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
46
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
【4】
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
pause
解析
转载请注明原文地址:https://kaotiyun.com/show/BFYO777K
0
专业英语八级
相关试题推荐
InrecentyearsAmericansocietyhasbecomeincreasinglydependentonitsuniversitiestofindsolutionstoitsmajorproblems.
SuchjoyItwasthespringof1985,andPresidentReaganhadjustgivenMotherTeresatheMedalofFreedominaRoseGardencere
HumanitiesDisciplinesInmanypeople’seyes,thehumanitiesdisciplinesseemtobedyingout.However,actually,students
ThatLouisNevelsonisbelievedbymanycriticstobethegreatesttwentieth-centurysculptorisallthemoreremarkablebecause
WhichofthefollowingdoesnotbelongtoShakespeare’sromanticlovecomedies?
SincejoiningtheEuropeanEconomicCommunityin______,BritainhasadoptedtheCommunitysystemofagriculturalsupport.
Countriesatalllevelsofeconomicdevelopmentfaceasimilarchallenge:tomaketheirindustriescompetitiveinanincreasingl
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
ThemainmountainrangeinthewestofUSstretchingfromtheCanadianbordertoNewMexicois
随机试题
焊条电弧焊施焊前,应检查设备绝缘可靠性、接线正确性、接地可靠性、电流调整的可靠性等。()
临床试验多中心试验计划和实施要考虑的是
癫痫强直阵挛发作时护理关键是
根据《生产经营单位生产安全事故应急预案编制导则》(GB/T29639),下列关于应急预案说法正确的是()。
某施工单位承建了某一级公路工程,起讫桩号K6+000~K16+000,其中K12+420~K12+540为一座钻孔灌注桩箱型梁桥。路线施工总平面布置示意图如图5-1所示,拟建公路旁边修建了生产区、承包人驻地及汽车临时便道等,K7+000~K15+000段的
下列机构中,可以代理期货交易的是( )。
卖出期权又称为看跌期权。()
在学习“血液循环”这一内容时,教师为了确保课程进度,在课上只关注学习成绩好的学生的反应,“好学生”回答问题正确则继续讲解后面的知识。该生物教师的做法违背了()教学原则。
深圳有一家公司专门替人找寻失物或亲人,收取一定的费用,有人说“做好事不能收费”,你怎么看?
Upuntilafewdecadesago,ourvisionsofthefuturewerelargely—thoughbynomeansuniformly—glowinglypositive.Scienceand
最新回复
(
0
)