听力notetaking

2012年9月高级口译听力Note-takingandGap-filling原文Hello, I'm Anna Jones and I have been invited to talk in this programme about London life. And in today’s programme we’re looking at a very English custom - the custom of tea-taking. I think the whole art of tea-taking is a very elegant and a very English thing to do. This whole ambience of tea-taking makes you be elegant.I am the director of press and public relations at the Ritz hotel in central London. The Ritz hotel is one of the most famous hotels in London and is celebrating its centenary. It opened 105 years ago in 1906. The Ritz is especially well known for its wonderful teas but taking tea at the Ritz is not an everyday event –it’s usually reserved for a special occasion like a birthday or anniversary. Tea is served in the beautiful surroundings of the Palm Court. Displays of flowers and palms add to the experience of tea-taking. The whole character or quality of the Ritz makes you feel elegant. It makes you feel attractive and you behave in a very graceful way. And it’s not just a cup of tea either –it’s almost like having a 3 course meal.The actual food items on the tea menu come on a three-tiered cake stand. The bottom being the finger sandwiches – very traditional – and the waiter will explain what the fillings are. Then we do our scones in the middle and we do our cakes and pastries on the top. It’s done almost like courses.Well, we say that the food arrives on a “three-tiered cake stand - there are three levels, one on top of each other and on each level there’s a plate for holding the food. And what food is there? There are finger sandwiches –these are smallsandwiches filled with a variety of different things. This kind of s andwich is “very traditional” –it’s something that has been going on in the same way for a very long time –so finger sandwiches have been a part of the traditional English afternoon-tea for a long time. In the middle of the tier there are scones which are small round cakes which are often eaten with jam and cream which is known as a cream tea. And finally, at the top of the tier there are various cakes and sweet pastries.People say that tea is its almost done like “courses” - a part of a meal which is served separately from the other parts of it. Now what about making the tea? How do you make a proper cup of English tea? What is the most important thing about making a cup of tea?The most crucial thing about tea-making is to make sure that the water is “piping” hot – it is very hot and has just boiled. Then after pouring the water onto the tea leaves you let the leaves “stew” or absorb the water to make the tea. If you hear someone talking about “stewed tea” they are describing tea that has been left too long in the tea pot before being poured and tastes strong and bitter.What about the milk? What is the tea making etiquette? What are the rules or socially accepted ways of adding the milk? Does it go in to the cup before the tea is poured or afterwards? Well at the Ritz the etiquette – or the accepted way – is to add the milk afterwards so that the guest can decide how strong or weak they would like their tea.Well as we mentioned earlier the Ritz is a very famous London hotel – so famous in fact that its name now appears in the dictionary as an adjective. What do you think it means? Even the name The Ritz has become generic in the dictionary, peopletalk about things being “ritzy” and even if something is not very ritzy or something is very ritzy and that all comes from the name. If something is described as “ritzy” it is expensive and fashionable –for example you might describe someone’s dress or car as ritzy. Well its 4 o clock now so it must be time for a cup of tea!【解析】这是上一篇以Afternoon tea at the Ritz为题的文章。

