Практические задания

ЗАДАНИЕ 1. Переведете устно предложения, обращая внимание на слова заместители.

1. This is where we live. 2. If you need a dictionary, take this. 3. That is a different proposition. 4. The full analysis produces one further surprise. 5. Collisions between unlike molecules are the important ones. 6. The result, like the one just described, is in no way surprising. 7. The figures presented involve one in the problems of modern statistics. 8. The messages thus transmitted were more precise than those. 9. One should use a new technique, not the previous one. 10. These are the only factors under which the system can operate. 11. The problem is that of allocating resources among the unlimited human needs. 12. Some scientists share this point of view while others do not. 13. The range of data sets involved in applications of this kind are often more limited than those of previous applications fields. 14. The theoretical basis of the project was therefore straightforward, but in practice it proved significantly less so. 15. No other conclusions are possible other than that given in Chapter 2. 16. Our method differs from yours.

ЗАДАНИЕ 2. Переведете письменно предложения. Какие слова заместители в них используются?

1. The procedure is straight-forward and is the one followed throughout the experiment. 2. When books were hand copied they were very rare and valuable, and not much less so in the early days of printing. 3. Impartiality can be irritating to viewers as well as to governments – though much less so to viewers. 4. Although the number of new patents held by Nimslo is impressive the legal monopoly which they offer is much less so. 5. The main aim of this project is to provide better models for assessing a country's creditworthiness and foreign debt-servicing problems than those currently available. 6. If successful, such techniques could be applied across many countries rather than those few which possess occupational data. 7. Because the internet makes the world a smaller place, the value of having a common language is greatly increased. This enhanced the importance of English as a second language. 8. A true democratic government has two major characteristics. The former involves free and open elections, the latter requires that all the people be as free as possible to develop their own capacities. 9. According to the character of organization, groups are distinguished as formal and informal ones. 10. Another structural element of the society is social institutions. These are not buildings, but organizations, or mechanisms of social structure, governing the behavior of two of more people.

ЗАДАНИЕ 3. Переведете письменно предложения.

1. Этот фильм интереснее, чем тот, который мы смотрели на прошлой неделе. 2. Сахар растворяется в воде. Поваренная соль тоже (растворяется в воде). 3. Наш дом гораздо больше, чем их дом. 4. Этот метод общепринят (является общепринятым методом). 5. Последний метод значительно отличается от того (метода), который упоминался (от упоминаемого) выше. 6. По мере того, как развивается наука, развивается и производство. 7. Новый роман более глубоко раскрывает тему одиночества, чем написанные ранее произведения. 8. Мы будем использовать этот метод, как это делали наши коллеги. 9. Эти статьи интереснее, чем те статьи. 10. Данная проблема не является чисто математической проблемой.

ЗАДАНИЕ 4. Выполните письменный перевод текста. В каких предложениях используются слова-заместители?

Science Learning Easier When Students Actively Recall Information

Put down those science text books and work at recalling information from memory. That's the message of new research from Purdue University that says practicing memory retrieval boosts science learning far better than elaborate study methods. Educators traditionally rely on learning activities that encourage elaborate study techniques focused on improving the encoding of information into memory. But, when students practice retrieval, they set aside the material they are trying to learn and instead practice calling it to mind.

The study, “Retrieval Practice Produces More Learning Than Elaborative Studying With Concept Mapping,” tested both learning strategies alongside each other. “In prior research, we established that practicing retrieval is a powerful way to improve learning,” said Karpicke. “Here we put retrieval practice to the test by comparing its effectiveness to an elaborative study method, specifically elaborative studying by creating concept maps.”

Concept mapping requires students to construct a diagram – typically using nodes or bubbles – that shows relationships among ideas, characteristics or materials. These concepts are then written down as a way of encoding them in a person's memory.

In two studies, reported by Karpicke and his colleague, Purdue University psychology student Janell Blunt, a total of 200 students studied texts on topics from different science disciplines. One group engaged in elaborative study using concept maps while a second one practiced retrieval; they read the texts, then put them away and practiced freely recalling concepts from the text.

After an initial study period, both groups recalled about the same amount of information. But when the students returned to the lab a week later to assess their long-term learning, the group that studied by practicing retrieval showed a 50 percent improvement in long-term retention above the group that studied by creating concept maps. This, despite the students own predictions about how much they would actually remember.

Karpicke found that when students have the material right in front of them, they think they know it better than they actually do. “It may be surprising to realize that there is such a disconnect between what students think will afford good learning and what is actually best. We, as educators, need to keep this in mind as we create learning tools and evaluate educational practices,” he said.

(по материалам сайта www.freerepublic.com)