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Умение определять основные характеристики объекта высказывания
Цель ЛР данного типа — научить студентов видеть смысловую структуру текста, делить текст на относительно крупные смысловые блоки. Это умение связано с предвосхищением содержания, с эффективной реорганизацией информации в оперативной и постоянной памяти; оно также необходимо для логичного воспроизведения полученных сведений.
ЛР данного типа должны предшествовать аналогичные задания в чтении. Одно совершенствует другое: чтение помогает вычленять основные характеристики объекта высказывания, воспринимаемого на слух, а практика в аудировании повышает скорость чтения.
ЛР подобного типа, равно как и предыдущая в одинаковой степени опираются на умения, развиваемые в предшествующих работах, и обе они предопределяют структуру ЛР 12, где надо будет не просто вычленить объекты высказывания, а ранжировать их по значимости. Поэтому ЛР 9 и 10 одинаковы по сложности и могут меняться местами.
Подобные ЛР могут выполняться во внеаудиторных условиях вследствие их относительной завершенности в коммуникативном плане и возможности проведения без непосредственного контроля преподавателя.
Структура ЛР:
1. Прослушивание текста по частям и выбор формулировки основного объекта каждой части высказывания.
2. Вторичное прослушивание текста по частям и отбор основных характеристик объекта высказывания каждой части текста (из числа предложенных в письменном виде).
3. Выбор наиболее удачного резюме каждой части высказывания на основе выделенных характеристик (без дополнительного прослушивания).
4. Прослушивание текста, аналогичного по типу и логико-композиционной структуре, определение количества смысловых частей и самостоятельная формулировка основных объектов высказывания.
Примечание:
Во избежание языковых ошибок формулировки объектов высказывания могут записываться на аудиокассету по-русски.
5. Вторичное прослушивание текста и выписывание зачина каждой части.
ЛР данного типа является внеаудиторной, аудиовизуальной, письменной.
Примечание:
Третья часть ЛР не дается в фонозаписи, поскольку третьего прослушивания не требуется. Инструкция предъявляется в письменном виде вместе с вариантами ключа и ключами.
Lаbwork 11: Determining the main quaities that characterize the objects of the utterance
Part 1. Rationae and Directions:
When istening to a rather ong text, you have to remember what has come before in order to understand what is going to come next. Our memory is seective. You can't remember every word of a ong text; and it is not necessary. What you need is ogica memory, which heps you to record facts and ideas rather than the actua wording. You must earn to divide a text into ogica parts. You must be abe to decide what each part is chiefy about, that is, to determine the main object of each part.
Listen to a text about ships, which consists of four parts. After istening to each part, tick the option you choose.
Ships (Tapescript)
Part I.
The person who can see a ship without some feeing of excitement must have very itte imagination. Even the idea of eaving the and must give us a feeing of strangeness. We may remember stories of terribe storms, with waves as high as the mountains, and of peope spending weeks in small boats hundreds of mies from and. But we have aso heard of the joy of traveing over cam seas under bue skies. We have read of the unforgettabe excitement of coming, one fine morning, to anew and beautifu and which we have ony seen in pictures before.
Mutipe Choice:
1. Various kinds of ships.
2. The dangers of a sea-voyage.
3. The excitement of a sea-voyage.
Part II.
But ships are not, of course, made chiefy for peasure: their biggest use is in carrying goods from country to country. They feed the peope of the British Ises. Airpanes are much too expensive and there are not enough of them to feed even a sma country ike Engand. Trains cannot cross seas. Besides, ships carry more goods than trains and can do so more cheapy; but, on the other hand, they are sower than trains or airpanes.
Mutipe Choice:
1. The practica use of ships.
2. The sowness of ships.
3. The reasonabe price of a sea-voyage.
Part III.
This sowness means that peope who want to get somewhere in a hurry and who haven't got too much uggage now usuay prefer to fyll rather than go by ship. But even for passengers ships have the advantage of being cheaper than trains or airpanes, and aso much more comfortabe, so that if you want a restfu, not too expensive voyage, the ship will suit you best.
