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 Skills Note-taking requires a high level of ability in many skills, particularly in the following four most import
Note-taking Skills Note-taking requires a high level of ability in many skills, particularly in the following four most import
admin
2014-03-03
22
问题
Note-taking Skills
Note-taking requires a high level of ability in many skills, particularly in the following four most important skills:
1. Understanding what the lecturer says as he says it.
--A non-native speaker of English is usually under a strain for he may be
unable to recognize words in speech which he understands in 【1】______. 【1】______
He may not know the meaning of a new word.
--A student should learn to infer the meaning of a new word from the
context.
--A student should 【2】______ only on important points so that he can 【2】______
understand much of a lecture.
2. Deciding what is important.
--Read the 【3】______ of a lecture carefully and understand its 【3】______
meaning, for it implies the major points of a lecture.
--Pay attention to a lecturer’s direct and indirect signals concerning
what’s important or unimportant. The direct signals are 【4】______. The 【4】______
indirect signals include 【5】______, tempo, loudness and intonation of the 【5】______
lecturer’s speech.
3. Writing the main points quickly and clearly.
--Using 【6】______ when writing. 【6】______
--Selecting words which give 【7】______information. 【7】______
--Choosing the right moment to write notes.
--Writing only one point on each line.
--Listening attentively to the lecturer when such connectives as
"however", "on the other hand" or "nevertheless" are uttered, for they often
mean that new and 【8】________ information is to follow. 【8】______
4. Showing the relationship between the various points he noted.
This can be done by a 【9】______ presentation. 【9】______
Spacing and 【10】______ are helpful in taking notes efficiently. 【10】______
【8】
Note-taking is a complex activity which requires a high level of ability in many separate skills. Today I’m going to analyse the four most 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-he may not be able to recognize words in speech which he understands straightway 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, he 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 how 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 he writes it down 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 also give indirect signals to indicate what’s important. They either pause or speak slowly or speak loudly or use a great 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 helpful to abbreviate. They also try to select only those words which give maximum information. These are usually nouns, but sometimes verbs and 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 a safer time to write. "Moreover", "furthermore", "nevertheless" 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, of 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
unexpected
解析
转载请注明原文地址:https://kaotiyun.com/show/KspO777K
0
专业英语八级
相关试题推荐
NewZealandisthefirstcountryintheworldtogetthenewday,because
InthegrandschemeofthingsJeremyBenthamandJohnStuartMillarenormallythoughtofasgoodguys.Betweenthem,theycame
WhichofthefollowingstatementsaboutthenewcensorisINCORRECT?
______iswrittenbyWaltWhitman.
______iswrittenbyR.B.Sheridan.
Let’sNotHideHealthCostsWeareawashinhealth-careproposals.PresidentBushhasone.SodoesCaliforniaGov.ArnoldSc
AccordingtoNoorAwad,whatisthenatureofthewaronGaza?
在民俗村除了可饱览各民族的建筑风格外,还可欣赏中国名山大川中的二十个著名景观。这些景观有四个达到“世界之最”的水平:世界最大的人造石林、最大的人造榕树、最大的人造瀑布、最大的人造溶洞。面积达两万五千平方米的人造石林,精心选择了云南石林的“梁祝相会”
克隆人、千年虫、互联网……我们触目所见的许多东西都在挑战我们的思维和传统。虽然我们应当有勇气来接受和不断地超越人类的局限,可是并非一切发展都无懈可击。无限制的发展和无限制的挥霍一样的可怕,所以西方科学家生活在隐忧中,对未来的科学又喜又惊,反思科学发展成了他
The______resultedinthevictoryofthecapitalistsysteminEnglandandanewperiodofhistory—themodernperiodbegan.
随机试题
18MnMoNb钢采用埋弧焊时,焊丝应采用H08Mn2MoA,焊剂采用HJ250。()
Ifyouarereadingthisarticle,antibioticshaveprobablysavedyourlife—andnotoncebutseveraltimes.Arottentooth,akne
下列哪项是急性肾衰竭患者最常见的死亡原因()。
A.异丙肾上腺素B.特布他林C.肾上腺素D.氨茶碱E.吗啡
A.急性乳腺炎B.乳腺小叶增生症C.乳腺癌D.乳腺纤维瘤E.分叶状乳腺囊肉瘤
乳腺癌局部表现中提示预后最差的是
以通过邮购方式获取资格预审文件的,招标人应在资格预审公告内明确告知在收到投标人介绍信和邮购款(含手续费)后的约定日期内寄送。前述约定的日期是指()。
某工程网络图如下,监理工程师在第9d末检查进度,则( )。
右边四个图形中。只有一个是由左边的四个图形拼合(只能通过上、下、左、右平移)而成的。请把它找出来。
A、Atthewoman’shome.B、Inasupermarket.C、Inarestaurant.D、Attherailwaystation.C问对话发生的地点,很明显,双方一直在说选择吃些什么,可以推测出是在餐厅。
最新回复
(
0
)