U nited States

Transcription

U nited States

United States
Dreams and
Reality
10:00
©
)\v
I\ s
Pacific
Sta n d a rd
T im e
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Eastern
S ta n d a rd
T im e
C en tral
S ta n d a rd
T im e
M o u n t a in
S ta nda rd
T im e
Ca n a d a
VT
NH
MA
CT
RI
NJ
DE
MD
(for German tim e
add 6 hours)
Seattle
W ashington
Pa
cifi c
Ocean
= Verm ont
= N e w Hampshire
= Massachusetts
= Connecticut
= Rhode Island
= N ew Jersey
= Delaware
= Maryland______
M aine
fo /u m b ia
M o n ta n a
North Dakot.
Oregon
; 'V Yellowstone
v ( NationaiPark
j
,
AL------------
/N H
(
MA
l" South Dakota
W yom ing
/ The Great
I Salt Lake
Yosemite
National Park
San FranciscO|
Sequoia »-\
NationaiPark l ' '
California
nnsylrania
Chicago
O
°°
San Clemqfite^
San D iego!
o «NJ *few York
' lifadelphia
Columbus
Illinois
/ Indianapolis.
Kansas
Hermann
)/
Kentucky
Missouri
Los Angeles^
Mashpee
;
Ihdiana
.D e n v e r
f Las Vegas r -
•
loston
f\q Island
D etroit
Death Valley
National Park
'
T ex
Milwaukee
M p W ~ J- - - - L ' - N e b raska
;
San Jose#
M inneapolis
U n i t e d States
o f A m e r ic a
Nevada
Vt/ \
'Grand Canyon
National Park
Arizona
.P h o e n ix
N o rth
Carolina
0
'Mem phis
South
Carolina
N ew
Aexico
Atlanta
Dallas
Atlantic
Georgia
O c e a n
intgomefy
Austin
Orlandi
R u s s ia
San
Antonio
about
500 miles
P a cific
Ocean
about
2000 miles
Hawaii
G u lf o f M e x ic o
A tla n tic
Ocean
M e x ic o
c
^
1000 kilometres
- - 0S
S t r ai 1 H
•
‘
^ B a h a M as
*=> ^
>
.
’2
Contents
Title
Text Form
Topic
Skills and Activities
page
Lead-in
The USA- Dreams and
PhotOS;
Different aspects and
Cooperative learning strategies
Struggles
song
views o f th e USA
(Think-Pair-Share, gallery walk);
6
w orking w ith pictures;
listening comprehension;
giving an oral sum m ary
Words in Context
The American Dream
Informative
The American Dream
te x t
Pa raphrasing;
8
word building;
activating passive vocabulary
Dreaming of Equality
A1 What Are They
A slave girl secretly
Readingfiction;
Scared of?
le a rn in g to read and
w ritin g a diary entry
Patricia C. McKissack
w rite
A2 Strange Fruit
Novel (extract)
Song
Abel Meeropol
1 0
Lynchingof blacks in
Listening comprehension;
the South
reading poetry;
1 2
analysing stylistic devices
A3 Civil Rights
Documentary
M artin Luther King's
Viewing comprehension;
film (extract)
dream o f equality
w orkin g w ith a cartoon;
13
doing research (online);
w ritin g a comm ent;
giving a presentation
Dreaming o f‘God’s Own Country’
B1 Fundamentalism in
America
Non-fictional
Fundamentalism in
Reading non-fiction;
te x t (extract)
American society
w orking w ith cartoons
Questionnaire;
Young Americans'
Doing a survey;
chart;
attitu de to religion
w orking w ith charts and diagrams;
14
Susan Jacoby
B2 How Religious Are
Young Americans?
diagram
16
comparing results;
giving a presentation
B3 Americans'Religious
Chart
Affiliations
Religious affiliation in
W orking w ith charts and diagrams;
the USA
doing research; m ediating
Ü
Dreaming of Rights and Freedoms
CI The First
Amendment
C2 Dissent is Patriotic
■ E SDVD
33H
"
.
' .■
Non-fictional
Freedom o f religion/
Rewriting a text;
te x t
speech/assembly
taking part in a discussion
Documentary
ACLU defending First
Viewing a film ; mediating;
film (extract)
A m en dm en t rights
debating
' >r
18
■'
19
20
Contents
Title
Text Form
C3 ASocial Studies
Novel (extract)
Topic
Skills and Activities
O u es tio n in g th e right
D e a lin g w ith narrative texts:
Lesson
tosuspend the Bill o f
point o f view
Cory Doctorow
Rights in a crisis
C4 Freedom of Speech
Painting
Norman Rockwell
C5 The Gun Control
Posters
Debate - a Group
S p e a kin g u p a ta n
Working w ith pictures:
assembly
analysinga painting
Different attitudes
Working w ith pictures:
tow ards gun control
creating a slogan;
page
2 1
24
24
using a dictionary;
Puzzle
group puzzle
I Communicating across Cultures
Talking to Somebody
Conversations
cf. title
about Their country
M akin ga nd taking notes;
26
listening comprehension;
analysing conversations;
doing a role-play
Different Dreams
D1 Global Americans
Photos
Americans in different
W orking w ith photos;
functions abroad
w ritin g letters and emails
Magazine
Patriotism vs.
American Patriots
article
nationalism
Christopher Dickey
(extract)
27
28
d eterm ining te x t types;
w ritin g a com m ent
D3 Smalltown
N on-fictional
T h e frie n d lin e ss o f
Listening comprehension;
Americans
te x t (extract);
sm alltow n Americans
reading non-fiction;
Bill Bryson
interview
29
paraphrasing;
analysing h u m ou r
D4 Contradictory
Americans
Speech
Contradictory aspects
(extract)
o f w h a t is typical o f
Stephen Fry
D5 What America
Analysing stylistic techniques
31
Analysing an essay;
32
Americans
Essay (extract)
Loving America
Means to Me
com m enting;
Benjamin Livian
w ritin g an essay
Further Practice
Words in Context
1 Skills Support
34
Skill 1 Paraphrasing
42
Part A
36
Skill 2 The stages o f w ritin g
42
Part B
38
Skill 3 W ritin g an essay
43
40
Skill 4 W riting a com m ent
44
Skill 5 Debating
44
PartC H
I H
Skill
6
W orking w ith charts
46
and graphs
Skill 7 Conducting a survey
47
Skill
48
8
Giving a presentation
Contents
Active Vocabulary
49
Abbreviations and symbols
Historical Documents
vocabulary y o u should learn
Excerpt from the Declaration of
(from pages 6 - 33)
Independence
Word Help
5 5
selected vocabulary fr o m the accompanying
61
The Bill of Rights
62
The Gettysburg Address
63
Chart
audios and video to assist comprehension
The American System of Government
Glossary of Terms and Persons
58
64
Acknowledgements
adj
adjective
indicates th a t the listening text(s)
AE
American English
can be found on the audio-CD in the
BE
British English
cf.
confer, see
e.g.
(Latin) exempli gratia = fo r example
esp.
especially
etc.
(Latin) et cetera = and so on
use w ith an interactive whiteboard ora
fml
formal
projector) can be found on th e DVD-
i.e.
(Latin) id est = th a t is, in other words
infml
informal
jdn.
jem anden
l./ll.
line/lines
n
noun
p./pp.
page/pages
pi
plural
sb.
somebody
si
slang
sth.
som ething
usu.
usually
vs.
(Latin) versus = against, in contrast to
Teacher's M anual (Track 2 ).
indicates th a t the video can be found on
the DVD-ROM/video in theTeacher's
Manual.
indicates th a t interactive material (for
ROM/video in theTeacher's Manual.
indicates additional (optional) materials
and tasks.
Ku Klux
Klan*
indicates th a t the word, expression o
name (here: Ku Klux Klan) is explainec
the Glossary on pp. 58 - 6 0 .
indicates th a t the American English
pronunciation follows.
The USA - Dreams and Struggles
1 ■E Z T M
a
t h in k
Talking about the photos
: Look at th e photos and make notes on your first reactions to them. Do
they rem indyou o fth in g s you've seen inTVseries,on th e news, a tth e c in e m a
or in th e USA itself on a visit or exchange?
b
p a ir :
W ith a partner share your impressions and discuss w h a t you see in
the photos and w h a t aspects o f American life you th in k th e y illustrate,
c
share
:
Find another couple and toge th er agree on w h a t you th in k th e photos
show and w h a t aspects o f life in the USA you th in k th e book may deal w ith.
2 m n rm
More photos of the USA: A gallery walk
a Ifyou have been to the USA or have friends or relations there, bring a favourite
photo to school. If not, choose an image from a magazine or fro m the Internet.
Make notes on w h a t it says about an aspect o f America you like or dislike,
b Hang the photos in the classroom. Half th e class stays w ith th e ir photo, the
other half walks around the photo gallery.Talktoeach other about the photos.
Then swap: the other half stand by th e ir pictures and talk about them .
■ Language help
c In groups discuss the insights into the USA the gallery walk has given you.
L a n g u a g e h e lp
■ This photo reminds me o f /
says som ething a b o u t...
• I th in k a key aspect o f life in
America i s ...
■ I th in k lots o f Americans are
proud o f/a s h a m e d o f / w a n t
people to know t h a t ...
■ My u n c le /w e b pal/... sees
America differently to
German T V / my dad /...
A song:‘Proud to Be an American'*
Watch a music video o f the song (e.g.as performed by Beyonce) on the Internet.
You can find the lyrics in the glossary on p. 58 . Summarize in one sentence the
view o f the USA the song w ants to get across. Explain which photos illustrate
this view and why.
Words in Context
The American Dream
he American Dream may mean different things to different people, but the basic
idea is that anybody can achieve anything, no matter how great the odds are
against him or her. Most Americans believe that, with a strong will and hard work,
anybody can go ‘from rags to riches’, or that anybody can become the president of
what they consider to be the ‘greatest country on earth’.
5
Some would claim that the men who later became known as the ‘Founding
Fathers’were themselves dreamers. They believed, for example, that it was possible
to run a country on the principles of personal liberty, self-governance and individual
rights. In the Declaration of Independence (1776) they wrote that ‘all men are created
equal’ and had ‘inalienable rights’ such as ‘life, liberty and the pursuit of happiness’. 10
This last idea became central to the American Dream.
After the War of Independence the Founders drafted the US Constitution (1787),
which established a government with three separate and independent branches that
watch over one another. This system of checks and balances is supposed to prevent
any one branch from becoming too powerful - a serious worry for the Framers of the 1 5
Constitution after fighting a war against a king who had, they felt, abused his
power.
Once the Constitution had been ratified (i.e. accepted by the necessary number of
states), a Bill of Rights (1791) was drawn up to ensure the individual rights and
freedoms of American citizens by limiting the power of the government. One thing 20
the government cannot do, for example, is establish a state religion. Although the
separation of church and state is central to American freedoms, religion tends to play
a huge role not only in Americans’ daily lives, but also in their politics: it is hard to
imagine that someone who does not believe in God could ever be elected President.
The rights and freedoms mentioned in the Declaration of Independence and the 2 5
Bill of Rights did not always apply to everyone. Native Americans first became US
citizens in 1924, and blacks did not achieve full legal equality until the Civil Rights
Movement finally forced change in the mid-1960s. And although many Americans
like to speak of a ‘post-racial society’following the election of the nation’s first black
president in 2008, discrimination is still a fact of life for non-whites in the USA.
bo
Since Americans are so convinced that their form of government is the best, they
have often tried to export it, whether by military or by economic means. As the sole
remaining superpower, the US is the object of much envy and hatred around the
world. Anti-American sentiment is widespread, but America is also much admired.
All over the world, young people listen to American music, watch American films, 3 5
use American products and imitate the American way of life. They, too, want their
piece of the American Dream.
T
8
►
Excerpt fro m the Declaration
o f Independence (p.61)
►
The American System o f
G overnment (p.64)
►
The Bill o f Rights (p.62)
T h e A m e r ic a n D re a m
W ords in C on tex t
1 Words in use: Comprehension
a P araphrasethefollow ingterm s.
1 from rags to riches
►
2 Founding Fathers
4 abuse one's power
5 civil rights
3 checks and balances
6 superpower
Skill 1: Paraphrasing (p.42)
b Put in words and phrases fro m the te x t to complete the sentences.
1 Americans are proud o f the ..., w h o risked th e ir lives to fig h t f o r ... from
Britain and establish a new country.
2 Many o f the Framers o f the ... were afraid o f giving any one person o r ... o f
government to o much power.
3 Since alm ost everyone in the USA or th e ir families came from somewhere
else at one tim e, it was decided th a t anyone born in America w ould
autom atically become a ...
4 Despite the ... o f church and state, Americans are more religious than
Europeans, w ho often live in countries w ith established state churches.
5 Most experts agree th a t the USA is the o n ly ... left since th e collapse o f the
Soviet Union, but China and India have now become im p o rta n t global
players.
2 Word building and word families
a Identify the root word for each o f the words in the box. Use your dictionary if
necessary.
discrimination •
economic • election •
equality • government
independence •
movement • personal ■
pow erful • racial •
separation
'Discrim ination'is a noun th a t comes fro m the verb'discriminate'.
b Use your dictionary to find more words th a t come from the same roots.
'Discrim inatory'also comes fro m 'discriminate'. It's an adjective and means ...
c Decide which o ft h e w ordsyou have found w ill be most useful to you. Look up
common collocations and w rite sentences w ith them . Keep this inform ation in
your vocabulary file and revise it regularly.
d
Makea partner quiz.W rite six sentences, each w ith one o ft h e words
you have found, but leave a gap for the word. Swap papers w ith a partner. Can
he/she complete your sentences w ith the correct word?
3
Activate your vocabulary
Translate the fo llo w in g sentences. Pay special a ttention to the underlined
expressions. Look at the te x t again if necessary.
1 Die meisten Amerikaner sind sehr optimistisch und glauben, dass alles
möglich ist, egal wie schwierig die Aufgabe sein mag.
2 Die drei Gewalten kontrollieren sich gegenseitig.
3 Das System der gegenseitigen Kontrolle so[l verhindern, dass z.B. der
Präsident zu mächtig wird.
4 Diskriminierung g ehört zum Alltag fü r viele Amerikaner.
5 Die USA sind nicht nur militärisch, sondern auch m it anderen M itte ln
eine Supermacht geworden.
6 Die USA genießen hohes Ansehen in vielen Ländern der Welt.
►
Further Practice 1-3
(p p.34-35)
9
Part A
Fact File
►
►
Excerpt fro m the Declaration
o f Independence (p.61)
The Gettysburg Address
(p. 63)
Between 1775 and 1783, Britain’s American colonies fought the American War
of Independence and won. During the War, the 13 Colonies sent delegates to the
Continental Congress in Philadelphia where, on 4 July 1776, the Declaration of
Independence was adopted. Probably its most famous words are: ‘We hold these
truths to be self-evident, that all men are created equal’. But ‘all men’ did not
include black slaves. Since 1640 slavery had been an essential part of the cottonand tobacco-growing farm economy in the South. Despite heated arguments in
Philadelphia, slaves continued to count as property.
When, in i860, it looked as if the new President, Abraham Lincoln, might try
to abolish slavery, the Southern states decided to leave the Union. In 1861 the
Northern states, determined to prevent the break-up, marched on the South in
order to force them back into the Union. The American Civil War had begun.
In 1863 President Lincoln signed the Emancipation Proclamation, freeing all
slaves. The War ended in 1865 with a victory for the Northern States. In 1870,
the 15th Amendment to the Constitution of the United States gave
all citizens the vote regardless of race or colour.
But for almost a century African Americans remained the
underdogs. In the South the Ku Klux Klan*, a racist organization
founded at the end of the Civil War in 1865, continued to attack and
even lynch* blacks well into the 20th century. So-called ‘Jim Crow’*
laws passed in the South made it difficult for African Americans to
vote. And the segregation of blacks and whites in schools, on trains
and buses, in hotels, etc., did not finally end until the Civil Rights
Act of 1964.
10
15
20
■ Make a tim e lin e f o r th e history o f African Americans
fro m American independence to today. As you g o th ro u g h
Part A, u s e y o u rtim e lin e to c h e c k th e context o fth e te x ts
you are w orkin g on and add key dates.
A1 W hat Are They Scared of? Patricia C. McKissack
The novel Slave Girl is based on fa cts fr o m the tim e o f slavery. In this extract fro m
the beginning o f the novel, Clotee, a slave girl living in Virginia, compares her life to
th a t o f the children o f Mas' (Master) H e n le y -h e r owner.
March 1859
he heat’s come early to Virginia this year. That’s fine with me though. As long
as it’s hot I have to fan young mas’ William and Miz Lilly, my mistress, during
their study time. This mornin’ was the first day of my third learnin’ season. For
now on three years, I been fannin’ them, liftin’ and lowerin’ the big fan made of
T
10
5
woven Carolina sweet grass - up and down, up and down. The fan stirs the thick air
- up and down, up and down - and chases away worrisome horse flies and eye gnats.
It may seem like a silly job. But, I don’t mind one bit, ’cause while William is learnin’,
so am I.
10
Standin’there fannin’- up and down, up and down - 1come to know my ABCs and
the sounds the letters make. I teached myself how to read words. Now, I can pick
through things I find to read - like throwed away newspapers, letters in the trash and
books I slip off Mas’ Henley’s shelf. It scares me to know what I know sometimes.
Slaves aine s’posed to know how to read and write, but I do. Miz Lilly would fall
15 down in a fit if she knew I had made myself a diary like the one she’s got on her bed
table. It don’t matter to me that hers is all wrapped in fine satin and got ribbons and
beads on it and mine is just made up of papers I found in the trash and keeps tied
together with a measure of yarn. It’s a diary just the same. Mine. And I aim to write
in it whenever I get a chance.
20
I got to be real particular and make sure nobody finds out though, ’cause if my
mas’er finds out I would fall under the whip. Time and time again I done heard Mas’
Henley swear that if he catches his slaves with learnin’he’ll beat the skin off us, then
sell our hides to slavers from the Deep South. He got the law on his side, too. Anybody
found teachin’ a slave in the state of Virginia can be sent to jail. Sure! Wonder why
2 5 the white folks is so determined to keep us from knowin’ things? What are they
scared of?
Part A
6 woven Carolina sweetgrass
zusammengeflochtenes Gras
7 worrisome ['wArissm] (here)
irrita ting
horsefly Bremse
eye gnat [naet] very small fly
th a t bites
13 slip sth. off (here) take sth. o ff
18 measure of yarn ['me33] piece
o f wool th read
22 with learnin’ (here) able to
read and w rite
23 hide (n) skin
From: Slave Girl, New York: Scholastic, 1 997
1 Comprehension
a W ho are'mas' William and Miz Lilly, and w h a t does Clotee have to do for them?
b
Point out w h a t else Clotee does w hile she's w orking and w h y it is dangerous.
