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Умение выделять в тексте предложение, отражающее объект и цель высказывания («ключевую фразу»)
Цель ЛР данного типа — сформировать умение выделять в звучащем тексте предложение, в котором объект высказывания ограничивается и которое наиболее четко отражает цель высказывания. Важность этого умения состоит в том, что выделение «ключевого предложения» в начале текста помогает предвосхитить содержание последующих частей, а выделение «ключевого предложения» в конце текста дает возможность уточнить, какой объект высказывания является основным и насколько важны его отдельные признаки. Выявление «ключевого предложения» способствует сохранению важных признаков объекта высказывания в оперативной памяти (а в какой-то мере и в постоянной памяти), а также помогает понять логику построения текста.
Поиску «ключевой фразы» способствует умение определять основной тип структуры высказывания, чем и объясняется следование ЛР данного типа за предыдущей. Более того, задача выявления смысловой структуры текста представляется настолько сложной, что мы сочли необходимым начать ЛР 15 с того же задания, которым завершалась предыдущая работа. Принцип частичного пересечения лабораторных работ («overapping») будет применяться и в дальнейшем. Чем сложнее мыслительные задачи, тем важнее соблюдать иерархию заданий и обеспечивать повторяемость типов аудитивных задач в новых условиях в соответствии с теорией деятельности: то, что было целью предыдущей деятельности, становится одним из условий выполнения новой, более сложной задачи.
ЛР данного типа рекомендуется для выполнения в аудитории в связи с тем, что последнее задание требует фонозаписи в паузах и может сопровождаться сопоставлением комментариев обучающихся.
Структура ЛР:
1. Определение формы выражения мысли и структурного типа высказывания.
2. Определение «ключевого предложения».
3. Устный комментарий в одном предложении, отражающий объект и цель высказывания (фонозапись обучающихся).
ЛР данного типа является аудиторной, аудиовизуальной, устно-письменной.
Labwork 14: Listening for the "key phrase", which refects the object and the purpose of the utterance
Part 1. Rationae and Directions:
The chaenge you are facing today is a search for the so-caed "key phrase", where the speaker's purpose most ceary reveas itsef. This ski is especiay important when you dea with exposition or argumentation. If you find the "key phrase", it will ead you to the object of the utterance. Moreover, it wi be much easier for you to formuate what the text is about, to ook for the essentia detais, to see if the speaker achieves his purpose effectivey. The ski of ooking for the "key phrase" will hep you to formuate your own utterances in such modes of speech as exposition or argumentation.
Before you practice in searching for the "key phrase", make sure once again that you can unmistakaby identify the mode of speech and the ogica structure of an utterance. No sampe is necessary, as you know aready how to cope with this kind of task.
Listen to the texts and write down the mode of thought and the type of ogica structure. Use the handout from abwork 14 to avoid unnecessary writing: put down ony the number of the ogica structure of each text.
1. Fear and pain are usuay beieved to be harmfu emotions, which peope must try to get rid of. But, in fact, fear and pain are two of the most usefu things that men or animas have, if they are propery used. If fire didn't hurt when it burned, chidren woud pay with it unti their hands were burned away. And if pain existed but fear did not, a chid woud burn himsef again and again, because fear woud not warn it to keep away from the fire that had burnt it before. Fear and pain are two guards without which men and animas might soon die out.
2. Geoogy is the science that examines the various changes that have taken pace, one after the other, on our earth. It examines the changes both in organic matter (that is iving matter) and in inorganic matter (matter that had never had life). It tries to find out the reasons for these changes, and the effects they have had on the surface of our earth.
3. Ji was too young to go to schoo. She liked to hep her mother to cook. One day, Ji tried to make a cake hersef. It was hard and back and her brothers refused to eat it. Ji began to cry, so her father ate a piece. He said it was very nice. This was not true, but he said it to make Ji happy He wanted his daughter to like doing things hersef. He was quite right. It is very important to encourage chidren when they try to do something themseves.
4. In my opinion, the best kind of hoiday is a journey by sea. Some peope find it rather du and monotonous. Besides, many peope are afraid of being seasick. But one can hardy be seasickon a reay big modern passenger ship. Besides it is not du at a. If you wish, you can have penty of games, dancing or bathing in the swimming poo. You can aways find an interesting book in the ship's ibrary. And the best thing about a sea journey is the chance to meet new and interesting peope from many countries. These things make a sea voyage reay enjoyabe.
