学术英语(教师)_Unit3课件Unit Contents1 Preparing for listening to a lecture2 Paying attention to the introduction3 Understanding the ideas through examples4 Following a lecture through signal words5 Memorizing the points by taking notesUnit 3 Listening to LecturesUnit Contents1 Preparing for l1 Preparing for listening to a lectureUnit 3 Listening to Lectures1 Preparing for listening ULectures are not only a major part of college learning, but another major source of your research article. You will get information no less than from reading essays and articles. To listen to an academic lecture effectively, however, you may do some homework beforehand. The following are some tips:Lectures are not only a major Unit 3 Listening to Lectures1 Preparing for listening to a lectureTips before listening to a lecture: 1)Find out the topic of the lecture to be delivered.2) Research the topic by reading the related sources or the assigned readings.3) Familiarize yourself with the subject and list out questions if possible.4) Sort out subject-specific words and terms the lecture may use.Unit 3 Listening to Lectures1Unit 3 Listening to Lectures1 Preparing for listening to a lectureTips before listening to a lecture: 5) Check the meanings and pronunciations of the terms and words.6) Bring loose leaf paper or spiral bound notebooks. Or bring a laptop if you prefer to take notes on it and if the room is set up with ample power outlets and space.Unit 3 Listening to Lectures12 Paying attention to the introductionUnit 3 Listening to Lectures2 Paying attention to the To understand a lecture, focusing your attention on the introduction part is very important because it helps you to predict the content or the main ideas. Slightly different from an academic essay, a lecture often begins in two ways, telling an interesting story or an anecdote, or introducing the points to be covered in the talk directly. In listening to the story, you should think of its theme, guess the topic and the attitude of the speaker toward it. Similarly, being informed of the outline of the lecture, you may pay attention to the following patterns the speaker tends to use to introduce their ideas:To understand a lecture, focus2 Paying attention to the introductionUnit 3 Listening to LecturesA lecture often begins in two ways: lTelling an interesting story or an anecdotelIntroducing the points to be covered in the talk directly2 Paying attention to the intr2 Paying attention to the introductionUnit 3 Listening to LecturesPatterns the speaker tends to use to introduce their ideas: 1) To start with, Ill talk about Then Ill discuss After that, well look at Ill finish by giving a summary of2) In the first part Ill explain/talk Then in the second part, I will present/examine/analyze2 Paying attention to the intr3 Understanding the ideas through examplesUnit 3 Listening to Lectures3 Understanding the ideas Unlike an academic essay, a speaker tends to fill their lectures with examples, personal experience and anecdotes, the purpose of which is to illustrate a difficult idea or an abstract theory and to make his talk more vivid, attractive and easy to follow. Hence it is important to take an example or anecdote seriously and ask whats the point of the example when you hear it. You may especially pay attention to the signal words like for example, for instance, the followin,g example (story/incident) illustrates/demonstrates such as, as in the case of, a good case in point, because before or after telling a story or an example, there is always a key sentence which Unlike an academic essay, a spUnit 3 Listening to LecturesSignal words that you should pay attention to: lfor examplelfor instancelthe following example (story/ incident) illustrates/ demonstrateslsuch aslas in the case ofla good case in point3 Understanding the ideas through examplesUnit 3 Listening to LecturesS4 Following a lecture through signal wordsUnit 3 Listening to Lectures4 Following a lecture throUnit 3 Listening to Lectures1 Signalling topic Today Im going to take up the subject of .2 Signalling structure Now let us consider .3 Signalling a shift Now, lets move on to .4 Signalling explanation What I mean is . That is to say .4 Following a lecture through signal wordsSignpost language Unit 3 Listening to Lectures1Unit 3 Listening to Lectures1 illustration2 cause 3 effect 4 comparison5 condition6 contrast7 listing8 classification9 summary4 Following a lecture through signal wordsTransitional language a.similarly, likewiseb.to