Food Secrets of the Superbrands, BBC Knowledge, , 52 min. Engelsk tale.

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1 Tema: Food and superbrands Fag: Engelsk Målgruppe: Overbygningen klasse / Gymnasiale uddannelser, BBC Knowledge, , 52 min. Engelsk tale. går tæt på nogle verdenskendte superbrands: Coca Cola, McDonalds, Heinz, Red Bull og Starbucks. I udsendelsen rejser journalisten Alex Riley verden rundt for at undersøge baggrunden for disse superbrands successer. I sin søgen efter svar besøger Riley landene: England, USA, Scotland, Indien og Østrig og formår på en let og uhøjtidelig facon at formidle facts og på samme tid lægge op til kritisk stillingtagen. Udover repræsentanter for førnævnte superbrands møder man i udsendelsen bl.a. også en repræsentant for et firma, som producerer duft- og smagsstoffer, en marketingspsykolog, og en læge som arbejder med hjernescanninger. Alle er med til at tegne billedet af, hvordan superbrands opnår global succes. Faglig relevans / kompetenceområder Det vil være relevant at formulere læringsmål ud fra følgende videns- og færdighedsmål: Mundtlig kommunikation Lytning: Fase 2: Eleven kan forstå varianter af engelsk fra forskellige autentiske situationer Eleven har viden om regionale og sociale varianter af engelsk Eleven kan forstå hovedindholdet af autentiske tekster om samfundsrelaterede emner Eleven har viden om kombination af teknikker til lytning Samtale: Eleven kan indgå i spontane samtaler om forskellige emner i et sprog, der passer til situationen Eleven har viden om høflighedsstrategier Præsentation: Fase 2: Eleven kan give detaljerede fremstillinger af fakta og synspunkter Eleven har viden om teknikker til at give sammenhængende fremstillinger Side 1 af 6

2 Kultur og Samfund Engelsk som adgang til verden Eleven kan forklare enkle forskelle på sproglige varianter i det engelske sprog Eleven har viden om varianter af engelsk på verdensplan Tekst og Medier Eleven kan producere multimodale teksttyper på engelsk Eleven har viden om struktur og funktion i multimodale medier (Der kan naturligvis også formuleres læringsmål ud fra kompetenceområdet Skriftlig Kommunikation, hvis man har dette som sit fokusområde) Ideer til undervisningen Udsendelsen kan indgå i temaer som fx Youth Culture, Globalization, Food, The Teenage Consumer og er velegnet til at sætte fokus på det globale overfor det lokale, kulturer, forbrugeradfærd og identitet. Desuden foregår størsteparten af udsendelsen i engelsktalende lande, og der kan dermed rettes fokus mod dels kulturelle ligheder og forskelle dels forståelse af forskellige varianter af talt engelsk. Nedenfor findes en oversigt over udsendelsen, hvor man kan se, hvornår i udsendelsen de forskellige brands optræder. I forbindelse med hvert brand bliver en række unge mennesker spurgt om, hvilken type person de associerer brandet med. Dette er en sjov øvelse, som man med fordel også kan lave med eleverne (se senere øvelse). De unge mennesker taler dog hurtigt i klippene, hvilket stiller store krav til elevernes lyttefærdighed og kan evt. kræve gentagelser af klippene. OBS. IRN-Brew er et skotsk brand og ikke et superbrand. Det bliver i udsendelsen brugt i en sammenligning med Coca Cola. Tid Superbrand 00: :01.46 Coca Cola What type of person would Coca Cola be? IRN-Brew Scotland MacDonalds What type of person would McDonalds be? Heinz What type of person would Heinz be? Red Bull What type of person would Red Bull be? Starbucks What type of person would Starbucks be? Side 2 af 6

3 Aktiviteter: Before Watching Brainstorm: What is a superbrand? Which superbrands do you know? What is your favourite superbrand? Why? Characterize: If the superbrands below were persons, what type of persons would they be? A list of adjectives that might inspire you can be found here: Superbrand Apple (an example) Personality (Your description) Entertaining, gorgeous, reliable, self-confident, cool, handsome.. Personality (How the young people in the programme describe the brands. Fill in this column while watching the programme) (This brand only serves as an example. It isn t described in the programme) Coca Cola McDonalds 1. Side 3 af 6

4 Heinz Red Bull Starbucks Billederne er taget fra tv-udsendelsen Reflect: Where have you heard about these superbrands? What do you think have influenced the way you characterized these superbrands? While watching Listening: Listen to the way the young people in the programme describe the different brands (fill in the form) and compare these with your own descriptions. Are there any differences or similarities? Why? Listening Jigsaw - Expert Puzzle: 1. Divide the class into groups of 5. Each member of a group is responsible for listening for and writing down facts about a specific food brand (Coca Cola, MacDonalds, Heinz, Red Bull, Starbucks) Side 4 af 6

5 2. After watching the programme, new groups are formed. Students who have listened for facts about Coca Cola get together and share the facts they have written down. 3. These groups then make a joint list of keywords and decide (and practice) how this information should be presented to the original groups. 4. After this is done, the students go back to their original groups and present the facts about their superbrand. Listening - Variations of English: Listen carefully to the different variations of English you hear in the programme: English, American, Scottish, and Indian. Try to copy their way of speaking English. Can you define what is special about the different ways of speaking English? Listen for intonation (the way the voice goes up and down), pronunciation (are vowels and consonants pronounced in a special way), choice of words. Can you think of other variations of English around the world? After Watching Panel discussion: In the programme, we never hear different persons discuss whether or not superbrands have too much influence on teenagers lives today. Let s have that discussion now! Roles: Presenter/moderator (person in charge of running the show and asking questions) Sales manager for Coca Cola/ McDonalds Sales manager for Red Bull Teenager Parent Marketing psychologist Doctor (who does brain scans) (You can include other member as well e.g. a local farmer) Give each member of the panel time to think and write down notes about the following questions before the discussion (the presenter/moderator should prepare additional questions): Do superbrands influence teenagers lives in a positive or negative way? Why? Are teenagers capable of making decisions about whether or not a food product is good for them? Should global products be replaced by local products? In general, do the global food superbrands sell healthy food products? Invent your own food super brand: In groups: In your opinion, what would be the perfect food superbrand? Find a name for your superbrand. What associations should people get when hearing about your superbrand? Side 5 af 6

6 What would be the target group of your superbrand? Where and how would you sell it? Make a drawing/collage (digital) of your superbrand. Think of a marketing strategy. Present your superbrand: Make a film/digital presentation of your superbrand. Upload it to Skoleintra/Skoletube/Youtube and present it to your class Find inspiration here: or Supplerende materialer Tv-udsendelser: Fashion Secrets of the Superbrands BBC Knowledge 2013 Technology Secrets of the Superbrands BBC Knowledge 2013 Film: Super size me, 2005 (der findes tilhørende undervisningmateriale på filmcentralen Følgende er forslag til supplerende materialer, der evt. kan lånes på dit lokale CFU. Bøger: Communication and Presentation Helle Kirstine Pedersen, Alinea, 2011 (afsnittet om The Teenage Consumer ) Teen Issues Diet Joanna Watson & Joanna Kedge, Oxford Raintree, 2005 Issues Healthy Eating Craig Donnellan, Cambridge, 2001 Side 6 af 6