Обмен Visa/MasterCard TRY на Tether TRC20 (USDT) на НОВОЙ пЛаТфОРмЕ
exchange - это инновационный обменник криптовалют, который предоставляет своим пользователям во[...]
Выгодном обмен Обмен Visa/MasterCard турецкая лира на Tether TRC20 (USDT) Без верификации!
В последнее время все больше людей интересуются криптовалютами и способами их приобретения. Одним из[...]
Казино Вулкан 24 — особенности
Специфика виртуального казино Вулкан в том, что оно позволяет не только выиграть деньги, но и хоро[...]
Теплый пол Aura
Если вы хотите создать дома теплую уютную обстановку, в первую очередь необходимо побеспокоиться о[...]
Освещение. Светодиоды и не только
Учитывая особенности той климатической зоны, в которой нам довелось жить, можно сказать, что освещен[...]
Discuss the following questions with your classmates:
• Have you seen scenes of American courtrooms in movies or on TV?
• Do you think they realistically depict what happens in courtrooms?
• How are courtrooms different in your country?
Q B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. The average person in the legal profession would probably say it’s
better to let a dozen_________________________ people go free
than to punish one innocent person__________________________
2. The guiding principle for the U. S. legal system is that an
accused person is_________________________
3. Under civil law the judge consults a complex
________________________ to decide whether the defendant is
guilty and, if so, what sentence to give.
4. Under_________________________________________________
the judge considers the__________________________ set by other
court decisions.
5. The jury hears_________________________ in either civil or criminal trials and reaches a_____________________________
6. A civil trial is one that deals with disputes between
_________________________________________________ , often
involving contracts or property rights.
7. In a civil trial, the jury decides which side is right and how much money should be paid in________________________________________ and
8. For a jury to convict a person in a criminal case, they must believe the person guilty_________________________________________
9. A person’s liberty and even life can be taken away if he or she is, that is, found guilty, of a crime.
10. Some of a judge’s responsibilities are excluding
________________________ remarks and questions by lawyers
and witnesses and deciding what kind of_____________________
is_________________________
11. If the required number of jurors cannot agree on a decision, it is
called a_________________________ jury, and the law requires a
new trial.
12. What happens in plea bargaining is that the accused _____ to a
Follow-up: Check the spelling of the dictated words with your teacher. Discuss the meanings of these words and any other unfamiliar words in the sentences.
Using the photograph and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Example: • How many people are on a jury?
1. ________________________________________________________
Follow-up: After you have written your questions, share them with your teacher and your classmates.
Before listening to a rather difficult lecture on the U. S. legal system, read a related passage dealing with precedents and surrogate motherhood, and then answer the comprehension questions that follow. Although somewhat difficult, the reading and the questions will prepare you for the lecture you will hear later.
The Baby M Case
The Baby M case became a controversial legal case in the United States in 1988. At issue were Baby M’s custody and the validity of a contract. The contract provided that a woman, the surrogate mother, would have a baby for an infertile couple by artificial insemination of the husband’s sperm and would receive payment for this service. Certainly, Baby M was not the first baby born to a surrogate mother, but in this case the surrogate mother, Mary Beth Whitehead-Gould, changed her mind after the baby was born and did not want to give the baby up, as she had agreed to do in the contract. The Sterns, the couple who had contracted for the baby, insisted that Ms. Whitehead – Gould fulfill the terms of the contract, and they took her to court. The New Jersey Supreme Court ruled that this type of contract was against public policy (the good of the general public) and, therefore, could not be enforced. (However, the court did award custody of the baby to the biological father. The mother, Ms. Whitehead-Gould, was awarded limited visitation rights.) This particular ruling was very important because there had been no previous court decision of this type at the level of a state supreme court. Therefore, this decision establishes a precedent for other states when they have to deal with the issue of surrogacy.
Questions:
a. Are Baby M’s natural mother and father married to each other?
b. Who wanted to break the contract, Mary Beth Whitehead-Gould or the Sterns?
c. In this reading, precedent most nearly means
1. a reason not to do something
2. a decision used as a standard
3. proof of innocence
4. proof of guilt
d. Was there a precedent for judging surrogacy contracts before the Baby M case?
e. In what sense will the Baby M case serve as a precedent in the future?
