Осознанное чтение тексты и задания = Mindful Reading texts and tasks. Учебное пособие = Textbook

Министерство просвещения Российской Федерации Федеральное государственное бюджетное образовательное учреждение

высшего образования «Московский педагогический государственный университет»

С. Ю. Степанова

ОСОЗНАННОЕ ЧТЕНИЕ: ТЕКСТЫ И ЗАДАНИЯ

Учебное пособие

Svetlana Stepanova

MINDFUL READING: TEXTS AND TASKS

Textbook

МПГУ Москва • 2023

ПРЕДИСЛОВИЕ

Данное пособие предназначено для формирования и дальнейшего со- вершенствованиянавыковиуменийаналитическогочтениянаанглийском языке. В ходе работы над текстами, как художественными, так и нехудо- жественными, особое внимание уделяется социокультурному компоненту коммуникативной компетенции.

Учебное пособие состоит из четырех разделов: «Fiction vs Non-

fiction», «Functional Stylistics: Non-fiction», «Functional Stylistics: Fiction», «Cultural Diversity». В зависимости от образовательных целей и задач разделы пособия могут быть использованы как последовательно, так

ипараллельно. Каждыйразделсодержитотрывкиизактуальныхнеадап- тированных англоязычных текстов и упражнений на развитие умений осознанного чтения. Упражнения включаютв себя различные виды язы- ковых и коммуникативно-ориентированных заданий. Предтекстовые задания и справочные материалы (Beyond the text: Matching, Beyond the text: Cultural aspect) способствуют расширению лингвострановедче- ских знаний о культурно-исторических реалиях, используемых в тексте, а также снимают лексические трудности (Matching). Текстовые задания определяют цели и стратегии чтения, развивая умение применять со- ответствующие виды чтения для извлечения информации и формируя навыки осознанного чтения. Послетекстовые задания ориентированы на проверку понимания прочитанного, а также на анализ формальной

исодержательной структуры текста, его национально-культурной спе- цифики и функционально-стилевых характеристик (Tasks, Follow Up). Разработанные задания могутбыть использованы как для индивидуаль- ной, так и для групповой работы, они стимулируют интерес к обсужда- емой теме, позволяют провести межкультурные параллели, а также раз- вивают творческое воображение и ассоциативное мышление (Food for Thought, Hints and Tips).

Раздел «Fiction vs Non-fiction» состоит из 10 блоков (Sections), каждый из которых содержит отрывки из художественных и нехудожественных текстов, объединенных тематически, что позволяет студентам, концен- трируясь на сходных содержательных элементах текста, выявить их раз- личные формальные элементы. Предложенные задания обобщают и си- стематизируютматериал потакимтемам, как «Проблемы классификации

4

ПРЕДИСЛОВИЕ

текстов», «Целиизадачианализатекста» (Mindful Reading: Text Types, Fact or Opinion, Fiction vs Non-fiction).

Раздел «Functional Stylistics: Non-fiction» состоит из аутентичных тек-

стов различной функционально-стилевой направленности (научные, официально-деловые, публицистические, медиатексты) и заданий, на- правленныхнаформированиеуменийинавыковработыснехудожествен- ным текстом. Он также содержит справочный материал, освещающий типологию нехудожественных текстов, их функции, стилеформирующие илингвистические особенности (Types of texts / Functions and aims / Styleforming features / Linguistic features). Каждый блок предваряется приме-

ром развернутого анализа текста данной функциональной направленно-

сти (Example of text analysis: Step by step).

В разделе «Functional Stylistics: Fiction» представлены художествен- ные тексты разных типов (прозаические, поэтические, драматургиче- ские) и разработанные к ним упражнения. Раздел также содержит при- мечания, объясняющие страноведческие реалии (Beyond the text: Cultural aspect) и художественные приемы построения текста (Mindful reading). Представленные в разделе вопросы и задания нацелены на критическое осмысление прочитанного, выявление собственного отношения к затро- нутой в тексте проблеме, формируя, таким образом, навыки аргументи- рованного изложения своих мыслей и ведения дискуссии.

