首页
登录
职称英语
Effective Note-takingThe difficulty of taking notes: No
Effective Note-takingThe difficulty of taking notes: No
游客
2023-12-02
17
管理
问题
Effective Note-taking
The difficulty of taking notes: Note-taking requires a high level of ability
due to the【T1】______ of spoken language.【T1】______
I. Before taking notes:
A. Be sure of the【T2】______of yours and the speaker’s.【T2】______
B. Review relevant background materials if【T3】______.【T3】______
II. While taking notes:
A. Understand the new words by【T4】______the meanings from the context.【T4】______
B. Study carefully the【T5】______, which usually implies【T5】______
the most important information.
C. Catch the speaker’s【T6】______through tone, gesture, repetition and【T6】______
illustration on the board.
D. Pay attention to the speaker’s indirect(7)to indicate what is important,【T7】______
like changes in speed, volume or【T8】______.【T8】______
E. While writing down the main points, develop a system of mechanics:
jotting down【T9】______: using shorthand, abbreviations and symbols:【T9】______
leaving out【T10】______ words.【T10】______
F. While selecting words to write down, pick those having the【T11】______【T11】______
information, like nouns, verbs or【T12】______, and those indicating【T12】______
the proceeding direction of the lecture, like【T13】______.【T13】______
III. After taking notes:
A Review and【T14】______ them as soon as possible.【T14】______
B.【T15】______ notes with others to learn from them.【T15】______ [br] 【T14】
Effective Note-taking
Good morning, everyone! Today I’d like to continue our series of talks about study skills in university. This morning I’m going to discuss how to take notes effectively.
As we all know, note-taking is difficult since spoken language is more diffuse than written language and its organization is not immediately apparent In addition, spoken language is quickly gone, which makes analysis difficult. So it can be seen that to achieve such a complex task as note-taking, a high level of ability in many separate skills is required. Now let’s discuss these skills in details.
Before taking notes, prepare yourself mentally. Be sure of your purpose and the speaker’s purpose. Review your notes and other background material if available because increased knowledge results in increased interest. Besides, a clear sense of purpose on your part will make the speaker’s content more relevant. Be ready to understand and remember. Anticipate what is to come, and later evaluate how well you were able to do this.
While taking notes, 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 he may not be able to recognize words in speech which he understands straightaway 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 meanings 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 is 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 is important? It is, in fact, the second skill I want to talk about today.
Probably the most important piece of information in a lecture is the title itself. If this is printed beforehand, the student should study it carefully and make sure he is 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.
Be alert to the speaker’s emphasis through tone, gesture, repetition and illustration on the board A good lecturer, of course, often signals what is 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. It is worth remembering that most lecturers also give indirect signals to indicate what is important. 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. 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. In order to write at speed, try to develop a suitable system of mechanics: jot down words or phrases, not entire sentences: develop some system of shorthand and be consistent in its use: leave out small service words: use contractions, abbreviations and symbols.
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 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, finding time to write the notes. If a 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 is a 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.
After taking notes, review and reword them as soon as possible. Don’t just recopy or type without thought. Reminiscing may provide forgotten material later. Rewrite incomplete parts in greater detail. Fill in gaps as you remember points heard but not recorded. Arrange with another student to compare notes. Sharpen your note-taking technique by looking at other students’ notes. How are they better than your own? How are your notes superior? Compare the information in your notes with your own experience. Don’t swallow everything uncritically. Don’t reject what seems strange or incorrect. Check it out. Be willing to hold some seeming inconsistencies in your mind over a period of time. Make meaningful associations. Memorize that which must be memorized.
OK. In today’s lecture, we’ve discussed several skills that can help one in taking notes effectively. In our next lecture, we’ll explore how to read effectively.
选项
答案
reword
解析
此题考查记笔记之后的情况。其中讲座提到的第一个方面就是review and reword them as soon as possible(尽快回顾和改写所记录的内容)。题目已经给出了review一词,故填入reword。
转载请注明原文地址:https://tihaiku.com/zcyy/3239039.html
相关试题推荐
Whatisthenewsmainlyabout?[originaltext][7]Votingistakingplaceina
HowtoBeEffectiveReaders?I.Introductionofreading
HowtoBeEffectiveReaders?I.Introductionofreading
HowtoBeEffectiveReaders?I.Introductionofreading
HowtoBeEffectiveReaders?I.Introductionofreading
TeachingMethodsforEffectiveCommunicationI.Introduction:
TeachingMethodsforEffectiveCommunicationI.Introduction:
TeachingMethodsforEffectiveCommunicationI.Introduction:
TeachingMethodsforEffectiveCommunicationI.Introduction:
TeachingMethodsforEffectiveCommunicationI.Introduction:
随机试题
Theydecidedtoteachthenaughtyboyagood______.A、thingB、taskC、lessonD、cla
Turnonthetelevisionoropenamagazineandyou______advertisementsshowing
[audioFiles]audio_eusm_0120(20106)[/audioFiles]A、Lookingforanapartmenttobu
与大叶性肺炎红色肝样变期病变不符的是()。A.肺泡壁毛细血管扩张 B.肺泡
在计算完工产品成本时,如果不计算在产品成本,必须具备的条件是()。A.月末在产品
石材的使用年限与其抵抗风化的能力有关,含以下何种造岩矿物的石材耐久性好?( )
在设计补充养老保险时,和企业支付能力相关的有( )。A.养老金的支付流程 B
Theprimarypurposeoftheconcernedgro
投标人在确定投标报价的综合单价时,主要应以()为准。A.业主提供的设计图纸
关于抓斗挖泥船分段、分层、分条施工工艺要求的说法中,正确的是()。A.当挖槽宽度
最新回复
(
0
)