o, they can prevent the negative effects and promote some positive understanding of the media content.parents are more capable to maximize the benefits and minimize the harm of these media. They know how to discuss the media content with people, share the feeling and ideas conveyed by media in order to help people understand media properly. In this case, before people are affected by the bad side of media or have a psychological problem, we can help them and stop the situation from becoming more serious.Tony Charlton and his colleagues seized the opportunity to gather data using a whole population of people to compare their pre- and post-TV-watching behaviour. St Helena, one of the world s most remote inhabited islands, had no access to TV. The researchers of this project started to collect data two years before television was introduced to this island. [22] television came to St Helena Island, they repeated the same measures in each of the next five years. They sampled people s viewing, analyzed the programs content watched by people and indicated the amount of violence seen. They compared viewers and non-viewers behaviour, investigated the connection between people s behaviour and the levels of violence they saw.five years of viewing, they find that television does not inevitably influence people s social behaviour in adverse ways as people have predicted. This result is contrary to most other researches. Why? The students explained that they had difficulties taking part in the antisocial behaviour on this island. Because people there know each other very well, the others can see everything you do. That is to say, people s behaviour is more shaped by family, school, neighborhood and social community rather than media exposure. From the St Helena studies we can see that healthy family, neighborhood and community forces can all shape people s behaviour at the same time. If the young people have fewer chances to practice what they learn from violent media, they can grow up healthily. Studies of parenting and interventions have shown that parents of anti-social people are deficient in their methods of child-rearing. The parents do not tell the people how they expect them to behave, fail to monitor the behaviour to ensure it is desirable, and fail to enforce rules promptly and clearly with appropriate positive and negative reinforcement.reinforcement for aggression in these anti-social people is provided directly in the parenting process force. Without the watchful eyes of their parents, relatives and neighbors, people can watch TV, play video games and access Internet as much as they want, which give them unlimited scope to learn and imitate anti-social behaviour. [6]
Methodical instruction of studying the mass media in school lessons
The aim of this practical part is to describe my own lessons, so that they worked as efficient as possible. This will make work for the teacher easier and the study for the students will become more interesting.1: 8: What s the News? topic: Mass Media raquo ;:
· development of communication skills through the activation of concepts related to TV, press and radio
· formation of creative and critical thinking of students through discussion and presentation of opinion
· increasing interest in the media in their country and their influence on the mind, attitude of the individual.
Tasks: Training: Strengthen vocabulary and lexical and grammatical constructions in the description of the various channels of the Russian and British television and other media - newspapers, magazines, the elucidation of their role in society. Developing: Developing skills of monologic and dialogic speech in describing the native cultures in terms. Educating: A comparison of the media, their importance in Russia and the UK, raising a tolerant attitude towards other people's opinions, introduction to culture.
Contents Methodological instruments Results1. Organizing stage: · organizing the class · explanation of purpose and lesson structure 2. Speech work Presentation of issues for discussion 3. Press conference of British and Russian TV 4. Monologue My favorite TV program 5. Reading and analysis of the text British Newspapers" Methods: verbal and visual-practical research Tools: supporting scheme texts newspapers magazines Forms: group an individual collective1. Express their opinions about the media, discuss it, explore the meaning and role of media in people's lives 2. Determine the kinds of newspapers and their classification Lesson
Activities of teachersActivities of studentsI. Organizing stageGood morning, students! How are you? What date is it today? Is anybody absent today? Sit down and be ready for the lesson. At the lesson we are going to speak abou...
