Search for key words EC, EU, Blue Stream, WTO in the Internet to find further information about one of these items. Make a report on the information you have learned.
2.8 CASE STUDY & ROLE PLAY
The Case
PLAN International is a worldwide charity that has been working with children and their families in poor communities for the past 58 years.
In Africa, Asia, Latin America and the Caribbean we are giving poor people the chance to improve their own lives through small-scale development projects.
We are helping to build schools, dig wells, provide medicines and -most important of all - teach the skills which the people need.
To give just one example: in the Embu area of Kenya we are helping to equip and run a mobile clinic to improve child care; providing textbooks for the local school, helping to build tanks to conserve rainwater; and training local people in agricultural and income generating skills.
In all, we have over 6,000 locally recruited Field Staff working with families in poor communities.
We know that we cannot really help the world's poor by giving them handouts, or imposing preconceived Western 'solutions' on them. Our approach is to help people solve their problems in their own way.
This is what we at PLAN International UK are working to change - and we need your help to succeed.
Already we are working in over 30 countries to help children in poor communities raise themselves out of poverty. We know we can change the world if we are prepared to do it one child at a time.
What can you do to help?
Today we are asking you to join our worldwide family and to hold out a helping hand to a child who urgently needs it.
You can do this now, by agreeing to sponsor a child.
Case Analyses.
1. Summarize the information of the texts above. What do you know about other international charity organizations and the purposes they are set up?
2. Which charity organization would you join? Why?
3. Use Internet or appropriate mass media sources to make a list of children (or children organizations) who urgently need a charity help. Give details on the following:
- Name
- Age
- Place of residence
- Living conditions
- The reasons why they need charity (starving, suffering from hard diseases,
urgency in being operated on, etc.)
4. Prepare a report on the case considering the information in Appendix 3.
Role Play
Situation
It's hard for us, living in a prosperous country, to imagine what it is like to grow up in Africa, Latin America or large parts of Asia.
In many developing countries millions of children die from malnutrition and disease before they even reach adulthood. For most of those who survive, life is extremely hard. They live in the most basic kind of hut. Their water for drinking, washing and cooking comes from the local river or stream. They have to work from dawn till dusk, almost from the time they can walk. And for most of the year they go hungry. An average family income is £8 to £10 a month.
|
|
|
Worse still, they lack the opportunity to improve their lives, because there is no education or training in practical skills.
Economic inequality also exists on a global scale. Below are some facts about global economic inequality:
- The lowest earning Americans have are higher incomes than 2/3 of the world’s population have.
- The world’s richest 1 per cent earn more than the combined income of the world’s poorest 57 per cent.
- The 3 richest people in the world have incomes that are more than the combined incomes of the poorest 50 countries in the world.
Large inequalities also exist in the distribution of income and the distribution of wealth. The charts below show the example of such inequality in the UK.
Chart 1 
Chart 2 
Task : Act out a discussion among young sociologists and politologists at the Students’ Conference devoted to inequality in distribution of income and wealth in the world and the possibility of sharing wealth equally.
Discuss the following:
1. Can inequalities in income lead to inequalities in wealth?
2. What is income ?
3. What is wealth ?
4. Why do you think there are inequalities in wealth and income?
5. What does poverty mean?
6. Is there a way to define it?
7. How can governments create more equality?
Chairman: you open the Conference, chair the discussion on reasons, problems and consequences of inequalities in societies and on a global scale. Make your guests share opinions and make conclusions on finding the ways to escape poverty and to defeat inequalities in societies.
· Opening a meeting
Ø Thank you for coming. OK, let’s get started.
Ø Let’s make a start, shall we? Let’s get down to business.
Ø Shall we begin? It’s about time we got started.
|
|
|
· Stating the purpose of a meeting
Ø The aim /purpose/general objective of this meeting is to discuss …
Ø What we are here to talk about … As you are aware …
Ø We need to reach a decision … I’ve arranged this meeting …
· Beginning the discussion
Ø The first point that needs mentioning is …
Ø If I can just fill you in with the background to this …
· Calling on a speaker
Inviting someone to start:
Mr. A, would you like to start?
Perhaps, you’d like to get the ball rolling, Mr. A?
Mr. A, would you like to kick off?
Asking for one person’s opinion:
Miss B, what do you feel?/ what are your feelings on this?.
I’d like to ask Mrs. C for her view.
Mr. D, do you have anything to add at this point?
What about you, Keith?
What do you think about this, John?
Asking for everyone’s opinion/Checking everyone agrees:
What is the general feeling on this?
Do we all agree? Are we all happy about that?
Is that unanimous? Is that decided than?
Speaker A.
Make use of the helpful phrases:
Ø I am well aware of…
Ø The point is we can’t wait for people to be happy with…
Ø Anyway it doesn’t matter. What matters is that…
Ø Although none of us would argue that…
Ø It is clear that…
You start with mentioning about the fact that in all countries you can find people who consider themselves to be wealthy. But few of them really understand what it means to be wealthy? You are sure thatthe answer to this question varies from culture to culture. In the modernized, industrial world that we live in, wealth generally means all the collected store of valuable things that belong to a person (or family, company or country). Wealth can include money saved in bank accounts, or invested in pension schemes. It can include land, houses or other property and valuable belongings such as works of art or precious jewels. Many people also own stocks and shares in companies. The various things that make up a person's wealth are often called assets. You express the idea of close connection between the meanings of income and wealth. You can’t explain the difference clearly.
|
|
|
Speaker B.
