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Listen to the following passage. Write in English a short summary of around 150-200 words of what you have heard. You will hear
Listen to the following passage. Write in English a short summary of around 150-200 words of what you have heard. You will hear
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2011-01-08
74
问题
Listen to the following passage. Write in English a short summary of around 150-200 words of what you have heard. You will hear the passage only once and then you will have 25 minutes to finish your summary. You may need to scribble a few notes to write your summary.
Our society is now being reshaped by rapid advances in information technologies— computers,telecommunications networks,and other digital systems—that have vastly increased our capacity to know,achieve,and collaborate. These technologies allow us to transmit information quickly and widely,linking distant places and diverse areas of endeavor in productive new ways, and to create communities that just a decade ago were unimaginable.
Of course, our society has been through other periods of dramatic change before, driven by such innovations as the steam engine, railroad, telephone, and automobile. But never before have we experienced technologies that are evolving so rapidly (increasing in power by a hundredfold every decade), altering the constraints of space and time, and reshaping the way we communicate, learn and think.
The rapid evolution of digital technologies is creating not only new opportunities for our society, but also challenges to it as well, and institutions of every stripe are grappling to respond by adapting their strategies and activities. Corporations and governments are reorganizing to enhance productivity, improve quality, and control costs. Entire industries have been restructured to better align themselves with the realities of the digital age. It is no great exaggeration to say that information technology is fundamentally changing the relationship between people and knowledge.
Yet ironically, at the most knowledge-based entities of all—our colleges and universities the pace of transformation has been relatively modest in key areas. Although research has in many ways been transformed by information technology, and it is increasingly used for student and faculty communications, other higher-education functions have remained more or less unchanged. Teaching, for example, largely continues to follow a classroom-centered, seat-based paradigm.
Nevertheless, some major technology-aided teaching experiments are beginning to emerge, and several factors suggest that digital technologies may eventually drive significant changes throughout academia. Because these technologies are expanding by orders of magnitude our ability to create, transfer, and apply information, they will have a profound impact on how universities define and fulfill their missions. In particular, the ability of information technology to facilitate new forms of human interaction may allow the transformation of universities toward a greater focus on learning.
Already, higher education has experienced significant technology-based change, particularly in research, even though it presently lags other sectors in some respects. And we expect that the new technology will eventually also have a profound impact on one of the university’s primary activities—teaching—by freeing the classroom from its physical and temporal bounds and by providing students with access to original source materials. The situations that students will encounter as citizens and professionals can increasingly be simulated and modeled for teaching and learning, and new learning communities driven by information technology will allow universities to better teach students how to be critical analyzers and consumers of information.
选项
答案
Our society is now being reshaped by rapid advances in information technologies computers, telecommunications networks, and other digital systems—that have vastly increased our capacity to know, achieve, and collaborate. These technologies allow us to transmit information quickly and widely1, linking distant places and diverse areas of endeavor in productive new ways, and to create communities that just a decade ago were unimaginable. Of course, our society has been through other periods of dramatic change before2, driven by such innovations as the steam engine, railroad, telephone, and automobile. But never before have we experienced technologies that are evolving so rapidly (increasing in power by a hundredfold every decade), altering the constraints of space and time, and reshaping the way we communicate, learn and think. The rapid evolution of digital technologies is creating not only new opportunities for our society, but also challenges to it as well, and institutions of every stripe are grappling to respond by adapting their strategies and activities. Corporations and governments are reorganizing to enhance productivity, improve quality, and control costs3. Entire industries have been restructured to better align themselves with the realities of the digital age4. It is no great exaggeration to say that information technology is fundamentally changing the relationship between people and knowledge5. Yet ironically, at the most knowledge-based entities of all—our colleges and universities—the pace of transformation has been relatively modest in key areas. Although research has in many ways been transformed by information technology, and it is increasingly used for student and faculty communications, other higher-education functions have remained more or less unchanged6. Teaching, for example, largely continues to follow a classroom-centered, seat-based paradigm. Nevertheless, some major technology-aided teaching experiments are beginning to emerge, and several factors suggest that digital technologies may eventually drive significant changes throughout academia. Because these technologies are expanding by orders of magnitude our ability to create, transfer, and apply information7, they will have a profound impact on how universities define and fulfill their missions. In particular, the ability of information technology to facilitate new forms of human interaction may allow the transformation of universities toward a greater focus on learning8. Already, higher education has experienced significant technology-based change, particularly in research, even though it presently lags other sectors in some respects. And we expect that the new technology will eventually also have a profound impact on one of the university’s primary activities—teaching9—by freeing the classroom from its physical and temporal bounds and by providing students with access to original source materials. The situations that students will encounter as citizens and professionals can increasingly be simulated and modeled for teaching and learning, and new learning communities driven by information technology will allow universities to better teach students how to be critical analyzers and consumers of information10.
