首页
登录
职称英语
Note-taking in Lectures For listeners, note-takin
Note-taking in Lectures For listeners, note-takin
游客
2023-12-16
30
管理
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 [br] 【4】
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
pause
解析
转载请注明原文地址:https://tihaiku.com/zcyy/3279584.html
相关试题推荐
Note-takingSkillsNote-takingrequiresahighlevelofabili
Note-takingSkillsNote-takingrequiresahighlevelofabili
Note-takingSkillsNote-takingrequiresahighlevelofabili
Note-takingSkillsNote-takingrequiresahighlevelofabili
Note-takinginLecturesForlisteners,note-takin
Note-takinginLecturesForlisteners,note-takin
Note-takinginLecturesForlisteners,note-takin
Note-takinginLecturesForlisteners,note-takin
Note-takinginLecturesForlisteners,note-takin
Note-takinginLecturesForlisteners,note-takin
随机试题
[originaltext]M:Hi,Cindy.W:Hello,John.M:DidyouenjoyBob’spartytheot
下列关于施工过程质量验收不合格处理描述错误的是()。A.在检验批验收时,发现存
我国推行的“四、二、一”保健制度是指A.生后第1年保健4次,第2年保健2次,第3
绝大多数鼻咽癌属于A.低分化腺癌 B.高分化腺癌 C.高分化鳞癌 D.低分
男,50岁,右肾下极多发结石,左输尿管上段结石直径1.5cm。IVP示右肾下极重
佛教三方佛(横三世佛)指的是()A.药师佛 B.释迦牟尼佛 C.燃灯佛 D
不是固体废弃物的主要处置方法的是()。 A填埋 B生物降解 C向他
在质量检验中,当采取查验原始质量凭证的方式时,要在()方面进行确认。 A.实
图所示的框架为某框架—剪力墙结构中的一榀边框架,其抗震等级为二级,底部一、二层顶
(2016年真题)关于钻孔灌注桩水下混凝土灌注的说法,正确的有()。A.灌注
最新回复
(
0
)