Английский по Skype -> Грамматические навыки аудирования -> Грамматическая ЛР 3 -> Грамматическая ЛР 7 -> Грамматическая ЛР 11

       ЛР данного типа обучает пониманию предложений с причинно-следственной связью и с выражением цели и средства. Основная опора для осмысления высказываний —служебные слова, отражающие эти отношения. Однако дополнительной опорой могут быть и другие служебные слова, а также — в некоторых случаях — интонация высказывания.

       Данная ЛР завершает серию грамматических типов ЛР, поскольку, подобно предыдущим, связана с предвосхищением как структуры, так и смысла высказывания, но отличается более сложными логическими связями между отдельными частями высказывания.

       Данную ЛР можно рекомендовать для выполнения во внеаудиторных условиях, так как, во-первых, ее структура обеспечивает коммуникативный характер ответной реплики и, во-вторых, ключ к заданиям однозначен и четко выявляет логические связи воспринимаемого предложения, и в связи с этим не требуется непосредственного присутствия преподавателя во время выполнения ЛР.

       Структура ЛР:

       1. В первой части слушающим предлагается уточнить причину действия, о котором идет речь.

       2. Во второй части слушатели должны понять, объясняет ли говорящий цель своего поступка или, напротив, отрицает, что преследовал упомянутую цель. Соответственно, слушатели задают уточняющий вопрос. Поскольку учащиеся опираются здесь не только на структуру предложения, но и на интонацию, эту часть ЛР можно считать фонетико-грамматической.

       ЛР данного типа является внеаудиторной, устной, аудитивной.

       Part 1. Rationale and Directions:

       Understanding complex sentences often depends on your ability to establish connection between clauses. This may be a temporal connection, and then your task is to see what happened before and what happened later. E.g., "It was not until they examined the rings that they realized who it was." (O. Wilde) First the people had to examine the rings on the man's fingers, and then they were able to identify him.

       Or it may be a means-and-end relationship, that is, a relationship of purpose, and then you have to understand what something is done for. Compare:

       ♦ She dressed in a respectable manner so that she could borrow money from people who trusted her. The woman dresses well, because it is the best way to make people trust you and lend you money. Her purpose is to get money from people.
       ♦ She borrowed money from people who trusted her so that she could dress in a respectable manner. Here the purpose is reversed. The woman borrows money because she wants to dress well.

       Another comprehension challenge is a cause-effect relationship. Here you must understand why something happens. There are many connectives that express cause-effect relationship. These are: so, as, because, that's why, therefore and some others. Some of them introduce the cause (because, as), and others introduce the effect (so, therefore, that's why). The speaker can mention the cause before the effect or after the effect. Compare:

       ♦ He made many mistakes because he was tired.
       ♦ As he was tired, he made many mistakes.
       ♦ He was tired, so he made many mistakes. All the three sentences mean the same.

       You will now listen to cause-effect utterances and respond that now you see why this or that thing happens or happened.

       Part 2. Rationale and Directions:

       Instead of saying / Hook a Haxi because I wanted to be in Hime you can say, / Hook a Haxi so as to be in Hime. Or: / Hook a taxi to devoid being Hate. The sentence becomes formally simple, but it doesn't make much difference: the logical relationship remains practically the same — the speaker accounts for his action.

       The challenge, however, lies in the intonation pattern. Compare the following negative statements:

       ♦ I didn't ask you to a dance \ in border not to attract attention. The girl explains why she didn t ask the young man to a dance. Perhaps she didn't want to compromise herself.
       ♦ I didn't ask you to а dance in order to attract attention! The gir expains that she asked him to a dance for some other reason, not at a to keep in the pubic eye.

       Formay, the two utterances differ by the negative partice not in the first sentence. The speaker means that something was not done. However, the same can be said without the negative partice: I didn't ask you to a dance \ so as to avoid attracting attention. That is why you had better rey on the intonation. If there is no rising tone and no pause before the phrase, the speaker denies the reason why he did this or that: I didn't ask you to a dance in border to akraci attention. I wanted to Hak to you.

       You wi now isten to two types of negative statements. If the speaker expains why he didn't do something, ask him when he is going to do it. If the speaker denies the reason why he did it, ask him about the rea reason.