Follow-up: Discuss your answers with your teacher before you continue.
Look at the following illustration of a typical courtroom scene. Work with a partner to answer the following questions.
a.
Who keeps a written record of what is said in court?
b. Who ensures that the trial is conducted according to the law?
c. Who is a person who has knowledge of the case and is called to testify in court?
d. Who deliberates on the facts of the case and delivers a verdict (decision)?
e. Who has custody of prisoners and maintains order in the court?
f. Who is the person against whom the court action has been taken?
g. Who initiates court action against the defendant?
h. Who takes care of records involved in the court case?
Follow-up: Check your answers with your teacher.
И, LISTENING
The lecturer begins with a rather long introduction in which she attempts to provide some background to a rather technical discussion of the U. S. legal system, which is based on common law. She then goes on to discuss the jury system and, finally, plea bargaining. It is not necessary to take notes until she begins to compare common law to civil law. Use the notetaking skills that you have practiced to make a set of meaningful and usable notes.
NOTES
Follow-up: Check your subtopics with your teacher. How did you organize your notes? Yours may be different from another student’s. What is important is that your notes should reflect the basic organization and information of the lecture.
Q В. Further Listening
While listening again, write down necessary relevant details below the main subtopics to which they belong.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
Examples: • What is the difference between common law and civil
law? Do you have that in your notes?
• I don’t have anything in my notes about what a judge does. Do you have it in your notes?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
Ill – POSTLISTENING________________________________________________
Listen to the following questions, and write short answers. You will hear each question one time only.
1. _________________________________________________________
2.___________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5.
7.
9.
10. _________________________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and use them later.
In small groups, discuss your notes, section by section, to be sure that all members have a complete set of notes for each subsection. At the end of this activity, your instructor will ask various class members to reproduce sections of the lecture for the whole class to listen to. At that time, check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until the speaker finishes. Then bring your notes into agreement by seeking clarification, as follows:
• Would you please repeat what you said about a written code of laws?
• Excuse me, but you didn’t mention plea bargaining. I think it’s important.
If your class is multinational, prepare a short oral report about the legal system of your country, comparing and contrasting it to the legal system of the United States. Work with other students from your country.
If your classmates are all from your country, discuss the similarities and differences as a class.
Discuss these questions in small groups. Appoint one person to report your group’s responses for each question to the class.
1. Which system do you think results in more convictions, or guilty verdicts, and why: civil law as practiced in Europe or common law as practiced in Great Britain and the United States?
2. Compare the advantages of having a judge decide a case without a jury to the advantages of having a jury decide a case.
3. Which principle of law do you think is fairer, "innocent until proven guilty" or "guilty until proven innocent"? Why?
The following are recommended for a closer look at the justice system in the United States:
Posner, Richard A. "Juries on Trial." Commentary, March 1995, pp. 49-53.
Posner discusses criticism of the American jury system by experts who claim that the system is too easy on the defendants in criminal cases and too sympathetic to plaintiffs in civil cases. Recent books suggest that the jury system is likely to end in civil cases. www. uscourts. gov
Explore this Web site to find out more about the judicial branch of the U. S. government. www. crimelibrarv. com
This Web site contains a wealth of information about notorious and highly publicized crimes and criminals.
The Verdict, Sidney Lumet, director; 129 minutes, R.
This film depicts courtroom drama as a down-and-out Boston lawyer takes on a medical malpractice suit.
Reversal of Fortune, Barbet Schroeder, director; 120 minutes, R.
A Harvard law professor and lawyer attempts to reverse the conviction of a man found guilty of the attempted murder of his wife in this film, which is based on a true story.
If you are studying in the United States, it may be possible for your instructor to make arrangements for your class to visit a local courthouse, where you can watch the proceedings. Virtually all courtroom proceedings are open to the public.
Now that you have completed the chapters in this unit, your teacher may want you to take a quiz. Your teacher will tell you whether or not you can use your notes to answer the questions on the quiz. If you can use your notes, review them before taking the quiz so that you can anticipate the questions and know where to find the answers. If you cannot use your notes, study them carefully before you take the quiz, concentrating on organizing the information into main ideas and details that support these main ideas.
