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Watch the documentary again and fill in the missing information in the following sentences



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Watch the documentary again and fill in the missing information in the following sentences 0.00 из 5.00 0 оценок




1. And the war came fought between people who spoke the same _____, shared a _____ history. A strange _____ war, taking more American _____ than any war before or since, leaving behind a great unanswered _____: could it have been _____?

2. Already Lincoln’s _____ brought a _____ reaction.

3. In his inaugural address Lincoln … says “In your hands… and not in mine is the momentous _____ of the Civil War. We are not _____ but _____...”

4. Neither side wants ____ and wait hoping never to _____ the sound of a _____ drum.

5. The _____ between the two regions are enormous:

North South
______ states _____ states
_____ million people _____ million people (_____ million slaves)
strong industry largely _____

6. To exist the South must sell its _____ to _____ and Europe. The North controls _____.

7. As a President, Lincoln feels he has a duty to appall the _____.

8. As the South continues to win victory after victory under General _____, Lincoln is forced to face one _____ fact: … each _____ growing crops in the field _____ the Confederate _____ to fight.

9. September 22, 1862. Lincoln announces that if the _____ states have not _____ by January 1, 1863 he will proclaim general _____ of all slaves in _____ territories.

10. Abraham Lincoln: “I never in my life felt so _____ that I was doing the right _____”.

11. As the war _____ into the third weary year, it begins to change the entire _____ of American life.

12. Fighting under the principles of a _____ government, Lincoln and the North are able to _____ strong new _____ needed to fight the war.

13. Lincoln (about General Grant): “I _____ this man. He _____”.

14. Lee makes his decision: “There is _____ left for me to do but to _____ and _____ General Grant. And I would rather _____ a thousand _____...”

15. April 14, 1865. The President is _____. The war has come full _____.

 

Task 4. AFTER WATCHING.

Are the following facts about the Civil War true or false?

Facts True (V) False (X)
1. Robert Lee became a legend in the Confederate Army after turning down an offer to command the entire Union force.    
2. One white man died for every ten slaves to become free.    
3. 4 Lincoln’s brothers-in-law fought on the Confederate side (1 was killed).    
4. A little town of Winchester, Virginia changed hands 72 times during the war.    
5. The state of Missouri sent 39 regiments to fight in the siege of Vicksburg: 17 to the Confederacy and 22 to the Union.    

ESSENTIAL VOCABULARY

To hold a belief/assumption, high stations

To motivate smb to do smth. ( ~ to risk)

To place a (high/low) value on ( ~ possessions)

To place control on (- mass media)

To lie in the hands of (people)

Td hare an effect on smb

To have a chance to succeed

To have (a high/low) regard of smth

To have (little/much) exposure to smth (— life)

To risk losing (freedom)

To be apt to do smth ( -to imagine)

To keep freedom

To be in the mainstream of life

To be drawn somewhere (- to the country)

To be born into a family/social class

To be rewarding

To be entitled to smth (— to benefits)

To be distinctive in smth (-in self-reliance)

To be engaged in smth ( — in the job)

To be related to snrth ( - to the problem)

To be arbitrary

To be imbued with smth (—with the notion)

To set a good/bad example

To set rules/terms

To accumulate over years

To fulfil hopes

To rise to a (higher) social position

To raise the standard of living (status}

To raise the issues

To advance in smth -— in the study)

To enter a race (for success)

To pay a price

To match smth (against smth)

To retire from work

To tend to feel (-optimistic)

To give prestige

To sееk fortune/knowledge, wisdom, to live

To convert smth into smth

To measure smth. by smth

To promote equality

To design laws

To inhabit (separate) social worlds

To teach a value

To challenge (an ideal)

To require to do smth

To relate to smth ( ~to the world)

To fit together

To accommodate (needs)

To conceive of smb as (hard-working)

To feel trapped

To blind smb to some fact

To offend the sense of (dignity)

To be lacking in consideration for smb

To inculcate smth in (a person)

To cross the boundaries

To treat (smb) with deference

To work cooperatively

To alter the course of (rivers)

To dominate the society

To shape the future

To fail socially

To manage one’s time and money

To see through

To ensure that

To place an emotional strain on

 

Formal aristocracy

Organized authority

Hereditary aristocracy

Uniformity of life conditions

Competitive contest\society

Tangible evidence

Harsh statement

Facet of life

Casual/aloof manner

Display of respect

Honorific title

Initial station in life

Interracial relationships

Physical and social environment

Debilitating accident

Material badges of success

Forthright discussion

Men’s\women’s domain

Unquestioned givens

(-) –item list

Close (tightly) –knit collectivity

Child-rearing manual

Adverse circumstances

Family oriented society

Room and board


Basic American Values and Beliefs

Introduction

As people grow up, they learn certain values and assumptions from their parents and other relatives, their teaches, their books, newspapers, and television programs. "Values" are ideas about what is right and wrong, desirable and undesirable, nor­mal and abnormal, proper and improper. In some cultures, for example, people are taught that men and women should inhabit se­parate social worlds, with some activities clearly in the men's domain and others clearly in the women's. In other cultures that value is not taught, or at least not widely. Men and women are considered to have more or less equal access to moat roles in the society.

"Assumptions", as the term is used here, are the postulates, the unquestioned givens, about people, life, and "the way things are". People in sоmе societies assume, for example, that education takes place most efficiently when respectful young people absorb all they can of what older, wiser people already know. The young people do not challenge or even discuss what they are taught. The assumption is that learners are seeking wisdom, which comes with age. Young and inexperienced people are not wise enough to know what is worth discussing.

People in other societies assume that education requires learners to question and challenge the older "expert" when the expert's ideas disagree with the learner's. The assumption is that learners are seeking knowledge, which a person can obtain regardless of age or social standing.

People who grow up in a particular culture share certain va­lues and assumptions. That does not mean they all share exactly the same values to exactly the same extent; it does mean that most of them, most of the time, agree with each other's ideas about what is right and wrong, desirable and undesirable, and so on. They also agree, mostly, with each other's assumptions about human nature, social relationships, and so on.

Any list of values and assumptions is arbitrary. Depending on how one defines and categorizes things, one could make a three-item list of a country's major values and assumptions or a 30—item one.

Notice that values and assumptions overlap with and support each other. In general, they agree with each other. They fit together. A culture can be viewed аз a collection of values and assumptions that go together to shape the way a group of people perceive end relate to the world around them.



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