"Комплексы упражнений для контроля восприятия аутентичного текста"

Комплексы упражнений

для контроля восприятия аутентичного текста

Мы предлагаем небольшие комплексы упражнений для контроля восприятия аутентичного текста на слух.

Первый комплекс упражнений, разработан на основе аудиотекста «An interview with Jonathon Porrit».

Выбор данного текста обусловлен тем, что он является подлинно аутентичным материалом и посвящен актуальной проблеме экологии, так что предполагается, что тема заинтересует учащихся.

Подробно рассмотрим работу с аудиотекстами по выбранной теме, кратко описав предтекстовый и текстовый этапы и уделив большее внимание после текстовому этапу, где и осуществляется непосредственный контроль:

I. До прослушивания

Цель данного этапа заключается в создании ситуации и мотива общения, в формулировке коммуникативной задачи, а также в преодолении трудностей восприятия и понимания сообщения путем использования различных опор и прочих факторов, облегчающих восприятие.

Today we are going to discuss one of the most urgent problems of our society - the problem of ecology. Read the dictionary entry for ecology on page 60 and say what is your understanding of this word, what associations come to your mind concerning this word.

После работы с определением экологии начали дискуссию на эту тему, поощряя учащихся высказывать их мнение по любым современным проблемам экологии (например, ядерная энергия, кислотные дожди, перерасходование мировых ресурсов).

And now you will hear an interview with Jonathan Porrit, the Director of Friends of the Earth” in the United Kingdom. “Friends of the Earth” is an environmental pressure group. I suppose that you’ll be interested in the reason that made Jonathan Porrit be involved in such an activity and what, to his point of view, are the problems people face nowadays.

Прежде чем приступить к слушанию текста, мы предложили учащимся выполнить задание, направленное на преодоление лексических трудностей этого текста.

But first listen to some sentences and try to define the meaning of the unknown words from the context.

1. We were making assumptions, trying to imagine what would be the future of our world. (предположения).

2. One of the big projects that we did with some of our kids was to look more carefully at the relationship between humankind and the planet. (человечество).

3. Organizations of Green politics aim to protect both the renewable resources, such as clean air and water and the non-renewable ones: oil and gas. (восполняемыеиневосполняемыересурсы).

2. People believe that the only way we can increasehuman wealth is by producing more and consumingmore (повысить/увеличить/...расходовать/потреблять).

3. The arms build-up has reached really immoral levels. (гонкавооружений).

4. On the other side of the coin the alternative we’re can put across to materialism is an increasing awarenessof the spiritual values. (другаясторонамедали/осознание/духовныеценности).

Учащиеся делали свои предположения о значении неизвестных им слов, затем учитель сообщал им правильные ответы.

Далее учащимся предлагалось просмотреть ряд вопросов по тексту, на каждый из которых они отвечали и давали собственную субъективную оценку после прослушивания.(Вопросывзятыизучебника).

Look briefly at the relevant questions and close your books.(Учебники предлагалось закрыть, чтобы вопросы не отвлекали от слушания текста и выполнения следующего задания).

1. How did Jonathon Porrit become interested in the environment?

2. Why do you think he says that «you can’t really talk about ecology as a science, you have to consider ecology within a social and political context?»

3. He says economics is «the key to it all...» Do you agree?

4. Why does he call himself a constructive pessimist?

5. He refers to 4 crucial problems that the planet faces. Write in the chart what the problems are, and add some notes on each.

6. He says that these problems have the same roots, that is, the belief that «the only way we can increase human wealth is by producing more and consuming more, even if we destroy the planet in the process». Do you agree?

7. To Jonathon Porrit’s opinion there’s a way out, the alternative humankind can put across to materialism. Whatisit?

Далее на предтекстовом этапе мы раздавали учащимся карточки со следующим заданием:

Look through these sentences and arrange the order their English equivalents appear in the text. (Учащиеся расставляли номера в соответствии с логической последовательностью повествования).

