|
Умение находить в измененном пересказе текста привнесенные факты и искажения
Цель ЛР данного типа — развить умение сопоставлять тексты, передающие аналогичную информацию различными языковыми средствами, и находить добавочную информацию, противоречащую или не противоречащую содержанию исходного варианта. Это умение важно как само по себе, так и для развития репродуктивного умения оформлять свою мысль различными языковыми средствами. Естественно, что для формирования данного умения необходимо уметь воспринимать текст, обращая внимание на каждую деталь, чем и объясняется следование данного типа ЛР за двумя предыдущими.
Структура ЛР:
1. Прослушивание пар связных высказываний и определение идентичности или различия информации, выраженной разными языковыми средствами.
2. Прослушивание пар связных высказываний с целью установить, являются ли изменения в объеме информации искажениями или добавлениями.
3. Прослушивание двух вариантов текста. Комментирование добавлений и искажений по ходу слушания второго варианта. Второй вариант читается непосредственно преподавателем, а комментарий контролируется как обычное фронтальное задание.
Рекомендуемые задания, вытекающие из структуры данной ЛР:
1. Чтение информативного текста и прослушивание ряда коротких связных высказываний, связанных с этой же тематикой.
2. Сопоставление информации, полученной визуально и на слух, по объему п точности передачи фактов.
3. Воспроизведение дополнительной информации, полученно на слух.
Данная ЛР предназначена для выполнения в аудитории, так ка ее последняя часть является рецептивно-репродуктивной. Поэтому Л данного типа является аудиторной, аудитивной, устно-письменной
Labwork 9: Listening for additiona or contradicting facts
Part 1. Rationae and Directions:
You may often go to different texts, whether ora or written, ony to find that they give you practicay the same information, though the wording is not the same. You know that istening for detais requires a ot of attention. That is why texts meant for istening may have a certain amount of redundancy. That is, some information may be ost on the istener, and, if it is important, the message won't get across. So the speaker must make deivery doube sure.
Listen to a few pairs of short utterances. Why does the speaker word his ideas differenty in the second case? Does he or she do it just to avoid monotony, but there is nothing new in the second utterance? Then write a minus. Or does the speaker add something new in the second case? Then write pus against the number of the given pair of utterances.
Part 2. Directions:
Compare the foowing utterances. The information is not exacty the same. But does the second utterance merey add something to the first one or does it contradict the fist one? If you find additiona information, write pus. And if you find that the information is distorted, write a minus against the number of the pair.
Part 3. Directions:
Listen to two versions of a story. If some facts are distorted, expain where the second version is wrong. And if you hear some additiona information, expain what is added in the second version.
The origina story:
Mrs Mis often spends too much money on cothes. Yesterday she saw a beautifu coat in a shop. It was just the right size but it was very expensive. Mrs Mis didn't have the money, but she took the coat home and showed it to her husband. He iked the coat but was quite shocked when she gave him a check for three hundred pounds.
The second account of the events:
Mrs Mis is mad about new cothes and spends every penny on them. She dresses in the atest fashion. Yesterday she saw a coat in a shop window. She didn't actuay need one: she has two aready. Besides, it wasn't quite her size, but she thought it coud be easiy atered. But her husband was so shocked when he saw a check for a hundred pounds that he made her take the coat back.
Extending the Activities:
Read the foowing text and isten to a few utterances that will shorty foow. Some of the statements are not compatibe with the information given in the printed text, but some suppy additiona facts. The atter are not given in the printed text either but they do not contradict it. Listen for additiona information and sum it up.
The printed text:
"Now for the run home ... I wonder if we can do it," wrote Captain Scott at the South Poe. The "run home" was a journey of severa hundred mies on which five peope of great courage iost their ives. They coud wak ony a few mies a day across a desert of snow and ice. Soon Captain Oates coud go no further. One morning he said, "I'm just going outside and may be some time." He disappeared into the snow and never returned. Three men now strugged on unti they were just a few mies from their basecamp. But a terribe bizzard began and they had to remain in their tents for days. A search party found their bodies ong afterwards. A three had died in their seep.
The statements to isten to:
1. To get back home from the South Poe, the traveers were to cover nine hundred mies. Unfortunatey, none of them managed to make it.
2. Fierce winds bew against them across a desert of snow and ice, and they coud wak ony a few mies a day.
3. A member of the party, whose name was Evans, died after a serious accident.
4. Another member of the party, Captain Oates, coud not go any further, and they had to eave him behind in the tent.
5. The remaining three men waked on and on unti they were just eeven mies from their basecamp, where there was penty of food.
6. But a terribe snowstorm destroyed their tent.
7. Their bodies were found in a year's time by a search party. The three men had died in their seep.
|