2 Language work
a Match the phrases fro m the te x t (on the left) to more modern or standard
phrases (on the right) th a t mean the same thing.
b
the heat's come early (1.2)
be beaten
stirs the thick air (1.6)
fa in t
I come to know my ABCs ( 1. 10 )
I have to be really careful
fall down in a f i t ( 1. 14 )
I'm not bothered
It don't m atter to me ( 1. 16 )
moves the air around
I got to be real particular (1.20)
summer's early
fall under the w hip ( 1. 21 )
I've learned the alphabet
Clotee is self-taught and uses non-standard English. Look again at th e verbs in
ll. 8 - 14 .Then rewrite those lines in standard English w ith phrases fro m a.
3
Beyond the text
a Using your tim eline, the te x t and a nything else you know a bout African
Americans, answer Clotee's questions (11. 2 4 - 26 ), giving examples,
b
Show how Clotee's actions illustrate th e title o f Part A -'D re a m in g o f Equality'.
4 Creative writing
Write Miz Lilly's diary entry for one day, showing Clotee's role in her life.
►
Further Practice 4 (p.36)
Part A
A2 ■BEET» Strange Fruit* AbeiMeeropoi*
Listen to this song, which was f ir s t performed by the legendary blues singer
Billie Holiday* in 7939.
Southern trees bear strange fruit,
Blood on the leaves and blood at the root,
Black bodies swinging in the southern breeze,
Strange fruit hanging from the poplar trees.
Pastoral scene of the gallant South
The bulging eyes and the twisted mouth,
Scent of magnolias, sweet and fresh,
Then the sudden smell of burning flesh.
Here is a fruit for the crows to pluck,
For the rain to gather, for the wind to suck,
For the sun to rot, for the trees to drop,
Here is a strange and bitter crop.
I
3
4
5
bear sth. [bea] g ro w s th .
breeze light w ind
poplar tree Pappel
pastoral scene ['paistaral] a
beautiful, idyllic country scene
gallant ['gaebnt] polite, wellmannered
6 bulge stick out
7 scent [sent] perfum e
9 crow [krau] Krähe
pluck pull ou t
10 gather collect
I I rot sth. make sth. unusable,
inedible
1 First reaction
Read the song,then listen to it again on the CD. Describeyourfeelings on
hearing it and on looking at the pictures on this page.
■ The image of... is very
p o w e rfu l/d a rk /frig h te n in g /...
■ The au thor sustains it / keeps
it up by choosing a lot o f
2 Understanding imagery in a poem or song
a Explain the image o f the'strange fruit'. Point o ut how the image is sustained
all thro ug h the song.
examples w h ic h ...
■ Language help
■ The word ... is used ironically.
b Analyse the effectiveness o f II.7 and 8.
■ Juxtaposing th e tw o images
c
Describe th e tone and intention o f 1. 5 .
of... and ... is particularly
effective/d ra m a tic/m ovi ng/
... because...
3 Putting the song in context
a Explain in y o u r o w n words w h a t a lynching is. W h at makes it different to the
►
death penalty?
b W ha t does the date o f the song tell you about African-American dreams at this
time?
Part A
A3 Civil Rights
In the igsos and ig6os the Civil Rights M ovem ent in the
USA aimed to end segregation in the South and to guarantee
African Americans equal rights w ith whites. The movement's
most fa m o u s leader was Dr M a rtin Luther King*, who on
28 August ig6g led the March on Washington. Watch a video
o fth e march and p a rt o fth e speech on the Internet.
1 Understanding the message ofth e speech
a Describe your impressions o fth e demonstration,
b
Describe M artin Luther King's dream.
► Word Help (pp.55-56)
► Further Practice 6 (p.37)
2 Putting the speech in context
Look at the cartoon. Choose at least six pictures. Identify
the ones you recognize and research those you d o n 't - y o u can use names and
phrases from the box on the right. Make notes. Using your tim e lin e and your
research notes, explain how the cartoon illustrates th e progress o f African
Americans over th e last 2 5 0 years.
a
the Ku Klux Klan
b
the Little Rock Nine*
c selling o f slaves
d
Jim Crow laws
e
segregated facilities
f
lynchings*
g
abolitionism *
h
Rosa Parks*
1 M artin Luther King
j Barack Obama
k
police attacking Civil
l
the assassination o f
Rights protestors
M artin Luther King
3
Comment
‘Slavery to Presidency: a long road'. Use w h a t you have learned in this book
►
Skill 4: W riting a com m ent
(p.44)
to w rite 1 5 0 -2 0 0 words com m en tin g on the statement.
4 American Dreams
a Barack Obama represents many versions o f ‘the American D rea m '-racia l
equality/anybody can become president', etc. Describe one person
(e.g. a sportsperson,a musician, a politician) or one story (e.g. a book, a TV series,
a comic) th a t illustrates an aspect o ft h e American Dream,
b
Form groups o f fou r and present your person or story. Vote for the group's
Skill 8 : Giving a presentation
favourite and give a class presentation.
(P- 48)
13
Part B
Dreaming o f ‘God's Own Country'
B1
Fundamentalism in America Susan Jacoby*
In her book The Age o f American Unreason, Jacoby identifies w h a t she considers to
be a common tra it in the USA today: distrust o f science and logic.
■
Before you read, th in k about th e w ord'fundam entalism '. W hat does it refer
to in religion and in politics? W h at sort o fth in k in g d o y o u associate w ith
fundam entalists?
Fact File
One of the biggest controversies in the USA is the debate over the
teaching of evolution in schools. Christian fundamentalists
believe that the biblical story of Creation should be taught in
science classes as an alternative to the theory of evolution, but the
First Amendment to the Constitution (cf.Cl, p. 19) prevents the
teaching of religious ideas in public schools. Some fundamen
talists proposed that schools teach Intelligent Design, a theory
that claims that the universe was engineered by an intelligent
being (not ‘God’). However, US courts have rejected this as an
attempt to introduce creationism under another name.
t did relatively little harm in the early nineteenth century for preachers to proclaim
that sickness and death must be accepted as God’s punishment for sin, because
science and medicine had almost nothing to offer as an alternative to acceptance of
the divine will. It does great harm today, however, for Protestant fundamentalists
and right-wing Catholics to insist, against all scientific evidence, that condoms do
nothing to halt the spread of AIDS and that abstinence - the only method sanctioned
by God and the course least likely to be followed by humans - is the single morally
legitimate way to fight life-threatening disease. Nor did it really matter if vast
numbers of Americans believed, at the time of the Second Great Awakening, that the
earth was exactly four thousand years old. It matters very much today because 10
creationism, which denies the most critical scientific insights not only of the
twentieth but of the nineteenth century, has adversely affected public education in
many areas of the nation and is one important reason why American high school
students know less about science than their contemporaries in Europe and Asia.
What does it mean to be an American fundamentalist in the first decade of the 15
twenty-first century? The word ‘fundamentalism’ is rarely used in surveys of
Americans’ religious self-identification, in large measure because the term is
considered a pejorative even by many fundamentalists themselves. Pollsters usually
ask whether Americans consider themselves ‘evangelicals’*, because evangelical is
a broader, less loaded term that can encompass both theological liberals and 20
theological conservatives. [...] The main difference between fundamentalists and
evangelicals, although they share a faith that rests on an intimate, personal
relationship between God and man, is that not all evangelicals regard the Bible as
literally true but all fundamentalists do. [...]
There is unquestionably a powerful correlation between religious fundamentalism 25
and lack of education. Approximately 45 percent of those who have no education
I
4 divine will God's w ill
6 abstinence [’aebstinans] (here)
a decision not to have sex until
one is married
8 vast very large
9 Second Great Awakening
tim e (ca.i 7 9 0 - i 8 4 0 s) o f
strong religious s entim ent in
the USA
11 creationism belief th a t God
created th e world and life as
we know it in seven days
12 adverse in a negative way
14 contemporary [kan'temprari
☆ -pareri] person living at the
same tim e
18 pejorative [p i’cteorativ]
negative label
pollster person w ho does
surveys to find ou t about
public opinion
20 loaded verfänglich
encompass sb./sth. [in’kAmpas]
include sb./sth.
24 literal ['litoral] w örtlich
14
Dreaming of'G od’s Own Country’
Part B
Religious ‘revival meetings'
are im p o rta n t events f o r many
fu n d a m e n ta lis t churches.
beyond high school believe in the literal truth of the Bible, while only 29 percent
with some college - and just 19 percent of college graduates - share that old-time
faith. Secularism, skepticism, and acceptance of mainstream science all rise with
30 education; two thirds of college graduates, but only about one third of high school
graduates, believe that living beings have evolved over time - with or without the
guiding hand of a creator.
28 with some college (AE) having
some college education, but
no degree
29 secularism ['sekjatarizam]
belief th a t religion should be
kept separate fro m th e way
society is run
From: The Age o f American Unreason, New York: Pantheon Books, 2 0 0 8
1 Comprehension
a Look again at the first sentence o f the extract. Write it o ut in your own words.
Use as many sentences asyou need,
b Point o ut the dangers Jacoby sees resulting from fu n d a m e n ta list th in k in g in
the USAtoday.Outline w h y shethinks they are more harm ful today than they
were in the past.
c D efine 'fun d am enta list’ and'evangelical'as Jacoby uses the terms. Point ou t the
main difference between the two.
2 Analysis
The w rite r Susan Jacoby is a self-described atheist and secularist. Analyse the
extract to determine to w h a t extent her personal views are reflected in this
extract.
3 Language work: Prepositions
Complete the sentences below w ith th e correct prepositions fro m the box on
the right. Several examples are in the text; use your dictionary for the others if
necessary.
1 The percentage... people w ho believe ... a literal interpretation ... the Bible
is h ig h e s t... those w ho have only attended high school.
2 There is a strong re la tio n sh ip ... a la ck... proper inform ation ... AIDS and
other diseases and the spread ... those diseases.
3 Large numbers ... p eo p le ... Africa are infected ... HIV, but fundam entalists
are s t i l l ... the u s e ... condoms. Some critics argue th a t th a t makes the
fundam entalists at least partly responsible... the continuing epidemic.
4 The w rite r has obviously done quite a b i t ... research ... fu n da m en ta lis t
beliefs and practices.There is no real a lte rn a tiv e ... th a t s o r t ... approach in
scientific w riting .
about • against •
among • between • f o r •
in • into • o f • on •
to • w ith
Part B
D r e a m in g o f ‘G o d ’s O w n C o u n t r y ’
4 Interpreting a cartoon
■ The cartoon shows ...
• The countries have been
renamed:... is called'...’
• The caption reads/...'
■ In th e speech bubbles
com ing fro m ... it says...
■ I th in k th e cartoonist is
a Describe th e cartoon and explain w h a t you th in k its message is meant to be.
■ Language help
b
Compare the message o ft h e cartoon and th a t o f Jacoby in the extract from her
book. Would the w rite r and the cartoonist agree? Which one doyou th in k gets
th e ir message across more effectively?
c Discuss in 500 words w he th e r creationism / Intelligent Design should be
ta u g h t in schools.
tryin g to s a y...
• The message w ould seem
to b e ...
\ o
W ebcode:TOP33i58i-i6
►
Further Practice 7 - 8
(PP- 38—39)
0 chpou too 7
THE W ORLD 2 0 5 0
B2 How Religious Are Young Americans?
The questionnaire below was p a rt o f a 200s study about y o u n g people in the USA.
m M a rk you r answers to the questions in a copy o ft h e questionnaire or w rite
th e m on a piece o f paper. Do not w rite your name on the page.
1. Are you currently involved in any religious youth group? By youth group
we mean an organized group o f young people th a t meets regularly for
social tim e toge th er and to learn more about th e ir religious faith.
H
Yes
S
No
2. In the past year, how often have you attended religious services,
NOT counting weddings, baptisms, bar/bat mitzvahs,funerals or similar
3 faith Glaube
6 baptism [’baeptizom] Taufe
bar/bat mitzvah Jewish
ceremony fo r a boy/girl w ho
has reached th e age o f 13
funeral pfjuinorol] Beerdigung
religious ceremonies?
[T] never
[4] 2 - 5 tim es a m onth
IT! a fe w tim es
[T\ once a week
[71 about once a m onth
[ 7 ] more than once a week
Dreaming o f ‘God's Own Country'
Part B
3. How im p o rta n t or u n im p o rta n t is religious faith in how you live your daily
life?
H I not im p o rta n t at all
] not very im p o rta n t
15
H very im p o rta n t
[s ] extremely im p o rta n t
PH som ew hat im p o rta n t
4. How im p o rta n t or u n im p o rta n t is religious faith in helpingyou make
major life decisions?
] not im p o rta n t at all
[2 ] not very im p o rta n t
H very im p o rta n t
IT] extremely im p o rta n t
l~3~] som ew hat im p o rta n t
From:‘Study o f Early Child Care and Youth Development', th e website o f th e National Institute o f
Child Health and Human Development, 2 0 0 5
1 A class survey
Skill 7: Conducting a survey
a Collect all the questionnaires fro m the students in your class. Add up the
(P- 47)
different answers to each question,
b Form fou r grou ps, one for each o f the questions. Work ou t the best way o f
Skill 6 : W orking w ith charts
and graphs (p.46)
presentingthe results o fy o u r group's question and makea posteror
transparency.
c Discuss in yo u r group w he th er any o f the results are interesting orsurprising .
Take notes on the main points,
d Choose tw o people from your group to give a presentation in te rp re tin g th e
Skill 8 : Giving a presentation
(p.48)
resu Its. G ive a tw o - to th ree-m i n ute ta Ik.
2 Comparing results
Look at the results o f the survey am ong American teens below and compare
■ M ost American teens
th em to your answers or the results o fy o u r class survey. W h at conclusions can
you reach? ■ Language help
Question
answered ‘...'to th e first/...
question, but I answ ered'...’
• Lots more students in our
Question 2
1
class said th a t th e y ... than
never
23 %
a fe w tim es
24 %
was th e case am ong the
581: No
Americans.
about once a m onth
■ From th e results in our class,
I was expecting the American
6%
survey to show...
2 - 3 tim es a month
12%
once a week
23 %
■ The American survey showed
m ore/few er teens to be/...
tha n our class did.
372: Yes
■ All in all, American teens'
more than once a week 12%
attitudes to religion seem to
Question 3
be very different to / pretty
Question 4
much th e same a s ...
not im p o rta n t at all
18 %
not very im p o rta n t
19 %
som ew hat im p o rta n t
27 %
very im p o rta n t
19 %
extremely im p o rta n t
17 %
►
Further Practice 9 (p. 39)
17
Part B
Dreaming o f ‘God’s Own Country’
$
B3 Americans’ Religious Affiliations
The Pew Forum is an independent organization th a t studies relations between
f
religion and society in the USA and elsewhere. The chart below isfr o m the Forums
2 0 0 7 study o f religious a ffiliation in America.
m Do you th in k o ft h e USA as a ‘Christian nation? W hat about Germany?
W h a t d o y o u t h in k i t m e an sto bea'Christian nation?
Evangelical Protestant Churches
F^tonca|^B Iack Churches
Mormon
26.3%
6.9%
1.7%
■1
Orthodox
■
Jewish
c*
Muslim
■
Other World Religions
Unaffiliated
0 .6 %
Mainline Protestant Churches
Catholic
Jehovah’s Witness
■
Other Christian
18.1%
23.9%
0.7%
0.3%
1
1.7%
0 .6 %
Buddhist
■
Hindu
0.7%
0.4%
1
<0.3%
16.1%
Other Faiths
1.2 %
Don't Know/Refused
■
0 .8 %
From:‘U.S. Religious Landscape Survey', th e website o f The Pew Forum on Religion & Public Life, 2 0 0 7
1 Comprehension
a Identify which o ft h e groups in th e chart are Christian groups. Which groups
belong to other religions? And w hich don't belong to any religion?
►
SF 6 : W orking w ith charts and
graphs (p.46)
b
Add the percentages for each o ft h e three categories you have identified and
use th em to makea pie chart. Describe the chart and d raw con clu sion sfrom it.
2
m i A i i . m Research
Find statistics for religious affiliation in Germany. Use the inform ation you have
found to makea pie chart and compare i t t o t h e o n e y o u have m a d e fo rth e
USA.
3 Mediation
When the Federal Republicof Germany turned 60 in 2 0 0 9 ,an ecumenical
Christian church service was part o ft h e festivities. Not everyone was happy
a b o u tth a t,in c lu d in g M u s lim author Hilal Sezgin,who gave an in te rvie w in Der
Spiegel. Briefly explain, in English, to an American e-pal w h a t Halil Sezgin said.
W ir haben in diesem Land, das übrigens laut Verfassung keine Staatskirche
kennt, inzwischen mehrere w ichtige religiöse Gemeinschaften. Wenn man
sich schon dazu entschließt, zur Feier des Grundgesetzes einen Gottesdienst
abzuhalten, dann hätte man mindestens die Juden und die Muslim e m it
einbeziehen müssen. Aber sie waren gar nicht erst aufgefordert worden,
gestalterisch m itzuwirken. [...] Die Feier galt nun mal dem Grundgesetz aller
Menschen, die hier leben und deutsche Bürger sind. Ich finde, man hätte die
Vielfalt unserer Gesellschaft widerspiegeln müssen. Entweder alle Religionen
oder kein Gottesdienst. Man ford ert andauernd die M uslim e in Deutschland
auf, sich zum Grundgesetz zu bekennen, was w ir auch im m e r wieder tun.
Dann sollte man uns auch an einer Grundgesetz-Feier beteiligen.
From: Der Spiegel, 23 May 2 0 0 9
PartC
Cl
The First Amendment
The First Am endm ent to the US
Constitution is considered by m any
Fact File
people to be the most im portant. It
The original Constitution of the USA was concerned with the way the
new government would be structured and what powers it had. People
were worried that the government might become too powerful and
autocratic, just like the British king, so a Bill of Rights consisting of ten
amendments (i.e. additions or changes) to the Constitution was quickly
passed in 1791. These amendments were intended to protect the people
from their rulers. Today the Bill of Rights also serves to protect minorities
and individuals from the majority. Altogether there have been
27amendments to the Constitution.
► The Bill o f Rights (p.62)
is certainly the one th a t leads to the
most controversy
Congress shall make no law
respecting an establishment of
religion, or prohibiting thefree
exercise thereof; or abridging the
freedom of speech, or of the press;
or the right of the people
peaceably to assemble, and to
petition the government for a
redress of grievances.
2 respecting sth. (here) having to do w ith sth.
4 abridge sth. [a'brids] lim it sth.
