Методические указания Новосибирск
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- Complete the sentences, using gerund.
- Now give your own examples. 4.11. Work in pairs or in small groups. Discuss if you always trust the information from the Internet Why/Why not
- To understand the text better use the vocabulary given below.) TEXT B The Web – Teaching Zack to Think
| 4.10. Analyse the “-ing” form words in bold type in Text A. Are they gerunds? Why/Why not?
Do you know that…?
Complete the sentences, using gerund. 1. He never thought of ____. 2. This student is very clever at _____. 3. I don’t insist on ____. 4. We were tired of _____. 5. Did you succeed in ____? 6. Who is responsible for ____? 7. They were grateful for ____. 8. He had some difficulty in ____. Now give your own examples. 4.11. Work in pairs or in small groups. Discuss if you always trust the information from the Internet? Why/Why not? Now skim Text B and say what the main idea of the text is. 4.12. Read Text B and give your ideas on what could help Zack to understand that Professor Butz's Web page wasn't a reliable source of information? (To understand the text better use the vocabulary given below.) TEXT B The Web – Teaching Zack to Think As more and more students access the Internet for research, it's important that they learn how to validate online information. The Internet is a place where you can find "proof" of almost any belief system that you can imagine. And, for too many students, "If it's on the Internet, it must be true." The following story is also true. Fourteen-year-old Zack was asked to research a unique topic for his history class. Zack knew a bit about using reliable sources on the Internet, so when he found some information on a Web page on the US Northwestern University site he felt sure that he had found a reliable source of information for his project. The topic was unique too–Holocaust Revisionism–Zack had never heard of that before, so he decided to write his history paper on "How the Holocaust Never Happened." Zack found his "information" from a Web page at http://pubweb. northwestern.edu/~abutz/ (no longer at this URL), titled "Home Web Page of Arthur R. Butz." On his low-key home page, Butz explained that he wrote "A short introduction to the study of Holocaust revisionism" and that his material was intended for "advanced students of Holocaust revisionism." At the top of the page Butz identified himself as "Associate Professor of Electrical and Computer Engineering, Northwestern University». His article began with the following: “I see principal reasons for the widespread but erroneous belief in the legend of millions of Jews killed by the Germans during World War II: During both world wars Germany was forced to fight typhus… That was one of the main reasons for a high death rate in the camps, and the crematoria... Look at the above situation from the perspective of a 14-year-old, untrained to think critically about information. He's researching the Holocaust, and suddenly finds this Web page. His teacher told him to find a unique topic, and this certainly fit the bill. The page is simple and clear. It's written in a calm, logical tone. The page is clearly intended for experts in its field. Best of all is the source: Northwestern University! And a professor to boot! Perfect. validate ['vælɪdeɪt] v проверять достоверность proof [pru:f] (n) доказательство belief [bɪ'li:f] (n) убеждение, мнение; вера reliable [rɪ'laɪ əbl] (adj) заслуживающий доверия, достоверный reliable information – достоверные сведения reliable source – достоверный, надежный источник low-key (adj) 1) неброский; сдержанный 2) гамма тёмных тонов in a low key – в тёмных тонах Associate Professor доцент университета widespread ['waɪdspred] (adj) широко распространённый erroneous [ɪ'rəυnɪəs] (adj) ложный; ошибочный; typhus ['taɪfəs] (n) сыпной тиф fit the bill отвечать всем требованиям to boot к общей пользе; вдобавок; к тому же жүктеу/скачать 1.6 Mb. Достарыңызбен бөлісу:
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