Раздел «Cultural Diversity» состоит из 10 авторских текстов, содержа- щих лингвокультурологическую информацию о странах изучаемого язы- ка. Они предваряются упражнениями, направленными на снятие лекси- ческих трудностей, и снабжены примечаниями справочного характера. Разработанные задания выполняют различные функции и помимо про- верки понимания содержательно-фактуальной информации нацелены на формирование умений и навыков аналитического чтения достаточно сложных в стилистическом отношении текстов. В результате выполнения упражнений студенты учатся извлекать и критически осмыслять как линг- востилистическую, так и лингвокультурологическую информацию, содер- жащуюся в аутентичномтексте на смысловом и на вербальном уровне.

Автор выражает искреннюю благодарность студентам Института иностранных языков МПГУ за активную работу при апробации данно- го пособия на занятиях, за конструктивные предложения и неоценимую поддержку.

5

PART 1. Fiction vs Non-fiction

Section 1: Christmas Cake

Beyond the text: Matching

1)to line one’s stomach

2)Wise Men

3)sultana

4)Aga

5)carol

6)I Love Lucy

7)free range

8)almond

9)pudding

10)mincemeat

a)a spicy, sweet mixture of apples, dried fruit and nuts that is cooked in pastry

b)to fill one’s stomach

c)the Magi

d)a dried white grape often used in cakes

e)a song that people sing at Christmas

f)a brand name for a large, iron cooker

g)an American television sitcom

h)allowed to range and forage with relative freedom

i)a sweet dish that is usually eaten as the last part of the meal

j)a flat, oval nut often used in cooking

Text 1.1A

Christmas cake is an English tradition that began as plum porridge. People ate the porridge on Christmas Eve, using it to line their stomachs after a day of fasting. Soon dried fruit, spices and honey were added to the porridge mixture, and eventually it turned into Christmas pudding.

6

PART 1. FICTION VS NON-FICTION

In the 16th century, oatmeal was removed from the original recipe, and butter, wheat flour and eggs were added. These ingredients helped hold the mixture together what resulted in a boiled plum cake. Richer families that had ovens began making fruit cakes with marzipan, an almond sugar paste, for Easter. For Christmas, they made a similar cake using seasonal dried fruit and spices. The spices represented the exotic eastern spices brought by the Wise Men. This cake became known as “Christmas cake.”

Christmas cakes are made many different ways, but generally they are variations on classic fruitcake. They can be light, dark, moist, dry, heavy, spongy, leavened, unleavened, etc. They are made in many different shapes, with frosting, glazing, a dusting of confectioner’s sugar or plain.

The traditional Scottish Christmas cake, also known as the Whisky Dundee, is very popular. It is a light crumbly cake with currants, raisins, cherries and Scotch whisky. Other types of Christmas cakes include an apple creme cake and a mincemeat cake. The apple creme cake is made with apples, other fruit, raisins, eggs, cream cheese and whipping cream. The mincemeat cake is made with traditional mincemeat or vegetarian mincemeat, flour, eggs, etc. It can also be steamed as a Christmas pudding.

All Christmas cakes are made in advance. Many make them in November, keeping the cake upside down in an airtight container. A small amount of brandy, sherry or whisky is poured into holes in the cake every week until Christmas. This process is called “feeding” the cake.

If you don’t have the time or patience to make a homemade Christmas cake, high-quality store bought Christmas cakes are good options. You can find many different varieties and flavors.

(https://britishfoodhistory.com/2011/12/05/christmas-cake/)

Text 1.1B

Christmas Cake

Mum was never much of a cook. Meals arrived on the table as much by happy accident as by domestic science. She was a chops-and-peas sort of a cook, occasionally going so far as to make a rice pudding,

7

С. Ю. СТЕПАНОВА. ОСОЗНАННОЕ ЧТЕНИЕ: ТЕКСТЫ И ЗАДАНИЯ ● MINDFUL READING: TEXTS AND TASKS

exasperated by the highs-and-lows of a temperamental cream-and- black Aga and a finicky little son. She found it all a bit of an ordeal, and wished she could have left the cooking, like the washing, ironing and dusting, to Mrs. P., her ‘woman what does.’

