- •In close-up
- •In close-up
- •II d II
- •1. Analyzing a Song
- •2. Interview Practice
- •3. Writing a Resume
- •4. Comprehension Check
- •7. Essay Writing
- •8. Debate
- •1. Previewing and Anticipation
- •2. Scanning
- •3. Comprehension
- •6. Comprehension Survey
- •8. Cloze Summary
- •9. Summary
- •10. Discussion
- •7. Comprehension questions
- •11. Structural Analysis
- •12. Style
- •13. Comment and Discussion
- •1. Text Analysis
- •4. Discussion
- •6. Comprehension
- •7. Comprehension
- •8. Discussion
- •3.Continued
- •9 The Forgotten
- •1. Comprehension
- •2. Anticipation
- •3. Organization of the Text
- •4. Style
- •5. Producing a Filmscript
- •6. Structuring an Article
- •7. Discussion
- •8. Comprehension
- •9. Text Production
- •1. Comprehension
- •2. Text Reproduction
- •3.Discussion
- •4. Text Analysis
- •5. Comprehension Check
- •6. Cloze Comprehension Test
- •7. Guided Letter Writing
- •8. Interpretation of Photos
- •1987 License Laws for Passenger Cars
- •1. Text Analysis
- •2. Global Comprehension
- •3. Discussion
- •1975 1980 1981 1983 1986
- •8 30
- •I 4/86-1
- •4. Comprehension
- •5. Debate
- •6. Modified Cloze Test
- •7. Preparing an Interview
- •I Am The Redman
- •United States
- •1. Interpreting Poems
- •2. Previewing
- •3. Text Analysis
- •4. Comprehension
- •5. Discussion
- •6. Dialogue Practice
- •7. Comprehension
- •8. Discussion
- •9. Interpreting a Cartoon
- •1985 86.8 Million Households:
- •1970 63.4 Million
- •1. Scanning
- •2. Comprehension
- •3. Comprehension
- •I л li II
- •7. Comprehension
- •Independent
- •1. Continued
- •2. Continued
- •9 "If Conservatives Cannot Do It Now..."
- •Inflation
- •1. Comprehension
- •2. Analysis of a Speech
- •3. Questionnaire
- •4. Scanning
- •5. Simulation of a Debate
- •6. Writing Newspaper Articles
- •7. Global Comprehension
- •8. Text Analysis
- •9. Writing a Newspaper Article
- •10. Comprehension
- •11. Comparative Study
- •1981:128 1987:139
- •In the nuclear age, power politics, the struggle
- •9 American Policy in Vietnam:
- •2. Continued
- •It actually played to an American strength. American popular culture,
- •In fact, may be an emissary as important as Ambassador Burt himself—
- •Itself—and its major competitor, Pepsi.
- •1. Text Analysis
- •2. Text Analysis
- •3. Comprehension
- •4. Visual Comprehension
- •6. Interviewing
- •5. Discussion
- •Innovations at Glenbrook South make classes stimulating.
- •0: What are the subjects required in your four years of high school?
- •198 America in close-up
- •0: Is there a strict code of conduct at your school? 0:
- •1. Global Comprehension
- •2. Text Analysis
- •3. Discussion and Comment
- •4. Comprehension
- •5. Interpretation and Discussion
- •6. Dialogue Writing and Interview Practice
- •7. Text Production
- •8. Discussion and Comment
- •9. Comprehension
- •10. Comment and Discussion
- •11. Text Production
- •12. Comprehension
- •13. Text Analysis
- •14. Discussion
- •Religious Information
- •Religious preference
- •Based on national surveys and approximately 29,000 interviews
- •Impoverished within American society. Halfway through his speech, he was
- •1. Comprehension
- •2. Discussion
- •3. Analysis of a Speech
- •4. Note Taking
- •5. Discussion
- •6. Scanning
- •7. Text Analysis
- •8. Letter Writing
- •It's been said that you gave yourself 10 years to become a star. Is that true?