Work in small groups to help each other anticipate the questions your teacher will ask. Before breaking up into groups, review your notes and highlight important, noteworthy points. After reviewing your notes, break up into groups. Discuss and write specific short – answer questions and more general essay questions. (For guidelines in writing questions, see the Unit Quiz Directions at the end of Unit 1.)
Write your group’s questions on the following pages.
UNIT QUIZ DIRECTIONS 165
Read MoreSeparation of Powers/Checks and Balances
Discuss the following questions with your classmates:
• In which of these building does the president of the United States live?
• Which building houses the meeting chambers of the House of Representatives and the Senate?
• Which of these buildings is the highest court in the United States?
• Who makes the laws in your country?
• If people in your country feel a law is unfair or unjust, what do they do?
Сї B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. Two important principles of the United States Constitution are
the_________________________ of powers and the system of
________________________ and_________________________
2. The Constitution provides for three_________________________
of government: the_________________________ , the executive,
and the_________________________
3. The legislative branch is primarily responsible for
________________________ ,or making, new laws. The executive
branch executes laws by signing them and by seeing that they are
4. The judicial branch deals with those who are
a law or who are involved in a
5. The judicial branch also handles_____________
and reviews existing laws to make sure they are
the
U. S. Constitution.
6. Each branch has its specific_________________
and its own particular power, which it must not
7. The presidential_________________________
_________________________________________________ is an
obvious example of checks and balances.
8. Because it’s difficult for Congress to________________________
a presidential veto, the veto may________________________
________________________ this new law forever.
9. Although President Nixon was_________________________ of
illegal activities, he was never removed from office by Congress because he
10. By finding laws against abortion————————————– ,
the Supreme Court in effect made abortion
11. In the area of
., the Supreme Court declared it
illegal to practice
________________________ in any form.
12. Probably the most important effect of this change was the of public schools.
13. After the president________________________
_________________________________________________ for the
Supreme Court, the Congress must__________________________
his choice.
14. Because there are only nine Supreme Court Justices, one new
Justice can change the_________________________
_________________________________________________ on the
Court itself.
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photograph and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Example: • Which branch of government is the president part of?
1.__________________________________________________
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
As we mentioned in the previous lesson, U. S. university students most often prepare for each class by reading a text chapter, an article, or even a case study. This preparation makes the instructor’s lecture, usual ly on a topic related to the reading, easier to follow and to take notes on.
Before listening to the lecture, read the following passage carefully and answer the comprehension questions. You will notice how this preparation will aid your comprehension of the lecture.
Judicial Review
Judicial review is the power of a court to invalidate or overturn any law passed by the legislature that the court believes to be unconstitutional. The concept of judicial review as exercised by the Supreme Court of the United States is almost unique in the world. It can be called an American invention. Nowhere else does the judiciary of a country exercise final say over laws passed by the legislature. This enormous power of judicial review by the Supreme Court was established in a famous case several years after the Constitution was written, Marbury v. Madison (1803). The Court’s opinion stated that the Constitution was superior to any acts by the legislature and that it was the Court’s duty to void any laws that went against the Constitution. This power was not explicitly expressed in the Constitution, and even today, almost 200 years later, the Supreme Court’s power to void laws passed by the legislature is still controversial.
If we compare judicial review in the United States with that in a few other countries, we will see just how unusual it is. In Great Britain, the right of Parliament (the legislature) to make any law it wants to cannot be challenged by the courts. The courts can interpret but not determine the validity of a law. In Germany, the judiciary actually has had such power since shortly after World War II, but it has been slow to exercise judicial review for cultural and historical reasons. The judiciary in Canada has had this power since 1982, but whether it will exercise it in a way similar to that exercised by the U. S. Supreme Court cannot be known yet.
Questions:
a. What is judicial review?
b. Is judicial review guaranteed by the U. S. Constitution? Explain.
c. Which of the following countries has no provisions for judicial review—Britain, Canada, or Germany?
d. Do Germany and Canada exercise judicial review more or less frequently than the United States does? Explain.