Make use of the helpful phrases:
Ø I am quite sure that….
Ø The majority of the population…
Ø A very small percentage of…
Ø That may be true, but…
Ø My personal feeling is that…
Ø Well, I am calling for couple of reasons…
You are well aware of the subject and you try to explain the difference between two meanings: income and wealth. You dare to say that wealth is a static thing. The term income, on the other hand, suggests a flow of money. Income is the amount of money that a person (or family or company) receives over a period of time. For most people, this means the salary they get for the work they do. However you submit that there are other sources of income. One source is government benefits, such as unemployment benefit or family support. Another source is rent from property and another is interest from savings. On the assumption you believe that differences in sources of income and wealth lead to inequality in a society.
Speaker C
Make use of the helpful phrases:
Ø Could you be more specific, please and …
Ø I am certain of one thing, …
Ø And another thing,…
Ø Do you mean to say that …
Ø There is one more thing I’d like to consider.
You want to be more specific and affirm that all types of inequalities are resulted from inequalities just in wealth. You say, that huge inequalities in wealth owned by individuals exist in many countries. You take the United Kingdom as an example. A fifth of all the marketable wealth is owned by just one per cent of the UK's population. That one per cent own over 055 billion of assets. You turn to Chart 1, which shows how the rest of the United Kingdom's wealth is distributed. As you can see, the richest 50 per cent of the population own over 93 per cent of the wealth. In other words, half the population own nearly all the wealth and the other half own only a tiny percentage. The chart also shows that the richest one per cent of the population own over a fifth of all the country's wealth.
|
|
|
Speaker D
Make use of the helpful phrases:
Ø At the same time, however, …
Ø If you permit me…
Ø The chart shows that…
Ø It is clear from the figures that..
You make additional comments on the Chart 1 to support the idea of inequality in wealth in the UK . You say that Figure 1 shows how unfairly wealth in the UK is shared out. Everybody can clearly see from the chart that a fifth of the country's wealth is owned by the top one percent of the population. The chart also shows that half the population owns over 93 percent of all the wealth. In contrast, the bottom 50 percent of the population own only a small percentage of the country's wealth.
Speaker E
Make use of the helpful phrases:
Ø The statistics say that…
Ø As I see it, …
Ø The point is that …
Ø We can hardly ignore it.
You disagree and address another chart (2) to affirm that large inequalities exist in the distribution of income, which is from your point of view leads to other inequalities. The extent of the inequalities can be shown with something called the Lorenz curve. You show Chart 2, The straight blue line shows perfectly equal distribution of income. For example, the bottom 20 per cent earn 20 per cent of the total income. The bottom 40 per cent earn 40 per cent and so on. This is the ideal situation. The red curve, however, show's the real situation for the United Kingdom. You say that everybody can see immediately how far from perfect the distribution is. Half of the population for example, earn just under a third of the total income. You move horizontally along the population line and say that 90 per cent of the population take only 70 per cent of the total income. This means that the top ten per cent of the population earn nearly 30 per cent of the country's total income.
Chairman:
Moving on to another topic
I’d like now to move on to …
The next item on the agenda is …
The next think we have to discuss is …
Can we go on to think about …?
Speaker F
Make use of the helpful phrases:
Ø I see. Well, how are the things there now?
Ø Surely, … is not the only solution available…
Ø I also feel that…
Ø I assure you, that…
Ø -Furthermore…
Ø What exactly do you mean by …?
You are certain that the reason of inequality lies in unfair distribution of income. You consider that Chart 2 compares perfect distribution of income with real distribution in the UK. The blue line shows what happens if income is evenly distributed. The bottom 20 percent of the population earn 20 percent of the total income, the bottom 40 percent earn 40 percent of the total income and so on. This is perfect distribution. In comparison, the red line shows the real distribution. It is clear from the figures that the distribution is far from perfect. The lowest 40 percent of the population earn just 20 percent of the total income. The top 30 percent earn half the total income. You conclude your speech saying that a very small percentage of the population earn nearly 30 percent of the country's total income.
Speaker G
Make use of the helpful phrases:
Ø As a matter of fact …
Ø All this proves that…
Ø It’s beyond doubt that …
Ø What I am saying is this: …
Ø In some ways …
Ø It goes without saying that …
Ø To crown it all, …
Ø The situation reminds me of the proverb: “You cannot climb the ladder of success with your hands in your pockets”.