Once a year there were Christmas puddings and cakes to be made. They were made with neither love nor joy. They simply had to be done. ‘I suppose I had better DO THE CAKE,’ she would sigh. … She never quite got the hang of the mixer. I can picture her now, desperately trying to harness her wayward Kenwood, bits of cake mixture flying out of the bowl like something from an I Love Lucy sketch. …

Cooks know to butter and line the cake tins before they start the creaming and beating. My mother would remember just before she put the final spoonful of brandy into the cake mixture, then take half an hour to find them. They always turned up in a drawer, rusty and full of fluff. Then there was the annual scrabble to find the brown paper, the scissors, the string. However much she hated making the cake we both loved the sound of the raw cake mixture falling into the tin. ‘Shhh, listen to the cake mixture,’ she would say, and the two of us would listen to the slow plop of the dollops of fruit and butter and sugar falling into the paper-lined cake tin. The kitchen would be warmer than usual and my mother would have that I’ve-just-baked-a-cake glow. ‘Oh, put the gram on, will you, dear? Put some carols on,’ she would say as she put the cake in the top oven of the Aga. Carols or not, it always sank in the middle. The embarrassing hollow, sometimes as deep as your fist, having to be filled with marzipan.

Forget scented candles and freshly brewed coffee. Every home should smell of baking Christmas cake. Cake holds a family together. I really believed it did. My father was a different man when there was a cake in the house. Warm. The sort of man I wanted to hug rather than shy away from. If he had a plate of cake in his hand I knew it would be all right to climb up on to his lap. There was something about the way my mother put a cake on the table that made me feel that all was well. Safe. Secure. Unshakeable.

(taken from Toast: The Story of a Boy’s Hunger by Nigel Slater)

8

PART 1. FICTION VS NON-FICTION

Text 1.1C

Mixed Fruit Soaked Overnight

•225g of currants

•225g of sultanas

•225g of raisins

•100g of glace cherries, halved

•100g of candied peel, cut

•100ml of brandy

▪350g of self-raising flour, white, sifted

▪2 tsp mixed spice

▪100g of ground almonds

▪4 free-range eggs, large

▪75ml of brandy, mixed with 75ml whole milk

▪225g of unsalted butter, plus extra for greasing

▪225g of light brown sugar

1.Place the dried mixed fruit, peel and cherries in a bowl and add the brandy. Mix to coat all the fruit with the brandy, cover with a tea towel and leave to soak overnight.

2.To prepare the tin for baking, place the tin on a sheet of baking paper and draw around it; cut the circle (or square) out – this will be the paper liner for the bottom of the cake. Measure the circumference of the cake tin, and cut out a long strip (or 2 strips) of paper – making sure the strips will sit well above the cake tin to protect the cake as it is baking.

3.Turn over the bottom 5cm of the paper, and make even cuts all along the paper, this will make the strips sit in the cake tin easily and form a circle.

4.Grease the tin with softened butter and place the side strips around the cake tin – then place the circle on top of the cut strips to make a secure paper liner.

5.The next day when you are ready to make and bake the cake, preheat the oven to 150 C / gas mark 2.

9

С. Ю. СТЕПАНОВА. ОСОЗНАННОЕ ЧТЕНИЕ: ТЕКСТЫ И ЗАДАНИЯ ● MINDFUL READING: TEXTS AND TASKS

6.Sieve the flour, mixed spice and ground almonds together and beat the eggs with the brandy and milk mixture.

7.Cream the butter and sugar together until light and fluffy and add the flour and egg mixture alternately, a little at a time, gently folding them in with a wooden spoon.

8.Add the brandied fruit and mix well before spooning the mixture into the prepared cake tin. Smooth the top with the back of a metal spoon and bake in the oven for 3 ½–4 hours.

9.Allow to cool in the cake tin before lifting out and placing in a cake tin with a fitted lid. Make several holes with a skewer all over the cake and ‘feed’ the cake with brandy – pouring it down into the holes. Repeat this every week until just before you want to marzipan and ice the cake.

(https://www.greatbritishchefs.com/recipes/christmas-cake-recipe)

Tasks

1.Reread the texts slowly, try to compare and contrast them.

2.Did you learn any new information? What surprised you? What upset you / made you smile?

3.What do the texts have in common? What makes them different?

4.What is the subject matter of the three texts?

5.What are the key functions of each text?

6.Which text tends to be fact-based? Which text tends to be opinion-based?

7.Which text produces an impression of being unemotional? Which text produces an impression of being emotional? What emotions is it likely to arouse?

8.Which text sounds objective? Which text sounds subjective? Support your point.

9.Which text sounds personal? Which text sounds impersonal? What makes you think so?

10