Follow-up: Check your answers with your teacher before you
continue.
2. Practicing the Language of Political Science
The following exercise will help you learn language used when discussing the separate powers that each branch of the U. S. government has and the checks and balances that each branch has over the other two branches. Look over the schematic, which shows some of the powers that each branch has and how some of these powers specifically limit the powers of the other two branches. Then answer the questions that follow the schematic.
The U. S. Government
|
Executive Branch |
|
Judicial Branch |
|
Legislative Branch |
|
• Interprets laws • May declare a law unconstitutional • Interprets treaties |
• Sends suggestions to Congress (i. e., proposes new legislation)
• May veto bills sent by Congress for signature
• Nominates judges
• Makes treaties with other countries
• Prepares federal budget
• Approves federal budget
• Approves treaties
• Sends bills it has passed to president for signature
• May override veto by 2/3 majority
• Must approve appointment of judges
• May impeach the president
• May impeach judges
Work with a partner to answer these questions:
a. Which powers in each branch are checked by another branch?
b. Which powers seem to have no checks against them? Follow-up: Check your answers with your classmates.
|
A. First Listening |
The lecturer begins with a brief discussion of the Constitution of the United States and tells you its two guiding principles. She then announces her first subtopic, the three branches of the U. S. government. She goes on to explain the two guiding principles. Finally, she expands on the second principle with several examples and illustrations. (You will need to use the notetaking skills that you have learned so far to organize your notes below.) Notes |
Follow-up: Check your subtopics with your teacher. How did you organize your notes? Yours may be different from another student’s. What is important is that your notes reflect the basic organization and information of the lecture.
While listening again, write down necessary relevant details below the main subtopics to which they belong.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes,- ask specific questions to get the information you need.
Examples: • What does the judicial system do? Do you have that in
your notes?
• I don’t have anything in my notes about who chooses the people on the Supreme Court. Do you have it in your notes?
• What can the president do if he doesn’t like a law that the Congress sends him to sign? I didn’t catch that word.
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
III. POSTLISTENING______________________________________________
Listen to the following questions, and write short answers. You will hear each question one time only.
1. _________________________________________
3.
4.
5.
7.
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and use them later.
In small groups, discuss your notes, section by section, to be sure that all members have a complete set of notes for each subsection. At the end of this activity, your instructor will ask various class members to reproduce sections of the lecture for the whole class to listen to. At that time, check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until the speaker finishes. Then bring your notes into agreement by seeking clarification, as follows:
• Did you say that Congress can veto a law? My notes say that the president can veto a law.
• Excuse me, could you repeat what you said about Watergate?
If you and your classmates come from different countries, discuss these questions with a partner or in small groups. If not, discuss them with the whole class.
• How is the power to make and enforce laws in your country divided? Explain.
• Can a law be overturned by the judicial branch in your country? If so, under what circumstances?
• Do you think the legislative branch of a government should have the power to remove the president of a country from office?
C. Collaboration: Writing Answers to Essay Questions
To help you prepare for the essay questions in the Unit Quiz at the end of this unit, plan and write essay answers to the following questions on the Constitution and the separation of powers. Work in groups of three or four. Appoint one member of the group to do the actual writing; all members of the group should participate in planning and helping with the answers.
Questions:
1. List the three branches of the U. S. government and describe their primary duties.
2. What are the two guiding principles of the U. S. Constitution, and what is their purpose?
Follow-up: Share your answers with at least one other group that has written on the same question(s). Or share your answers orally with the class, and discuss the strengths in each answer.
The following are recommended for a closer look at issues related to the Constitution of the United States:
TIME, July 6, 1987.
This issue commemorates the 200th anniversary of the American Constitution. Numerous articles and essays discuss various aspects of and issues involved with the Constitution, among them its history and impact, landmark Supreme Court decisions, and current issues.
Do an Internet search, using the keyword U. S. Constitution, to find a multitude of sites that offer the text and an analysis of the U. S. Constitution.
All the President’s Men, Alan J. Pakula, director; 138 minutes, PG.
This film is based on the true story of two investigative reporters who broke the story of the Watergate scandal, which eventually brought down the Nixon administration.