Mutipe Choice:
1. The advantages and disadvantages of a sea-voyage.
2. The reasons why peope sedom trave by sea.
3. The reasons why ships are the best means of transport in a cases.
Part IV.
Ships have payed a very important part in history by making it possibe to discover more and more distant parts of our word. Coumbus used a ship to discover America more than five centuries ago. And even now, ships are used for exporing the Antarctic. In fact, for thousands of years, ships have payed one of the most important parts in shaping society.
Mutipe Choice:
1. The growing roe of ships in modern life.
2. The roe of ships in the history of civiization.
З.Тпе importance of buiding new types of ships.
Part 2. Directions:
Listen to the same text again, part by part, and seect the main detais that characterize the object, among those mentioned in your handout.
I. The person who can see a ship without some feeing of excitement...
Mutipe Choice:
1. The strange feeing of eaving the and.
2. The comforts and conveniences of a modern ship.
3. Seasickness.
4. The danger of possibe storms.
5. The adventures that may be in store for one.
6. The peasures of cam weather.
7. The sudden sight of a new and.
8. The feeing of soid and less than one's feet again.
II. But ships are not, of course, made chiefy for peasure...
Mutipe Choice:
1. The usage of ships for carrying goods from country to country.
2. The usage of modern ships for discovering new ands.
3. The cheapness of using ships.
4. The amount of goods ships can carry.
5. The usage of ships for exporing the sea.
III. This sowness means that peope who want to get somewhere in a hurry...
Mutipe Choice:
1. The sowness of ships.
2. The reiabiity of ships.
3. The boredom of a ong sea-voyage.
4. The comforts of a sea-voyage.
5. The low prices of a journey by sea.
6. The cam and quiet of a sea-voyage.
7. The dangers of storms and icebergs.
IV. Ships have payed a very important part in history...
Mutipe Choice:
1. The discoveries of distant parts of the word.
2. Exporation of the Antarctic.
3. Exporation of the ocean's fauna and fora.
4. The shaping of brave and strong men.
Part 3. Directions:
Now that you have singed out the main objects and their characteristics, choose the best summary of each part of the text. Tick the right choice.
I
1. The joy of traveing by sea makes up for such discomforts as seasickness and monotony.
2. The excitement of a sea-voyage is mainy the resut of our instinct for romanticism.
II
1 .The chief use of ships is in carrying goods from country to country. 2. Though ships can carry more goods than aeropanes, they are much sower than panes.
III
1. The sowness of a sea-voyage is compensated for by the rest and comfort it provides.
2. Most peope prefer to full rather than to go by ship because of its being very sow.
IV
1. Ships are instrumenta in discovering more distant ands every year.
2. Ships have payed an important part in history because they have made it easier to expore the word.
Part 4. Directions:
Listen to another text. The topic is different, but the ogica structure is simiar. Determine how many ogica parts it has and write down the main object of each part.
Women's Rights (Tapescript)
Ought women to have the same rights as men? A hundred years ago the answer in every country in the word woud have been "no". Peope beieved that women were weaker and ess cever than men and those they had worse characters. Even nowadays there are countries where women are treated amost like servants.
It is certainy true that awoman is weaker than a man. Thousands of years ago, when men ived in caves and hunted for food, strength of body was the most important thing, but now in the 21 st century brains are more important.
What about women's brains? Of course, in countries where girs are not given so good an education as boys, they know ess. But in countries where there is the same education for both, there is no difference at a between the brain of a man and that of a woman. There are women judges, women ministers and women professors in many countries.
But women can do one thing that men cannot: they can produce chidren. Because they, and not men, do this, they usuay ove their chidren more, and are better abe to ook after them, since they are more patient and understanding with small chidren. For this reason some women are happier if they can stay at home and ook after their house and famiy than if they go out and do the same workas men do. It is their lown choice, and not the resut of being ess cever than men.
Part 5. Directions:
Listen to the text again and write out the first four words of each part.
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