2. Discuss the kind of situation that is found on the card with your partner.

The head of the Department assistant of Professor Kim O.Ya.

Ablay khan Kazakh University of International Relations and World languages

The International Communication Department

Summer examination, 2011-2012, 4^th course

Speaking card №9

1. Comment on the themes as a focus for a public relations campaign in your community:

• securing volunteer readers for a local senior-citizens center

• getting young adults registered to vote

• bringing a greater variety of summertime activities into the community

Use the PR planning model to plot the general actions for the campaign. Discuss the strengths and weaknesses of a plan:

2. Discuss the kind of situation that is found on the card with your partner.

The head of the Department assistant of Professor Kim O.Ya.

Ablay khan Kazakh University of International Relations and World languages

The International Communication Department

Summer examination, 2011-2012, 4^th course

Speaking card №10

1. Comment on the themes as a focus for a public relations campaign in your community:

• educating children about being cautious with strangers

• keeping people from cutting down large old trees

• a school or community issue of your choice

Use the PR planning model to plot the general actions for the campaign. Discuss the strengths and weaknesses of a plan:

2. Discuss the kind of situation that is found on the card with your partner.

The head of the Department assistant of Professor Kim O.Ya.

Ablay khan Kazakh University of International Relations and World languages

The International Communication Department

Summer examination, 2011-2012, 4^th course

Speaking card №11

1. Speak on the problem of learning foreign languages. Take into consideration the following point:

• Some philosophers say that you live as many lives as many languages you know.

Discuss the advantages of knowing a foreign language. Give recommendations of good ways of learning a foreign language.

2. Discuss the kind of situation that is found on the card with your partner.

The head of the Department assistant of Professor Kim O.Ya.

Situation:

Discuss the following statements: Family, school, religion, media and government are various social agents which produce a homogeneous political culture.

Situation:

Discuss the following statements: Under any regime media are a propaganda machine.

Situation:

Speak on the theme: The journalist shall be aware of the danger of discrimination being furthered by the media, and shall do the utmost to avoid facilitating such discrimination based on, among other things, race, sex, sexual orientation, language, religion, political or other opinions, and national or social origins.

Situation:

You were asked to prepare a television program about the terrorist attacks in the first minute after the event. Interview witnesses, victims, police, etc. Include interviews with experts in your video.

Situation:

Try and imagine yourself in a war. Describe your feelings. Might you volunteer in fighting If yes, under which circumstances

Situation:

Find and interview someone who watched televised reports from the Iraq War. How did the reporting affect their feelings about the war? What news stories do they remember as specifically influencing them?

Situation:

Imagine what kind of dialogue could be going on between a journalist and an editor who would like to hire a promising young journalist. Try to imitate the atmosphere during the interview, think of the possible questions which the editor would ask to find out about the qualities and qualifications of an applicant. Imagine that you are an editor-in-chief and are interviewing an applicant for a job in your newspaper

Situation:

Imagine that you are to explain the steps and possibilities of education for future journalists. Make a short presentation to the rest of the group and answer the questions they may have.

Situation:

You are rather an experienced journalist, but you haven’t got any diploma in journalism. You have been offered to attend some half-academic and half-professional courses. All the academic subjects – English, current affairs, history, economic and others – are taught there. The other half of courses deals with specialized newspaper, or newspaper, or mass media technique.

Situation:

Imagine that you study in Great Britain as an exchange student. Tell your British group-mates how training of journalists is organized in Kazakhstan.

Situation:

You are an experienced editor, you explain to cub-reporter the most important qualities and skills of a journalist and create the image of an ideal personality of a reporter as you see him.

Situation:

After watching local evening television newscast, two journalists were discussing the following issues, such as: Is the station news staff doing any in-depth work? If so, how does the coverage and choice of topics compare with that of newspapers? Discuss the differences and possible reasons for the differences.

Situation:

You both have been asked to take part in a radio debate on the topic ‘It`s easier to be a man than a woman’. Think of five reasons in favor of this suggestion and five reasons against. Then give arguments how men and women work in the media. Is there any difference between them at the same work?

Situation:

IT experts examined the Internet site for one or more of these organizations: the Journalism Education Association, the Student Press Law Center, and the Freedom Forum. Then they were giving own viewpoints how the site might be helpful in dealing with freedom of the press and censorship issues.

Situation:

Journalists from different regions — for instance Europe and North Africa were discussing on positive actions to challenge misconceptions and discrimination in media reporting while promoting awareness and better understanding of ethnic, religious and other cultural differences.

Situation:

To establish a dialogue between relevant civil society groups and media on actions to raise awareness of the role of media in dealing with protecting freedom of the press from outside interference.

Situation:

To establish a dialogue between relevant civil society groups and media on actions to raise awareness of the role of media in dealing with conducting studies to develop the existence of the press.

Situation:

To establish a dialogue between relevant civil society groups and media on actions to raise awareness of the role of media in dealing with giving consideration and find solutions to complaints lodged by the public towards cases concerning press reports.

Situation:

To establish a dialogue between relevant civil society groups and media on actions to raise awareness of the role of media in dealing with developing communication between the press, public and government.

Situation:

To establish a dialogue between relevant civil society groups and media on actions to raise awareness of the role of media in dealing with facilitating press (journalists and media owners) organizations in establishing media regulations as well as to increase the quality of journalistic professionalism.

Situation:

You have been assigned to interview a person who, in past interviews, has answered basic background questions inconsistently—in other words, the person seems not always to tell the truth. What additional responsibilities, if any, does this put on you as an interviewer? How would you go about interviewing this person?

Situation:

In a group, plan and dramatize a media “event,” such as a press conference or award presentation. One group member should play a reporter trying to cover the story fairly. The rest of the class should critique each dramatization.

Situation:

Invite the local newspaper editor to visit your class and explain how editorial decisions are made. Discuss the following: Does the newspaper use an editorial board? What is the reporter’s role in editorial decisions? Does the paper have a written editorial policy? Who actually writes the editorials? What kind of research does the editorial writer usually do? What is the role of the publisher or owner?

Situation:

With a team find at least five computer users in the community who use computers for different purposes—for example, to play games, or to run a business. Each team member should interview one or more of these people. Do the individuals anticipate that what they do on the computer will change? Is there new equipment or software that they want or need to buy? What will they want or need from a computer in five years? Take notes on the responses. After the interviews, meet to discuss the results. Then prepare a class presentation: “The Computer: Now and in the Future.” After the presentations, discuss the similarities and differences in people’s findings.

Situation:

Interview your journalism adviser or someone on the local newspaper staff to learn the steps involved in newspaper production in precomputer days. Find out about several specific ways in which the computer has made production easier—for writing and editing, for layout, and for photographic reproduction. Report your findings to the class.

Situation:

Discuss about personal abilities: Some people are good at remembering things but others are not. What do you think are the reasons for these abilities? What can you recommend for memorizing things better? Convince your partner that certain methods of memorizing things really work by supporting your point of view with examples. What is the relationship between people, memory and computers? What do you think of the future of the Internet?