Read MoreDiscuss the following questions with your classmates:
• Do you think this oil field is owned by the U. S. government or by a private company?
• Are such industries (oil, gas, electricity) privately or publicly owned in your country?
• Do you think the U. S. government plays an active role in the nation’s economy?
• Does your government play an active role in your country’s economy?
Q B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. One of the important characteristics of American-style
capitalism is individual_________________________ of
________________________ , including such things as houses
and land, businesses, and intellectual property such as songs, poems, books, and inventions.
2. The second characteristic is_________________________
3. The idea in a pure capitalistic system is for the government not
to_________________________ , that is, for the government to
take a_________________________ -________________________
attitude.
4. In a pure capitalistic system, the government’s role would be severely limited. It would be responsible only for laws governing and property, as well as for the
5. Companies may have to install pollution______________________
equipment to_____________________________________________
government regulations.
6. People who earn little or no_________________________ can
receive__________________________________________________ ,
often called_________________________
7. The government makes sure that the marketplace stays
_______________________ through its_______________________
and________________________ laws.
8. The government interferes with the economy in an effort
to maintain_________________________
9. Through, the government tries
to control___________________________
10. The government has to be very careful to keep—————————
and inflation in_________________________ , however.
11. The government further tries to achieve stability through its
_______________________ and by controlling the
_______________________ rate.
12. Republicans, the more_________________________ party, tend to
_______________________ fewer taxes, less welfare to the poor,
and conditions that help business grow.
13. The government’s role in the economy is not a_________________
thing because the_________________________ of the government
changes every few years.
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photograph and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Example: • How does the government make sure that businesses
obey environmental protection regulations?
1._________________________________________________________
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
Most U. S. college and university teachers plan their lectures assuming that students will have read assigned chapters before class. To prepare for this chapter’s lecture, read the following text describing the ongoing debate about the role of the government, and answer the questions that follow. Notice that a distrust of the government has been seen in all aspects of American politics and economic life since the days of the colonies; however, this text focuses on the debate about the role of the government in the economic life of the country.
Text:
Americans have been debating the role of the federal government ever since the American Revolution in the 1770s. The thirteen original colonies, which banded together to declare their independence from Britain, were very suspicious of a strong central government and protective of their individual rights as states. The Confederation government they formed saw the thirteen original colonies through the Revolution.
A few years after the end of the war, though, the Confederation was unable to solve many problems facing the new nation, and the need for a stronger central government led to a new Constitution, which expanded the power of the national government. Still, the
debate about the role of government went on in many areas, including the economic sphere. Thomas Jefferson, third President, was a believer in laissez-faire economics; that is, he believed the government should not interfere in the economy. His general philosophy was "Government that governs least, governs best."
But by today’s standards, the role of the national, or federal, government in the economy was very small, consisting largely of setting tariffs and excise taxes as well as issuing currency. It wasn’t until the time of the Civil War in the 1860s that the first income tax was instituted. Before that time, the government did not have money for internal improvements to the country.
After that time, the government began to expand its role in the economy. The Industrial Revolution, which was occurring at the same time, led to demands for the government to expand its role in the regulation of railroads and other big business. During these years the government tended to take the side of big business rather than the side of organized labor. During the early years of the twentieth century, the government began to debate its role in the economy more sharply. President Theodore Roosevelt and President Woodrow Wilson took steps toward controlling the excessive power of big business.
However, it was the Great Depression of the 1930s that led most people to give up the idea of a laissez-faire economy. President Franklin Roosevelt led the government to take an increased role in the welfare of the people. His "New Deal" instituted programs by which the government provided employment for large numbers of unemployed people and provided welfare for others. His administration also instituted the Social Security system, by which workers pay into a fund that then provides a kind of insurance protection for older, retired workers and disabled workers. In the years following the New Deal, the role of the government in the economy continued to expand. During the 1960s there emerged a new conservative viewpoint, and efforts were made by many in politics to loosen the control of the government on the economy and to return to a more laissez-faire economy. This issue is still being debated.
