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Умение определять цель высказывания
Цель ЛР данного типа — сформировать у обучающихся умение точно определять, какое именно воздействие хотел оказать на слушающих автор текста, а также научить слушателей формулировать цель автора в виде высказывания на уровне предложения («идеи» текста). Это умение важно как для рецептивной деятельности, так и для репродуктивной (прежде всего для письменного выражения мыслей), так как, формулируя цель высказывания в сжатом виде, пишущий еще раз осмысляет каждый из компонентов мотивационно-побудительного комплекса, уточняет взаимосвязь компонентов.
Умение определять цель автора высказывания, как следует из вышесказанного, основывается на умениях определять такие компоненты мотивационно-побудительного комплекса, как:
а) основной объект высказывания;
б) характеристики объекта;
в) точка зрения говорящего и его отношение к объекту высказывания.
Кроме того, данное умение предполагает способность интегрировать эти компоненты в минимальном высказывании (т.е. на уровне предложения).
Данная ЛР рекомендуется для выполнения в аудитории, так как требуется тщательное сопоставление формулировок, обсуждение их достоинств и недостатков, для чего необходимо прямое участие преподавателя. Кроме того, значительную часть работы занимает анализ, не связанный непосредственно с прослушиванием, но зато делающий желательным естественное общение учащихся между собой. Следовательно, лингафонный кабинет здесь мало эффективен.
Структура ЛР:
1. Прослушивание текста и определение таких мотивационно-побудительных компонентов, как:
а) объект высказывания;
б) основные характеристики объекта;
в) отношение автора к объекту высказывания;
г) цель автора (множественный выбор).
2. Подбор оптимального варианта формулировки идеи текста.
3. Соотнесение текста с его аннотацией.
Рекомендуемое задание, вытекающее из структуры данной ЛР:
«Прочитайте текст и самостоятельно сформулируйте его основную идею; прокомментируйте ваше отношение к точке зрения автора».
ЛР данного типа является аудиторной, аудиовизуальной, письменной или (при наличии устного обсуждения) устно-письменной.
Labwork 18: Determining the purpose of the utterance
Part 1. Rationae and Directions:
By now you have earnt to anayse texts from severa perspectives. You can understand what the text is about, you can singe out the main characteristics of the object; you can determine the viewpoint of the speaker and the speaker's attitude to the object of the utterance. A these things are important if the author's purpose is not quite evident. What is more, the ski of defining the author's purpose is very usefu when panning your own discourse, especiay in writing. Formuating your purpose in a nutshe, you become fuy aware of what you want to achieve and what strategies you can use to get your message across. So, today you will earn to use a the above-mentioned skis together, so as to formuate the theme of the utterance.
Before you isten to the text, ook through the offered choices. You must determine the main object of the text, the main characteristics of the object and the author's attitude to the object. A these things considered, make the ast choice — decide what the speaker's intention was. Tick the right choice in each group. No sampe is provided.
Tapescript
Sometimes an i looks, but her voice and her dry, sometimes sarcastic humour are ageess and timeess. When you are istening to her it is easy to forget that hundreds of students have preceded you and that hundreds more will come after you.
I cannot remember exacty how she ooked the first morning I saw her. There were so many teachers who ooked like her — women with grey hair, out-of-date cothes and shoes. But she was rather taer than most, — a thin, big-boned woman, whose teeth showed too much when she smied, but who had acertain attractive dignity.
After her appearance has become famiiar to me, I began to earn the more interesting things about her. She had a standard answer to my expanations about unfinished work. It was aways poite and gave the peasant impression of a grown-up speaking to another. "We, that's understandabe, You' get it in to me as soon as possibe, won't you?" The end of this sentence was never aquestion, and so effective was the psychoogy that it worked in every case. Her teaching met-hod was buit on the psychoogica basis that if she made the student understand that she thought he was capabe of good work, he woud do his best to ive up to her expectations. She was patient, she never shouted at pupis, but her coudn't understands those who woudn't tries to do their best. She iked cever peope and she was an inteectua snob in that she coudn't hep showing preference for inteectua pupis.
Many students found her aitte strange and absurd, and afew hated her, but I found in her a charm and beauty few other teachers approached.
Mutipe Choice and Key
II. The chief characteristics of the object:
1. Grey-haired, out-of-date shoes and cothes, ta, thin, big-boned.
2. Charming, beautifu, eegant, attractive, inteectua, patient, speaking in afriendy manner.
3. Strange, absurd, od-fashioned, sarcastic, an inteectua snob, showing preference for some pupis.
4. Not old in any sense, with a certain attractive dignity, with a sense of sarcastic humour, speaking to pupis as to grownups, poite, inteectua.
III. The author's attitude to the object:
1. Reserved irony and coo appreciation.
2. Respect and gratitude cooured with gente irony.
3. Good-natured mockery, with a good dea of famiiarity.
4. Respect mixed with aienation and hostiity.
5. Admiration, gratitude and exated praise.
IV. The author's purpose:
1. To investigate the innovative methods empoyed by the teacher and ensuring her successfu career.
2. To create an image of atypica coege teacher with atraditiona outookon education.
3. To account for the impact of this unique personaity on the author.
Part 2. Rationae and Directions:
By now you are expected to be abe to determine the purpose of the text you are istening to. So it won't be too difficut for you to compare two texts and choose the one that matches the annotation given in written form.
First read the annotation, which is supposed to refect the essence of the author's conception. Underine the chief characteristics of the object and encirce the word or phrase that refects the author's attitude to the object.
Annotation
It's the description of a woman, who, besides beauty and grace, has a quick mind and sef-contro and whom the author admires for this rare combination of quaities.
Now you are supposed to seect the best option of the centra idea of the text. A the components you have just been going through must be refected in your choice of the centra idea. isten to the text again and tick the best choice.
You wi now isten to two texts. Your task is to decide which of them suits the given annotation. When you isten to the texts for the second time, write down the detais from the text you have chosen which can prove that your choice was correct.
Text I
Bady Brackensta was no ordinary person. Sedom have I seen so gracefu a figure, so womany a behaviour, so beautifu a face. She was a bonde, go- I den-haired, bue-eyed. She had the perfect compexion which goes with such coouring. She ay back, tired, upon a sofa, but her quick attentive gance as we entered the room, and the watchfu expression of her beautifu features showed that neither her wits nor her courage had been shaken by the terribe experience. She was dressed in a wide dressing gown of bue and siver but a back dinner dress was hung upon the sofa behind her.
Text II
She was a ta woman, with a beautifu figure which some member of the famiy had once compared to a Greek goddess. Her hands were in grey goves and were crossed on one another, her serious charming face hed to one side, and the eyes of a men were fixed on it. Her figure moved so baanced that the very air seemed to set it moving. There was warmth, but itte coour, in her cheeks. Her arge dark eyes were soft. But it was at her ips — asking a question, giving an answer — that men ooked; they were sweet ips and through them seemed to come warmth and perfume ike the warmth and perfume of a fower.
Extending the Activities:
Read the foowing descriptive passage and formuate in a sentence what the author wished to convey. E.g.:
... Her eyes are deep set, her eyebrows heavy and dark. She has astern staring ook, ike an adut man. Her nose is perfecty formed, neat and nobe ... She wears no make-up, her ips are perfecty coouress, pae, a itte chapped, and they are usuay hed tight, pursed tighty shut. She has a firm, rounded chin. Her facia structure is strong, pensive, its features stern and symmetrica as a statue's, bank, neutra, withdrawn. Her face is attractive. But there is a bunt, neutra, sexess stiness to it, as if she were detached from it and some-where ese, uninterested.
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