5. Have you ever asked yoursef why chidren go to schoo? You will probaby say that they go to earn various subjects. That is quite true; but why do they earn these things? We send our chidren to schoo to prepare them for the time when they will be big and will have to work for themseves. For exampe, they earn arithmetic in order to be abe to measure and count things in everyday life. Neary everything they study at schoo has some practica use in their life, but is that the ony reason why they go to schoo? - No. There is more in education than just earning facts. We go to schoo above a, to earn how to earn, so that, when we have eft schoo, we can continue to earn. An educated man will aways be successfu because he can quicky teach himsef to do a new thing which he has never done before. The purpose of schoo, therefore, is not just to teach different subjects, but to teach pupis the way to earn.
Part 2. Rationae and Directions:
Now you will isten to the same texts again and find the "key sentence". If you dea with argumentation, the "key phrase" is supposed to sum up the author's viewpoint as radicay different from the one he is opposing. If you are istening to exposition, the "key phrase" shoud sum up what the speaker intends to prove or what the isteners are supposed to understand. Mind that the thesis may occur at the beginning or at the end of the text. It may sometimes be found in the midde of the utterance, too. E.g., the speaker may begin with wrong assumptions, which serve as an antithesis and then formuate his own idea, to be foowed by arguments that support it. At the end of the monoogue, the speaker, as you have observed, often states the idea again. If the paraphrased statement adds nothing to the initia one, then the first statement is the "key sentence". And if the fina statement deveops the initia idea, formuates it in a more precise and profound way, considering the detais in between, then it is the fina statement that serves as the "key phrase".
Pease, read the options of the "key phrase" for each text before istening to the texts for the second time. After you have istened to each text, tick the "key phrase" you have chosen.
Text 1. "Fear and pain ..."
1. Fear and pain are usuay beieved to be harmfu emotions which peope must try to get rid of.
2. Fear and pain are two of the most usefu things that men and animas have, if they are propery used.
3. Fear and pain are two guards without which men and animas might soon die out.
Comment: The first option is an antithesis, beginning with the wrong assumption. The other two options are theses. But the fina thesis, unike the previous one, expains what makes these emotions usefu.
Text 2. "Geoogy is the science ..."
1. Geoogy is the science that examines the various changes that have taken pace on our earth.
2. It examines the changes in organic and in inorganic matter.
3. It tries to find out the reasons for these changes and their effects.
Comment: The thesis comes first, and the detais support it.
Text 3. "Ji was too young ..."
1. One day Ji tried to make a cake hersef.
2. This was not true, but he said it to make Ji happy.
3. It is very important to encourage chidren when they try to do something themseves.
Comment: The author's purpose is to convince the istener that chidrens' efforts shoud be encouraged even if they are not quite successfu.
Text 4. "In mv opinion, the best kind of hoiday ..."
1. The best kind of hoiday is a journey by sea.
2. It is not du at a.
3. The best thing about a sea-journey is the chance to meet new and interesting peope.
4. A these things make a sea-voyage reay enjoyabe.
Comment: The thesis is formuated in the first sentence. Options 2 and 3 provide separate arguments. The paraphrased thesis (option 4) adds nothing to the first one.
Text 5. "Have vou ever asked yoursef..."
1. Chidren go to schoo to earn various subjects.
2. There is more in education than just earning facts.
3. We go to schoo, above a, to earn how to earn.
4. The purpose of schoo, therefore, is not just to teach different subjects, but to teach pupis the way to earn.
Comment: The first option does not refect the author's viewpoint on the purpose of education. The second one does, but it sounds too vague. The third option refects the author's viewpoint correcty. Mind that the phrase "above a "shows that the author does not deny other functions of education, not even that of earning facts. The ast option adds nothing to the third one.
Part 3. Directions:
Now put your handouts a side and isten to each text once more. Comment on each text in one sentence (in writing): formuate your attitude to the author's idea as it is given in the "key sentence". E.g.: Now I understand that it is wrong to beat chidren when they are naughty. Or: And sti I am not sure that it is better to ive in the country.
Text 1. "Fear and nain ..."
I quite agree that fear and pain are two guards without which men and animas might die out.
Text 2. "Geoogy is the science ..."
Now I understand that geoogy is the science that examines the various changes that have taken pace on our earth.
Text 3. "Ji was too voung ..."
I share the author's viewpoint that it is very important to encourage chidren when they try to do something themseves.
Text 4. "In mv opinion, the best kind of hoiday ..."
And sti I am not sure that the best kind of hoiday is a journey by sea.
Text 5. "Have vou ever asked yoursef..."
I quite agree that we go to schoo, above a, to earn how to earn.
Extending the Activities:
Po your groupmates to find out their attitudes to the issues discussed in the auditory texts. Sum up what you agree or disagree about. Choose the most controversia issue and list a the pros and contras together.
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