- •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
1. Global Comprehension
American Educational Philosophies
1. Diane Ravitch distinguishes between three clearly identifiable periods in American educational policy: -the late 1940s to 1957; -1957 to the mid 1960s; -the mid 1960s to the mid 1970s. Which period(s) does she regard as progressive and which as traditional? Find names for each of the three
2.
corresponding educational movements.
2. Text Analysis
Describe the characteristics of each educational movement.
What kind of criticism did each movement evoke?
Show how American educational philosophies respond to changes in the social and political climate.
3. Discussion and Comment
Diane Ravitch's analysis of educational history finishes in 1977. Taking into account the information about the 1983 report "A Nation at Risk" do you think that it is still true that policies swing from progressivism to traditionalism?
The controversy between progressives and traditionalists is basically about the question of whether education should be more child- centered, i.e. centered around the indivi dual's capacities, interests and habits or more society-oriented, i.e. geared to the special needs and requirements of society. Find arguments for both sides and discuss them in class.
4. Comprehension
What Makes Great Schools Great
When you have read the two texts, compare the situation at Thomas Jefferson and that at Glenbrook South High School. Make two columns and look at each of the following aspects:
size of school;
ethnic and social background of students;
forces and efforts that make the school outstanding;
problem areas and how they are tackled;
parent support;
community support.
5. Interpretation and Discussion
If you compare both schools, it is obvious that they are very different in type. Judging from the descriptions of these two schools, which factors do you think mainly determine the character of a school?
Besides the forces that constitute the "greatness" of both schools, are there any other aspects of school-life not mentioned in the text that you would regard as important? How would you characterize your own school?
EDUCATION 203
6. Dialogue Writing and Interview Practice
Imagine NBC wants to produce a radio program featuring different types of outstanding American schools. On the basis of the information given in the preceding articles, write an interview between the NBC-reporter and a student, teacher, or parent involved in the life of one of the two schools.
Now imagine that NBC has planned to broadcast another program on schools in other countries. Among others, your school is going to be featured, and a student has been selected to answer the reporter's questions. In pairs, work out the structure of the interview, formulate the questions the reporter wants to ask, and then carry out the interview with one of you as the interviewer and the other the interviewee.