conclude, in briefc.if, unless, assuming thatd.as a result, soe.for instance, in particularf.one feature isg.due to, owingh.additionally, furthermorei.however, neverthelessUnit 3 Listening to Lectures15 Memorizing the points by taking notesUnit 3 Listening to Lectures5 Memorizing the points byMaking yourself take notes will not only force you to listen attentively but also help you to memorize the major points of the lecture for the future review. Your notes are the payoff for the time you invest. But note-taking does not mean writing down everything You hear. You should concentrate on the meat of the lecture and skip the trimmings. Usually the speaker will give some clues to what is important. For example, the essential points are:1) the key words he or she writes on the slides of PPT or the blackboard or repeated in different places;2) the points he or she emphasizes by tone of voice, gestures, facial expression and thai amount of time spent on them;Making yourself take notes wil3) the ideas introduced by the stance words such as arguably, naturally, unfortunately, ridiculously, of course, its essential that, we might say that, it seems that;4) the content guided by such signals as the first reasoneffectadvantage is, in conclusion;5) the important ideas guided by such phrases as an important concept is, looking at it an- other way, the point is, what I mean is, in this way, the fact of the matter is, let me put it another way;6) summaries given at the end of the lecture or reviews given at the beginning of the lecture.3) the ideas introduced by theScience courses rely on establishing a basic understanding of core concepts and their relationship. Here are some tips for you to take notes:1) Mark the date at the top of each piece of paper used to record your lecture notes;2) Emphasize key phrases, terms and titles by circling, highlighting, or using different colors of ink;3) Put most notes in your own words except definitions and formulas which should be noted exactly;4) Show the relationships between items by drawing arrows, creating concept maps, or organizing content into tables;5) Use numbered bullets to outline sequences or timelines to organize events;6) Use white space and headings to delineate topics;Science courses rely on establ7) Write on only one side of the page or create a blank column on the page so that there is space available to edit notes or to record questions, study notes, summaries or messages;8) Make sure that you can read what you record. If your handwriting is difficult to read, you may use a laptop;9) Sketch diagrams, charts, skeleton outline, or particular formats according to the structure of a lecture. (See Table 1 )10) To record information more quickly, try using symbols and abbreviations. (See Table 2 and Table 3)7) Write on only one side of tTable 1Structures of a lectureFormats to be usedadvantage and disadvantagetwo-column tablecause and effectspidergramclassification and definitiontree diagramspidergramcomparison and contrasttwo-column tablefact and figuretablesequence of an eventtimelinestage of a processflowchartproblem and solutionheadings and notesTable 1Structures of a lecturTable 2Symbols (lead to, produce, result in, therefore)(and, plus) (comes from, results from, be caused by)(equals, means, is the same as) (go up, increase, ascend, rise, grow)(number) (go down, decrease, descend, decline,(greater than, more than, larger than) reduce)(is approximately equivalent to) (less, minus)(therefore, consequently) (is not equal to, not mean)w (with) (times, multiply)w/in (within) (less than, smaller than, fewer than)mph (miles per hour) (because, since, as)e.g. (for example, for instance, a case in (percent)point) w/o (without)/ (per) b/c (because)Table 2Symbols Table 3Abbreviationsi.e. (that is) cf. (compare) viz. (namely) org. (organization)ed. (editor) ft. (and the following) fig. (figure) c. (about)NB. (important) ref. (with reference to) op. (in the same source e.g. (for example)C 19. ( 19 century) dept. (department) mentioned) lang. (language)diff. (difficulty) imp. (important) info. (information) govt. (government)max. (maximum) rain. (minimum) incl. (including) Q. (question)A. (answer) no. (number) 1st, 2nd, 3rd. Re: (concerning)Ss. (students) tho. (though) poss. (possible) for. (foreign)sth. (something) univ. (university) v. (very) mats. (materials)lib. (library) fre. (frequent) s (times) nec. (necessary)immed. (immediate) fund. (fundamental) reqs. (requires) edu. (education)Table 3Abbreviations