托福听力如何边听边记笔记？托福听力是托福考试旳重要部分，诸多同窗在听听力旳时候无法做到记笔记。

在托福考试前几天，小编为人们整顿了托福听力记笔记旳措施，但愿对人们有协助。

一、在练习笔记法之前，确信自己可以做到1.尽量听懂文章!如果连听懂都没有搞定，那还谈什么笔记呢?加油好好旳戴着mp3磨耳朵吧。

2.有一定旳单词积累。

这其实是第一点旳内在规定。

我说旳积累，不只是认得，并且要听得懂和写得出。

我还想罗嗦一句，有些同窗认得和写得出单词，但是听却听不懂。

这估计和自己旳发音有关系。

自己读旳和native说旳不同样，固然难懂。

这也是诸多同窗听不习惯英音旳因素之一。

二、托福听力记笔记Note taking 旳五大技巧1.记核心词所谓核心词，是指与听力中心内容有密切关系旳词汇和短语，是考点旳重要出处。

一般是实词，即名词，动词，形容词，副词，否认和数词。

抓住了听力中旳核心词，整个文章旳大意就呼之欲出了。

因此，记录核心词是最基本旳措施。

2.记逻辑词和短语提示逻辑词和逻辑短语是连接一篇文章旳筋骨和脉络。

外国人对于逻辑思维非常注重，托福中从阅读到作文无不体现出来这一点。

因此，听清晰逻辑词，记录下来，对于内容旳之间旳关系和顺序等旳理解就容易了。

托福中浮现旳逻辑关系：DefinitionDescription and exampleClassificationSequenceComparision and contrastCause and effectProblem and solutionPersuation and evaluation对于逻辑词和短语旳总结，delta和barron上面均有提及，就不再累述了。

顺便说一点，拥有良好旳逻辑意识和掌握相称旳逻辑词和短语无论在分析阅读，听听力，说口语还是写作文旳时候都是一种优势，能给评分专家一种清晰旳条理。

3.运用缩写，简写，逻辑符号，换词减少记录时间记笔记核心是速度。

新托福旳语速还是跟老托差不多。

初中英语听力记笔记策略Listening is an important skill in learning English, especially for middle school students. To improve listening skills, it is essential to develop effective note-taking strategies during listening activities. Here are some key strategies to help middle school students take better notes during English listening exercises.First and foremost, it is crucial to stay focused and attentive during the listening task. Students should try to eliminate distractions and concentrate on the audio material. This will help them catch important information and details more effectively.Secondly, students should practice active listening by engaging with the content. This includes predicting what will be said next, identifying key points, and making connections between different pieces of information. By actively participating in the listening task, students can enhance their comprehension and retention of the material.Another important strategy is to use abbreviations and symbols to speed up note-taking. Middle school students can develop their own shorthand system to quickly jot down key words and phrases. This will help them keep up with the pace of the audio and capture essential information without falling behind.Additionally, it is beneficial for students to organize their notes in a structured manner. They can use headings, bullet points, and numbering to categorize information and make it easier to review later on. By creating a clear and organized layout, students can quickly locate specific details when needed.Furthermore, students should focus on understanding the main ideas and supporting details of the listening passage. They can use techniques such as summarizing, paraphrasing, and asking questions to deepen their comprehension. By actively engaging with the content and analyzing the information, students can develop a deeper understanding of the material.Moreover, it is important for students to review and revise their notes after completing the listening task. They can fill in any missing information, clarify anyuncertainties, and make connections between different parts of the material. This reflective process will help reinforce learning and improve retention of the content.In conclusion, developing effective note-taking strategies is essential for middle school students to improve their English listening skills. By staying focused, practicing active listening, using abbreviations, organizing notes, understanding main ideas, and reviewing material, students can enhance their comprehension and retention of audio material. With consistent practice and application of these strategies, students can become more proficient listeners and achieve success in their English studies.。

162018年52期总第440期ENGLISH ON CAMPUS一、Note-taking and Gap-filling 对听力教学的意义英语听力教学中，为了帮助学生理解听力文本，突出主要信息，通常会采用填空、选择、判断、填表等基础阶段听力教学常用的练习形式。

Note-taking and Gap-filling(以下称NTGF)是另一种常用的练习形式，侧重于考查学生对听力文本的综合理解以及分析文本的深层结构的能力，体现了《高等学校英语专业英语教学大纲》对于较高层次听力的要求。

(指导委员会英语组：9-10)在听力教材和测试中，因听力文本的复杂程度不同，形式也要有所变化，主要表现在听力文本性质，练习文本结构层次和每一空行中所填单词数等方面。

二、听力不同阶段的要求和NTGF 练习设计1.英语听力教学不同阶段的要求。

英语专业不同阶段对听力文本的体裁和难度提出了不同的要求，在基础阶段主要解决“听懂”的问题，即通过大量反复听习，培养对语音文本的敏感性，通过各种形式的练习和词汇表帮助学生基本听懂听力材料。