9' ■redress of grievances [ri'dres; 'griivsnsiz]
(fml) correction o f sth. considered unfair
1 Comprehension
Rewrite the am endm ent in modern English.
2 Examining the law in practice
Explain w hy each o f the fo llo w in g cases m ig h t be discussed in connection w ith
the First Amendm ent. State w h o y o u w ould decide fo r and why.
■ Language help
L a n g u a g e h elp
■ The First A m en dm en t clearly
states/requires...
1 A parent learns th a t a cross hangs in the classroom o f her sons public
school. She demands th a t it should be removed.
2 A high school basketball coach leads the students in prayer at a pre-game
rally. A student w ho doesn't believe in God demands th a t he stop.The
student is expelled fro m the school.
S A girl is sent home fro m school for w earing a T-shirt supporting gay
■ The First A m en dm en t applies
here because...
■ In this case th e school may
have violated th e student's
right t o ...
• The case involves th e right
t o ..., so th e First A m endm ent
a p p lie s /is applicable.
marriage. School rules d on't allow political messages.
4 Neo-Nazis w a n t to march thro ug h a to w n where lots o f Holocaust
survivors live, and the police refuse to give th e m a permit.
5 A university professor w ho claims he has proof th a t men are more
intelligent than w om en is not allowed to present th e results o f his study
to his students.
Discussion
Each o f the cases in 2 was decided in court in favour o f th e individuals, i.e. the
parent,the atheist student,the girl w ith th e T -sh irt,th e Neo-Nazis,the
professor.
Divide the class into five groups, one for each o f th e above cases. In 15 minutes
discuss and com pare your opinions on th e case w ith the decision.Try to agree
on a group statem ent about the decision.
Report to the class.
19
Part C
C2 ■3 3 5 M Dissent Is Patriotic
In the years after the terrorist attacks o f n September, 2001,'national security'
was often cited by the US government as a reason to lim it freedoms. This f ilm
documents the efforts o f the American Civil Liberties Union (ACLU) to defend
First A m endm ent rights during the 2004 convention o fth e Republican Party.
Fact File
ACLU
The American Civil Liberties Union was founded in 1920 to protect the
freedoms guaranteed in the Bill of Rights. The organization, which has
about 500,000 members, employs nearly 200 lawyers full-time. In addition,
AMERICAN CIVIL LIBERTIES UNION
many lawyers volunteer their services to watch over government activities
and to defend people in court. The ACLU does not have a political agenda. It has defended both civil rights
activists and hate groups like the Ku Klux Klan* - often at the same time.
►
Before you watch th e film , look at the photo. W h at doyou th in k th e slogan
Word Help (pp.56-57)
on the man's T-shirt means? Doyou agree? Why (not)?
L a n g u a g e h e lp 1
1 First reaction
W hile w atch in g th e film , did
■ I'd always th o u g h t the
anything surprise you in any
United States w a s ...
way? If so, explain.
■ I didn 't realize t h a t ... until I
■ Language help 1
s a w th e film .
■ I was q u ite/ra ther surprised
to find ou t t h a t ...
■ I w o u ld n ’t have expected ...
t o ...
2 Comprehension
w ,
f PROTEST»
\
IT’S
J PATRIOTIC
a O utline the reasons given w hy
protest is patriotic,
L a n g u a g e h e lp 2
■ He probably cho se...
because...
• The classical music is
peaceful/soothing/...
■ The percussion music w hich
plays d u r in g ... makes the
b
Point o ut how th e police
violated th e rights o ft h e
demonstrators in th e film .
c Is it legitim ate to criticize the
governm ent after 9 / 1 1 ?
Summarize the arguments mentioned for both sides.
scene more urgent/...
■ The music provides a
contrast/backdrop/...
■ It seems obvious th a t the
docum entary maker is (not)
objective because h e ...
3 Film analysis
Exam inethe point o fv ie w o fth e film -m a k e r,s ta tin g w he th e ryo u th in k his
presentation is biased or neutral.Take the fo llo w in g factors into consideration:
his choice o f interviewees, the m u s ic th a t accompanies th e film ,c a m e ra work,
etc.
■ Language help 2
4 Mediation
Write a German sum m ary (8 0 - 1 0 0 words) o ft h e film for the TV section o fy o u r
local paper.
►
Skill 5: Debating (pp.4 4 -4 5 )
5 Debate
Conduct a debate in class on the propositiom'There should be no protest or
criticism o ft h e government in tim es o f w ar or national crisis.' (Your answer to
2cw ill help.)
Dreaming o f Rights and Freedoms
i
Part C
C3 A Social Studies Lesson Cory Doctorow
Marcus, the narrator o f the novel Little Brother, is a high school student in
California. Since the (fictional) bombing o f the Bay Bridge by terrorists, the
government has increased surveillance on everything, especially the Internet.
Marcus now uses th e X n e t to communicate w ith critical thinkers like h im s e lf- he
even used it to organize a demonstration, b u t it was dispersed by police using
pepper spray. And no w Marcus's social studies teacher, Ms Calvez, has been fire d f o r
asking her students to think critically. Today her replacement has arrived.
he was young, just about twenty-eight or twenty-nine, and pretty, in a
wholesome kind of way She was blonde and spoke with a soft southern accent
when she introduced herself to us as Mrs. Andersen. That set off alarm bells right
away. I didn’t know any women under the age of sixty that called themselves ‘Mrs’.
But I was prepared to overlook it. She was young, pretty, she sounded nice. She
would be okay.
She wasn’t okay.
‘Under what circumstances should the federal government be prepared to suspend
the Bill of Rights?’ she said, turning to the blackboard and writing down a row of
numbers, one through ten.
‘Never,’I said, not waiting to be called on. This was easy. ‘Constitutional rights are
absolute.’
‘That’s not a very sophisticated view.’ She looked at her seating plan. ‘Marcus. For
example, say a policeman conducts an improper search - he goes beyond the stuff
specified in his warrant. He discovers compelling evidence that a bad guy killed your
father. It’s the only evidence that exists. Should the bad guy go free?’
I knew the answer to this, but I couldn’t really explain it. ‘Yes,’ I said finally. ‘But
the police shouldn’t conduct improper searches - ’
‘Wrong,’she said. ‘The proper response to police misconduct is disciplinary action
against the police, not punishing all of society for one cop’s mistake.’ She wrote
‘Criminal guilt’ under point one on the board.
‘Other ways in which the Bill of Rights can be superseded?’
Charles put his hand up. ‘Shouting fire in a crowded theater?’
‘Very good’- she consulted the seating plan - ‘Charles. There are many instances
in which the First Amendment is not absolute. Let’s list some more of those.’
Charles put his hand up again. ‘Endangering a law enforcement officer.’
‘Yes, disclosing the identity of an undercover policeman or intelligence officer.
Very good.’ She wrote it down. ‘Others?’
‘National security,’ Charles said, not waiting for her to call on him again. ‘Libel.
Obscenity. Corruption of minors. Child porn. Bomb-making recipes.’Mrs. Andersen
wrote these down fast, but stopped at child porn. ‘Child porn is just a form of
obscenity.’
I was feeling sick. This was not what I’d learned or believed about my country.
I put my hand up.
‘Yes, Marcus?’
‘I don’t get it. You’re making it sound like the Bill of Rights is optional. It’s the
Constitution. We’re supposed to follow it absolutely.’
‘That’s a common oversimplification,’ she said, giving me a fake smile. ‘But the
fact of the matter is that the framers of the Constitution intended it to be a living
document that was revised over time. They understood that the Republic wouldn’t
S
5
10
is
20
25
50
35
40
A
Troublespot
overlook sth. (1.5)= etwas
übersehen, über etwas
hinwegsehen
etwas überblicken = view sth.,
grasp sth. (= verstehen)
8 suspend sth. officially stop
sth. for a period o f tim e
13 sophisticated [sa'fistikeitid]
s h o w in g th a t one is capable o f
understanding complex
matters
15 (search) warrant ['wDrant]
docum ent a llo w in g th e police
to look throug h property in
order to find proof o f a crime
22 supersede sth. take th e place
o f sth.
27 intelligence (here)
inform ation collected about
an enemy
29 libel [’laibl] act o f prin ting a
statem ent about sb.that one
knows to be false in order to
ruin th a t person’s reputation
30 obscenity [ab'sensti] language
or behaviour connected w ith
sex, presented in a rude way
corruption of minors
encouraging people w ho are
under a certain age to have
sex or do illegal things
21
Part C
47 be descended from sb.
[di'sendid] be related to sb.
w ho lived a long tim e ago
60 jerk (infml) stupid person
78 traitor Verräter/in
84 inconvenience sb.
[.inksn'viinbns] cause
difficu lty for sb.
be able to last forever if the government of the day couldn’t govern according to the
needs of the day. They never intended the Constitution to be looked on like religious
doctrine. After all, they came here fleeing religious doctrine.’
I shook my head. ‘What? No. They were merchants and artisans who were loyal
to the king until he instituted policies that were against their interests and enforced
them brutally. The religious refugees were way earlier.’
‘Some of the framers were descended from religious refugees,’ she said.
‘And the Bill of Rights isn’t supposed to be something you pick and choose from.
What the framers hated was tyranny. That’s what the Bill of Rights is supposed to
prevent. They were a revolutionary army and they wanted a set of principles that
everyone could agree to. Life, liberty and the pursuit of happiness. The right of people
to throw off their oppressors.’
‘Yes, yes,’ she said, waving at me. ‘They believed in the right of people to get rid of
their kings, but Charles was grinning and when she said that, he smiled even
wider.
- they set out the Bill of Rights because they thought that having absolute rights
was better than the risk that someone would take them away. Like the First
Amendment: it’s supposed to protect us by preventing the government from creating
two kinds of speech, allowed speech and criminal speech. They didn’t want to face
the risk that some jerk would decide that the things that he found unpleasant were
illegal.’
She turned and wrote, ‘Life, liberty and the pursuit of happiness’ on the board.
‘We’re getting a little ahead of the lesson, but you seem like an advanced group.’
The others laughed at this, nervously.
‘The role of government is to secure for citizens the rights of life, liberty and the
pursuit of happiness. In that order. It’s like a filter. If the government wants to do
something that makes us a little unhappy, or takes away some of our liberty, it’s okay,
providing they’re doing it to save our lives. That’s why the cops can lock you up if
they think you’re a danger to yourself or others. You lose your liberty and happiness
to protect life. If you’ve got life, you might get liberty and happiness later.’
Some of the others had their hands up. ‘Doesn’t that mean that they can do
anything they want, if they say it’s to stop someone from hurting us in the future?’
‘Yeah,’ another kid said. ‘This sounds like you’re saying that national security is
more important than the Constitution.’
I was so proud of my fellow students then. I said, ‘How can you protect freedom
by suspending the Bill of Rights?’
She shook her head at us like we were being very stupid. ‘The “revolutionary”
founding fathers shot traitors and spies. They didn’t believe in absolute freedom, not
when it threatened the Republic. Now you take these Xnet people - ’
I tried hard not to stiffen.
‘- these so-called jammers who were on the news this morning. After this city was
attacked by people who’ve declared war on this country, they set about sabotaging
the security measures set up to catch the bad guys and prevent them from doing it
again. They did this by endangering and inconveniencing their fellow citizens - ’
‘They did it to show that our rights werebeing taken awayin the name of
protecting them!’ I said. Okay, I shouted. God, she had me so steamed.‘They did it
because the government was treating everyone like a suspected terrorist.’
‘So they wanted to prove that they shouldn’t be treated like terrorists,’ Charles
shouted back, ‘so they acted like terrorists? So they committed terrorism?’
I b o ile d .
)
22
45
so
55
60
65
70
75
so
85
90
‘Oh for Christ’s sake. Committed terrorism? They showed that universal
surveillance was more dangerous than terrorism. Look at what happened in the park
last weekend. Those people were dancing and listening to music. How is that
terrorism?’
95
The teacher crossed the room and stood before me, looming over me until I shut
up.
‘Marcus, you seem to think that nothing has changed in this country. You need to
understand that the bombing of the Bay Bridge changed everything. Thousands of
our friends and relatives lie dead at the bottom of the Bay. This is a time for national
100 unity in the face of the violent insult our country has suffered - ’
I stood up. I’d had enough of this ‘everything has changed’ crapola. ‘National
unity? The whole point of America is that we’re the country where dissent is
welcome. We’re a country of dissidents and fighters and university dropouts and free
speech people.’
105
I thought of [...] the thousands of Berkeley students who’d surrounded the police
van when they tried to arrest a guy for distributing civil rights literature.
No one tried to stop those trucks when they drove away with all the people who’d
been dancing in the park. I didn’t try. I was running away.
Maybe everything had changed,
no
‘I believe you know where Mr. Benson’s office is,’ she said to me. ‘You are to present
yourself to him immediately. I will not have my classes disrupted by disrespectful
behavior. For someone who claims to love freedom of speech, you’re certainly willing
to shout down anyone who disagrees with you.’
From: Little Brother, New York: Tor Teen, 2 0 0 8
Part C
101 crapola [krae'psub] (si)
nonsense
102 dissent [di'sent] state o f
having or expressing opinions
th a t are different from official
beliefs
111 disrupt sth. make it d ifficu lt
fo r sth. to g o o n
1 Understanding the text
Summarize a) th e circumstances Mrs Andersen lists in which th e Bill o f Rights
can be suspended; b) the arguments Mrs Andersen presents for suspending the
Bill o f Rights, and c) Marcus's arguments fo r not doing so.
2 Examining the text
a Explain w hy Marcus says he is‘proud’ o f his fello w students (1. 75 ).
b Explain w ho or w h a t Marcus and Mrs Andersen each stand for.
c Collect words and phrases used to describe Marcus's feelings and reactions.
Show how they are used to characterize him.
d
Analyse the effect o f using first-person narration in the novel.
3 Comment
a Whose views doyou agree w ith: Marcus's or Mrs Andersen's? Justify your
answer.
b Com ment on Mrs Andersen's last sentence (11. 11 2 - 113 ).
4 Looking at the language
a Look at the -ing forms in II. 8 —11 on p. 21 .Canyou identify the fo rm s? Find other
ways o f expressing them . (You may have to rewrite th e sentences com pletely.)
W hat are the advantages o ft h is f o r m in English?
b
5
Find more examples in 11.29-43 and translate the sentences into German.
EXTRA
Beyond the text
Relate events and ideas from the te x t to recent US history.
►
Further Practice 10-12 (p.40)
Part C
C4 Freedom of Speech Norman Rockwell*
Norman Rockwell (1894-1978) is best known f o r his
magazine cover illustrations and f o r his paintings o f scenes
fr o m everyday life in America. He also produced a number
o f fa m o u s paintings on social issues. His 194g painting
'Freedom o f Speech'was one o f a series about American
freedoms.
1 Analysingthe painting
a Describe the painting. Be sure to say som ething about:
■ th e style (Is th e painting realistic or abstract?)
■ the setting (Where are the people and w hy are they
there?)
■ the people (Wh-at sorts o f people are portrayed? How
are they dressed?)
■ the action (Who is doing w h a t in the painting? How
do the others react?)
b
In th e context o ft h e painting's title,explain the
significance o ft h e way th e different people are dressed.
2 Putting the painting in context
a From your knowledge o f history, w hy m ig ht Rockwell
have created a painting like'Freedom o f Speech'when
hedid?
b
Rockwell was often criticized for portraying
an idealized picture o f life in the US, to which he replied,
‘I paint life as I w ould like it to be.'Assess Rockwell's view.
C5 The Gun Control Debate - a Group Puzzle
After reading the Fact File,fo r m f o u r groups (A, B, C, D). Each person in the group
has a num ber (1, 2, 3,...) The members o f group A study A on p. 25 , the members
o f B study B, etc. Take notes.
Fact File
6 bear carry
arms weapons
infringe (on/upon) sth. lim it
sth.
8 militia [m a'lija] people w ho
are not professional soldiers
but can act as an army
24
Almost 20 times as many people are murdered in the USA every year using a gun
as in Germany. Gun laws vary from state to state, but generally speaking it is fairly
easy to buy a gun in the USA. Whether there should be more - or even less - gun
control is a hotly debated topic in America, as it involves the interpretation of the
Bill of Rights: the Second Amendment states that ‘the right of the people to keep
and bear arms shall not be infringed’.
► The Bill o f Rights (p.62)
Advocates of more gun control point out that the Second Amendment also
speaks of militias, and that the right to own a gun must be seen in that context.
Gun rights advocates such as the National Rifle Association (NRA), a powerful
lobbying group with over 4 million members, disagree and claim the right to own
almost any kind of weapon.
Part C
A bum per sticker
Gun Control:
Making the world a safer
place for criminals! °"e
'aw-abwing
1
citizen at a tim e.
Q
A poster
The experts agree...
A poster
A T-shirt slogan
The Second
Amendment
is in place in case
politicians ignore
the others.
Idi Amin
M aoTse-tung
Pol Pot
KimJong-il
Gun control works!
1 Analysing the material
a Discuss in your group the message o f your material. Agree on w h a t the
message (both explicit and implicit) is, and w h a t tone and other techniques it
uses to get across th a t message.
b
Form new groups (all the Is, 2 s, etc.). Each person presents w h a t his or her
original group found o ut about th e ir material. Ask questions, discuss and take
notes on the other material and on any new insights into your material.
c Return to your original group and compare notes on all fou r pictures. Identify
th e tw o main arg um entsagainst lim itin g th e r ig h tt o beararms.
2 Creating your own slogan
a In your group, brainstorm posters, bumper stickers orT-shirt slogans in favour
o f gun control. Choose the best one and sketch o ut how you w a n t your product
to look.
b
Ü L ftfliffli
M a k e y o u rp r o d u c ta n d d is p la y itfo r th e o th e r s to s e e .V o te fo rth e
best one.
3 Language work: False friends
a Look u p g u n c o n tro l'in y o u r dictionary and explain w h y W arenkontrolle w ould
bean incorrect translation. W hat w ould be the correct German term?
b
Find translations for all the exam pies your dictionary gives for 'control', both as
a noun and as a verb.
25
Communicating across Cultures
Talking to Somebody about Their Country
When y o u meet people fr o m another c o u n tr y -w h e th e r you're abroad or they're in
Germany - sooner or later y o u 'll alm ost certainly start to talk about their country
Especially when talking to Americans or British people, ju s t a f e w words can make
all the difference between appearing polite and interested and appearing rude.
1 ■33E E E E H
Analysing conversations
a Listen to th e tw o conversations. Compare th e m and explain w hy the one w en t
b e tte rth a n the other,
b Listen a second time.Take notes on w h a t w e n t w ron g in the first conversation.
