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Умение восстанавливать пропущенное звено диалога
ЛР данного типа совершенствует умение следить за ходом дискуссии, учит определять конкретную цель каждой реплики и соотносить ее с точкой зрения собеседника и с его общей целью и в cвязи с этим развивает умение восстанавливать пропущенную часть диалога. Кроме того, ЛР подготавливает к дальнейшему формированию таких умений, как определение весомости логической аргументации каждого из собеседников, а также их эмоционального отношения друг к другу.
Данную ЛР рекомендуется проводить во внеаудиторных условиях по двум причинам. Во-первых, есть возможность дать однозначный ключ. Во-вторых, целый ряд учебных действий, которые здесь являются средством достижения цели, ранее отрабатывались как самоцель. Поэтому они хорошо знакомы учащимся, что способствует успешной самостоятельной работе.
Структура ЛР:
1. Прослушивание диалога и определение основной цели каждого из собеседников (множественный выбор).
2. Прослушивание пар реплик и выяснение, могут ли они следовать друг за другом или между ними есть пропущенная реплика.
3. Прослушивание диалога с пропущенными двумя репликами. Выяснение частной цели каждой из этих реплик (множественный выбор).
4. Прогнозирование вербальной формулировки каждой из пропущенных реплик (множественный выбор).
ЛР данного типа является внеаудиторной, аудиовизуальной, письменной.
Labwork 7: Reconstruction of the missing part of the diaogue
Part 1. Rationae and Directions:
When listening to a diaogue, you may get distracted and miss a few utterances. But you can't afford osing track of the ogic of the discussion. To keep track of what is going on, you must determine the viewpoint of each interocutor and the purpose of each utterance. Besides, you shoud keep the order of the arguments in your operationa memory.
Listen to the foowing diaogue and determine the purpose of each interocutor. The purpose refects the speaker's viewpoint, as well as the mode of discourse. In an argumentative diaogue, each participant's purpose consists in defending his own viewpoint and refuting that of his opponent. Find the best option showing each speaker's purpose and write number 1 for the first speaker and number 2 for the second speaker, as you did in the previous labwork. No sampe will be given.
Part 2. Rationae and Directions:
Now you wi earn to determine whether the fragments of diaogue you are going to Listen to come ogicay one after another or whether the ogic is vioated in paces. This is important for a number of reasons. First, suppose you are listening to a teephone conversation and the speaker makes a pause. Is it a hesitation pause or does that mean that he is listening to his interocutor? Or are both of them thinking what to say next? Or imagine that you are listening to a radio programme or watching TV. A of a sudden the programme is interrupted by a noise in the channe, or you get distracted by some business you have to attend to. What were the speakers taking about during those few minutes? You' have to judge by the utterances that come after and guess the missing ones, if necessary. Of course, the voices of the speakers often hep you to decide whether you missed any part of the diaogue. But sometimes their timbre may be too much aike to suggest a gap. So you have to rey mainy on the ogic of the discourse.
You are going to Listen to pairs of utterances that beong to the same speaker. They wi be separated by a buzz. Does the second utterance come right after the first or shoud it come after a cue from the interocutor? If there is nothing between them, write a pus. If there shoud be another utterance between them, write a minus.
Part 3. Directions:
Listen to the foowing diaogue. It is incompete. You must find the pace where the ogica ink shoud be suppied. Listen to the diaogue for the second time and write down the beginning of the missing utterance.
Tapescript
— Have you thought any more about getting a computer?
— No, I don't think I sha. Though there is a good dea of pressure, of course.
— From your famiy?
— From my daughter, in particuar. Her schoo friends takabout it so much.
— I know. You'd think they never did anything ESE but sit gued to the computer screen.
— I know that. But I have a deep distrust of mysef.
Now, let's assume that there are two missing utterances in this diaogue, one on the part of each speaker. Look through the foowing list of purposes and choose the most probabe purpose of the missing utterances. Write number 1 for the first speaker and number 2 for the second speaker.
Mutipe Choice
1. Trying to prove that a computer offers unimited access to new information.
2. Trying to prove that the price of computers is too high and the quaity is often inferior.
3. Support the other speaker and come to the concusion that computer games are a waste of time.
4. Support the other speaker with reservation, concuding that a computer can be either a great hep or an addiction, depending on the character of the user.
Part 4. Directions:
Choose the utterances that best fit into the missing part of the diaogue about computers.
Speaker 2 (the first missing utterance)
1. There's one thing you forget about — the time wasted on a those siy computer games.
2. That's mosty what I hate about computers — the stupid games some peope can pay for hours.
3. But on the other hand, computers are a great waste of time.
Speaker 1 (the second missing utterance)
1. It isn't the computer that is to bame, it's you. One shoud use it to do one's work, not to amuse onesef.
2. Oh yes, it depends on the individua. It's too easy to deveop an addiction.
3. That's true. And besides, too much time at the computer can ruin your eyesight.
Listen to the whoe diaogue again to make sure that your choice was the best.
Edited Tapescript
— Have you thought any more about getting a computer?
— No, I don't think I sha. Though there is a good dea of pressure, of course.
— From your famiy?
— From my daughter, in particuar. A her schoo friends tak about it so much.
— I know. You'd think they never did anything ese but sit gued to the computer screen.
— That's mosty what 1 hate about computers — the stupid games some peope can pay for hours.
— It isn't the computer that is to bame, it's you. One shoud use it to do one's work, not to amuse onesef.
— I know that. But I have a deep distrust of mysef.
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