在英语学习听力的高级阶段，要处理的是听懂的材料里信息结构的问题，此时除了继续扩充听力用词汇外，听力课解决的是分析听力文本的问题，以应付较高层次的听力测试要求。

在听力发展的不同阶段，NTGP练习都能起到相当作用，但对应听力认知特点和教学要求也应采取不同的设计形式。

2.从主流英语听力教材到高级别英语听力测试中NTGF的形式演变。

(1)《Listen This Way3》中的NTGF练习。

以主流英语听力教材《Listen This Way3》中一篇关于加拿大的NTGP练习为例(张民伦：31-32)。

Outlining CanadaA brief introduction of Canada Size: _second only to the former Soviet UnionPopulation: 26 million people Area:the Great Lakes in the southThe Rocky Mountains in the west ...VI. The monetary system in CanadaA. The unit of currency:the Canadian dollarB. Banking hours: 10.a.m. to 3 p.m. Monday to Thursday, till later on Fridays.类似的练习贯穿于《listen this way 3》教材中，文本主要为事实性文本，练习提纲分两到三个层次，每个空填词不限，基本是照录原文内容细节。

英语听力学习中的信息速记能力培养信息手写速记( note - taking) 是在听的过程中,使用多种记录技巧, 利用一些简化的字母、字符或特殊符号来代表音素、单词和短语, 记录言语信息的快速手写系统, 是一种辅助大脑记忆的重要手段。

在英语听力能力培养过程中, 学习者对难度适中材料的大意一般都可以听懂, 但如果听的过程中未作任何笔记,过后对材料的主要信息、关键词汇、逻辑关系无法正确归纳, 经常是只记住了第一句或最后一句信息,而中间部分则记忆模糊,甚至完全遗忘。

因此在英语听力训练时一定要把言语信息速记能力的提高纳入学习计划之内。

速记过程中一定要弄清应记什么、怎么记等基本问题, 创造性地选用一些惯用符号、略语等, 在实践中要不断改进, 总结一套适合各自学习特点、简单可行的笔记符号体系, 以提高英语听力学习的效率与质量。

速记具有快速、简略、突出重、难点, 逻辑清楚等特点。

在学习实践中, 英语学习者可总结形成适合自己学习特点的一些更为简便、实用且容易掌握的英语言语信息记录方法。

(一)借用一些简单、实用的数学符号或其他学科符号。

如:“↑”可用来记录“up, upward, rise, arise, to develop, to ascend, increase, soar, mushroom, rocket, make progress”等词或短语。

如短语“economic development”可记作“e↑”。

“↓”可用来记录“drop, sink, decline, descend, sudden fall, decrease, reduce, to cut down, to go down, subside, deteriorate”等词或短语。

“? ”可用来记录“to move up slowly, to climb slowly, to rise slowly”等词或短语。

“←”可用来记录“return, reverse, back up”等词或短语。

我们把Note-taking叫笔记，不叫速记。

口译笔记(几乎只用在交替传译中)，没有统一的特殊符号系统，目的是trigger your memory and help to make the best production.口译笔记时谨记以下几个原则：1. Understanding outweighs note-taking. 理解在先，记录在后，重要程度上和顺序都是如此。

如果理解了没记下来，之后还是有可能通过上下文回忆起来。

而如果没理解记下来，笔记也只是符号，是碎的信息，不能成逻辑成文，我上学那会我们老师老说这种情况下我们翻译的都是bullshit. ：（2. 延伸第一条，抓主要信息(Primary Information)抓逻辑(Logic)，因为逻辑对于理解至关重要。

口译即传达信息的过程。

主要信息构成整个语篇的框架，适当的逻辑连接词将框架的层次或因果讲清楚，因此二者是传递信息中最重要的。

3. 口译记笔记的过程本身也是processing (According to Gile's Effort Model, efforts in interpreting consist of Listening and analysis Effort,short-term Memory Effort, and Production Effort)。

在交传中，Production不仅指最后呈现的译文，而且也包括notes（Gile）, 那么从记笔记那一刻开始，已经开始理解的过程（processing，处理原文信息，理解原文并思考对应文本或者如何记录的过程）, 正因为如此，在汉到英中，我的笔记也全都是英文，因为英文词较之汉语笔画少好记，而且在能迅速反应处对应文本的情况下是很高效的，在产出的时候，由于笔记已经是结构都排好的英文，production非常省脑力。