Collect useful phrases for making:
(i) critical remarks about a country w ith o u t being rude about it
(ii) positive remarks about your own country w ith o u t sounding arrogant,
c Compare your notes w ith a partner.
2 Role-play
a Form groups o f eight. In pairs, look at the role-cards and the phrases.
Make notes on things you m ig h t askabout or com m ent on and how b e s tto d o
th a t politely.
b Conduct your role-play for th e group. Decide on th e best role-play and present
it to th e cla ss.
P a r tn e r A
U s e fu l phrases
G e r m a n person
■ M y fir s t impression is ...
■ I'd really like to know more a b o u t...
You're on an exchange in the USA.
Your host asks you how you like it
in his/her country. You honestly
like some aspects o f life there, but
don't like others. You give your
■ I've read ... but I’m not sure if that's tru e /
fair/...
■ I really a d m ire ... but ...
■ One o f th e thin gs I like best is ...
■ There are lots o f thin gs w ron g at home, but
one th in g I'm proud o f i s ...
com m ents and respond to the
questions about Germany.
U s e fu l phrases
P a r tn e r B
A m e r ic a n person
=
■ So, w h a t do you th in k o f the States?
■ Oh, I’m surprised you do n't lik e ... How is th a t
You have a German exchange
student staying w ith you. You'd
like to know w h a t he/shethinks
o fy o u r country, but you're not
really expecting any critical
comments.You ask h o w th in g s in
Germany are different.
in Germany?
■ O f course I’m proud to be ..., but I can
understand th a t ...
■ I’m sorry to say that's tru e o f ...
■ It's not perfect, but i t ...
Part D
Different Dreams
D1 Global Americans
Americans and 'the American way o f life'are loved, envied, admired and criticized
all over the world, but, indisputably, America is a global force.
■
Speculating about photos
Form groups o f four. Each person chooses one o ft h e photos below. Describe
w h a t you see:
- W ho are the people and where doyou th in k they m ig h t be?
- Why doyou th in k th e y 're there?
- W hat doyou th in k they're doing and feeling?
■ I th in k he/she m ig h t be
th e r e ...
- as a vo lu n te e r/to u ris t/
businessman/...
- to help keep th e peace /
fig h t f o r ... / look f o r ... / sell
som e th in g /a d vise o n .../
learn ab o u t/e n jo y...
• He/She looks c a lm /e x c ite d /
uncertain w h a t to d o /
worried about .../enthusiatic
1 Discussion
Discuss w ith your group w h a t you th in k about the fo u r photosand how they
illustrate the title 'GlobaI Americans'.
2
■ Language help
Writing a letter or an email
a Choose a different photo from the oneyou worked on in 1. Imagineyou're one
o fth e Americans in the photo. Brainstorm ideas for a letter or an email home.
Think about h ow you feel and w h a t you're seeing, eating, h e a rin g th a t is
different from home,
b Write your letter or email.Think about h o w t o start and end it.
c Swap your letter or email w ith a partner. Report to the class on w h a t your
partner has w ritte n.
about .../ e a g e r to ...
■ He/She represents'Global
Americans’ because...
Part D
Different Dreams
D2 ü=K4i;fJi American Patriots Christopher Dickey
■
W ith a partner, brainstorm as many ideas asyou can on'American Dreams'and
'American Nightmares'. See if any o fy o u r ideas come up in the text.
rwell* wrote that nationalism is partly ‘the habit of assuming that human
beings can be classified like insects.’ He said it’s not to be confused with
patriotism, which Orwell defined as ‘devotion to a particular place and a particular
way of life, which one believes to be the best in the world but has no wish to force
upon other people.’
July 4, 1 would argue, is a patriotic holiday in just that sense - a true celebration of
so much that makes the United States of America unique. It’s the party thrown by a
nation of immigrants to mark the creation of something new on the face of the earth,
a society devoted not to the past but to the future - the incredibly elegant vision of
‘certain inalienable rights’ to ‘life, liberty and the pursuit of happiness.’
That’s what the flags and the fireworks, the anthems, the civilians with hands on
hearts, the soldiers at attention and saluting, the embassy receptions, and, yeah, not
a few mind-bending beer-drinking binges, are most often about. I think most of us
know in our hearts that the more we live up to our particular way of life, the more
attractive it will be to others and the more they are likely to use its ideals to better
their own lives. That’s worth saluting, for sure, and raising a glass, too.
But American nationalism, unlike American patriotism, is different - and
dangerous.
The second part of Orwell’s definition tells you why. Nationalism is the habit of
identifying oneself with a single nation or an idea, ‘placing it beyond good and evil
and recognizing no other duty than that of advancing its interests.’ Patriotism is
essentially about ideas and pride. Nationalism is about emotion and blood. The
nationalist’s thoughts ‘always turn on victories, defeats, triumphs and humiliations.
... Nationalism is power-hunger tempered by self-deception.’ [...]
The pursuit of happiness is, indeed, what the Fourth of July is all about, and I’d like
to see that wonderfully vague and evocative principle accepted universally as an
inalienable right. But let’s never imagine that the pursuit of happiness is, everywhere,
the same as the pursuit of the American dream. That’s something we can share, but
never impose.
O
Part o f a 4th o f July parade
1 habit G ew ohnheit
assume sth. etwas
annehmen
3 devotion to sth. love o f sth.
4 force sth. upon sb. makesb.
accept sth.
7 throw a party give a party
10 ‘certain inalienable
rights’ (quotation fro m the
US Declaration o f
Independence) those rights
w hich cannot be taken away
pursuit of happiness Streben
nach Glück
12 embassy reception
Botschaftsempfang
13 mind-bending (infml)
terrible, excessive
binge short period o f excess
14 live up to sth. etwas gerecht
werden
15 better sth. improve sth.
16 be worth saluting verdienen,
anerkannt zu werden
21 advance sb.’s/sth.’s interests
push for what's im p o rta n t to
sb./sth.
23 turn on sth. (infml)
concentrate on sth.
humiliation E ntw ürdigung
24 temper sth. (here) m ix sth.
26 evocative [iVokativ] (here)
attractive
29 impose sth. on sb. force sb. to
accept sth.
►
Skill 4: W ritin g a com m ent
(p.44)
From:‘A merican Dream, American Nightm are', Newsweek, 6 July 2 0 0 6
D e fin e 'p a trio tism 'a n d 'n a tio n a lism 'in your own words.
2 Analysis
Non-fictional texts can be classified as expository, argumentative or descriptive,
depending on th e writer's intentions. Determine w h a t te x t type 'American
Patriots'is and explain th e fu n c tio n o f the quotations.
3 Comment
a Give your opinion o f th e arguments in the above text.
b
Discuss h o w th e last tw o sentences o f t h e t e x t ( 11. 2 7 - 29 ) relate to the pictures
you studied in Dl.
c Distinguish between patriotism and nationalism in Germany today. Giving
examples, compare and contrast the tw o in a short te x t ( 1 5 0 - 2 0 0 words).
5
10
is
20
25
Different Dreams
Part D
D3 Smalltown Americans Bill Bryson*
The best-selling American a u th o r Bill Bryson spent 20 years living and working in
the UK. On his return to the USA he wrote the book I'm a Stranger Here Myself.
■
Before you read the text, do th e fol lowi ng tasks,
a Explain w h a t you th in k the title o f Bryson's book means.
Listen to an interview w ith Bill Bryson on the CD. Were your ideas
►
Word Help (p. 57)
in a correct?
c C om ment on Bryson's view th a t he's a stranger in the USA.Then read the text.
here are many wonderful things about the United States of America that deserve
praise - the Bill of Rights, the Freedom of Information Act, and free refills are
three that leap to mind - but none is more outstanding than the friendliness of the
people.
When we moved to this little town in New Hampshire, people received us as if the
one thing that had kept them from total happiness to this point was the absence of
us in their lives. They brought us cakes and pies and bottles of wine. Not one of them
said, ‘So you’re the people who paid a fortune for the Smith place,’which I believe is
the traditional greeting in England. Our next-door neighbors, upon learning that we
were intending to go out to eat, protested that it was too, too dreary to dine in a
restaurant on one’s first night in a new town and insisted we come to them for dinner
there and then, as if feeding six extra mouths was the most trifling of burdens.
When word got around that our furniture was on a containership making its way
from Liverpool to Boston, evidently by way of Port Said, Mombasa, and the Galapagos
Islands, and that we were temporarily without anything to sleep on, sit on, or eat
from, a stream of friendly strangers (some of whom I have not seen since) began
traipsing up the walk with chairs, lamps, tables, even a microwave oven.
It was dazzling, and it has remained so. At Christmas this year we went to England
for ten days and returned home late at night and hungry to find that a neighbor had
stocked the fridge with both essentials and goodies and filled vases with fresh
flowers. This sort of thing happens all the time.
Recently I went with one of my children to a Dartmouth College basketball game.
We arrived just before game time and joined a long line at one of the ticket windows.
After a minute a man came up to me and said, ‘Are you waiting to buy tickets?’
‘No, I’m standing here to make the line more impressive,’was the reply that leapt
to mind, but of course all I said was, ‘Yes, I am.’
‘Because you can have these,’ he said, and thrust two tickets at me.
My immediate thought, born of years of stupidly misreading situations, was
that there must be some catch. ‘How much?’ I said warily.
‘No, no, you can have them. For free. We can’t go to the game, you see.’ He
indicated a car outside with the engine running and a woman in the passenger
seat.
‘Really?’ I said. ‘Well, thank you very much.’ And then I was struck by a
thought. ‘Did you make a special trip here to give away two tickets?’
‘They were going to go to waste otherwise,’ he said apologetically.
‘Enjoy the game.’
T
5
io
is
20
25
30
35
1 deserve praise [d i‘z3:v]
Lob verdienen
2 Freedom of Information
Act law th a t forces the
governm ent to give citizens
and journalists access to
different kinds o f inform ation
9 upon learning when they
learned /fo u n d out
10 dreary [’drisri] depressing
12 trifling ['traiflirj] small,
insignificant
22 Dartmouth College [’daitmaG]
prestigious private university
founded in 1769 in Hanover,
New Hampshire
28 born of com ing from
29 catch Haken
wary careful,suspicious
Welcome to the
neighborhood!
From: I'm a Stranger Here Myself, New York: Broadway Books, 1 9 9 9
29
Part D
Different Dreams
1 Comprehension
Choose th e correct answers. Sometimes there may be more than one.
1 Which statem ent summarizes the main idea o f th e te x t best?
a Bryson and his fa m ily like the USA.
b Since moving to th e USA, Bryson has been impressed by th e friendliness
and helpfulness o f Americans towards strangers,
c Bryson enjoys the fact th a t people are so friendly and give him and his
fa m ily gifts all th e time,
d Bryson and his fam ily enjoy the friendliness o f the people, but he finds it
a little to o much sometimes, making him suspicious.
2 When the Bryson fa m ily moved to New Hampshire, t h e y ...
a had to sleep on the floor.
b fe lt th a t people were genuinely happy to see them ,
c w ould have preferred going to a restaurant but had to eat at the ir
neighbours' house,
d received gifts and loans from total strangers.
3 The offer o f basketball tickets...
a seemed at first to be to o good to be true,
b w asn't typical, fro m Bryson's experience o f his new hom etown,
c was only because Bryson is a fam ous author,
d was ju s t one o f several examples Bryson gives o f friendly people.
2 Examining national characteristics
'Sm alltown Americans'are often considered to be'typical Americans'.
Summarize the characteristics o f the sm alltow n American described by Bill
Bryson. Add fu rth e r characteristics to the list from things you have read, seen or
experienced. Compare and discuss your list w ith a partner.
3 Humour: Choice of words
►
Skill 1: Paraphrasing (p.42)
a Paraphrase th e fo llo w in g phrases or sentences from the text.
1 People received us as if the one th in g th a t had kept th e m from total
happiness to this point was th e absence o f us in th e ir lives. (II. 5 - 7 )
• The situation seems to call
2 th e most triflin g o f burdens (1.12)
f o r ... register, but th e w rite r
3 the reply th a t leapt to mind (11. 2 5 - 26 )
4 He ... th ru s t tw o tickets at me. (1. 27 )
5 born o f years o f stupidly misreading situations (1. 28 )
uses...
• By using expressions/
g ra m m a rth a t don't/do esn't
fit the situation, he is
s h o w in g ...
b Compare Bryson's w ording w ith your paraphrases. Considerthe register o fth e
■ This sort o f contrast helps
words and th e complexity o f th e grammar. Do you th in k these things add to
t o ...
th e h u m o u r o f a piece like this? Explain.
c
■ Language help
Think o fy o u r favourite comedian, situation comedy or comedy film.
Does he/sh e/it use any o ft h e devices you found in b?Give examples.
Different Dreams
D 4 Contradictory Americans Stephen Fry
Stephen Fry is a well-known British w riter and speaker. In 2009 he was asked to give
the annual lecture fu n d e d by the magazine The Spectator. Here is a short extract
fr o m his speech.
■
Doa brainstorm ingand gather images or inform ation about America th a t
seem contradictory.
Part D
1 quintessential being a perfect
example o f sth.
3 courtesy [‘k3it9si] politeness
bigotry ['bigatri] Engstirnig
keit
blue collar (infml) skilled
worker
4 red neck (infml) conservative
rural person
5 electrocute (sb.) execute (sb.)
in th e electric chair
8 reverse [ri'v3:s] (n) opposite
o what is quintessentially American? Apple pie or Apple computers? Wal-Mart
or Wall Street? Trump Towers or Twin Towers? Jimi Hendrix or Jimmy Stewart?
Opportunity or opportunism? Small-town courtesy or small-minded bigotry? Blue
collars, red necks, white supremacy or black power? [...] The right to life or the right
to electrocute - a country that can land men on the moon and yet has a majority who
believe that angels walk among us - 1suppose we could play this game of opposites
for ever, for I do not know a single thing that can be said about America whose
reverse is not also true.
S
From:‘America’s Place in th e W orld’,The Spectator Lecture, London, 3 0 April 2 0 0 9
Two types o f American stars:
Jim m y Stewart and Jimi Hendrix
The US economy is served by both W al-M art and Wall Street.
1 Working with contrasts
a Match Frys pairs to w h a t they stand for. Explain your choices.
b
W a l-M a rt/W a ll Street
given a chance/ ruthlessly taking w h a t you can
Trum pT ow er/T w in Towers
hard-edged pop cu ltu re/old -fash ion ed romance
Jimi H e n d rix/Jim m y Stewart
low-paid jo b s /h ig h -p a id jobs
blue colla r/red neck
symbol o f progress/sym bol o f destruction
o p p o rtun ity/o pp ortun ism
factory w o r k /f a r m w ork
Explain which o f Fry's contrasts you th in k w ork and why.
c Inyour own words sum up Fry's conclusion in one sentence. Illustrate this
conclusion w ith examples o f your own.
2 Style
a Describe the techniques Fry uses in this extract. Are they effective? W hy (not)?
b
Identify contradictions in German society. Collect at least three pairs like Fry's.
Compare w ith a partner.
Part D
Different Dreams
D5 W hat America Means to Me Benjamin Livian
Webcode:TOP331581-32
High-school students in the USA are often encouraged to enter essay competitions.
Here is one o fth e winning entries f o r a competition w ith the title 'W hat America
means to me'.
think of America as the world’s only superpower because
it is a leader in almost everything it does. For instance,
America’s tremendous military strength, vast technology
and high standard of living are just a few of the things that
make America the most advanced nation in the world.
When I look up at our flag, I don’t just see red, white, and
blue. I see freedom. I see opportunity. I see diversity. In my
opinion, the liberties people possess, the chances they have
to move ahead in society, and the unity among citizens
despite widespread cultural differences all contribute to
America’s greatness.
People living in the United States have rights only
dreamed of by others around the world. We, as Americans,
have the freedom to say and write about anything we want.
We can practice our religions freely with the knowledge
that others will tolerate our beliefs and not suppress them,
though they may disagree with them. If we feel that our
government is doing something that we don’t like, we can protest, thereby expressing
our voice about how our political system is run. We can democratically elect our
leaders to represent us and make laws for us. When people try to extend their own
freedoms by threatening other people’s freedoms, that’s when our justice system
comes into play. The United States believes that all people are innocent until proven
guilty in a court of law. Even people accused of crimes are given certain rights - the
right to remain silent, the right to a fair trial, and the right to have an attorney. To me,
this just shows that America values every person’s life and liberty. Since everyone is
guaranteed specific liberties in America, a sense of equality prevails. {...]
Many people, including my own father, came to America with little money in
their pockets but were able to put themselves through college, find a good job, and
raise a family. The American Dream’ is such a beautiful thing because it allows
people to set goals for themselves and work diligently to accomplish them. [...]
The image of a melting pot can be used to describe American society. People from
places all around the world come together and mix their cultures to form a unique
condition that only exists in America. It still amazes me sometimes how so many
people with such different religions, races, and ethnicities can co-exist and live in
harmony in America. [...]
America means a lot of things to me, including freedom, opportunity, and
diversity. People have the freedoms of speech, press, religion, petition, and assembly;
all guaranteed by the First Amendment of the Constitution. Americans have a say in
government by electing their leaders through a just and fair process. In this country,
anyone can rise up the social ladder by working hard and striving to achieve his or
her goals. The true miracle that is inherent in American society is the fact that people
from various backgrounds and cultures can unite to preserve the American spirit.
I
/L
Troublespot
United States + singular verb
The United States believes ...
N o t:The U nit ed States believt
7 diversity [dai'vsisati] Vielfalt
22 come into play start to w ork
28 put yourself through
college pay for your own
university education
30 set goals Ziele setzen
work diligently ['d ilid 39ntli]
w ork hard
41 inherent in [in'hiarent] being
an essential part o f
32
From:‘W hat America Means to Me', th e website o f Thirteen Ed Online, 2001
10
15
20
25
Different Dreams
Part D
1 First reaction
W hat is y o u rfirs t reaction to the essay?
a List as keywords and phrases all th e positive characteristics o ft h e USA
mentioned by Livian.
b Illustrate Livian's theories w ith concrete examples.
3 Analysis
Examine the structure o ft h e essay and assess how it reflects th e contents.
4 Comment
Evaluate w he th er Livian has illustrated his points well.
5 Beyond the text
a Describe how G erm an rights compare w ith those th a t Livian lists in 11. 12 - 26 .
b Discuss w hethe r the USA has always observed all those rights. Illustrate your
answer w ith examples fro m current affairs or history,
c Assess to w h a t extent Livians essay defines the American Dream.
TOPIC TASK
Choose one o fth e fo llo w in g essay topics:
►
'W hat America means to m e 'o r'W h a t Germany means to me'.
Follow the stages below to complete your essay.