Questions:
a. Did the thirteen original colonies want a strong central government? Explain.
b. Why was a new Constitution necessary a few years after the end of the Revolution?
c. What role does the government have in the economy in a laissez – faire economy?
d. How did the Civil War enable the government to expand its power over the economy?
e. Between the Civil War and the Great Depression, which side, big business or organized labor (workers), did the government usually take whenever there were conflicts?
f. What programs did the Roosevelt administration carry out in response to the Great Depression?
Follow-up: Discuss your answers with your teacher.
Read the following sentences, which contain rhetorical cues to help you follow the organization of the lecture. Decide in which order you will hear them. Number them from first (1) to seventh (7).
___ a. In truth, because the United States is not a pure capitalistic
system, government today does not maintain a completely laissez-faire attitude toward business.
___ b. The first reason the government tries to regulate the
economy is to protect the environment.
___ c. Let me begin today by saying that the American economy
is basically a capitalistic economy. One of the important characteristics of American-style capitalism is individual ownership of property.
___ d. The last reason for the government’s interfering with the
economy is to maintain economic stability.
___ e. The second characteristic is free enterprise.
___ f. The second reason the government interferes with the economy is to help people who for some reason beyond their control earn little or no income.
___ g. The third characteristic is free competitive markets.
Follow-up: Check your answers with your teacher.
IL LISTENING_______________________________________________
In the introduction the lecturer discusses how a pure capitalist government would function in order to point out how the United States is not a pure capitalist country, and then he goes on to explain why the government interferes. Notice that the lecturer starts out with the simpler reasons and finishes with the most complex. Take down as many relevant details as possible, but be sure to take down subtopics. Continue to work on structuring your notes and using abbreviations and symbols.
|
Introduction: |
|
ST2 |
|
ST1 |
Follow-up: Check your major subtopics with your teacher before you listen to the lecture for the second time.
While listening again, write down necessary relevant details below the main subtopics to which they belong. Remember to structure your notes to make them easier to use later.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
• How does the government try to help people who don’t have enough money? I couldn’t catch the names of the programs. Do you have them?
•
|
Examples: |
Did you get why the government lowers the interest rate?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
Ill, POSTLISTENING__________________________________________
Listen to the following questions, and write short answers. You will hear each question one time only.
1__________________________________________________________________
3.
4.
5.
6.
7.
8.
9.
10.__________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and use them later.
In small groups, review your notes, section by section, to be sure that all members have a complete set of notes for each subsection. At the end of this activity, your instructor will ask various class members to reproduce sections of the lecture for the whole class to listen to. At that time, check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until the speaker finishes. Then bring your notes into agreement by seeking clarification, as follows:
• Excuse me, I didn’t catch what you said about free enterprise.
• You said that raising taxes raises the inflation rate. I think it lowers it.
If you and your classmates come from different countries, discuss these questions with a partner or in small groups. If not, discuss them with the whole class.
• Is your government basically laissez-faire, or does it take an active role in the economy?
• Does your government provide welfare, that is, help people who do not have enough money?
• Does your government provide medical care, or must people pay for it?
• Does your government regulate businesses in order to protect the environment?
In pairs, write a one-paragraph summary of the lecture. Include the main ideas from each of the main subtopics. Include important secondary points, but do not exceed 125 words.
Follow-up: Exchange summaries with at least one other pair. Find two things you like about the other summary.
The following is recommended for a closer look at the role of government in the United States:
Galbraith, John Kennneth. The Good Society: The Humane Agenda. Houghton Mifflin Company, 1996.
Canadian-horn U. S. economist discusses many aspects of the economy with a chapter on regulation.
Interview a U. S. citizen to find out his or her views on some of the issues highlighted in the lecture. Beforehand, write questions as a class to ask
• what the person thinks is the primary responsibility of government
• what the person thinks about tax money in the form of welfare going to unemployed healthy adults
• whether he or she thinks the government is doing enough to protect the environment
• any other questions your class is interested in
Write down the answers to the questions, and share the information with your classmates.
