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Умение понимать общее содержание текста
Цель ЛР данного типа — развить умение понимать основные факты, изложенные в тексте, выделяя их с учетом точки зрения автора.
Данный тип ЛР логически вытекает из предыдущего, так как развивает способность определять еще один компонент высказывания, не выраженный эксплицитно, причем на этот раз компонент, связанный не только с содержанием высказывания, но и с авторской оценкой проблемы.
Данную ЛР можно выполнять во внеаудиторных условиях, так как она имеет ярко выраженный коммуникативный характер.
Структура ЛР:
1. Прослушивание текста и выбор его основного тезиса из числа предложенных.
2. Вторичное прослушивание текста и отбор приведенных в тексте основных аргументов (множественный выбор) в подтверждение данного тезиса.
3. Письменное суммирование основного содержания текста с опорой на отобранные аргументы.
При этом последнее задание ЛР либо выполняется письменно (при отсутствии непосредственного контроля преподавателя), либо контролируется устно на следующем аудиторном занятии.
ЛР данного типа является внеаудиторной, аудиовизуальной, письменной (или устно-письменной).
Labwork 5: Getting the main points of the text
Part 1. Rationae and Directions:
If you aim at an in-depth understanding of a text, you shoud make sure that you were abe to get the key points first. It is vita to reaize what the text is about.
Listen to the foowing text. Its topic is reading. But what exacty is the text about? What does the speaker intend to say? Look through the given key assumptions, isten to the text and choose the postuate that refects the speaker's purpose most precisey.
Mutipe Choice:
1. Reading deveops inteect.
2. It is important to deveop a good taste in iterature.
3. Modern civiization interferes with reading.
4. It is necessary to have a ibrary of your own.
On Reading
The first thing necessary to the peasure of reading is that when peope are young they shoud fa into the habit of reading. This is becoming more and more difficut. Some time ago raiways had a compensating advantage — athough they took peope away from home, a long raiway journey afforded a first-cass opportunity for reading. But now things are changing. One can't very we read in a fast-moving motorcar. And it takes peope more time to move around than it took them before. The teephone is aso a disadvantage. It keeps ringing and interrupting the process of reading. Radio and teevision aso take up a lot of time that might be given to reading. The computer is another change in the same direction. All these things must make it more difficut for future generations to fa into the habit of reading.
Part 2. Directions:
Now that you know what the speaker wished to convey, see what arguments he puts forward. Before you are ready to sum them up, ook through the items on your answer sheet, isten to the text again and tick the ideas expressed in the text.
Mutipe Choice:
1. It is important to get used to reading when you are young.
2. Reading shoud begin at a preschoo period.
3. Some time ago it was quite possibe to read on a journey.
4. Motorcars eave itte chance for reading.
5. Besides, it's getting more and more difficut to go and buy a reay good book nowadays.
6. We are too occupied with our work to give enough time to reading.
7. ong teephone taks aso prevent us from reading.
8. Radio, teevision and cinema are aso a dangerous to the habit of reading.
9. But we get so much information on the radio and teevision that reading becomes unnecessary.
10. So, it' be more difficut for our chidren and grandchidren to get used to reading books every day.
Part 3. Directions:
Look through the items you have ticked, isten to the text for the ast time and sum it up making use of the main points you have seected.
Note:
During the next Engish class, the teacher may offer the foowing tasks:
♦ Sum up the arguments you agree (disagree) with.
♦ Join some of the arguments according to the foowing ogica principe: "On the one hand, but on the other hand, ..."
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