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
50
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】______
【2】
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
concentrate
解析
转载请注明原文地址:https://kaotiyun.com/show/bopO777K
0
专业英语八级
相关试题推荐
SlanginEnglishTodaywe’lldiscussacommonlinguisticphenomenoninEnglish—slang.Thefeaturesofslangarelistedasfo
Peopletravelinglongdistancesfrequentlyhavetodecideif(1)______theywouldprefertogobylandorsea.Hardlycananyone
AmongthegreatMiddleEnglishpoets,GeoffreyChaucerisknownforhisproductionof______.
WhyPeopleworkWemayfullyrealizetheroleofworkinprovidingusthe【1】______thingsoflife.Butwemayignoreitsrole
ThePortraitofaLadywaswrittenby__________.
America’smostrelentlessexaminer,theEducationalTestingService,hasdevelopedcomputersoftware,knownasE-rater,toeval
Greatbooksarealwayscontemporary.Incontrast,thebookswecall"contemporary".becausetheyarecurrentlypopular,lasto
A、HousesofParliamentandBigBen.B、ThesouthbankoftheThames.C、LambethBridge.D、WestminsterAbbey.B
北京的道旁多植槐树,当槐花桂满枝头香飘回逸的时候,夏日就带着炎热与浓绿向人们涌来了。清晨,骑上自行车,加入上班的“洪流”,眼前闪动的是人们五颜六色的夏服,而八月盛夏,最高气温达到三十七、八度时,不少姑娘穿起露肩、低胸、无袖的上衣,有的小伙子把背心捋
随机试题
简述企业经营战略的层次体系。
在博弈论中,占优策略均衡总是纳什均衡吗?纳什均衡一定是占优策略均衡吗?
补体活化旁路途径开始于
男性,50岁。因胃癌伴重度贫血入院,既往体健,无输血史。术前化验Hb56g/L。为纠正贫血,最适合的输血治疗是()
混凝土施工缝宜留在结构受()较小且便于施工的部位。
下列关于全面预算中的利润表预算编制的说法中,正确的有()。
有下列()情形之一的,可以经批准减征个人所得税。
甲公司2018年至2019年度发生如下与股票投资有关的业务:(1)2018年4月1日,用银行存款购入A上市公司(以下简称A公司)的股票4000股作为交易性金融资产,每股买入价为20元,其中包含已宣告但尚未分派的现金股利0.5元,另支付相关税费360元,取
一般资料:求助者,女性,17岁,高中二年级学生。案例介绍:求助者上中学后不知什么原因出现了挤眼睛的习惯,受到父母亲的训斥。自己也认为一个女孩子挤眉弄眼很不好,但做了很多努力,没有明显效果,主动前来寻求帮助。下面是咨询师与求助者之间的一段
Themaincauseofpollutionis______.Whatdoestheunderlinedword"litter"meaninParagraph2?
最新回复
(
0
)