Now listen to the interview.(После выполнения этих заданий учащимся предлагалось прослушать текст).

II. Прослушивание

Второй этап посвящается восприятию и пониманию текста и извлечению нужной информации. Учащиеся должны были произвести селекцию содержания: определить новую информацию опираясь на уже известную, а в новой информации выделить то, что соответствует его коммуникативной цели. Эта деятельность направляется пред текстовыми заданиями.

Во время слушания текста учащиеся выполняли задание «Arrange the order»

III. После прослушивания

Третий этап служит для контроля понимания смысла текста, то есть осуществления коммуникативного намерения и достижения коммуникативной цели слушания (получил и не получил нужные сведения, узнал и не узнал что- то важное, заинтересовался и не заинтересовался содержанием и пр.), а также эффективности акта общения.

Проверка задания «Arrange the order», затем учащимся предлагалось ответить на предтекстовые вопросы.

Аnswer the questions. Даныпримерныеответы:

1. How did Jonathon Porrit become interested in the environment?

While he was a teacher, he began to wonder what the future world would be like for the children he was teaching.

2. Why do you think he says that «you can't really talk about ecology as a science, you have to consider ecology within a social and political context?»

Because the state of the environment depends on what we as citizens and politicians as decision makers want to do with it.

3. He says economics is «the key to it all...» Do you agree?

Ученики соглашались или не соглашались с точкой зрения самого Джонатана Поррита.

He says that it is financial considerations that decide most issues, not because of their being “good” or “bad”.

4. Why does he call himself a constructive pessimist?

He calls himself a pessimist, because there is a lot of problems to worry, to be pessimistic about, but a constructive pessimist because something still might be done about these problems, these problems are not hopeless yet.

5. He refers to 4 crucial problems that the planet faces. Write in the chart what the problems are, and add some notes on each.

6. He says that these problems have the same roots, that is, the belief that «the only way we can increase human wealth is by producing more and consuming more, even if we destroy the planet in the process».Do you agree?

Ученики давали согласие/несогласие. Им предлагалось обсудить этот вопрос.

7. To Jonathon Porrit's opinion there's a way out, the alternative humankind can put across to materialism. What is it?

Jonathon Porrit's opinion is that an increasing awareness of the spiritual values of humankind is the way out, the alternative we can put/ we're putting across materialism.

Далее группу разделили на две половины. Ученикам была предложена ролевая игра, в которой: одна сторона представилась как «Green peace», а вторая - директором крупной нефтяной компании. Задача первой стороны - убедить директора, что он должен закрыть предприятие. Задача второй стороны - отказаться закрыть предприятие и объяснить, почему.

Учащимся были розданы карточки с лексикой текста. Учащиеся должны были, используя лексику, составить диалог (минимум - по 6 предложений с каждой стороны), выбрать представителя от каждой группы, кто будет представлять диалог, но остальные члены группы также принимали участие в обсуждении.

На следующем уроке для закрепления и контроля пройденного языкового материала, ученикам раздали текст с пропущенными словами и выражениями и предложили заполнить пробелы, вставив соответствующие слова и выражения.

Fill the blanks in the text.

I: Could I ask you please, how did your interest in the environment, and the need to protect it, begin?

P: It really all began because I was a teacher, and teaching in an inner London comprehensive school near Shepherd’s Bush, and obviously a lot of the work we were doing were ... was ________about the shape of ______, and the world into which those children would have ________, after they’d finished their five years’ schooling. And I became more and more involved in trying _______ what the shape of the planet would be like after the year two thousand, and one of the big projects that we did with some of our kids was to look more carefully at the relationship between ______ and the planet. And that got me interested in the whole subject, and I started reading much more about ______. And then I began to realize that you can’t really talk about ecology as a science, you have ________. And that’s what drew me into Green politics. I became increasingly involved in several organizations, tried to wrap my... mind more and more around the economics of the issues, as that’s really the key to it all, and eventually ended up with “Friends of the Earth”, as...as director.