►
Skill 2:The stages o f w ritin g
(p.42)
Skill 3: W ritin g an essay (p.43)
Stage 1: Planning
Brainstorm yourtopic.Then o rd e ry o u r th o u g h ts - m a y b e w ith a mind map.
As you have ju s t read a te x t in which a young person explains w h a t his country
means to him, it may helpyou to see how his ideas compare to yours. For
example,you could list all the characteristics o ft h e USA you collected in 2a,
and then decide which o f these you w ould like to discuss as part o fy o u r essay
'W hat America means to m e 'or consider h o w th e y compare w ith German
characteristics in your essay 'W hat Germany means to me'. Collect useful
vocabulary from the book and do fu rth e r research if you want.
Stage 2:Writingyourfirst draft
Write a fi rst draft o f you r essay, w ith plenty o f room on the page fo r corrections.
Look at your answer to 3 - could this essay serve as a structure for your own?
Where m igh t you w a n t to improve on Livian's structure?
Stage 3: Revising your draft
Read your essay thro ug h for content, logic and style.Then check for m ista k e s re-read it yourself or swap w ith a partner and check his/her essay. Make
corrections and w rite the essay o ut in a clean version. You could keep the essay
in your Dossier.
♦
33
Further Practice
Words in Context
The American Dream
1 Confusing concepts
► Words in C o n te x t pp.8 -9
a Frank Casey is in 10 th grade at high school. He has to listen to speeches in the
US Congress fo r a paper on the US political system. He staken some notes. But
w hen he reads o verth em later, hefinds th em confusing. Help him by w ritin g
down the correct collocations for him.
The Capitol (where Congress
meets)
1 anti-American rights,
6 personal way o f life
2 the American power
7 the Civil Rights Fathers
3 the Founding Movement
4 from rags to liberty
5 a system o f fu ll legal eg uality
8 abuse riches
9 individual checks and balances
10 achieve sentiment
1 anti-American sentiment
b
Now w rite tw o connected sentences which include at least one correct
collocation each. Underline the collocations in y o u rte x t.
2 Cindy Bearslayer’s speech
► Words in Context, pp.8 -9
a One o ft h e speeches Frank was liste n in g to was by Congresswoman Cindy
c y A R T /W
Bears layer. Unfortunately, Frank didn’t hear everything she said. Help him by
fillin g in the gaps in her speech w ith highlighted words from 'Words in Context’.
Ladies and gentlemen, as the world’s sole remaining... [1] the United States has a
duty1to protect its... [2] and those of our allies from terrorism and anti-American
... [3 ] abroad. The promise made in the Declaration of ... [4 ] to defend our
inalienable ... [5], such as life, liberty and the ... [6 ] of happiness was never more
important than today. But the ... [7 ] Dream was built on the hard ... [8] of the
pioneers, not laws passed in Washington or the obsession2with a ... [9 ] society. We
need to get back to our roots. To do this we need to ... [10] the power of the Federal
government as originally intended by the Founders of the US... [11]. We need less
government, not more, and I intend to fight for this at the next... [12].
b
G o th ro u g h the speech
again and copy o ut useful
collocations.
1 duty Pflicht
2 obsession [ab'sejn] Besessen
heit
W hat doyou th in k the caption o fth is cartoon is?
Part A
3 How I see the American Dream
Further Practice
► Words in Context, pp. 8 - 9
A friend o f yours has to w rite an essay on th e American Dream.The English
has been corrected by a British friend, but th e essay is still badly structured.
H elpyour friend to re-write the essay by p u ttin g sections 1 - 1 0 below in a
►
skill 3: W riting an essay (p.43)
different, more logical order. Use the connectors in the box to make th e te x t
more flu e n t w hen you re-write it.
also • although • because • b u t • f o r example • however • in reality •
moreover • on the one hand • so • what's more • y e t
H o w I see th e A m e rica n D re a m
It certainly helped George Bush Jr. th a t he had a rich daddy w hen he
wanted to become President. (1)
Through hard w o rkyou can create a better lifeforyourself.This is the
source o ft h e 'rags to riches' idea. Lots o f im m igrants have believed in it,
5
and many o f th em have been successful. (2)
My view o ft h e American Dream is complicated - 1can see tw o sides to it.
There is the idea th a t anyone can be successful in American society, i.e. th a t
it doesn't m atter how pooryou are. (3)
There is the other side, too. (4)
io
Part o f this idea is th a t anyone can becomea millionaire or even the
president o ft h e USA. M ost people know th a t this is much more d ifficu lt
than it sounds. M ost US presidents in recent years have been very rich.
R unningfor President costs a lot o f money. All Americans are supposed to
be equal, but some are definitely more equal than others. (5)
is
For me, the only sensible approach to the American Dream is to say th a t
it helps people by g iv in g th e m the b e lie fth a t they can improve th e ir lives
through hard work.The popular idea th a t anybody can become a
millionaire or US President is misleading.These are impossible goals for
most people, even if they do w ork very hard. (6)
20
Discrimination makes sure th a t some are more equal than others. As an
old song from the 1950s g o e s /lf you're black, stay back. If you're brown, stick
around. If you're white, you're all rig h t.'(7)
Things have changed enormously since the 1950s. In th e 1950s the
election o f a non-w hite president was unthinkable,and nowadays the
25
mayors o f many big cities are black. (8)
If people have to be rich to be President, it's obvious th a t presidents w ill
have less sympathy for the poor.The basic idea is t h a t 'i f they're poor, that's
because they haven't worked hard enough.’ (9)
Barack Obama living the American Dream; M artin Luther King dying for
30
it because he dared to challenge a society where segregation o f races was
accepted; a confident black m iddle class, but blacks are still discrim inated
against: how realistic isth e American Dream? (10)
RECLAIMING &
A M E R IC A !*
DREAM
Further Practice
Part A
Part A
4 Segregation
►A i.p p .io -n
a Complete the sentences using words and phrases fro m the Active Vocabulary
list for A1 (p. 51 ).
After the Civil War, many whites in the southern states of the USA were d... [i]
to stop blacks integrating into
society. They a... [2] this because
they wanted blacks to remain the
underdogs. And they /?... [3 ] because
many southern states passed ‘Jim
Crow’* laws to k... [4 ] voting in
elections or going to white schools.
As long as the blacks remained
uneducated, that was//... [5 ] them.
b Choose three items from the A1 Vocabulary list and w rite your own short te xt
including them , but leaving gaps where they should be. Exchange your te xt
w ith another mem ber o fy o u r class, w ho then h asto guess w h a t the missing
items are.
5 Alternative meanings
► A 2 ,p.i 2
Look at the song on p. 12 again and checkthe meanings o f th e fo llo w in g words
in the text: 1 bear (1. 1 ), 2 root (1. 2 ), 3 drop (1. 11),4 crop (1. 12 ).
Now use a m onolingual dictionary to find three additional meanings to the
ones the words have in the song. Give an example sentence for each meaning.
All o f t h e f o u r words can be both verbsand n o u n s.S o m e o fth e noun meanings
are pictured below.
1 bear (verb) = accept: I can’t bear the idea o f gettin g up a t fiv e in the morning.
bear (verb) =...
bear (noun) =...
36
Part A
6
‘A great beacon light of hope’
Further Practice
►AB.p.iB
Read the opening and first part o f M artin Luther Kings fam ous speech
'I have a dream'.
I
5
am happy to join with you today in what will go down in history as the
greatest demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand
today, signed the Emancipation Proclamation. This momentous decree came
as a great beacon light of hope to millions of Negro slaves who had been seared
in the flames of withering injustice. It came as a joyous daybreak to end the
long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years
later, the life of the Negro is still sadly crippled by the manacles of segregation
10 and the chains of discrimination. One hundred years later, the Negro lives on
a lonely island of poverty in the midst of a vast ocean of material prosperity.
One hundred years later, the Negro is still languished in the corners of
American society and finds himself an exile in his own land. And so we’ve
come here today to dramatize a shameful condition.
GLOSSARY
■ allusion [s’lu^n] Anspielung
Allusion is the direct or
indirect reference to
som ething or somebody the
reader or listener is supposed
to recognize and respond to.
An allusion may be to a work
o f lite ra tu re s historical
event, a w ell-know n person,
etc.
• antithesis [aen'tiössis]
is
In a sense we’ve come to our nation’s capital to cash a check. W hen the
architects of our republic wrote the magnificent words of the Constitution and
the Declaration of Independence, they were signing a promissory note to
which every American was to fall heir. This note was a promise that all men,
yes, black men as well as white men, would be guaranteed the ‘unalienable
20 Rights’ of ‘Life, Liberty and the pursuit of Happiness’.
Antithese
An antithesis is an idea th a t is
the opposite o f an idea
(thesis) already put forward
by a w rite r or speaker. Often
the w rite r or speaker w ill put
forw ard th e antithesis in
order to stress his or her own
25
It is obvious today that America has defaulted on this promissory note,
insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has
come back marked ‘insufficient funds’. But we refuse to believe that the bank
of justice is bankrupt. We refuse to believe that there are insufficient funds in
the great vaults of opportunity of this nation. And so, we’ve come to cash this
check, a check that will give us upon demand the riches of freedom and the
security of justice. [...]
thesis.
■ persuasive text [ps'sweisiv]
appeilativer Sachtext
A persuasive te x t is one in
w hich the w rite r or speaker
attem pts to appeal to a
reader's or listener's
emotions. Unlike
argumentative texts,
persuasive texts do not use
solid arguments.The most
a The extract is an example o f a persuasive te x t th a t contains striking stylistic
obvious example o f a
devices. Look at th e definitions o ft h e term s allusion, antithesis and persuasive
persuasive te x t is an
text in the glossary on the right.Then find the fo llo w in g stylistic devices in th e
advertisement, but many
extract from the speech above and com m ent on the effect they have.
■ allusions to Lincoln's Gettysburg Address (cf. p. 63 )
speeches are persuasive
ra th e rth a n argum entative
texts.
■ antithesis
■ quotations fro m the Declaration o f Independence
(cf. p. 61 )
■ repetition
b Copy o ut some o fth e striking images the speaker
uses (e.g. a beacon light o f hope'in 1. 5 ). Describe
th e m ,s ta tin g th e relevant line numbers.Start like
this:
■ Language help
In hisfir s t image M a rtin Luther King speaks o f a lig h t
which acts as a beacon o f hope to blacks (1.5), w h o ...
■
■
■
■
■
■
■
■
he compares ...to...
this contrasts with ...
he uses the metaphor of ...
he calls it ...
he criticizes...
he complains about...
he tells blacks th a t...
he continues this image
of... by saying...
You w ill notice th a t in 19 63
M a rtin Luther King uses th e
word Negro and talks o f
citizens o f color. Neither o f
these term s are acceptable
nowadays, as some people
see th e m as offensive. Use
neutral words like blacks or
black Americans.
Further Practice
Part B
Part B
Dreaming o f ‘God’s Own Country’
7 Talking about abstract ideas
►B i, pp. 14-16
a Complete th e fo llo w in g sentences,giving definitions o ft h e underlined words,
Tip
using the Internet or reference books.
Abstract nouns are used
1
2
3
4
without the definite article in
general statements.They are
used with th e definite article
when th e statem ent is about
som ething specific, in w hich
The dictionary says th a t creationism i s ...
On the Internet religious fund am e nta lism is defined a s ...
Secularism is the belief t h a t ...
My dictionary gives the d efinition o f abstinence a s ... but the abstinence
w hich is mentioned in the te x t is obviously restricted to abstinence...
case the noun is often follow ed
by o f or a relative clause.
5 Evolution refers to the belief t h a t ...
Note: An abstract noun phrase
6 Liberalism refers t o ...
can consist o f more than one
word, e.g. American
fundam entalism .
b Decide if you need to use the definite article in th e gaps below.
Most histories o f ... [1] American fundamentalism trace its roots back to the
1880s, when Archibald Hodge* and Benjamin Warfield* defended... [2] authority
of... [3 ] Bible against... [4 ] challenges made b y ... [5 ] modern science. One of the
basic features o f ... [6] fundamentalism is the claim th a t... [7 ] Bible should be
taken as... [8] literal truth.
In the USA in the 1920s... [9 ] fundamentalism began to oppose... [10] teaching
of... [11] evolution in schools: the struggle reached its^limax in 1925 i n ... [12]
famous trial of John Scopes* in Dayton, Tennessee. After 1925, however,... [13 ]
American fundamentalism became weaker.
When a new wave of... [14 ] conservative Protestantism emerged in the 1980s, it
was also called fundamentalism because of its many similarities, e.g. its
opposition t o ... [15 ] teaching of... [16 ] Darwinism. Its message has been greatly
popularized o n ... [17 ] religious television.
John Scopes's tria l in 1925
Part B
8
Expandingyourvocabulary: -isms and more
Further Practice
■
► Bi, pp. 1 4 -1 6
a Copy and complete the table below w ith words fro m the same word family.
You can use a dictionary to helpyou.
Noun (abstract)
Noun (person)
? ? ? ? ? ? ? ? ?
7 7 7
7 7 7 7 7 7 7 7 7
7 7 7
7
7 7 7 7 7 7
fund a m e n ta lism
7 7 7 7 7 7
7 7 7
7 7 7 7 7 7 7 7 7
critical
7 7 7 7 7 7 7 7 7
evangelical
fu n d a m e n ta lis t
fu n d a m ental(ist)
liberalism
7 7 7 7 7 7 7 7 7
7 7 7 7 7 7 7 7 7
scepticism
7 7 7 7 7 7 7 7 7
7 7 7 7 7 7 7 7 7
7 7 7 7 7 7 7 7 7
secularism
7 7 7 7 7 7 7 7 7
b
7 7 7 7 7 7 7 7 7
creator
creation ism
7 7 7 7 7
Adjective
7 7 7 7 7 7 . 7
7 7
scientific
7 7 7 7 7 7 7 7 7
secular (ist)
7 7 7 7 7 7 7 7 7
theological
-i s m suf f i x (in nouns) 1 the action or result
of: critic ism 2 the state or quality of: heroism
3 the teaching, system or movement of:
B u d d h ism 4 unfair treatment or hatred for
the reason mentioned: ra c ism 5 a feature or
language of the type mentioned: A m e r ic a n is m
0 c o lloq u ia lism 6 a medical condition or
disease: alco h o lism
From: Oxford Advanced Learner's Dictionary
D o th e fo llo w in g ta s k s .
1 Explain w hy the word scepticism' is spelt differently on p. 15 , 1. 29 .
2 Check the pronunciation o f'theological' and the tw o nouns
in the word family. W h at differences d o you notice?
c Write tw o sentences, each containing at least tw o words fro m 8a.
d
Write a short c om m ent ( 5 - 4 sentences) on one o f the topics in the
creationism • liberalism
secularism • religious
fund a m e n ta lism •
box on the right, stating your opinion and giving reasons.Try to include as many
words from th e table in your com m ent as you can.
►
9 Young people and religion
►B 2 ,p p .i6 -1 7
Skill 4: Writing a comment
(p. 44)
Complete the gaps w ith words or phrases from the Active
Vocabulary list for BI and B2 (pp. 52 - 53 ).The definitions in [ ]
give you the meaning o f th e word or phrase you should add.
For many Europeans, it is ... [rather] strange to discover that
religion plays such a ... [very important] role in young people’s
lives in the USA. This is shown by the 2005 American survey,
which asked young people to fill i n ... [written lists of questions]
on how religion affected their lives.
In contrast to their European... [people who live at the same time
as others], where religion is increasingly a minority interest, in
America it is clearly part of... [ideas and attitudes shared by most
people] society. On the one hand, this gives young Americans a
feeling of confidence1in a confusing world. On the other hand,
however, in its extreme forms it leads them to ... [refuse to
accept],... [despite all the proof], the results of objective research.
In some cases it may also cause... [damage] due to evangelicals’
obsession w ith ... [a crime against God].
confidence [‘konfidsns] Vertrauen,Zuversicht
39
Further Practice
Part C
PartC
1 0 Expandingyourvocabulary:
politics
Noun
Adjective
Verb
constitution
constitute
► C3, pp .21-23
legalize
Copy and complete th e table
fre e
on the right w ith words from
the same word family. For
-
each o ft h e last tw o verbs,
governmental
find tw o related nouns:
one abstract noun and one
referring to a person.
assemble
power
empower
federation
revolutionize
-
11
Stresstest
demonstrate
► C 3 ,p p .2 i-2 3
Look at the five word pairs below. Put the words in groups according to where
th e (main) stress comes. Is it on the first, second, th ird o rfo u rth syllable?
Listen to the C D for help.You w ill hear each word pairtw ice.
1
adm inistration
administrative
2
autocracy
autocratic
3 demonstration
4 politician
5 tyranny
12
dem onstrator
political
Stress
Stress
Stress
Stress
on 1 st
on 2 nd
on 3rd
on 4th
syllable
syllable
syllable
syllable
tyrannical
Frank's problem words
► C 3 ,p p .2 i-2 3
Frank Casey (see exercise 1 on p. 34 ) now has to w rite a paper about the
American s tru g g le fo r independence, but he's not sure o f some words. Check
the meaning o f all th e words in the box, then use the m to complete the gaps in
his te x t below. (There are more words in the box than you need.) Make sure you
put th e verbs into the correct form.
fre e • govern • oppose • oppress • policy • political •
politics • reign • ruin • rule • support • suppress
The British settlers in the thirteen colonies fought for their independence during
the ... [1] of George III. They wanted to be ... [2] by their own parliament, not by
one on the other side of the Atlantic.
One of the actions of the British government which the settlers... [3 ] was its... [4 ]
of putting a tax on tea to pay for the war against the French. They felt that they
were being ... [5 ] by the government. London regarded the settlers’ protest as
rebellion, and took steps to ... [6] it. However, the demands of the colonists for
better representation also reflected the power struggle between radicals and
supporters of the King in British... [7 ] at the time.
George III, 1 7 6 0 -1 8 2 0
PartC
13
An NRATea Party
► C 5 ,p p .2 4 - 2 5
►
Further Practice
I
Word Help (p.57)
You are going to hear a conversation between Wayne Brown and Chelsea Culver,
w ho meet at a shopping mall in Charlotte, North Carolina.
a Listen for gist: Take notes on the follow ing:
■ te x t type
■ num ber o f people involved
■ topic dealt w ith
■ tone: is it a aggressive/argum entative/em otional/friendly/relaxed?
b Listen for detail: Choose the correct answers. More than one m ig h t be correct.
1 Wayne likes NRA people because
2 Chuck Norris has made film s about
a they a re straight, not gay.
a communists,
b they walk straight, i.e. are not
drunk.
c th e y ta Ik straight, i.e. directly.
b neo-Nazi loggers,
c
loggers,
d drugs,
e neo-Nazis.
c Listen for detail: Copy and complete the sentences.