То clarify the matter you suggest a further use of statistics. You state that to really understand what inequality means you need to compare incomes on a global scale. For example, the lowest earners in the USA have reason to feel bad when they second the super rich driving by, but things could certainly be worse. And they are worse for the two-thirdsof the world's population that earn even less than they do. You say that If you compare the world's richest people with the world's poorest, you begin to get an idea of the scale of inequalities that exist. For example, the combined income of the richest one per centof the world's population, which is about 50 million people, is more than the combined income of the world's poorest 57 per cent, which is about 2.7 billion people. Even more amazing is the fact that the combined income of the world's threerichest people is bigger than the total incomes of 50of the world's poorest countries. You conclude your speech with the proverb:“You cannot climb the ladder of success with your hands in your pockets” and you explain how it relates to the problem.
Speaker H
Make use of the helpful phrases:
Ø That’s of course, a big problem, but soluble.
Ø It’s not as simple as it seems.
Ø Considering all this …
Ø I know for a fact that…
Ø I am quite confirmed that …
Ø This casts the problem in a different light.
Ø Still another saying implies that “You must spend money, if you wish to make money”.
You support the previous speaker saying that huge numbers of people in today's industrial societies live in relative poverty. However, this does not simply mean that these people have less money than others. The consequences of poverty are not only the financial difficulties that it brings. Poverty affects people's lives in many ways. Health, for example, is affected by poverty. The poor are more likely to die young, and the average life expectancy - in other words how long a person will live - is fiveyears shorter for those on low incomes. Mental illness, especially depression, is also more common among the poor. Suicide rates are highest for young men who are living in relative poverty.
You add that the behaviour or lifestyle of families is also different for the poor. For example, girls from poor families are more likely to have a babywhen they are teenagers. Single parentswho bring up children on their own are more common among the poor, and divorcerates are higher among low-income groups.
Moreover, children from low-income families tend to drop out of schoolearlier. Added to that, people in poorly paid jobs rarely get trainingwhich will help them find better work. All of this makes escaping from poverty very, very difficult.
You finish your speech saying another proverb: “ You must spend money, if you wish to make money”. You explain how it relates to the problem of inequality in a society.
Chairman: Close the Conference by reading a draft resolution (prepared in advance), that should be adopted by all the participants of the Conference after voting.
· Summarizing decisions taken:
So what I think we’ve said is that …
To recap …
To sum up …
· Concluding the meeting:
Is there any other business? I declare the meeting closed.
I think we’ve covered everything. That’s it then.
That brings the meeting to a close.
That is how you can bring the meeting to a close:
“Right, I’m afraid we’re running out of time so we’re going to have to stop here. To go over what’s been said, here is a disagreement about … . I’ve listened to both sides of the argument. I think I can sum up by saying that it’s a problem of … .So unless anyone has anything else to add, I think that’s it. Thank you all for coming.”
GRAMMAR BACK UP
The ing-Form & Past Participle
Task 1. Tra nslate the sentences into Russian paying attention to the function of the ing-forms.
The ing-form as a subject.
1. Avoiding difficulties is not my method.
2. It was no good abolishing some taxes.
It’s no use influencing the Board before the negotiations.
The ing-form as part of a predicate (to form continuous tenses).
1. The government gives a subsidy to the industry that is suffering from foreign competition.
2. The form of agreement depends on the countries between which the trade is taking place.
The ing-form as an attribute.
1. Most of the children living in institutions around the world have a surviving parent or close relative, and they most commonly entered orphanages because of poverty.
2. They won a convincing margin.
3. The United Nations is an organization of sovereign nations representing almost all of humanity.
4. A nation must at all times combines devaluation with other effective measures to balance its economy, resulting in a reasonable level of employment and low rate of inflation.
5. The WTO has more than 130 members, accounting for 90% of world trade.
6. During 1982, the dollar rose against other major currencies to its highest level since the beginning of floating exchange rates in 1973.
The ing-form as an object.
1. The statistics used in determining a deficit or an excess are non-perfect.
2. They postponed giving a definite answer.
3. Decisions on many important issues are taken by voting.
The ing-form used as a part of Complex Object.
1. I saw him speaking to the Chairman.
2. I left him making printouts.
3. If she catches you reading the Agreement, she’ll be furious.
The ing-form used as an adverbial modifier of time.
1. While working so hard he still receives all profits.
2. On arriving at the office he realized that the staff were upset.
3. Defining a form of government is especially problematicwhen trying to identify those elements that are essential to that form.
The ing-form used as an adverbial modifier of cause.
1. Considering the complexity of the problem, the decision was reached at a rather early date.
2. Having been persuaded by the general public, they decided to refrain from using force or the threat of force against other countries.
3. Being invited to the General Assembly, the ambassador told the community about the chances to settle their disputes peacefully.
4. Having failed twice I was not at subject.
The ing-form used as an adverbial modifier of manner or attending circumstances.
1. Every country can make an extra profit on a deal, taking a small commission on the sale.
2. We wasted a whole afternoon trying to detail actual expenditure against budget and the amount spent on miscellaneous items.
3. The organization is based on a multilateral treaty which lays down a common code of conduct, providing a forum for discussion .
The ing-form used as an adverbial participle phrase to express time.
1. Having bought a patent, you have bought know how.
2. Having increased sales by almost forty per cent India has had a very successful year.
Дата добавления: 2019-11-25; просмотров: 520; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!