- •1. Structural Outline
- •2. Scanning
- •3. Comprehension
- •4. Interview Practice
- •5. Comparative Study
- •5. Continued
- •1. Comprehension
- •2. Text Analysis and Comment
- •3. Comprehension
- •4. Comprehension
- •5. Letter Writing
- •6.Preparing an Interview
- •Television
- •3. Global Comprehension
- •4. Choosing a tv Program
- •5. Comparative Study
- •6. Text Analysis
- •7. Letter Writing
- •8. Analysis and Discussion
- •9. Comment
It actually played to an American strength. American popular culture,
In fact, may be an emissary as important as Ambassador Burt himself—
or any ambassador for that matter.
Around the world, people hum American tunes, line up for
American movies, and demand American television programs, even as they
deride them. Clint Eastwood packs them in in France, and
Bruce Springsteen brings them to their feet in Germany.
Alexis Carrington is loved and loathed from London to Monaco.
And after the movies, or between miniseries, citizens abroad can lace
up their Nikes and jog off to the local McDonald's or Burger King
for a hamburguesa and a shake. Or, if it's a leisurely continental breakfast
they want in, say, Thailand, they can hole up in any of fifteen
Dunkin' Donuts shops with a cup of coffee and a good book—
What They Don't Teach You at Harvard Business School, perhaps,
the best seller in Bangkok. Much as some nations deplore what has been called
the "Coca-colonization" of their cultures, their citizens adore Coca-Cola
Itself—and its major competitor, Pepsi.
For those who demand a little culture from American culture, there are
Artistic Ambassadors—young American pianists who play newly commissioned pieces of American music. Add to these the Fulbright scholars, the
political consultants, and the foreign exchange students, and you have a
collection of some of the best traveling salesmen around. These expressions
of America are explored by Richard Grenier, Tim Page, John Russonello,
and Jack Valenti in the pages that follow. More on the American cultural
roadshow appears in Opinion Roundup, pages 30-35.
PUBLIC OPINION, FEBRUARY/MARCH 1986 VAS and KHK
Burt, Richard: born 1947, American journalist and diplomat, ambassador to West Germany from 1985 to 1989.
Eastwood, Clint: born 1930, American movie star. He became known through the CBS Western series Rawhide and gained international recognition in Sergio Leone's trio of Italian-made Westerns.
Springsteen, Bruce: see page 242.
Carrington, Alexis: character in the TV series "Dynasty."
Nike: tradename of sport shoes.
Fulbright scholar: recipient of a U.S. government scholarship sponsored by Senator J.W. Fulbright for graduate study abroad.
186
PART C Exercises
1. Text Analysis
America & the World: Principle & Pragmatism
Kissinger discusses idealism and pragmatism. Define these terms according to the information given in the text.
In his essay, Kissinger deals with war, disorder and conflict on the one hand, and with peace, order and appeasement on the other. Find the various words and expressions which are characteristic of these polarizing fields.
Among the stylistic and rhetorical figures used by the author, we find metaphors, antitheses, parallelism and accumulation. What is the function of these devices? Make a list of examples.
2. Text Analysis
American Policy in Vietnam: Peace Without Conquest
Lyndon B. Johnson, President of the U.S. from 1963 to 1968, delivered this speech, which was broadcast nationwide, at Johns Hopkins University on April 7, 1965. This was a few months after American military involvement had increased dramatically, when U.S. bombers had raided North Vietnam. What, do you think, was the main purpose of the President's speech in this situation?
In his address, Johnson defines America's role in Southeast Asia. Read through the text again and find out all the reasons he gives for America's commitment in Vietnam. How are these reasons related to each other?
Johnson was obviously aware of the fact that his military policies did not meet with approval from all Americans. Show how he uses rhetorical devices like comparison, images and parallelism to convince the audience that his policy is right.
Make a list of all the words and phrases used in order to describe violence and aggression in Asia in the fourth and fifth paragraphs. What is the effect the speaker wants to achieve by this enumeration of expressions of violence?
At the end of the third paragraph, Johnson points out that a free and secure world "will never be built by bombs and bullets." Later on, however, he speaks about American air raids. How does he justify those attacks? Do you find his way of arguing convincing?