Wayne criticizes the present adm inistration fo r w a n tin g to introduce socialized
health care because he says it . . . . He claims th a t fo r many Americans this w ill
mean... .Chelsea replies to this t h a t ...
d Listen for detail: Choose the correct answers. More than one m ig h t be correct.
1 Chuck Norris
a had a father w ho was a truck driver,
b is a rich movie star w ho is on drugs,
c had an alcoholic mother,
d divorced his first wife,
e had his first child outside marriage,
f
shot his 6-year-old son Gary by mistake.
2 The Second A m e ndm ent
a lets Americans keep th e ir children at home instead
o f sending th e m to school,
b gives Americans th e right to own a weapon,
c forbids th e governm ent from raising taxes above a
fixed level.
3 The NRA is
a an organization in favour o f gun control,
b a g ro u p o f Americans w h o o rg a n ize te a parties,
c a lobby which supports the ownership o f guns.
41
Skills Support
Skill 1 Paraphrasing
Paraphrasing is useful when y o u do n 't know an English word or phrase th a t y o u need or w an t to use, e.g. in a
conversation or when mediating. It allows y o u to get across the meaning w ith o u t using the word or phrase itself.
Paraphrasing also means p u ttin g a passage fr o m source m aterial into y o u r own words by using different words
and a different sentence structure.
Here are some paraphrasing techniques:
■
You can use synonyms or antonyms:
It's the same as 'to start'. (—+ to begin)
Tips
■ Paraphrases sometimes include adjectives:
It's a big shop th a t sells ail kinds o f things.
It's the opposite o f'to lose'. (—► to win)
■
You can use a w ord o f general meaning {e.g. somebody)
(—► a departm ent store)
• It may help to add an extra sentence to show w h a t you
or a word th a t expresses w h a t kind o f th in g y o u mean
mean:
(e.g. a tool).Then you add a phrase or clause (often a
I t ’s a kind o f hard hat th a t y o u wear to protect y o u r
head. Motorcyclists and American footballers wear them.
relative clause) w ith more details, e.g. w h a t the th in g
does, w h a t it can be used for or where you can find it.
(—► a crash helmet)
■ In some cases a fuller explanation is needed:
It's a tool f o r making holes in a sheet o f paper.
It's a saying and means y o u should help and caref o r y o u r
(—+ a hole punch)
own fa m ily etc. before y o u s tart helping other people.
It's a person who offers to work and help people, bu t
(—► Charity begins a t home.)
■ The de finitions used in m onolingual dictionaries are
doesn't askf o r any money in return.
similar to paraphrases.
(—+ a volunteer)
► Skill 2 The stages of writing
The different stages o f w ritin g involve m any skills, including techniques f o r
collecting and organizing ideas, doing research, using reference works and
proofreading. No m a tte r w h a t y o u intend to write, y o u should plan it well before
yo u actually start.
The planning stage
Step 1: Read th e task carefully. It defines your topic. Be sure you know w h a t
the special vocabulary used in tasks (Operatoren) requires ofyou.
Considerthe kind o ft e x ty o u are w ritin g , fo r example a form al
letter, a c om m ent ora report.
Step 2: Brainstorm yourtopic.C ollect ideas in a list ora mind map.
Step 3: Decide on an o rd e rfo r presentingyour ideas. W rite an outline
or num ber the ideas in your list or mind map to show the order and add
examples to prove your points.Think o f topic sentences and final
sentences fo ry o u r paragraphs and o f h o w t o lin kyou r ideas.
The drafting stage
W ritea rough draft o f im p o rta n t paragraphs, e.g. the first paragraph. W ritin g a rough draft o fa single paragraph
can also helpyou ifyo u w a n t to try o ut some o fy o u r ideas or if you get stuck.
The revision stage
Leave enough tim e to proofread your work. Check the content, style, grammar, vocabulary, idiomatic expressions,
spelling and punctuation, and correct any mistakes.
42
Skills Support
► Skill 3 Writing an essay
When w riting an essay, y o u are required to present a topic in a coherent w ay f o r example by presenting
arguments f o r and against a topic.
Step 1 : Read the task carefully and pay particular attention to the special vocabulary used in tasks, so th a t you
know exactly w h a t is required o f you.
Step 2: Proceed as you would w ith any other text, from first draft to final draft giving yourself enough tim e to
re-read your essay and check for g ram m ar and spelling mistakes, but consider the fo llo w in g points as
well:
■
In your introduction restate the problem from
your task. You can also state your main points and
explain the structure o fy o u r text.
■
Present your arguments in th e main part o fy o u r
essay. Devote one paragraph to each o ft h e
a rguments. Use connectors to make your te x t
coherent. ■ Language help
■
Ifyou are asked to analyse or examine an issue,
arrange your arguments according to th e ir
im porta nee, from the weakest to the strongest
Ifyou are asked to discuss a topic, i.e. weigh up
the pros and cons,you can take the
argumentative approach and deal w ith all the
a) starting
Firstly... / First o f a l l ... / For one t h i n g ...
b) continuing
Secondly .../Furtherm ore .../M oreover .../Besides .../
Also .../In addition ( to ) .../ As well as .../A nother
point i s ...
c) fin is h in g
■ Giving an example
...fo re x a m p le .../...for insta n ce .../... such a s .../..., say,...
■ Pointing out reasons or consequences
For this reason ... / For these reasons... / Due t o ... /
Because o f .../As a result (of) .../C onseq uently.../
the arguments against the topic next.
As a consequence .../Therefore .../S o .../
time, presenting ideasfor and against each
aspect one after the other.
Ifyou are asked to compare tw o things, deal w ith
the similarities first and then the differences or
vice versa.
■
In my opinion .../To my mind .. . / 1th in k /fe e l/b e lie v e ...
■ Enumerating facts, etc.:
arguments in favour o ft h e topic first and then all
Alternatively,you can discuss one aspect at a
■
■ Stating your opinion
Above all .../Finally...
point or vice versa.
■
That explains w hy ...
■ Emphasizing
In fact .../As a m a tter o f fact .../In reality...
■ Contrasting
On th e one hand ... on th e other hand ... /
However .../Nonetheless .../A t f i r s t ... but then .../
A lthough .../In spite o f .../W h erea s...
■ Conceding a point
Make a concluding statem ent in w hich you sum
O f course .../To be sure .../A d m itted ly...
■ Pointing out a restriction or objection
upyou rargu m ents.
Still .../ A ft e r a ll...
■ Referring to a point in time or a development
CELL PHONES
IO l » 1 0 1 1 0 1
At th a t tim e .../In those d a ys...
E ventually... / In the long run ... / In the course o f t i m e ...,
M e a n w h ile ... / At the same t i m e ...
■ Coming to a conclusion
All in all .../U ltim a te ly .../In th e final analysis.../
In conclusion..., For th e reasons mentioned above...
To sum u p ... /To conclude...
I w ould like to conclude by saying t h a t ...
Änd this student model is program med w ith
the answers to 500 popular essay questions.'
Skills Support
► Skill 4
Writing a comment
The aim o f a com m ent is to demonstrate th a t y o u are able to present y o u r
opinion on a certain topic in a coherent fo rm .
Step l: Read the task carefully and m akesureyou k n o w w h a t is required
ofyou. Form your opinion on th e to p ic .
Step 2: Collect and group arguments and examples to support your
o p in io n - e ith e r in a mind m a p o ra s a n outline.This w ayyou have
a n overview o f w h a t you wa nt to say, a n d y o u c a n p la n y o u r
introduction.
Step 3: Make an introductory statem ent in which you rouse the reader's
interest and re fe rto th e task. Give your general opinion on the
to p ica n d outline reasonsfo ryo urop inio n.
Step 4: Devote one paragraph to each o ft h e arguments you w a n t to
present. Illustrate your arguments w ith appropriate examples.
Step 5: M ake you rco nclu din g statement, in w hich you sum u p you r
■ I am o ft h e opinion t h a t ... / 1take the
view t h a t ...
■ As far as I understand /ca n see...
• I thin k/believe /supp ose...
■ I am sure/convinced/certain t h a t ...
■ There are many reasons f o r ... /T here is
no doubt t h a t ...
opinion a n d yo ur arguments.
► Skill 5 Debating
A debate is the fo rm a I discussion o f a ‘m o tio n '(o r ‘proposal') th a t ends
in a vote. The aim o f a debate is to present arguments as convincingly
as possible, so good preparation as well as rhetorical skills are essential.
Different debating societies such as ‘J ugend d e b a ttie rt'or the 'Debating
Society Germany' have p a rticular sets o f rules. Before holding a debate,
agree on a set o f rules. The fo llo w in g steps outline h o w y o u could go
about a fo r m a l debate.
Step 1: Preparing the debate
■
Collect suggestions for a m otion (=a controversial topic) and agree
on one o fth e m .T h e m otion is phrased in th e fo llo w in g way:
This house w ould (abolish the death penalty) or This house believes
(th a t the present drinking age should be lowered),
m Divide the class into tw o groups, one for and one against the motion,
and research and collect as many arguments fo ry o u r side asyou can.
Your opinion is irre le v a n t-y o u m ust a rg u e fo ry o u rte a m . Prepare
good examples to support your points.Think o f arguments for the
o p p osin gvie w a nd ofw ays to a nsw erth em .
■
Rank the arguments you have collected in o rd e ro f importance and
w rite th e m o u t on index cards. Present th e most im p o rta n t argum ent
first.
■
Choose tw o speakers for each side as well as a chairperson and a
timekeeper.The rest o ft h e class is the audience, called t h e ‘flo o r’.
■
Decide on the a m ou nt o f tim e (e.g. 3 - 6 minutes) each speaker w ill
have.
■ have/hold/conduct a debate
Skills Support
The speakers
Step 2: Holding the debate
■
speak loudly and clearly,face the
A debate runs along the fo llo w in g lines:
audience and keep eye contact;
■
■
(= argues in favour o f the motion):
convincing examples and stylistic devices
first proposition.
such as metaphors, similes or hyperbole;
■
The first speaker proposes the motion
make th e ir speech interesting by using
■
The second speaker opposes the
may ask th e other side questions or
m otion (= argues against the motion):
co m m ent on w h a t is being said.They do
first opposition.
so by standing up and saying Point o f
■
T h e th ird speaker re sp on dstothe
in fo rm a tio n .The speaker questioned can
previous speakerand adds new
refuse (No, thankyou.) or accept (Yes,
arguments in favour o ft h e motion:
please.) the request. If it is accepted, the
speaker questioned must react
second proposition.
■
immediately. It is not a good idea to
previous speaker and adds new
refuse to o many points o f inform ation
arguments against the motiomsecond
(POIs), as this m ig ht suggest to the
opposing team th a t the speaker feels
opposition.
■
unsure o f his/her arguments.The first
'protected tim e 'd u rin g w hich no POIs are
and c o m m e n tth e points made.
■
adm itted;
both teams to prepare th eir rebuttal
speech in w hich the speakers answer
before tim e suggests they are running
questions by the floor and the
ou t o f arguments, whereas ign o rin g th e
opposition before s u m m arizin g th e ir
tim e shows disrespect for the rules.
team's main points.
■
■
•
thanks each speakerand introduces the
speech.
moderates the POIs and the open
Step 3: After the debate
debating phase (cf.Step 2);
■
should not c om m ent on w h a t has been
The house (i.e. everyone present) votes
on the motion by show o f hands based
said;
not on w h a t they agree or disagree
manages the vote (stating th e motion,
w ith, but on w ho made the better case
counting the votes).
The timekeeper
■
is neutral;
■
ensures th a t the speakers know how
by presenting the best arguments and
speaking most convincingly.
■
For the m otion: (number o f votes);
against the m otion: (number o f votes).
the tim e is up, the timekeeper announces:
I declare the m otion carried I defeated
Last minute., and when the tim e is up, he/
she announces: Time's up. Alternatively, a
signal can be used,e.g.a bell.
The floor
After the vote, the chairperson
announces:
much tim e they have. One m inute before
■
One speakerfrom each team (normally
the first speaker) delivers the rebuttal
next speaker;
■
Optional: a break o f 5-10 minutes for
stay w ith in the tim e lim it, as finishing
The chairperson
■
Thedebate isthe n opened to the floor:
speakers and floor discuss, question
and last m in ute o f each speech is
■
T h e fo u rth speaker respondsto the
by ...votes.
■
As a sign o f respect, the speakers o fth e
opposing sides shake hands.
■
In th e classroom, it is a good idea to
listens attentively,follows the arguments
give the speakers feedback on their
and form s th e ir own opinion on the
performance.
rhetorical skills o ft h e speakers;
■
questions the speakers;
■
votes on the motion.
Skills Support
► Skill 6 Working with charts and graphs
When researching a topic, yo u w ill fre q u e n tly come across statistics which are presented using a chart or graph.
Moreover, when giving a presentation,you may f i n d it useful to present figures y o u have fo u n d in a chart or graph.
The pie chart1 on the left shows the relative numbers o f
pie c h a r t
native English speakers in the major English-speaking
Australia
Other
countries o ft h e w orld in 1997.
Canada
■
A pie chart is divided into slices2, or sectors, which
represent parts o f a w h o l e - usually in th e fo rm o f
percentages o f 100 %. It can be an effective way o f
displaying inform ation, particularly ifyou w a n t to
demonstrate th e size o f one slice as compared to the
whole pie.
USA
■
The pie chart is said to be th e most frequently used
statistical chart in the business w orld and the media.
From: en.wikipedia.org
1 pie chart Tortendiagramm, Kreisdiagramm
barchart
The bar chart3 on the left shows global unem ploym ent
rates and how they have developed.
Spain
Ireland
■
France
■
■
■
■
■
8.3
■
I
I
■
8.8
United States
A bar chart is a chart w ith rectangular4 bars, which
8.5
Portugal
Finland
6.8
Italy
1
6.1
United Kingdom
■
5.3
Denmark
■
5.7
H
I 57
Australia
4.4
Japan
3.9
1
4.8
N ew Zealand
3.7
H
4.7
4.4
Austria
M ost recent
H
H
Bar charts are frequently used to compare tw o or
more items, and they may also demonstrate changes
over tim e, etc.
|
3.1
83
4
Greece
Belgium
■
| 3.6
2.5
Germ any
2007
6.9
| 4.5
3.6
Norway
are proportional to the values they represent (here
they are percentages).
7.4
6.6
■
Switzerland
can be either horizontal or vertical, whose lengths
8.5
8.0
b
Canada
|
|
6.2
ON
0
8.1
Sweden
Netherlands
2 slice Anteil, Stück
H
B
■EQI
H
H
H
I
1
8
7.5
3.2
10.0
1
3 bar chart Säulendiagramm, Balkendiagramm
U nem plo ym ent rate
From: www.visualizingeconomics.com
4 rectangular [rek'taeqgjob] rechteckig
liine g r a p h
The line graph5 on th e left shows the weather
conditions in Sydney, New South Wales (Australia).
30
25
■
A line graph shows th e relationship between
numbers or items on the vertical axis6 and on the
01
Jan
horizontal axis.The measurements are plotted7 or
____ Temp m ax (°C)
charted8 between these tw o axes.
....... Temp m in ( C)
1
1
1
1
1
1
1
1
1
1
1
Feb M a r Apr M a y Jun Jul Aug Sep Oct Nov Dec
M o n th
FrcDm: www.aussieworld.com
____
Rainfall (cm)
____
Rainy days
■
A line graph is s u itab le fo r presenting continuity and
trends.
____ Sunshine
(hours/day)
5 linegraph Liniendiagramm
6 axis Achse, Koordinate
7 plot sth. etwas einzeichnen, etwas eintragen
aufzeichnen, etwas darstellen
8 chart sth. etwas
Skills Support
► Skill 7 Conducting a survey
Surveys are a method o f gathering inform ation fr o m people. They help to make estimations or generalizations
regarding a certain target group's opinions, attitudes or beliefs on a particular topic. Surveys can be conducted
in m any ways, e.g. through a questionnaire, over the telephone, by mail, in person or online.
Step l: Defining the survey’s purpose
■
■
Clarify exactly w h a t you w a n t to learn from th e peopleyou ask.
Decide on the targe t group, i.e. the people whose inform ation you want, in order to obtain a high percentage
o f representative answers.
Step 2: Deciding on question and response types that will get the best responses
■
Prepare a draft questionnaire w ith closed-ended and/or open-ended questions:
- Closed-ended questions can be answered \N\\hyes/no, true/false, a specific simple piece o f inform ation
(Place o f birth: Edinburgh), or a selection from m ultiple choices (with an option for o th e r'to be filled in,
or ranking-scale response options like 'I strongly agree').
1. Do you th in k computers w ill have replaced pen and paper by the year 2020?
„
yes
j j no
2 . Which media w ill people use in the year 2020 to get th e ir news from?
] newspaper
[ff\ Internet
radio
[ J television
[ : o th e r ______________________
3 . Applied knowledge, including practical skills students can use every day, needs to be ta u g h t in schools.
I strongly agree
] I strongly disagree
I som ew hat agree
I som ew hat disagree
I have no opinion
- Open-ended questions do not give the interviewees answers to choose from. Often the respondents are
encouraged to explain th e ir answers and reactions to the question. Open-ended questions are easy to
write, but the varying answers are usually hard to analyse and categorize.
1. How does a com puter work?
2. W hat doyo u hate about computers? Explain.
Step 3: Processing the data
A fte rth e survey has been conducted and the data collected,
the results m ust beassembled in some u s e a b le fo rm a tth a t
allows comparison w ith in the survey group, between groups,
or both. Charts and graphs are clear, visual ways to record
findings in many cases. You can use,for example, pie charts,
bar charts, line graphs or tables. ► skill 6
□
2
9%
! 17%
\
52%
Internet
|
television
I | radio
|
newspaper
%
Step 4 : Presenting the results ►s k ills
The final stage o ft h e survey is to report your results.
Media people w ill use in 2 0 2 0 to ge t the ir news fro m
Make sure your report includes:
- background information,
- your initial expectations,
- the quantified results presented in an appropriate form and a discussion o f these results,
- inform ation on the survey participants and h o w th e survey was conducted.
Skills Support
► Skill 8 Giving a presentation
The aim o f a presentation is to pass on the most
im p o rta n t fa cts on a topic to the audience in a
well-structured and concise way. You w ill need this
skill no t only a t school, b u t also in later life (work,
college, university, etc.).
S te p l: Planning the content
■
Be aware o ft h e tim e available. D efineyour topic
and lim it i t t o t h e most im p o rta n t points.
■
Research your subject using different sources for
greater reliability. Make notes in English.