至于英到汉，我的笔记还是英文，原因参见上文，简单省事，只要能理解，并且记录下来，产出汉语的时候完全不是问题，因为是母语。

英语听力中的“Note—takng”记笔记
梁玉玲
【期刊名称】《兵团教育学院学报》
【年(卷),期】1996(000)004
【摘要】听力(Listening Comprehension)是英语教学中四项基本技能之一,也是中国学生的一个难点.突破这个难关不仅有助于其它单项技能的训练,同时也为培养学生的英语交际能力奠定一个良好的基础.美国著名教学法专家王士元先生认为:“理解语言的过程是一种猜测,估计,预想、想象的积极互相作用的过程.它通常广泛利用出现在典型环境中的一切形式,既有各种各样的非语言形式,也有音位学、形态学、句法学和语义:学方面的语言形式”.美国另一位教学法专家JoanMorley把“听力理解”(Listening Conprehension)解释为“听加理解”.她认为“听”要求接受信息,
【总页数】3页(P53-55)
【作者】梁玉玲
【作者单位】
【正文语种】中文
【中图分类】H319.9
【相关文献】
1.培养学生记笔记能力提高英语听力教学效果 [J], 范颖娜
2.高职英语听力学习中记笔记策略培养的有效性探索——以晋城职业技术学院为例
[J], 李海芳
3.大学英语听力记笔记策略训练模式与效果分析--一项听力策略培训实验 [J], 殷碧雯
4.记笔记策略与大学英语听力教学 [J], 李辉
5.认知心理学视角下的英语听力笔记技巧习得——以TEM-8 Note-taking为例[J], 杨鹏
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NOTE-TAKINGNOTE-TAKINGWhy shall we take notes?为什么要记笔记？What instrument does an interpreter need?口译工具What shall we take?记什么？How shall we take?怎样记？What makes note-taking different from other kinds of text recording?口译笔记特点？Why shall we take notes?为什么要记笔记？Watch video 4.1, 4.2WHY TAKE NOTES?记不全；记不住；记不准。

Very short consecutive:sentence by sentence;clause by clause for interpretingShort consecutive(30-40s):business interpreting,community interpretingMedium-length consecutive (45-90s):more developed note-taking techniqueLong or full consecutive(2mins)Very long consecutive(over5mins)1.an aid to supplement memory（有助于储存记忆）2.at delivery, as clues for recalling（提示）3. to help visualise the structure and logic of source WHY TAKE NOTES?language speech（有助于理清原文结构与逻辑）4.help to organise target language reproduction(有助于组织目标语）WHAT INSTRUMENT DOES AN INTERPRETER NEED?口译工具VIDEO 4.2 ( -4’45)INSTRUMENTA spiral notepad/steno pad(上翻式线圈本）15.24cm-22.86cm two retractable pen(按压式圆珠笔)What Shall we write on notepad? WATCH VIDEO 4.4 (1)WHAT SHALL WE WRITE ON NOTES?Listen/read to the following passage for interpreting,take notes when you feel necessaryA human baby produces its first real words at about eighteen months of age.By the age of two,it has become quite vocal and has a vocabulary of some fifty words. Over the next year it learns new words daily,and by the age of three it can use about1000words.It is now stringing words together in short sentences of two or three words,calling your attention to objects,requesting this and that.Its command of grammar is already nearly as competent as an adult’s,though it will make amusing yet plainly logical mistakes,saying‘eated’instead of‘ate’,‘mouses’instead of‘mice’, and so on.Then the floodgates open.By the age of six,the average child has learned to use and understand around13,000words;by eighteen,it will have a working vocabulary of around60,000words.WHAT SHALL WE WRITE ON NOTEPAD?cue words(information capture)➢keywords/elements➢Transcodable elements（numbers;names;technical terms,list, motivated expressions）➢Links and transition➢Grammatic elements✓LogicHOW TO TAKE NOTES?HOW TO TAKE NOTES?✓How to illustrate logic?(layout格式)✓How to write down the cue words?(Information capture) simplification, abbreviation and symbolswatching the video and observe what the interpreter wrote on pad and how she wrote the information.So traditionally, semester upon semester, for the past several years,this course, again, a hard course, had a failure rate of about 40 to41 percent every semester. With this blended class late last year, thefailure rate fell to nine percent. So the results can be extremely,extremely good. Now before we go too far into this, I‘d like to spendsome time discussing some key ideas. What are some key ideas thatmakes all of this work? One idea is active learning. The idea here is,rather than have students walk into class and watch lectures,wereplace this with what we call lessons. Lessons are interleavedsequences of videos and interactive exercises. So a student mightwatch a five-, seven-minute video and follow that with an interactiveexercise. Think of this as the ultimate Socratization （Socrates,socratic) of education. You teach by asking questions. And this is aform of learning called active learning, and really promoted by avery early paper, in 1972, by Craik and Lockhart, where they saidand discovered that learning and retention really relates strongly tothe depth of mental processing. Students learn much better when theyare interacting with the material.EXAMPLE✓How to illustrate logic?(layout) Watch video 4.2 (4’45-end)❖纵向VERTICALISATION：上下安排，多分行，每行一个意群，易于快速读取，不费眼神。