Variation: Invite an American to visit your class, and have the whole class interview him or her using the questions that you wrote.
|
Read More
Public Education: Philosophy and Funding Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on the philosophy and funding of public education, write five short-answer questions that can be answered with a few words or sentences. In addition, write two essay questions; word the questions so that they can easily be turned into topic sentences. Short-Answer Questions 1. _________________________________________________________ 2. 3. 4. 5. Essay Questions 1. ___________ 2. Follow-up: Write your questions on the board to discuss as a class. Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers. Postsecondary Education: Admissions
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on postsecondary education, write five short-answer questions that can be answered with a few words or one or two sentences. In addition, write two essay questions,- word the questions so that they can easily be turned into topic sentences. Short-Answer Questions 1. 3. 4. 5. Essay Questions Follow-up: Write your questions on the board to discuss as a class. Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers. UNIT QUIZ PREPARATION 131 Distance Education
Assign one group member to write down the questions,- all members will help plan and compose the questions. For the lecture on distance education, write five short-answer questions that can be answered with a few words or one or two sentences. In addition, write two essay questions,- word the questions so that they can easily be turned into topic sentences. Short-Answer Questions 1. 3. 4. 5. Essay Questions 1. Follow-up: Write your questions on the board to discuss as a class. Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers. Read MoreDiscuss these questions with your classmates: • Which classroom is traditional? • Where do you think the students are in the bottom photo? • Would you like to be able to receive instruction at home on your TV or computer, or would you prefer to learn in a traditional classroom? 0 B. Vocabulary and Key Concepts Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks. 1. Can you imagine getting a college, or university, degree without ever once_________________________ ________________________ on a college campus? 2. "Distance education is_________________________ that occurs when the instructor and student are__________________________ by time or distance, or both." 3. As early as 1840, it was possible to take a_____________________ course in shorthand. 4. Peterson’s 1994 Guide to Distance Learning listed ninety-three ________________________ distance education programs available at_________________________ colleges and universities across the United States and Canada. 5. First, rapidly changing economic conditions require many professional people to their knowledge or skills on an almost__________________________ basis. 6. At the same time that the demand for postsecondary education is growing, many U. S. colleges and universities are facing 7. Millions of people have_________________________ to audio, video, and computer_________________________ 8. The of instruction can ________________________ greatly. 9. CD-ROMs may come to the student__________________________ ________________________ or the student may ________________________ materials from the Internet. 10. Many distance education programs have a____________________ requirement. 11. The rate from distance education courses and programs is higher than for courses and programs. 12. There are many________________________ and disreputable universities advertising on the Internet with very Web sites. 13. It is very important for anyone wishing to take a course or to pursue a degree to check out the_________________________ of the school they are considering very carefully. Follow-up: Check the spelling of the dictated words with your teacher. Discuss the meaning of these words and any other unfamiliar words in the sentences. Using the photographs and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture. Example: • How many universities or colleges offer distance educa tion programs? 1. _______________________________________________________ 2. ________________________________ Follow-up: After you have written your questions, share them with your teacher and your classmates. D. Notetaking Preparation Sometimes you may for one reason or another miss a lecture and have to ask a classmate to share his or her notes. If your classmate has taken good notes, you may be able to reconstruct much of the message of a lecture. Imagine that you missed a lecture in which your professor discussed some points that people interested in distance education (DE) should consider. Because you were absent, you photocopied a classmate’s notes. See if you can use these notes to answer your teacher’s questions. Work with a partner, if possible. Six Things for People Int’d in DE to Consider 1. many DE programs have residency req 2. DE courses and progs have time limits 3. admissions reqs same as on-campus ed 4. DE can save money —Don’t need to travel to class —But academic fees same as trad ed —Res reqs can be costly 5. online DE means stud needs access to comp with min reqs —e. g., latest version of Windows, a microph, snd card & speakers, adequate hard drive & RAM, modem, browser, & Internet. —Connection speed very imp and many schools recommend cable modem or DSL 6. stud need to be disc and ind —DE not easier than trad ed —dropout rate higher than trad ed Directions: Answer the following questions in complete sentences. 1. Do all distance education programs have a residency requirement? 2. Is it easier to be admitted to a distance program than to on-campus programs? 3. What are three examples of computer requirements that online study might require? 4. Are students more likely to complete distance education programs or traditional programs? Read the following sentences, which contain rhetorical cues to help you follow the organization of the lecture. Decide in which order you will hear them. Number them from first (1) to sixth (6). __ a. To start with, why is distance education growing at such an incredible rate? __ b. Number 1. Many distance education programs have a residency requirement. __ c. Today let’s look at the reasons why distance education is growing so rapidly, how distance education works, that is, what the modes of delivery are, and what some of the things people considering distance education need to be aware of. __ d. Before I close today, let me just say that many people are still suspicious of distance education believing that it cannot possibly be equivalent to a traditional classroom education. __ e. First, rapidly changing economic conditions require many professional people to upgrade their knowledge or skills on an almost continuous basis. __ f. Students interested in pursuing distance education need to consider the following six points. Culture note: In this lecture you will hear the following words all used interchangeably to mean postsecondarv education: college, university, school II – LISTENING_______________________________________________ The lecturer begins with an introduction to the concept of distance education with some noteworthy historical information. He then announces his main subtopics concerning distance education (which you have already seen in the Rhetorical Cues exercise above). He then goes on to give quite a lot of detail on each subtopic. Write down as much detail as possible while structuring your notes.