I:I see. When you look into the future, the next thirty years, a reasonably long term, you perhaps see reasons to be both optimistic and pessimistic. What changes and developments do you think we might see over the next thirty years?

P: It is very hard to predict - it has to be said - and I do ________. I call myself a __________, looking at some of the issues we face, and yet if we don’t face them in a constructive way, then that pessimism merely feeds on itself, and becomes fatalism, and the world really will get into a very sorry state. But obviously, the ________ problems we _________ now are largely those of population, which is a problem... which is unfolding remorselessly, and will really hit us in the middle of the next century; the misuse or abuse of the world’s resources, both the __________, such as the clean air, clean water, and the __________, the speed with which we’re using up oil, gas, whatever else it may be; the appalling problems of _________ and _________ and hunger, which er... what we saw last year in Ethiopia and Sudan, I’m sorry to say, is merely a very small indication of the kind of things we’re going to see before now and the turn of the century; the arms _______, which has reached really staggeringly immoral levels er... one thousand million million dollars now being spent on arms every year, instead of being spent on the kinds of things that it ought to go on. And all of those problems, to us, which we, which we consider to be the problems of er... the misuse of the planet are very daunting. And they’re not separate, they are all interconnected. And what I think is only just dawning on people, is that a lot of these problems do have the same roots, namely the unsustainable system that we insist upon at the moment, believing that the only way we can _______human _______ is by producing more and _______ more, even if we destroy the planet in the process. On the _________coin personally I think that there’s another way out, the _________ we’re putting across to ________ ‒ an increasing _________ of the ________ values.

I: Mr Porrit, thank you very much indeed.

P: Thanks.

После выполнения данного упражнения ученикам было предложено творческое домашнее задание: написать сочинение, использовав прослушанный текст, и детально изложить в нем свои собственные взгляды на проблему экологии.

Второй комплекс упражнений разработан на основе текста «WilliamShakespeare».

Pre-listening activities:

Answer the questions:

1) What do you know about William Shakespeare?

2) What plays by Shakespeare have you read/ heard of?

3) Guess the meaning of the new words judging by the context.

At present we have no evidence of life on other planets.

This has been a prolific year for apples.

While-listening activities:

Choose the right answer:

l) William Shakespeare was one of the most famous ...

a) novelists b) short story writers с) playwrights

2) He was born in the town of...

a) London b) Stratford с) Liverpool

3) William Shakespeare had ... children.

a) two b) three с) nо

4) One of the funniest comedies Shakespeare ever wrote is ...

a) A Midsummer Night's Dream b) Romeo and Juliet с) King Lear

5) He died at the age of...

a) 72 b) 62 с) 52

Post-listening activities:

Answer the following questions:

1. When and where was Shakespeare born?

2. What plays did he write during his early years in London?

3. What were his best tragedies?

4. When did he die?

Tapescript. WILLIAM SHAKESPEARE

William Shakespeare was the best and most famous playwright of all time. William Shakespeare was born on 23 April 1564 in the small town of Stratford. Little is known about his childhood, but there is some evidence to show that he got married when he was 18 and that he had three children. Unfortunately, this is all that history knows about his private life. Around 1592, Shakespeare moved to London where he started writing. During these early years in London he wrote, among others, such plays as “A 87 Midsummer Night's Dream”, one of the funniest comedies he ever wrote, and “Romeo and Juliet” - a love story set in the beautiful Italian town of Verona. One thing is sure, with these and other plays, Shakespeare became England's leading playwright. Shakespeare was a very prolific playwright and was full of ideas. Between 1604-1605 he wrote the tragedies “Macbeth”, “King Lear” and “Othello” which today are considered to be classics. After writing “The Tempest” Shakespeare came back to Stratford where he died on 23 April 1616, at the age of 52. Although he died so long ago, his works are still read all over the world and are an endless source of inspiration for many contemporary film directors and writers.