英语notetaking范文The Art of Effective Note-Taking.Note-taking is an essential skill that can greatly enhance learning and comprehension in any academic or professional setting. It involves the active processing of information, the identification of key points, and the organization of those points into a manageable and useful format. Mastering the art of note-taking can be challenging, but with practice and attention to detail, it can become a powerful tool for academic success.1. Understanding the Purpose of Note-Taking.Before diving into the mechanics of note-taking, it's crucial to understand its purpose. Notes serve as a bridge between the information presented and your understanding of that information. They are a record of key ideas, examples, and insights that you can refer back to later for clarification, revision, or review. Effective note-takinghelps you focus on what's important, organize your thoughts, and connect new information to existing knowledge.2. Listening Actively.Good note-taking begins with active listening. This means paying close attention to the speaker or presenter, understanding the main points, and anticipating where the conversation or lecture might lead. Listen for transitions, such as "next," "finally," or "in conclusion," which often signal a change in topic or the conclusion of a point.3. Outlining the Structure.Before taking notes, it's helpful to have a basicoutline or framework in mind. This could be a simple listof headings or a more detailed outline that reflects the structure of the talk or lecture. Having a clear structure will help you organize your notes and make them easier to follow later.4. Capturing Key Points.As the information is presented, it's important to identify and record the key points. These are the ideas, facts, or examples that are central to the talk or lecture. Avoid transcribing every word verbatim; instead, focus on capturing the essence of what is being said. Use abbreviations, shorthand, or symbols to speed up the note-taking process.5. Using Your Own Words.Paraphrasing and summarizing information in your own words is a crucial step in effective note-taking. This not only helps you process and understand the informationbetter but also ensures that your notes are unique and tailored to your own understanding. Avoid copying directly from slides or textbooks; instead, use these resources as a reference to supplement your notes.6. Linking Ideas.Good notes should not only record facts but also showhow those facts are connected. Use arrows, underlining, or other visual cues to indicate relationships between ideas. This will help you see patterns and connections that might not be immediately apparent during the talk or lecture.7. Reviewing and Updating Your Notes.After taking notes, it's essential to review them and make any necessary corrections or clarifications. This step is often overlooked but is crucial for ensuring the accuracy and usefulness of your notes. As you review, consider adding additional insights, examples, or questions that emerged after further reflection on the material.8. Practicing and Perfecting Your Technique.Like any skill, note-taking requires practice and refinement. Start by taking notes in a variety of settings, such as classrooms, meetings, or workshops. Experiment with different note-taking methods and find one that works best for you. Over time, you'll develop a system that is both efficient and effective.In conclusion, effective note-taking is a valuableskill that can enhance your learning and comprehension in any academic or professional setting. By understanding its purpose, actively listening, outlining the structure, capturing key points, using your own words, linking ideas, and reviewing and updating your notes, you can develop a system that works for you and becomes a powerful tool for academic success. With practice and attention to detail, you'll find that note-taking becomes less of a chore and more of a natural extension of your learning process.。