首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Note-taking in Lectures For listeners, note-raking is an essential way to achieve better understanding of a lecture. It involv
Note-taking in Lectures For listeners, note-raking is an essential way to achieve better understanding of a lecture. It involv
admin
2011-02-11
32
问题
Note-taking in Lectures
For listeners, note-raking is an essential way to achieve better understanding of a lecture. It involves many separate skills, four of which will be analyzed here.
I. Understand what (1)says. 【1】______
1. severe strain:2 reasons
—word (2)in speech. 【2】______
—new words
2. solution: concentrate on what are most important
II. Sort out the main points.
1. focus on the title: write down the title (3)and completely. 【3】______
2. be aware of signals of what is important or unimportant. signals indicating importance:
— (4)【4】______
— speak slowly or loudly
— use a greater range of intonation
— employ a combination of the devices
Signals (5)【5】______
— deliver sentences quickly, softly
— use a narrow range of intonation
— use (6)pauses 【6】______
III. Write down (7)quickly and clearly. 【7】______
1. use abbreviation
2. select words that give (8)(nouns, verbs, adjectives)【8】______
3. write one point on each line
4. find time to write (9)【9】______
IV. Show the connections between the various points the listeners has noted.
1. use spacing, underlining, (10). 【10】______
2. number points
【8】
Note-taking is a complex activity which requires a high level of ability in many separate skills. Taking your own notes will promote a deeper understanding of the content of the lecture. How to take notes? The general principle in note-taking is to reduce the language by shortening words and sentences. Today I’m going to analyze the four must important of these skills.
Firstly, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern. This puts the non-native speaker of English under a particularly severe strain. Often—as We’ve already seen in a previous lecture—be may not be able to recognize words in speech which he understands straight away in print. He’ll also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meaning from the context, be won’t always be able to do this successfully. He must not allow failure of this kind to discourage him however. It’s often possible to understand much of a lecture by concentrating solely on those points which are most important. But bow does the student decide what’s important? This is in itself another skill he must try to develop. It is, in fact, the second of the four skills I want to talk about today.
Probably the most important piece of information in a lecture is the title itself. If this is printed or referred to beforehand the student should study it carefully and make sure he’s in no doubt about its meaning. Whatever happens he should make sure that be writes it clown accurately and completely. A title often implies many of the major points that will later be covered in the lecture itself. It should help the student therefore to decide what the main point of the lecture will be.
A good lecturer, of course, often signals what’s important or unimportant. He may give direct signals or indirect signals. Many lecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. Unfortunately, the lecturer who’s trying to establish a friendly relationship with his audience is likely on these occasions to employ a colloquial style. He might say such things as "This is, of course, the crunch" or "Perhaps you’d like to get it down". Although this will help the student who’s a native English-speaker, it may very well cause difficulty for the non-native English speaker. He’ll therefore have to make a big effort to get used to the various styles of his lecturers.
It’s worth remembering that most lecturers aim give indirect signals to indicate what’s important. They either pause or speak slowly or speak loudly or use a greater range of intonation, or they employ a combination of these devices, when they say something important. Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with short or infrequent pauses when they are saying something which is incidental. It is, of course, helpful for the student to be aware of this and for him to focus his attention accordingly.
Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. This is, in fact, the third basic skill he must learn to develop. In order to write at speed most students find it helps to abbreviate. They also try to select only those words which give maximum information. These are usually nouns, but sometimes verbs or adjectives. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If the student chooses the wrong moment to write he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it’s safe time to write "moreover," "further more, " also, "etc. are examples of this. Connectives such as "however," "on the other hand" or never the less usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen.
The fourth skill that the student must develop is one that is frequently neglected. He must learn to show the connections between the various points he’s noted. This can often be done more effectively by a visual presentation than by a lengthy statement in words. Thus the use of spacing, underlining, and of conventional symbols plays an important part in efficient note-taking. Points should be numbered, too, wherever possible. In this way the student can see at a glance the framework of the lecture.
选项
答案
maximum information
解析
转载请注明原文地址:https://kaotiyun.com/show/oFYO777K
0
专业英语八级
相关试题推荐
WaltWhitmanwasapioneeringfigureofAmericanpoetry.Hisinnovation,firstofall,liesinhisuseof______,poetrywithout
Peoplearemovingtocitiesindroves.In1950,two-thirdsoftheworld’spopulationlivedinthecountryside.NewYorkwasthe
SuchjoyItwasthespringof1985,andPresidentReaganhadjustgivenMotherTeresatheMedalofFreedominaRoseGardencere
Thecommunists’preoccupationwitheconomicgrowthandtheirwholeattitudetowardseconomicprogresshavebeenshapedbyMarx’s
当前,世界多极化和经济全球化深入发展,科学技术突飞猛进,给亚洲的发展带来薪的机遇,也带来新的挑战。亚洲有49个国家和地区,大部分是发展中经济体。经济全球化,有利于它们更多地获得资金,尤其是跨国企业的投资,加快经济发展和结构调整,有利于它们更好地利用自身优势
WiltChamberlainisretirednow,butheusedtobeafamousbasketballplayer.Hehasset65differentrecordsandevenholdsma
NowadaysthereareanincreasingnumberofadvertisementsonTVandsomeofthemareunfortunatelymisleading.Somepeoplehold
HowtoConductEmploymentInterviewsGenerallyspeaking,thepurposeofemploymentinterviewsarethree-fold:a.tomatchac
HenryJamesisgenerallyregardedastheforerunnerofthe20thcentury______novels.
我时常收到好心的编辑寄来的电脑报刊,面对那些每个字都认识、就是看不懂的天书,心想,这不是给文盲寄报刊吗?说来惭愧,别说上网,我连打字都不会,几次走近电脑,几次又离开它,它一点儿也不让我感到亲近。我怕一切机器,怕那些键子,那个蹦来蹦去的鼠标。让我感到安慰的是
随机试题
应用利尿剂期间观察内容包括()
A.支气管扩张症B.肺脓肿C.肺结核D.风心病E.肺部肿瘤确定以下大咯血的病因寒战高热,咯大量脓臭痰
患者,男,40岁。发热、咳嗽、咳痰伴右侧胸痛2天到乡卫生院就诊。曾按“感冒”治疗,体温未下降。3小时前出现高热、寒战、肢冷、尿少。查体:T39.8℃,P120次/分,R28次/分,BP88/70mmHg,口唇发绀,右肺可闻及大量湿啰音。最可能的并发症
关于装配式结构中接头和拼缝做法的说法,正确的有()。
供应商重要性分类中,I类供应商是指()。
新冠肺炎疫情暴发后,口罩成为老百姓的生活必需品,也成为一时的紧俏物资。市民王某从淘宝上购买一包口罩,后发现是店主将过期口罩更换包装后在淘宝上销售。关于此案,下列说法错误的是()。
下面发生了学习的情形是
Wheredoestheconversationtakeplace?
Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveni
A、Becausetheymayneedthesebooksfromtimetotime.B、Becausethesebooksareverypreciousandvaluable.C、Becausetheyhope
最新回复
(
0
)