Follow-up: Check your major subtopics with your teacher before you listen to the lecture for the second time. Continue to structure your notes as you take down remaining relevant information. Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, don’t show each other your notes; ask questions to get the information you need. Examples: • Which university offered the first correspondence catalog? • Can you explain the difference between bulletin boards and chat rooms? • What does disreputable mean? This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture. III. POSTUSTENING ACTIVITIES________________________________ Listen to the following questions, and write short answers. You will hear each question one time only. 1. 3. 4. 5. 7. 9. 10. __________________________________________________ Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and use them later. In groups of four, use your notes to reproduce sections of the lecture. Student A will present the introduction. Student В will present subtopic 1, including details. Student C will present subtopic 2, and so on. Continue until all subsections, including their details, have been presented. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until each group member has presented his or her section of the lecture. Then bring your notes into agreement by seeking clarification, as follows: • I don’t think the lecturer said that all U. S. colleges and universities have distance education courses and programs. • Did you understand the difference between synchronous and asynchronous? • Could you repeat what the lecturer said about admission to distance courses and programs? If you and your classmates come from different countries, discuss these questions with a partner or in small groups. If not, discuss them with the whole class. • What kind of distance education is available in your country? • Do you expect distance education to become more popular in your country in the future? Why or why not? Discuss the following questions about distance education issues in small groups. Appoint one person to report your group’s opinions to the class. 1. What do you think the advantages of distance education are? What are the disadvantages? 2. Do you think distance education will ever become as common as traditional education? 3. How can students in other countries find out about distance education opportunities in such countries as the United States? The following are recommended for a closer look at distance education in the United States: Bear, John B., & Bear, Mariah P. Bears’ Guide to Earning Degrees by Distance Learning. Berkeley, CA: Ten Speed Press, 2001. Criscito, Pat. Barron’s Guide to Distance Learning. Hauppauge, NY: Barron’s Educational Service, Inc., 2002. Peterson’s Guide to Distance Learning Programs. Lawrenceville, NJ: Petersons, a part of the Thomson Corporation, 2002. This USNews Web site has a page dedicated to education in the United States. It allows you to browse e-learning courses, certificates, and degrees in a variety of subject areas. http://educationusa. state. gov This U. S. government Web site is designed to provide information for international students interested in distance education. Now that you have completed the chapters in this unit, your teacher may want you to take a quiz. Your teacher will tell you whether or not you can use your notes to answer the questions on the quiz. If you can use your notes, review them before taking the quiz so that you can anticipate the questions and know where to find the answers. If you cannot use your notes, study them carefully before you take the quiz, concentrating on organizing the information into main ideas and details that support these main ideas. Work in small groups to help each other anticipate the questions your teacher will ask. Before breaking up into groups, review your notes and highlight important, noteworthy points. After reviewing your notes, break up into groups. Discuss and write specific short-answer questions and more general essay questions. (For guidelines in writing questions, see the Unit Quiz Directions at the end of Unit 1.) Write your group’s questions on the following pages. UNIT QUIZ DIRECTIONS 129 Read More |