■
Decide on the relevant inform ation, structure
your presentation (introduction, main part, conclusion) and choose examples to support w h a t you are going
to say. Plan how much tim e y o u can give each point.
Step 2: Preparing the form (practical tips)
•
W hether you decide to use a com puter and a presentation program, overhead transparencies or something
else, layout your texts carefully: use headings or keywords only and make sure they can be seen clearly from
the back o ft h e room.
■
Ifyou aren't using a presentation program or transparencies, prepare a handout w ith the main points o fyo u r
presentation.The handout may also contain additional inform ation,graphs,charts,etc.You may w a n t to leave
room for notes.
- You can either hand it o ut before or during th e presentation to helpyour audience fo llo w y o u r presentation
- Oryou can hand it o ut after the presentation to remind your audience o ft h e main points. In this case,
announce th e fa c t th a t a handout w ill be distributed a tth e e n d so your audience knows th a t they do not
have to take notes and can concentrate on your presentation.
■
Visual aids (photos, charts, etc.) w ill also h elpyour audience to fo llo w yo urta lk, but don't use too many:in
order for the visuals to be effective,your audience needs tim e to look at them .
■
Write down w h a t you w a n t to say in keywords on index cards.This w ill helpyou to rem em beryour points and
to speakfreely w ith o u t readin gfro m the page.
■
Look up the pronunciation o f d ifficu lt words in a dictionary.
■
Use the index cards to practise your report until you can deliver it flu e n tly and w ith in the tim e allowed.
■
Even the most attentive audience becomes restless after a while, so
- use surprisingfacts o rfu n n y anecdotes to keepyour audience's attention and
- keep it short and simple = kiss.
■
Remember: Reducing a presentation to the main points takes tim e and
effort, so a presentation given w ith in th e tim e lim it is proof o f good planning.
Step 3: Giving the presentation
■
^ s h o rta o ^
Try out the necessary e quipm ent before you start. Ifyou are using music, sound bites
or other audio samples,for instance, make sure the speakers are on.
■
Begin by stating your topic and how your talk is structured.
■
Start w ith s o m e th in g th a t w ill attract and keep the audience's attention.
■
Stand up straight,face the audience and speak slowly and clearly.
■
Explain any d ifficu lt words or expressions.
■
Make sure the screen/board/transparencies are visib leto everyone.To avoid blocking the view, use a pen or
■
At the end, summarize the main points and state your conclusion.
■
Askyour audience ifth e y have any questions and th a n k th e m for th e ir attention.
p o in te rto point out details.
Active Vocabulary
Vocabulary yo u should learn (from pages 6-33)
Lead-in
(to) be ashamed of sb./sth.
opposite:
sich f ü r jd n . /etwas
[a'Jeimd]
(to) be proud o f sb./sth.
schämen
insight
My w ork experience at the hospital gave me a real
Einblick; Verständnis
['insait]
- into the medical profession.
Words in Context:
The American Dream
the American Dream
The - Dream is based on th e idea th a t anybody
der amerikanische Traum
can achieve anything in life.
hard work
H - work is a requirement to m ake th e American
harte Arbeit
Dream com etrue.
from rags to riches
= from being extremely poor to being very rich
[raegz, 'ritfiz ]
vom Tellerwäscher zum
M illio n ä r
Founding Fathers
The - Fathers were th e political leaders w ho
['faundii]]
signed the Declaration o f Independence.
personal liberty
other collocations w ith personal.
[,p3:s9nl Tibati]
- belongings / possessions / details / experience/
Gründungsväter
persönliche Freiheit
rights
individual rights
In socialist regimes the citizens' - rights are often
[.indi'vidsual]
restricted.
Declaration of Independence
The - of Independence is a statem ent which
[.dekb'reijn, .indi'pendans]
announced th a t the th irte en American colonies
individuelle Rechte
Unabhängigkeitserklärung
were from then on independent fro m th e British
Empire.
inalienable rights (fml)
= rights th a t cannot be ta ke m a w a yfro m yo u
[in'eilisnabl]
unabdingbare Rechte,
unveräußerliche Rechte
liberty
synonym:
flibQti]
freedom
the pursuit of happiness
T h e - o f happiness i s o n e o f th e inalienable rights
[ps'sjuit ☆ par'suit]
o f each American citizen.
the US Constitution
The US - was drafted by th e Founding Fathers.
Freiheit
das Streben nach Glück
die Verfassung der USA
[.kDnsti'tjuifn]
separate and independent
= each political branch is an independent u nit by
einzelne und unabhängige
branches
itself
Staatsgewalten
['seprst, 'braintjiz]
Active Vocabulary
system of checks and
The system o f - a n d - ensures th a t the political
gegenseitige Kontrolle der
balances
branches watch over one another.
(politischen) Gewalten
seine M a cht missbrauchen
['sistem, 'baebnsis]
(to) abuse one’s power
other collocations w ith (to) abuse.
[s'bjuiz]
- alcohol /d ru g s/s b .'s t r u s t / o n e s position
Bill of Rights
The - of Rights states th e first ten basic rights o f
(Charta der) Grundrechte
each American citizen.
der amerikanischen
Bürger/innen
freedom
collocations w ith freedom.
[’friidam]
- o f speech /th o u g h t/e x p re s s io n / worship
Freiheit
citizen
Many illegal im m igrants dream o f becoming US
['sitizn]
-s one day.
(to) limit the power o fthe
The US constitution is designed to - the power of
die M a cht der Regierung
government
the government.
beschränken/begrenzen
the separation of church and
In the Middle Ages, the - of church and state was
die Trennung von Kirche
state
unim aginable.
und Staat
(to) achieve full legal equality
In the 1960s many African Americans protested in
die volle juristische Gleich
[s'tjiiv, .liig lJ 'kw D b ti]
o r d e r t o - f u l l legal - .
berechtigung erreichen
the Civil Rights Movement
M artin Luther King was one o ft h e great leaders in
die amerikanische
['sivl, 'muivmant]
the - Rights Movement.
Bürgerrechtsbewegung
Bürger/in
['lim it, 'gAvanmsnt]
[.sepa'reijn]
post-racial society
In a - society people w ould no longer be
eine Gesellschaft, in der die
[,p9ust .reijl ss'samti]
discrim inated against because o f th e ir skin colour.
Zugehörigkeit zu einer
ethnischen Gruppe keine
Rolle mehr spielt
election
word fa m ily :
[i'lekjn]
(to) elect - election - elector - electoral (adj)
discrimination
word fa m ily :
[di.skrim i'neijn]
(to) discrim inate (against) - discrimination -
Wahl
Diskriminierung
discrim inatory
the sole remaining
Since the end o f the Cold War, the USA has been
die einzige verbleibende
superpower
the sole remaining-.
Supermacht
anti-American sentiment
There is a strong anti-American - am ong some
antiamerikanische
['aenti, 'sentimsnt]
Europeans.
Stimmung
the American way of life
The American - of life is admired by many people
die amerikanische A rt zu
all o verthe world.
leben
[ri'memii]]
Active Vocabulary
Part A:
Fact File
delegate (n)
A - represents an organization at a conference or a
['deligat]
meeting.
(to) adopt sth.
collocations w ith (to) adopt:
etwas übernehmen,
[s'dopt]
- a n a pp ro ach /a p o licy/a n attitu de
etwas einführen
self-evident
synonyms:
offensichtlich, offenkundig
['evident]
o b vio u s /a p p a re n t/c le a r
(to) abolish sth.
word fa m ily :
[ 9'bDllJ]
(to) abolish - abolition - abolitionist -
D elegiertet)
etwas abschaffen
abolitionism *
regardless of sth.
R- of the fact th a t airplanes e m it lots o f CO2,
ungeachtet einer Sache,
[ri'gaidbs]
many p e o p le fa v o u rfly in g o v e ro th e rfo rm s o f
travel.
ohne Rücksicht a u f etwas
underdog
FC Chelsea w ill play against Leicester City next
Unterlegene(r),
['Andsdog]
Sunday. Leicester is definitely the -
Schwächere(r)
'Can we go to th e cinema on Friday instead o f
Ich habe nichts dagegen.
Thursday?' - 'Yes, th a t’s fine with me.’
Ich bin einverstanden.
A I W h a t Are They Scared of?
That’s fine with me.
season
It's Beckham's third - w ith Real Madrid.
['si:zn]
(to) wrap sth. (in sth.) (-pp-)
hier: ein bestimmter
Zeitraum; Saison
1- my sandwiches in foil to keep th e m fresh.
etwas ein wickeln (in etwas)
(to) aim to do sth.
synonyms:
beabsichtigen, etwas zu tun
[eim]
(to) intend to do sth ./(to ) mean to do s th ./
[raep]
(to) plan to do sth.
(to) have the law on one’s side
It may not sound fair but he has the - on his -,
das Gesetz a u f seiner Seite
Do:]
so he'll probably w in the case.
haben
(to) be determined to do sth.
word fa m ily :
fe s t entschlossen sein,
[di't3 :mind]
(to) determine - determined - determ ination
etwas zu tun
(to) keepsb.from (doing) sth.
synonyms:
jdn. von etwas abhalten
(to) deter sb.from sth ./(to ) prevent sb.from sth.
A 2 Strange Fruit
p. 12
(to) bear fruit [bes], bore,
borne
If a tree -s fruit, it produces fru it,
Früchte tragen
I Active Vocabulary
root
The hurricane was so strong, it pulled th e tre e o ut
[nut]
o ft h e g r o u n d -----sand all.
twisted
Hisface was - in pain.
verzerrt
flesh
The smell o f ro tting - lingered in the afterm ath o f
Fleisch (am Körper)
[flej]
th e battle.
crop
The - s w il l be harvested in September.
Wurzel
[’twistid]
Feldfrucht; Ernte
[krop]
Part B:
Dreaming of ‘God's Own Country’
Bl Fundamentalism in America
1
harm (n)
word fa m ily :
[ha:m]
harm (n) - (to) harm sb. - harm ful
sin
w ord fa m ily :
[sin]
sin (n) - (to) sin - sinner
against all evidence
He still claims, against all
Schaden
Sünde
th a t Santa exists.
entgegen allen Beweisen
[’evidans]
(to) follow a course
other collocations w ith (to) follow.
einem Kursfolgen,
[kois]
- t h e in stru ction s/o ne's nose / i n sb. s footsteps
eine Richtung einschlagen
(to) deny sth.
opposite:
etwas abstreiten,
[dfnei]
(to) a d m it sth.
etwas leugnen
contemporary (n)
On average, Asian students perform better than
Zeitgenossel-in;
[ksn'temprsri ☆ ksn'tempareri]
th e ir European -ies.
Altersgenossel-in
hier: etabliert; anerkannt
mainstream (adj)
MP 3 players and laptops have become - gadgets
['meinstriim]
in the Western world.
creator
word fa m ily :
[kri'eite]
(to) create - creator - creation - creative -
Schöpferlin
creativity
I
B 2 H ow Religious Are Young Americans?
questionnaire
It w ould be great if 1could ju s t have a fe w minutes
[.kwestfs'nea]
o f your tim e to fill o ut this -.
religious service
other collocations w ith religious.
[ri,lid39s 's3 ivis]
- beliefs/education / g ro u p /fre e d o m /
persecution
52
Fragebogen
Gottesdienst
Active Vocabulary
somewhat
synonyms:
['sAmwot]
q u it e /r a th e r / p r e tt y
major (adj)
synonyms:
['meid 39]
c o n s id e ra b le /s ig n ific a n t/im p o rta n t
ziemlich
bedeutend, wichtig
B3 Americans’ Religious Affiliations
Orthodox (adj)
Ifyou go to Russia,you should visit the beautiful -
(griechisch-) orthodox, zur
['oiGsdoks]
churches.
orthodoxen Kirche gehörig
Part C:
CI The First A m e n d m e n t
controversy
C - surrounds the government's plan to introduce
Auseinandersetzung,
['kDntr9V3:si, BE also
compulsory identity cards.
Meinungsstreit
(to) prohibit sth.
synonyms:
etwas verbieten
[prohibit]
(to) ban s th ./(to )fo rb id sth.
kan'trovasi]
C3 A Social Studies Lesson
circumstances (usu.pl)
Due to unforeseen - the performance w ill not go
['s3:k9mst9nsiz]
ahead.
(to) conduct a search
collocations w ith (to) conduct.
eine Suche leiten, eine
[ksn'dAkt, S3:tj]
- a n e x p e rim e n t/a business/a survey/
Durchsuchung vornehmen
Umstände
negotiations
(to) endanger sb./sth.
Driving u n d e rth e influence o f alcohol -s not only
jd n ./e tw a s in Gefahr
[in'deind39]
your own life, but also otherpeople's lives.
bringen, gefährden
optional
opposite:
optional, fakultativ,
[■opfanl]
compulsory
fre iw illig
policy
1voted fo r the Green Party because 1like th e ir
hier: politische Linie,
['pobsi]
environmental -ies.
politischer Kurs
(to) secure sth.
synonyms:
etwas absichern,
[si'kjua]
(to) ensure s th ./ (to) guarantee sth.
etwas gewährleisten
(to) threaten sb./sth.
He was -e d by the mafia for not paying the money, jd n .! etwas bedrohen
['Öretn]
p.23
(to) claim to do sth.
H e - s to have married her out o f love but we all
[kleim]
know it was because o f her money.
behaupten, etwas zu tun
IT
Active Vocabulary
C5 The Gun Control Debate —a Group Puzzle
control (n)
w ord fa m ily :
[kan'traul]
control (n) - (to) control - controller
law-abiding
1can't believe th a t Felix has to g o to court. As far as
['bi^o.baidiq]
1know, he has always been a - citizen.
(to) be in place
The rules are in - fo ry o u r own safety.
hier: gesetzliche Regelung
gesetzestreu
vorhanden sein, in Kraft
sein
(to) ignore sth.
S h e -d th e warnings and w e n t travelling alone.
sich über etwas
hinwegsetzen, etwas
[ig'no:]
ignorieren
Part D:
Different Dreams
D 2 American Patriots
patriot
w ord fa m ily:
['peitriat, BE also 'paetriat]
patriot - patriotic - patriotism
nationalism
word fa m ily :
['naejnalizsm]
nation - national (adj, n) - nationalism -
P atriot/in
Nationalismus
nationalist (n,adj) - nationalistic
(to) live up to sth.
synonyms:
etwas erfüllen
(to) m eet s t h . / t o f u l f i l sth.
essentially
The play is - a love story but it also deals w ith th e
[i'senjali]
th em e o f justice.
principle
Killing animals to make food or clothing is against
['prinsspl]
m y -s.
im Grunde, im Wesentlichen
Grundsatz, Prinzip
D 3 S m alltown Americans
(to) leap
synonyms:
[li:p]
(to) ju m p / ( t o ) hop
(to) insist (on sth.)
No,let me pay -1 ~!
springen
a u f etwas bestehen
[in'sist]
evidently
synonyms:
offenbar, offensichtlich,
[’evidantli]
apparently/obvio usly
anscheinend
essentials (usu.pl)
1don't have room to pack anything e ls e -
das Wesentliche,
[I'senflz]
ju s tth e ~
das Allernotwendigste
(to) go to waste
Tonnes o f food go to - every week if supermarkets
verderben, verschwendet
can't sell th e ir produce.
werden; verfallen
Active Vocabulary
Word Help
D 4 C o n tra d ic to ry A m e rica n s
contradictory (adj)
word fa m ily:
[.kDntrs'dikteri]
(to) contradict - contradiction - contradictory
the reverse (n)
synonyms:
[n'v3 :s]
the opposite / t h e contrary
widersprüchlich
das Gegenteil
D 5 W h a t A m erica M e a n s t o M e
tremendous
America's nature is - w ith its huge open spaces.
enorm; g e w a ltig
vast
synonyms:
unermesslich, riesig
[vaist]
boundless/im m ense
widespread
The earthquake has caused - devastation across
['waidspred]
Chile.
attorney (AE)
Looking thro ug h the old case notes, the -
Rechtsanwalt/
[Q't3 :ni]
discovered a mistake in procedures.
Rechtsanwältin
miracle
It was a - th a t the boy was found alive.
Wunder
[trs'mendas]
w eitverbreitet
['mirakl]
Word Help
Selected vocabulary fro m the accompanying audios and videos to assist comprehension
Task 1 : U n d e r s ta n d in g th e m essage o f t h e speech
momentous
very im portant, significant
[ms'mentes]
decree
official instruction th a t becomes th e law
[di'kri:]
(to) sear sth./sb.
'
etwas/jdn. versengen
[sis]
manacles (usu.pl)
chain used to tie wrists or ankles tog ethe r
['maenaklz]
prosperity
financial success
[pro'spersti]
(to) be languished (fml)
= (to) be languishing (schmachten, dahinvegetieren)
Fteggwift]
creed
a set o f principles or religious beliefs
[kriid]
(to) hold sth. to be sth. (fml)
(to) consider th a t sth. is tru e
Word Help
self-evident
obvious
['evident]
(to) swelter
(to) be uncom fortably hot
['sweite]
(to) exalt s th .(fm l)
(to) bring s th .to a higher position
[ig'zoilt]
crooked
not straight
['krukid]
(to) hew sth. out of sth. (fml)
(to) create or shape sth. large by c u ttin g
[hju:]
spiritual (n)
religious song originally sung by black slaves in America
['spiritjual]
C2
E
H
D issent Is P atrio tic
P a rti
assembly
th e meeting o f a group o f people fo r a particular purpose
[a'sembli]
(to) infer sth. (-rr-)
(to) guess th a t sth. is tru e because o ft h e inform ation th a t you have
[in'f3 :]
(to) capitalize on sth.
(to) ta k e a d va n ta g e o f sth.
['kaepitelaiz]
goody-two-shoes (infml)
very nice, well-behaved person w h o m ig h t disapprove o f other people's
behaviour
exhilarating
very enjoyable and exciting
[ig'zibreitii]]
(to) recite sth.
etwas rezitieren,etwas aufsagen
[ri'sait]
Part 2
(to) tone sth. down
(to) make sth. less extreme
(to) ramp up
(von einem Motor) anlaufen, hochlaufen
mounted
(of a person) riding a horse
['maontid]
apprehension
fear
[.aepri'henjn]
turn-out
the n u m b e ro f people w h o c o m e to a n event
['t3 inaut]
for their sake
56
um ihrer selbst willen; in ihrem Interesse
Word Help
Part 3
reasonable
sensible
[Tiiznsbl]
receptive to sth.
ready to listen to o r t o accept new ideas
[ri'septiv]
Part5
at the expense of sb./sth.
dam aging to sb./sth.
