people they’ve just met. Student 2: Defend European culture and perspectives on politeness. Prepare arguments defending why Europeans are more reserved, direct, and cautious when meeting new people. Student 3: Prepare a list of questions to challenge both sides

This activity will enhance your critical thinking, speaking, and collaboration skills.

STEP 3. OPTIMISM: Cultural Perspective Debate

Use specific examples from the text.

Student 1: Defend American culture and perspectives on friendliness. (prepare arguments defending why Americans are friendly, smile, engage in small talk, and show interest in people they’ve just met. Student 2: Defend European culture and perspectives on politeness. Prepare arguments defending why Europeans are more reserved, direct, and cautious when meeting new people. Student 3: Prepare a list of questions to challenge both sides

This activity will enhance your critical thinking, speaking, and collaboration skills.

STEP 3. OPTIMISM: Cultural Perspective Debate

Reflection What did you learn about cultural differences? How do you feel about the American and European approaches?

STEP 3. OPTIMISM: Cultural Perspective Debate

Breaking the Stereotype: Create a short group presentation or poster campaign that challenges or debunks a common cultural stereotype.

STEP 4. UNIT PROJECT

🔹 Task: Students contribute articles to a collaborative magazine that aims to break down common stereotypes about different countries or groups. Steps: Each student or group picks a stereotype (e.g., “All Canadians are nice,” “All Germans are serious,” etc.). They write an article (interview, opinion piece, infographic, or report) challenging that view with facts, testimonies, or stories. Compile everything into a digital or printed magazine. Output: A student-produced magazine: “Teen Views: Beyond the Stereotype” Skills: Written production Use of persuasive or informative writing Intercultural research Collaboration and layout (Canva, Google Docs, etc.)

“Teen Views: Beyond the Stereotype”

FINAL TASK

Answer the questions below:

1. Define the word “rhotic.” 2. Which accent IS rhotic? 3. What were British accents like in the 18th century? 4. What caused these British accents to change?

RECAP what you have learnt in these two documents Write a short paragraph. Use the new vocabulary of the chapter if possible. Work in pairs.

As a group, create a short presentation (3-5 minutes) summarizing your conclusions.

Then, Group Discussion:

• How has gun ownership in the U.S. changed over time?
• What are the key challenges in reducing gun violence, and what solutions are suggested?
• How does the diversity of gun owners affect perceptions and policies?

RECAP your part to your group with the help of your mind map

"All the students passed the exam." (refers to the group as a whole) "All of the water spilled." (refers to an uncountable noun).

Used with plural nouns or uncountable nouns.

Refers to the entire group or quantity.

Examples

Meaning

Use

As a group, create a short presentation (3-5 minutes) summarizing your conclusions.

Then, Group Discussion:

• How has gun ownership in the U.S. changed over time?
• What are the key challenges in reducing gun violence, and what solutions are suggested?
• How does the diversity of gun owners affect perceptions and policies?

RECAP your part to your group with the help of your mind map

READ YOUR PART AND MAKE A MIND MAP

Adverbssuddenly, rapidly, abruptly, dramatically significantly, considerably, gradually, steadily Example: the prices rose sharply Adjectives sudden, gradual, steady, rapid, dramatic, steep, significant, considerable Example: there was a gradual decline

Verbs to rise to increase to surge to grow to peak to fall to decrease to decline to dive to plunge to fluctuate to vary Large rises: to rocket to soar to leap (->leapt) Large falls: to plummet

Nounsa rise (of) an increase (of) a growth (of) a peak (of) a surge (of) Example: a rise of prices a fall (in) a decrease (in) a decline (in) a dip (in) Example: a fall in prices a fluctuation (of) a variation (in) Example: a fluctuation of prices

TYPES of CHANGES

DESCRIPTION of CHANGES

INTRODUCING a graph...

gives information about/on ... provides information about/on ... shows ... illustrates ... compares ... explains why ... describes ... draws the conclusion of (a survey) ...

It is a common belief about a particular category of things or a group of people, typically regarding aspects such as personality, preferences, appearance, or ability. These beliefs are often oversimplified and generalized, like the examples given about the French, Germans, Americans, and Japanese. While stereotypes can help people quickly categorize and predict behaviors, they may not be accurate and can lead to misconceptions.

As a group, create a short presentation (3-5 minutes) summarizing your conclusions.

Then, Group Discussion:

• How has gun ownership in the U.S. changed over time?
• What are the key challenges in reducing gun violence, and what solutions are suggested?
• How does the diversity of gun owners affect perceptions and policies?

RECAP your part to your group with the help of your mind map

"Each student received a certificate." (focus on individual students, one by one) "They gave each employee a bonus."

Used with singular countable nouns.

Refers to individual members of a group separately, often focusing on one at a time.

Examples

Meaning

Use

4. At the candy store, the salesman uses a specific expression to refer to the US. What is it? Explain the expression.

3. Which typically British elements are depicted in the excerpt?

2. Why does Marge say that ‘’every cab has its own butler’’? Explain the joke.

1. Name the famous Brits the Simpsons encounter on their trip.

In pairs answer the questions below:

"Every student passed the exam." (each individual student in the group) "I work out every day." (each day without exception)

Used with singular countable nouns.

Refers to all the members of a group considered individually, emphasizing that each member of the group is included.

Examples

Meaning

Use

Consider the statistic that 72% of gun owners cite protection as their main reason for ownership.

• What does this reveal about societal perceptions of safety in America?
• Do you think people have a right to feel safe?
• How does this influence their behavior?

Solutions to Gun Violence:

• What are some small steps that communities could take to help reduce gun violence?
• How can people in the community get involved to make a difference?

Adverbssuddenly, rapidly, abruptly, dramatically significantly, considerably, gradually, steadily Example: the prices rose sharply Adjectives sudden, gradual, steady, rapid, dramatic, steep, significant, considerable Example: there was a gradual decline

Verbs to rise to increase to surge to grow to peak to fall to decrease to decline to dive to plunge to fluctuate to vary Large rises: to rocket to soar to leap (->leapt) Large falls: to plummet

Nounsa rise (of) an increase (of) a growth (of) a peak (of) a surge (of) Example: a rise of prices a fall (in) a decrease (in) a decline (in) a dip (in) Example: a fall in prices a fluctuation (of) a variation (in) Example: a fluctuation of prices

TYPES of CHANGES

DESCRIPTION of CHANGES

INTRODUCING a graph...

gives information about/on ... provides information about/on ... shows ... illustrates ... compares ... explains why ... describes ... draws the conclusion of (a survey) ...