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-taking is an essential way to achieve better-understanding of a lecture. It invo
Note-taking in Lectures For listeners, note-taking is an essential way to achieve better-understanding of a lecture. It invo
admin
2011-01-08
53
问题
Note-taking in Lectures
For listeners, note-taking 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. severe strain: 2 reasons
—word【2】in speech.
—new words.
2. solution: eoncentrate on what are most important
Ⅱ. Sort out the main points.
1. focus on the title: write down the title【3】and completely.
2. be aware of signals of what is important or unimportant.
signals indicating importance:
—【4】
—speak slowly or loudly
—use a greater range of intonation
—employ a combination of the devices signals【5】
—deliver sentences quickly, softly
—use a narrow range of intonation
—use【6】pauses
Ⅲ. Write down【7】quickly and clearly.
1. use abbreviation
2. select words that give【8】( nouns, verbs, adjectives)
3. write one point on each line
4. find time to write【9】.
Ⅳ. Show the connections between the various points the listeners have noted.
1. use spacing, underlining, and【10】
2. number points
【7】
Note-taking in Lectures
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 most important of these skills.
(1) 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 seen in a previous lecture—(2) he 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, 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 pieee 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. (3) Whatever happens he shouht make sure that he writes it down accurately and completely. A title often implies many of the major points that wilt 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, tor example, explicitly tell their audience that a point is important and that the student should write it clown. 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". Ahhough 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. (4) 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.(5) Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with (6) short infrequent pauses when they are saying something which is incidental. It is, of course, helpful for the stuclent to be aware of this and for him to focus his attention accordingly.
(7) Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. That 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.(8) 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, (9) 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 coimectives may guide hiiu 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, " "furthermore," "also," etc. , are examples of this. Connectives such as "however" "on the other hand" or " 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 flequently 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.(10) Thus the use of spacing, underlining, and 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
the main points
解析
转载请注明原文地址:https://kaotiyun.com/show/SReO777K
0
专业英语八级
相关试题推荐
Formostpeople,theideaofgivingapresentationtoagroupofpeopleisafateworsethandeath.Recentresearchhasshownth
Proponentsofdifferentjazzstyleshavealwaysarguedthattheirpredecessors,musicalstyledidnotincludeessentialcharacte
Thewordtaskoriginallymeantmoneytobepaidbypeopleofbusinessestoagovernmentforpublicpurposes,butnotitreferst
Inanaturaldisaster--ahurricane,flood,tornado,volcaniceruption,orothercalamity--minutesandevensecondsofwarnin
Inanaturaldisaster--ahurricane,flood,tornado,volcaniceruption,orothercalamity--minutesandevensecondsofwarnin
Everyminuteofeveryday,whatecologistJamesCarltoncallsaglobal"conveyorbelt"redistributesoceanorganisms.It’splane
Howiscommunicationactuallyachieved?Itdepends,ofcourse,eitheronacommonlanguageoronknownconventions,oratleast
Adeputysheriff’sdashmountedcameracaptureshistornadochase.Racingjustminutesbehindthemonsterstormhelooksforda
A、Peopleofcomparativelyhigherlevels.B、Peopleconsistinglargelyofuniversitystudents,postgraduates,Englishworkers.C、T
随机试题
患者单眼上睑不能充分上举,咀嚼时上睑突然上提,甚至超过对侧,该患者可能是
患者,男孩,12岁。因疲乏、发热、食欲不振、恶心、呕吐1周,加重2天就诊。发病以来,进食减少,曾呕吐1次为胃内容物。因疲乏而活动减少,尿黄色深。体温在37~38℃之间波动。按程序接种过乙型肝炎疫苗。5年前曾注射丙种球蛋白1支。母亲有G-6-PD缺乏症。检查
患者,女,53岁。咳嗽月余,加重1周,咳引胸胁疼痛,痰少而稠,面赤咽干,舌苔黄少津,脉弦数。治疗应首选
根据病情,最可能的诊断是首要处理方案是
电梯安装完成后,安装施工单位应进行()性质的调试和检验。
在“商品——货币——商品”的流通过程中,“商品——货币”阶段的变化是“商品的惊险的跳跃”。这个跳跃如果不成功,摔坏的不是商品,而是商品所有者。这说明()。
根据《最高人民法院关于审理旅游纠纷案件适用法律若干问题的规定》,下列关于旅游者的权利表述正确的是()。
请阅读下列材料:本节课是《初中信息技术》八年级上册第一单元第三课“太阳升起一一动作补间动画”,是教材中真正开始“动画”创作的第一课,是继学生熟悉了Flash软件的界面组成、工具的简单使用以及元件创建之后的一节新授课,主要任务是讲解动作补
Successfulleadersdominateeventsratherthanreacttothem.
AlthoughsocialchangesintheUnitedStateswerebeingwroughtthroughoutmostofthenineteenthcentury,publicawarenessoft
最新回复
(
0
)