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Умение находить расхождения в близких по тематике текстах
Цель ЛР данного типа — выработка умения сравнивать два сообщения, несущие близкую по содержанию, но не идентичную информацию, с точки зрения поисков общей информации и основных деталей, которыми тексты отличаются. Данная ЛР отличается от предыдущей тем, что в ЛР 9 измененный вариант текста сопоставляется с эталоном, а во втором случае оба текста сопоставляются как равноценные. Кроме того, поиски дополнительных фактов в ЛР 9 опираются в основном на кратковременную память. Там тексты — по крайней мере в первых двух частях — настолько коротки, что запечатлеваются почти дословно. В данной же работе более важная роль принадлежит логической памяти.
Данную ЛР рекомендуется выполнять во внеаудиторное время в связи с ее относительной завершенностью, коммуникативностью и возможностью выполнения без непосредственного контроля преподавателя.
Структура ЛР:
1. Прослушивание текста и подчеркивание на карточке упомянутых в нем деталей. Прослушивание другого текста на ту же тему и отбор упомянутых деталей из того же списка. Выявление деталей, упомянутых в обоих текстах.
2. Прослушивание третьего текста на ту же тему. Определение ложности или справедливости предложенных на карточке утверждений об общем содержании всех трех текстов.
ЛР данного типа является внеаудиторной, аудиовизуальной, письменной.
Labwork 10: Listening for commonaities and divergences in texts treating simiar issues
Part 1. Rationae and Directions:
In real life situations, we often isten to other peope discussing this or that issue. You may be present at a conference where severa presentations dea with the same theme. Or you may isten to a pane of speakers in a TV show. Peope's views and the scope of issues they treat may overap to a great extent, but they will never be exacty the same.
Listen to the first text, ook at the handout and underine the detais mentioned in the text. Then isten to another text treating a simiar issue and, using the same handout, tick the numbers of the detais given in the second text. Then decide to what extent the texts overap, that is, writes out the numbers of the detais that are provided in both texts.
Text 1. Getting
Awav from the Present Athough we ive at the beginning of the 21st century, many peope are more interested in things that happened in the 16th century or that wi happen in a hundred years. Many fims, books and pays treat historica events or dea with hypothetica future. Perhaps peope are interested in other times because they want to get away from the present. Of course, we know many things about the past. But what will it be like at the end of the 21st century? Will historians ook at our cothes and augh? Will they be surprised that our transport was so sow and our life so busy? Will they be happier than the peope of today? May be they will think that we were ucky to ive in a word which sti had some room and where peope were happy. Or maybe they will be quite satisfied iving on the Moon or even Mars and will not wonder about what happened on earth.
The handout:
1. Peope's interest in the past.
2. Peope's interest in the future.
3. A great number of fims and books on historica subjects and science fiction.
4. Questions concerning the food or cothes of the future centuries.
5. The possibiity that the Earth will be destroyed competey.
6. The possibiity that our panet will be impossibe to ive on.
7. The reasons why life may become impossibe on the Earth.
8. The possibiity that the future generations may ive happiy on another panet.
9. The possibiity of the word remaining neary the same in the next century.
Text 2. The Futuroogists
What will you and I be doing in fifty years from now? Will we be eating tabets, wearing paper and eaving our probems to computers? Or will we eave this word and go to another panet to make a fresh start? We, according to some scientists, we certainy won't be iving here. Severa decades ago, Professor Pau Ehrich of Stanford University said that in a few years we woud destroy ourseves because there were aready "too many of us eating too much".
Of course, Professor Ehrich was not the first to have depressing ideas about our future. Fifty years ago a lot of peope thought that we woud soon bow ourseves up. Then, as we got used to iving with that idea, they decided that the word woud sti be here, but that life woud be impossibe.
According to such peope, the word will soon become overcrowded, we sha eat up all the food, use up all the minera resources and destroy all the trees and animas.
The idea that the word will end soon isn't new. I sometimes wonder what happened to those peope whom I often saw waking the streets with signs that read: "The year 2000 — the end of the word." I suppose those that predict the end of the word today will aso have to go quiety into a corner to change their dates. Maybe in fifty years' time life won't be so different — except that we' be taking about the word in the 22nd century.
Part 2. Directions:
In this part of the aboratory work you will isten to one more text on the same topic and compare it with the previous texts. But before doing it you will have to examine a set of statements.Listen to the text and write all pus against each right statement and a minus against each wrong one.
The statements comparing the three texts:
1. A the texts dea with the chances of the coming generation to ive happiy.
2. A the texts mention the fact that most peope woud have preferred to ive in the past.
3. A the texts mention the fact that the coming generation may have to face some very serious probems.
4. None of the authors mentioned that peope might move to another panet.
5. A the authors are absoutey pessimistic about our future.
6. A the authors suppose that our future depends on the way we ive and behave today.
Text 3: Ecoogy in the Modern Word
One of the most serious probems the modern word has to face is the probem of poution. What most peope breathe in cities and towns is very dirty air. Modern technoogy has a very bad affect upon nature. We produce a ot of synthetic things but we can't get rid of them when we do not need them any more. Most of these things end up in the ocean. But sooner or ater the oceans wi aso become pouted and, therefore, dangerous to peope. Life may become impossibe.
That is why ecoogy has now become a very important science. It tes lus how to ive on in harmony with nature. We must try to understand what resuts our activity may have. If technoogy got man into such a dangerous situation, technoogy must find the way out of it. We cannot afford to ignore the aws of nature. If we do, the word will end in a catastrophe. But if we behave reasonaby, the future generations may ive quite happiy and bell thankfu to us.
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