[ik'spens]
U5 tiHiflSL*!! b m a llt o w n A m e rica n s
Parti
minutiae (pi)
very small details
[mai'njuijii: ☆ mi'nujii:]
blend
mixture, combination
(to) discount sth. (fml )
(to) th in k or say th a t sth. is not im p o rta n t or not true
(to) take out a mortgage
eine Hypothek aufnehm en
['mD:gid3]
Part 2
(to) tug your forelock (to sb.)
[■foilDk] (BE)
(to) be to o respectful tosb. because you are anxious about w h a t they th in k o f
you
swell (adj,AE, infm l)
very good
remote
isolated
[ri'maot]
gratifying (fml)
satisfying, pleasing
['graetifanq]
appalling
very bad, shocking
[a'pDilirj]
encounter
meeting, especially one th a t is unexpected
[in'kaunte]
Further Practice, C5
Tea Party
protest m ovement against high taxes and too much central government power
(‘Big Government') which began in 2009
(to) go to the polls
(to) g o to vote in an election
logger
person w ho cuts down trees as th e ir job
socialized health care
state-organized health care
[.ssüjalaizd 'hel0 kes]
(to) kid sb. (-dd-)
(to) tell sb. som ething which is not true, usually as a joke
abolitionism [.aeba'lijmzm]
18631963 UNITED STATES 5 CENTS
a movem ent to end the slave trade and free slaves in Western Europe and the
Americas. In 1808 it became illegal to im p o rt African slaves into the USA, but
this did not prevent slaves already in the country from being mistreated or sold.
In 1863 Abraham Lincoln signed the Emancipation Proclamation and most
EMANCIPATION PROCLAMATION
slaves were freed as a result. Only after the 13th Am end m e nt was passed in
1865 did slavery finally become completely illegal in th e USA.
evangelicalism L iiv a en ^ elik a lizm ]
a religious subgroup o f Protestantism. It is based on fo u r concepts: the belief
in being'born again',the sharing o ft h e gospel, th e conviction o f biblical
1 resurrection [.reza'rekfn]
Auferstehung (Christi)
a uth ority and the belief in Jesus's death and resurrection1. Approxim ately a
quarter o ft h e US population claims to be evangelical, belonging to various
churches.There are several form s o f evangelicalism, ran g in g fro m rather liberal
to more conservative types.The latter are often confused w ith fundam entalism .
Fundamentalists believe th a t th e Bible is literally true, so they believe th a t
the w orld and h um an ity were created exactly as described in the Bible.
Jim Crow laws [krau]
the laws in place in th e USA between 1876 and 1965 which enforced the
segregation o f blacks and w hites and ensured th a t blacks did not have equal
rights regarding voting, employment, etc.The name probably comes from a
popular song performed in 1828 by T.D. Rice called ‘J ump Jim Crow' which
caricatures African Americans.
lynching ['lintJTr)]
executing a person, esp. black slaves, w ith o u t trial, by mob action, and w ith o u t
the executioners ever being called to justice.The term lyn c h in g ' probably
comes from th e name o f Charles Lynch (1736-1796), a fierce Justice o fth e Peace
w h o ruled in Virginia.
‘Proud to Be an American’
a 1984 song by Lee Greenwood,
originally known as God Bless the
USA.
Beyonce Knowles, a successful
J
American R&B singer, sang her
version o f Proud to Be an American
du ring th e 'W e Are One:The
I f to m o rr o w a ll th e th in g s were gone
I'd w orked f o r a ll m y life
A n d I h a d to s ta r t again
W ith ju s t m y f a m i ly by m y side
I ’d th a n k m y lucky stars, to be liv in 'h e re to d a y
Cause th e f l a g s till stands f o r fre e d o m ,
na
n rnldtho\/
n nt’t+nl/o
th e yrn
ca
takeththnat tn\A/n\/
aw ay
A n d I’m p ro u d to be an A m erica n
w here a t least I k n o w I’m fre e.
A n d I w o n ’t f o r g e t th e m en w h o died
Obama Inaugural Celebration at
w h o gave t h a t r ig h t to me.
the Lincoln M em oria l'o n
A n d I g la d ly s ta n d up n e x t to y o u a n d defend
19 January 2009.
her s till to d a y
Cause there a in ’t no d o u b t I love this la n d
God bless th e USA. [...]
‘Strange Fruit’
the best-known protest song (released 1939) against th e ► lynchings o f black
people in the South.The expression strange fr u it' became symbolic for
lynchings, which were comm on in the American South until well in to th e i9 3 0 s .
58
Bryson ['braisn], Bill (born 1951 in Des Moines, Iowa)
a best-selling American author. He is fa m o u s fo r his humorous travel books on
Britain (Notesfrom a Small Island, 1995), America (I'm a Stranger Here Myself,
1999), Australia (Down Under In a Sunburned Country, 2000) and mainland
Europe (NeitherHere NorThere:Travels in Europe, 1991). More recently he has
w ritte n books on th e English language, Shakespeare and general science
(Bryson's Dictionary o f Troublesome Words, 2002; A Short History o f Nearly
Everything, 2003). His popularity and accessibility as a w rite r was probably
helped by the use o f w ry hum ou r in his w ritin g . Bryson currently lives in Britain
w ith his w ife and children, having lived in New Hampshire in the New England
region o ft h e USA for eight years.
Hendrix, Jimi (1942-1970)
an American rock guitarist, singer and songwriter
Hodge, Archibald A. (1823-1886)
an American Presbyterian m inister w ho defended th e authority o fth e Bible
and rejected liberal teaching on Christianity
Holiday, Billie (1915 - 1 9 5 9 )
an American jazz singer and songw riter (birth name: Eleanora Fagan).
► Strange Fruit was one o f her most memorable performances.
Jacoby [dsa'kaubi], Susan (born 1946)
an aw ard -w inn in g American author, essayist and the director o fth e Center o f
ln q u ir y - a non-profit educational o rg a n iz a tio n -in New York. As an outspoken
secularist and atheist she often writes about religious anti-intellectualism in
her works which include Freethinkers: A History o f American Secularism (2004)
and The Age o f American Unreason (2008).
King, M a rtin Luther (1928-1968)
th e leader o ft h e Civil Rights M ovem ent in the USA during the 1950s and 60s.
King was an excellent public speakerand a great supporter o f non-violent
protest. He helped to achieve equal rights fo r black people in the USA. His most
fam ous speech,'I Have a Dream'(cf. p. 37 ),was given at W ashington in 1963 and
called for racial harmony th ro u g h o u t the world.This speech is often credited
w ith h e lp in g to passtheCivil Rights Act 0 ^ 9 6 4 .
t h e K u K l u x K la n [,k u : k U k s ’k la e n ]
a racist hate group formed in the USA in 1865 w ith the aim o f securing and
upholding w h ite supremacy in the USA after the abolition o fth e slave trade.
The Klan was revived again post-World War I and once more during the Civil
Rights M ovem ent in the 1950s and 60s. Over the decades, the Ku Klux Klan has
attacked and intim idated blacks in numerous ways, such as ► lynching, murder
and house-burning.They wore w h ite robes, masks and conical hats to scare
people and to prevent Klan members fro m being recognized. Independent Ku
Klux Klan groups still exist alongside other w h ite supremacist groups across
the USA today.
th e Little Rock Nine
a group o f nine black students w h o enrolled at the all-w hite Little Rock Central
High School, Arkansas, in 1957. Despite the fact th a t racial segregation in
schools had been illegal since 1954, w hen they arrived, the students were
physically prevented fro m entering the school by soldiers and outraged
members o ft h e community.This act made national news and eventually the
Little Rock Nine had to be escorted into th e ir new school by federal troopers.
They experienced much racism and abuse from th e ir fello w w h ite students.
Meeropol,Abel (1903-1986)
an American Jewish teacher and w rite r (who used the pseudonym Lewis Allen).
He w ro te the poem 'Strange Fruit' w hich he later p u t t o music.
Orwell ['oiwel], George (1903-1950)
an English a uthor (whose real name was Eric A rth u r Blair). He is best known for
his novels A n im a l Farm (1945) and Nineteen Eighty-Four (1949). His w ritings
reveal a passionate c o m m itm e n t to democracy and socialism.
Parks, Rosa (1913-2005)
a black w om a n who, on 1 December 1955, refused to give up her seat on the bus
to a w h ite man in Montgomery, Alabama, and was then arrested.This led to the
M o ntgo m e ry Bus B o y c o tt-a protest headed by M artin Luther King in which no
black person used th e bus system in the city fo r 381 days. Instead, they travelled
by bike, on foot, or they car-shared.The boycott put the city under tremendous
financial pressure. In 1956, using Rosa Parks's case as an example,the courts
ruled th a t th e segregation o f blacks and w hites on pu blictra nsp ort w en t
against th e constitution and m ust end.
Rockwell, Norman (1894-1978)
a popular commercial American painter and illustrator w h o produced many
works d u rin g th e 20 th century. He is fa m o u s fo r his magazine cover
illustrations, which would typically show everyday-life scenarios, but is best
known f o r 'The Four Freedoms', a series o f fo u r oil paintings which were inspired
by a speech given by then US President Franklin Roosevelt in 1941. In his speech,
Roosevelt outlined fo u r essential human rights th a t should be protected at all
costs and th a t should serve as a reminder o f America's reasons for participating
in World WarTwo.The fo u r freedoms named by Roosevelt were: the Freedom o f
Speech, the Freedom to Worship, the Freedom fro m Want, and the Freedom
fro m Fear. Rockwell's series depicted each o f these freedoms individually on the
cover o ft h e Saturday Evening Post.
Scopes, John (1900-1970)
a teacher in Dayton,Tennessee, w ho was charged w ith teaching evolution in a
public school.This was prohibited in Tennessee fro m 1925^1967.
Stewart, Jimmy (1908-1997)
an American film and stage actor w h o played in a variety o ff ilm genres
Warfield, Benjamin B. (1851-1921)
an American Presbyterian minister w ho defended the auth ority o fth e Bible
and rejected liberal teaching on C hristianity
60
Excerpt from the Declaration of
Independence (1776)
Unhappiness w ith British rule had been on the rise in the American colonies during
the 1760 s. In 1775 , open fig h tin g broke o u t between British troops and American
colonists - the beginning o fth e Revolutionary War. When Congress adopted the
Declaration o f Independence on 4 July, 1776 , this ended more than a century and
a h a lf o f colonial dependency, even though the w ar was to go on u n til 1783 .
W hen in the Course of human events, it becomes necessary for one people to
dissolve the political bands which have connected them with another, and to
assume among the powers of the earth, the separate and equal station to which
the Laws of Nature and of Nature’s God entitle them, a decent respect to the
opinions of mankind requires that they should declare the causes which impel
them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are
endowed by their Creator with certain unalienable Rights, that among these are
Life, Liberty and the pursuit of Happiness. That to secure these rights,
io
Governments are instituted among Men, deriving their just powers from the
consent of the governed. That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to abolish it, and
to institute new Government, laying its foundation on such principles and
organizing its powers in such form, as to them shall seem most likely to effect
is
their Safety and Happiness.
3 assume sth. etwas über
nehmen
station (old-fashioned or
status
5 impel sb. to sth. force sb
sth.
8 endow sb. with sth. (fml)
give sb. sth.
unalienable (old use) =
inalienable
11 consent
(n) agreem
John Trumbull's 'The Declaration o f Independence' shows the presentation o fth e d raft o f one o f America's most
im po rta n t documents in the Independence Hall, Philadelphia. Because the Declaration was debated and signed over
a long period, all the men in the painting were never actually in the same room a t the same time.
The Bill of Rights (1791)
A t the tim e the Constitution o fth e USA was discussed and ratified, critics f e l t it did
n o t sufficiently protect individuals against abuse o f their civil liberties and rights by
the federal government. Therefore, ten amendments to the Constitution known as
the Bill o f Rights were proposed by Congress and passed in 1791 .
1 respecting concerning
2 the free exercise thereof
deren freie Ausübung
abridge sth. lim it sth.
4 redress of grievances (fml)
correction o f sth. considered
unfair
6 infringe sth. (fml) etwas
verletzen
8 but except
11 effects (phfm l) personal
property
seizure ['si^s] Beschlagnahme
12 warrant D urchsuchungs-oder
Haftbefehl
13 affirmation eidesstattliche
Erklärung
15 hold sb. to answer for sth.
accuse sb. o f sth. (in a court o f
law)
16 infamous ['infamas] evil,
shameful
presentment
form elle
A nschuldigung
indictment [in'daitmant]
Anklage
grand jury (AE) panel o f 12 or
23 citizens w ho investigate
accusations and officially
charge criminals to be tried
before a ju ry if there is
sufficient evidence
19 in jeopardy of life and limb
['d3ep9 di] in Gefahr fü r Leib
und Leben
21 due process of law proper
legal procedures
26 ascertain sth. [.aesa'tein] (fml)
determ ine sth.
28 obtain sb. (hier) jön. vorladen
counsel lawyer giving legal
advice
30 common law u n w ritten law
based on custom, usage and
form er decisions o f courts o f
law
31 trial by jury Verfahren vor
Geschworenen
32 try sth. examine and decide
sth. in a court o f law
34 bail Kaution
37 construe sth.
interpret
sth.
disparage a right [dis'paerid3 ]
ein Recht schmälern
62
First Amendment Congress shall make no law respecting an establishment of
religion, or prohibiting the free exercise thereof; or abridging the freedom of
speech, or of the press; or the right of the people peaceably to assemble, and to
petition the government for a redress of grievances.
Second Amendment A well-regulated militia, being necessary to the security of 5
a free state, the right of the people to keep and bear arms shall not be infringed.
Third Amendment No soldier shall, in time of peace be quartered in any house,
without the consent of the owner, nor in time of war, but in a manner to be
prescribed by law.
Fourth Amendment The right of the people to be secure in their persons, houses, 10
papers, and effects, against unreasonable searches and seizures, shall not be
violated, and no warrants shall issue, but upon probable cause, supported by
oath or affirmation, and particularly describing the place to be searched, and the
persons or things to be seized.
Fifth Amendment No person shall be held to answer for a capital, or otherwise 15
infamous crime, unless on a presentment or indictment of a grand jury, except
in cases arising in the land or naval forces, or in the militia, when in actual
service in time of war or public danger; nor shall any person be subject for the
same offense to be twice put in jeopardy of life or limb; nor shall be compelled
in any criminal case to be a witness against himself, nor be deprived of life, 2 0
liberty, or property, without due process of law; nor shall private property be
taken for public use, without just compensation.
Sixth Amendment In all criminal prosecutions, the accused shall enjoy the right
to a speedy and public trial, by an impartial jury of the state and district wherein
the crime shall have been committed, which district shall have been previously 2 5
ascertained by law, and to be informed of the nature and cause of the accusation;
to be confronted with the witnesses against him; to have compulsory process for
obtaining witnesses in his favor, and to have the assistance of counsel for his
defence.
Seventh Amendment In suits at common law, where the value in controversy 3 0
shall exceed twenty dollars, the right of trial by jury shall be preserved, and no
fact tried by a jury, shall be otherwise re-examined in any court of the United
States, than according to the rules of the common law.
Eighth Amendment Excessive bail shall not be required, nor excessive fines
imposed, nor cruel and unusual punishments inflicted.
35
Ninth Amendment The enumeration in the Constitution, of certain rights, shall
not be construed to deny or disparage others retained by the people.
Tenth Amendment The powers not delegated to the United States by the
Constitution, nor prohibited by it to the states, are reserved to the states
respectively, or to the people.
40
The Gettysburg Address (1 8 6 3 )
Delivered on ig November, 1863, by President Abraham Lincoln, this speech
commemorated the battle fo u g h t at Gettysburg, Pennsylvania, on 1-3 July, 1863,
between the Union and the Confederate forces during the American Civil War.
5
10
15
20
Four score and seven years ago our fathers brought forth on this continent a new
nation, conceived in liberty, and dedicated to the proposition that all men are
created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation
so conceived and so dedicated, can long endure. We are met on a great battlefield
of that war. We have come to dedicate a portion of that field as a final resting
place for those who here gave their lives that the nation might live. It is
altogether fitting and proper that we should do this.
But, in a larger sense we cannot dedicate - we cannot consecrate - we cannot
hallow -this ground. The brave men, living and dead, who struggled here, have
consecrated it far above our poor power to add or detract. The world will little
note nor long remember what we say here, but it can never forget what they did
here. It is for us, the living, rather, to be dedicated here to the unfinished work
which they who fought here have thus far so nobly advanced. It is rather for us
to be here dedicated to the great task remaining before us - that from these
honored dead we take increased devotion to that cause for which they gave the
last full measure of devotion; that we here highly resolve that these dead shall
not have died in vain; that this nation, under God, shall have a new birth of
freedom; and that government of the people, by the people, for the people,
shall not perish from earth.
1 score set o f tw e n ty
bring sth.forth fm l) produce
sth.
2 conceive sth. [kan'skv] form
sth. in th e mind
proposition statem ent th a t
expresses a ju d g e m e n t or an
opinion
5 endure (sth.) suffer (sth.)
patiently
9 consecrate sth. ['kDnsikreit]
fm l) give sth. to a special (esp.
religious) purpose
10 hallow sb./sth. honour sb./sth.
as holy
17 resolve sth. [ri'zolv ☆ ri'zailv]
decide s th .firm ly
20 perish ['perij] f m l) be
destroyed, die
Abraham Lincoln ['liqkan]
(1 8 0 9 - 1865 ), the 16th
US President (1861 - 1865 )
Cannon on Gettysburg battlefield
Chart
The American System of Government
System o f Checks and Balances
electorate [i'lektarat] Wähler(schaft)
executive branch [ig'zekjstiv] Exekutive
approve sth. [s'pruiv] (M aß n ahm e n usw.) genehm igen
appointment [s'pointmant] Ernennung (zu einem A m t)
impeach sb. [im 'p iitj] gegen jdn. ein (Amtsenthebungs-)Verfahren einleiten
veto sth. [Viitau] sein Veto gegen etw. ein legen
propose sth. [pra'pauz] etw. vorschlagen
legislative branch ['ledjistativ ☆ 'led3isleitiv] Legislative
confirm sth. [ksn'fsim] etw. bestätigen
judicial branch [d3u 'd ijl] Judikative
64
Acknowledgements
Texts
pp. 1 0 -1 1 : From DEAR AMERICA: A PICTURE OF FREEDOM,THE DIARY OF CLOTEE, A SLAVE GIRL, BELMONT
PLANTATION,VIRGINIA , 1 9 5 9 by Patricia M cK issack.© by Patricia McKissack. Reprinted by pe rm ission o f
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G re enh orn M u s ik v e rla g G m b H ,H a m b u rg ; p p .l4 - 1 5 :T H E AGE OF AMERICAN UNREASON by Susan Jacoby.
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U nited States

Transcription

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