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
50
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
【3】
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
accurately
解析
转载请注明原文地址:https://kaotiyun.com/show/6FYO777K
0
专业英语八级
相关试题推荐
SuchjoyItwasthespringof1985,andPresidentReaganhadjustgivenMotherTeresatheMedalofFreedominaRoseGardencere
RobertCongel,acommercialreal-estatedeveloperwholivesinupstateNewYork,hasaplanto"changetheworld."Convincedtha
Note-takingSkillsNote-takingrequiresahighlevelofabilityinmanyskills,particularlyinthefollowingfourmostimpo
ItispossibleforstudentstoobtainadvanceddegreesinEnglishwhileknowinglittleornothingabouttraditionalscholarlyme
Asweknow,therearetwokindsofelephants:theAfricanandtheAsianelephants,whicharethelargest【1】______animalsinthe
TheschoolsystemofreachingforAsunderliesthiscountry’sculture,whichemphasisesthechaseforeconomicexcellencewhere
从20世纪下半叶起,英语作为全球通用语盲的地位进一步得到巩固和发展。英语已经不再是非英语国家和英语国家的人们进行交流时的工具,而更多地成为非英语国家之间的人们进行沟通的共用语言。英语在非英语国家的发展已经造成了许多带有浓厚地域特色的变体,它们的诞生已经或将
名声、财产、知识等等都是身外之物,人人都可求而得之,但没有人能够代替你感受人生。你死以后,没有人能够代替你再活一次。如果你真正意识到了这一点,你就会明白,活在世上,最重要的事情就是活出你自己的特色和滋味来。你的人生是否有意义,衡量的标准不是外在的成功,而是
当大痛苦来临时,就没有时间流泪了。当天地真正寒冷时,人们就彼此靠近了。对于死亡,对于悲剧,既然无法挽回、无法逃避,就只有面对,往好处想:“我在故我思”。每次看到地震后光秃秃的山头,我就想,那上面会由人们种出更蓊郁的森林。每次看到废墟的画面,
随机试题
下列哪些结构的上皮由毛细胞和支持细胞组成()
企业开出并承兑带息商业汇票时,应按其面值贷记“应付票据”。()
投资者于交易日申购某开放式基金,申购金额5万元,申购手续费500元。申购当日基金份额净值为1.012元,份额确认日基金净值为1.009元,投资者当日的有效申购份额为()。
两眉头连线的中点为眉梢与目外眦之间向后约1寸处凹陷中为
五迟证中心血不足型的首选方型为
均衡价格理论是价格原理的核心内容,它表明:均衡是(),如果市场价格由于某种因素的影响而脱离了均衡价格,就必然会形成短缺或过剩,导致买方或卖方竞争,产生价格上升或下降的压力和趋势,并最终趋向于均衡价格。
如图3-61所示。结构C点的弯矩是多少?[2004年第35题]
在初步可行性研究中,项目目标及功能定位首先应符合()。
有如下程序:CLEARINPUT“请输入数值:”TOAIFA=10S=10ENDIFS=I?“S=”,SRETURN如果输入A的值一定是数值型,那么上面条件选择程序的执行结
A、Theshoppingcenterisfloodedwithpeople.B、Theywillcometothemallsomeotherday.C、Parkinginthiscityisahorrible
最新回复
(
0
)