首页
登录
职称英语
Note-taking Skills Note-taking requires a high level of abili
Note-taking Skills Note-taking requires a high level of abili
游客
2023-12-19
57
管理
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】______ [br] 【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 lie 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:http://tihaiku.com/zcyy/3285549.html
相关试题推荐
TheU.S.Constitutionrequiresthatthepresidentshouldbea_______year-old
TheU.S.Constitutionrequiresthatthepresidentshouldbea______-year-old
Note-takingSkillsNote-takingrequiresahighlevelofabili
Note-takingSkillsNote-takingrequiresahighlevelofabili
Note-takingSkillsNote-takingrequiresahighlevelofabili
TheSkillsofEssayWritingWritingcanhelpyouto
TheSkillsofEssayWritingWritingcanhelpyouto
TheSkillsofEssayWritingWritingcanhelpyouto
TheSkillsofEssayWritingWritingcanhelpyouto
TheSkillsofEssayWritingWritingcanhelpyouto
随机试题
A)TheSupremeCourtunambiguouslyruledWednesdaythatprivacyrightsarenotsa
民航运输中的行李运输规定,()不得作为行李托运。A.商业文件 B.证券
圆柱壁面双层保温材料敷设过程中,为了减少保温材料用量或减少散热量,改采取措施(
按褶曲枢纽的产状分类,下面哪一组是正确的? A.直立褶曲、水平褶曲B.平卧褶
患者,男,5岁,右臂沿神经干走向出现多个肿块,质软,同时皮肤出现大小不等的咖啡色
证券公司发行债券应当由()制订方案。A、发行人聘请的主承销商 B、
已知基础宽度10m,长度20m,埋置深度4m,基础底面以上土的平均重度为12k
在工程竣工价款结算中,发包人应在收到竣工结算报告及完整的结算资料申请后天内支付
A.固定药疹 B.巨型荨麻疹 C.斯-约综合征 D.接触性口炎 E.义齿
引起根尖周病的免疫因素不包括A.根管内的细菌及其毒素 B.坏死牙髓及分解产物
最新回复
(
0
)