解析
本题要求就所听材料写综述,那么在听的过程中了解文章主要结构是必要的。具体操作手段是先根据所听的内容判断全文的重心所在,以确定框架性内容,即高分词汇部分。此外,综述中还应根据情况补充与框架结构相关的支持性细节,即细节词汇部分,使综述得以详尽。
本文主要讨论信息技术对于社会发展的影响。信息技术改变了社会,使社会得到迅速发展,时空的限制被打破,人们交流、学习和思考的方式均发生了重大变化。信息技术的发展也带来了挑战,传统的教学模式不能顺应时代的要求。最后文章认为数字技术的发展最终将使大学教育的手段发生变革。
由此可见,本综述的高分词汇部分应勾勒全文的脉络走向,提炼各部分的主要内容,即表现出本文的各个重要观点;而细节词汇部分则以具体的重点信息支持这些观点,使综述内容详尽。
一、主干内容表达部分
这部分内容为文章的主干内容,是综述的主要点信息。
1.Our society is now being reshaped by rapid advances in information technologies— computers, telecommunications networks, and other digital systems—that have vastly increased our capacity to know, achieve, and collaborate.
[分析] 该句是全文第一句,也是其中心句,因此是重要的框架性内容。
[要点表达] 1) information technology信息技术
2) collaborate合作
2.But never before have we experienced technologies that are evolving so rapidly (…), altering the constraints of space and time, and reshaping the way we communicate, learn and think.
[分析] 该句为本文的重要结论,位于段末,是该段的中心内容,因此是重要的框架性内容。
[要点表达] 1) never before倒装结构,表示强调 2) alter改变
3) constraint束缚
3.The rapid evolution of digital technologies is creating not only new opportunities for our society, but also challenges to it as well.
[分析] 该句为本文的重要观点,位于段首,是该段的中心句,因此是重要的框架性内容。
[要点表达] 1) not only…but also…结构 2) as well也,同样
3) digital technology数字技术 4) challenge挑战
4.Yet ironically, at the most knowledge-based entities of all—our colleges and universities—the pace of transformation has been relatively modest in key areas.
[分析] 该句前信号词Yet表明,该句是全文中心的转折处,文章后半部分的内容将围绕该句提出的问题进行,因此是重要的框架性内容。
[要点表达] 1) entity实体
2) pace of transformation变革的步伐
3) modest温和 4) key area关键领域
5.Nevertheless, some major technology-aided teaching experiments ale beginning to emerge, and several factors suggest that digital technologies may eventually drive significant changes throughout academia.
[分析] 该句位于段首,是全段的中心内容,因此也构成框架性内容。
[要点表达] 1) technology-aided技术手段辅助的
2) suggest表明 3) drive change引发变化
二、支持性细节表达部分
这部分内容为主要点的重要支持性细节,是综述的次要点信息。
1.These technologies allow us to transmit information quickly and widely.
[分析] 该句紧接全文中心句,是对中心句具体化,构成重要的支持性细节。
[要点表达] 1) allow sb. to do允许做…… 2) transmit information传播信息
2.Our society has been through other periods of dramatic change before.
[分析] 引入重要背景信息,同时也是细节中具有总结性的说法,可构成综述支持性细节的一部分。
[要点表达] dramatic change巨变
3.Corporations and governments are reorganizing to enhance productivity,improve quality, and control costs.
[分析] 该句是该段中心句的具体阐述,以举例的方式支持中心句,可使综述更具有说服力。
[要点表达] 1) enhance productivity提高生产力 2) improve quality改进品质
3)control cost控制成本
4.Entire industries have been restructured to better align themselves with the realities of the digital age.
[分析] 该句是该段中心句的具体阐述,以举例的方式支持中心句,可使综述更具有说服力。
[要点表达] 1) align with与……保持一致
2) digital age数字时代
5.Information technology is fundamentally changing the relationship between people and knowledge.
[分析] 该句是该段中心句的具体结论,可使综述更为详尽。
[要点表达] change the relationship between…and…
6.Other higher-education functions have remained more or less unchanged.
[分析] 该句是该段中心句的具体化,因此可作为综述的细节性内容。
[要点表达] 1) remain保持
2) more or less或多或少
7.These technologies are expanding by orders of magnitude our ability to create, transfer, and apply information.
[分析] 该句是该段中心句的具体化,因此可作为综述的细节性内容。
[要点表达] 1) expand扩展,扩张
2) by orders of…按照……顺序
8.The ability of information technology to facilitate new forms of human interaction may allow the transformation of universities toward a greater focus on learning.
[分析] 该句具体并深化了本段中心,因此可作为综述的细节性内容。
[要点表达] 1) facilitate使……容易;减少困难
2) interaction互动
9.We expect that the new technology will eventually also have a profound impact on one of the university’s primary activities—teaching.
[分析] 该句是对全文讨论的重点问题的展望和期待,因此可作为综述的细节性内容。
[要点表达] have a profound impact on…对……有深远影响
10.New learning communities driven by information technology will allow universities to better teach students how to be critical analyzers and consumers of information.
[分析] 该句是全文的最后一句,在对全文讨论的重点问题展望的基础上,也对这一问题进行了适度概括,因此可作为综述的细节性内容。
[要点表达] 1) critical analyzer批评性分析者
2) consumer of information信息的消费者
转载请注明原文地址:https://kaotiyun.com/show/qR0O777K
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