After initially banning the first "Borat" movie, a 2006 comedy in which the actor Sacha Baron Cohen plays a Kazakh TV reporter named Borat, the country of Kazakhstan now appears to have accepted the attention the "Borat" films bring to it.
In factBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A… Read more, it’s even highlighting it.
1.4 The response of the government of Kazakhstan to the first Borat movie was twofold: what two things did the government do?
1.5 What was the initial reaction of the Kazakhstani tourism board to Borat 2?
1.6 How did the Kazakhstani tourism board eventually decided react to Borat 2?
1.7 What is the motivation of the Kazakhstani tourism board to react in the way they eventually did?
1.8 What was Dennis Keen’s main motivation to go talk to the Kazakhstani tourism board about embracing the new Borat movie?
1.9 How is the Kazakhstani tourism board making Borat 2 work for them (what do they use)?
1.10 Why did Sacha Baron Cohen (“Borat”) choose Kazakhstan as the country from which journalist Borat is from?
2.1 The ads made by the Kazakhstani tourism board don’t refer to the new movie, but instead focus on showcasing Kazakhstan’s natural beauty and futuristic architecture.
Why, do you think, did the Kazakhstani tourism board decide not to refer to the movie?
2.2 How can it be that Kazakhstan reacts so differently to Borat 2 than it reacted to Borat 1, according to the article?
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
Recommended by teachers
Check in pairs | Group activity
The students carry out individual assignments. Afterwards, in pairs, they check their answers with those of the other student. If their answers differ, they must find out which of the answers is correct.
The answers can be compared again with another pair (or with answer sheets).
Final phase: check in the class. The teacher only discusses questions where pairs were not able to reach an agreement.
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Storytelling | Content-based
Presentation of poems, eye-witness reports, etc. The more authentic, the better.
