note-taking

note-taking听力原文【释义】note-takingn.记笔记，随手记【短语】1Note-taking Skills记录技巧;笔记技巧;笔记技能2Listening&note-taking听讲与笔记记录3note taking in Interpreting第三单元4Note-taking Exercises记录练习5Note taking笔记记录;记录笔记;笔记备忘;是要熄火6Minutes and note taking会议记录与会议笔记7English Note-Taking Skills口译英文笔记训练8Chinese Note-Taking Skills口译中文笔记训练9Note-Making&Note-Taking充分利用笔记优势【例句】1They listened to the same lectures and were told to use their usual note-taking skills.他们听了相同讲座，并被告知要使用他们日常的笔记技巧。

2Evernote is the most ubiquitous digital note-taking tool.Evernote是使用最普遍的电子笔记记录工具。

3However,the class was primarily a lecture with note-taking.这个课程基本上都是传授，不用做笔记。

4Its content is in a form somewhere between note-taking and writing.其内容是一种介于笔记和书写之间的形式。

5Note-taking,cataloging,and bookmarking service Evernote divides people.集笔记，分类和书签功能于一身的服务Evernote将人划分成两类。

6You don’t need a computer to take notes—good note-taking is not transcribing.你根本不需要电脑来作笔记——好的记笔记的方法并不是抄录。

note taking英文作文Note taking is an essential skill that helps us organize and retain information from various sources such as lectures, meetings, and books. It allows us to capture important points, key ideas, and relevant details, enabling us to review and study effectively. In this essay, I will discuss the benefits of note-taking and share some strategies that can enhance this skill.英文回答，Note taking is crucial for several reasons. Firstly, it helps us stay focused and engaged during a lecture or meeting. When we actively listen and jot down important points, we are more likely to remember the information. Additionally, note-taking allows us to highlight key ideas and concepts, making it easier to review and revise later. It serves as a reference point, enabling us to recall information quickly and accurately. Moreover, note-taking encourages active learning as it requires us to process and summarize information in our own words. This process enhances our understanding andretention of the material.中文回答，记笔记有很多好处。

用好Note Taking，制胜新TOEFL2005年10月，ETS在北美开始推行全新的基于互联网的TOEFL考试（Internet-based Test, IBT），而这一考试也将于2006年8月登陆中国大陆。

这一变化对于早已经熟悉并适应了纸笔化TOEFL考试（Paper-based Test）的中国考生来说，无异于是一场翻天覆地的变革。

新的TOEFL考试中，变化最大的在于去掉了中国学生最为擅长的语法部分，将中国学生最弱的口语部分绑定作为必考项目。

此外听力去掉了短对话、写作增加到两篇文章并加入了听的成分、阅读文章篇幅加大等变化对于中国考生来说也是全新的挑战。

那是不是这些变革都意味着考试难度的加大呢？也不尽然。

ETS也推行了一些新的举措能帮助考生取得高分，比如说听力部分取消了每道题间隔12秒的限制，考生可以自由的分配30分钟左右的时间来完成34道听力题，这样无疑加大了听力部分的正确率。

而最让人眼前一亮的措施就是ETS允许考生在听力、口语、写作等任何需要听的部分都可以用笔记帮助记忆。

众所周知，纸笔化TOEFL考试中考生是不允许在试卷上写任何一个字的，否则将有可能被判为作弊。

而现在ETS则允许甚至可以说是鼓励考生边听边记，这也无形中为考生考出高分创造了便利条件。

全神贯注听英语的同时将关键内容记在纸上，听上去好像一点都不难，但实际操作一下的话你就会发现，要么就是听懂了来不及记，要么就是写了一堆却仍然不知所云。

其实任何一个具有一定英语听力基础的人只要经过短期的专门训练，都能掌握这一技能，内行一般称之为Note Taking。

Note Taking技能来源于口译，是交替传译员的必备技能之一。

大家可能经常见到新闻发布会上发言人经常有2-3分钟不间断的发言，长度类似于新TOEFL听力部分中的演讲题。

而随后那些口译员却能够将发言人的发言几乎一字不拉的翻译出来，也许你会认为他们记忆力惊人，但其实那都是笔记的功劳。

听力技巧篇之Note-takingNote-taking被普遍认为是一种重要的听力技巧，可以帮助听着获取更多信息，有效地理解较长的听力内容。

同时Note-taking也是听力能力的一种标志。

对于较长的听力内容如讲座，听记一些signal words 能够有效帮助理解。

在本篇中，将着重介绍听力讲座中的structure signals。

Signals下面列出了讲座中最常用的表示结构的信号词，它们的作用大致可以分为：1.Introducing2.Giving background information3.Defining4.Enumerating/Listing5.Giving examples6.Showing importance/Emphasizing7.Clarifying/Explaining/Putting it in otherwords 8.Moving on/Changing direction9.Giving further information10.Giving contrasting(极不相同的，迥异的，截然不同的) information11.Classifying12.Digressing(离题，偏离主题，题外话)13.Referring to visuals14.Concluding1．Introducing这类词一般出现在讲座开头，帮助你了解演讲者会说什么话题。

2．Giving background information在给出新信息之前，演讲者一般会概括地介绍关于这个新话题的背景知识，可以回顾前面的讲座，或者提及某些听众已经阅读过得背景资料。

3．Defining对某个名词进行定义，这在讲座中也十分常见，因为即使是大家熟悉的名次，在不同的场合或主题中也可能会有特殊的含义。

4．Enumerating/Listing演讲者通常会用一些关联词点明将要表述的新观点的顺序，如下所示。

Note-taking in English Class1. A questionnaire on note-taking in English Class2. Need of note-takingNote-taking is a learning strategy and a way of language learning in English class. As an important classroom activity, it reflects the effectiveness of classroom teaching and learning and influences students’ language learning. Taking notes is a complex activity, involving combing the different skills of listening, selecting, summarizing and writing. Most students acknowledge that note-taking is an effective and indispensable activity in English learning in classroom. But from the questionnaire and observation, it can’t be denied that most of them fail in using note-taking fully in language learning. For this reason, you are required to learn how to take notes in class. In this lesson, I am going to focus on note-taking.3. Functions of note-takingNote-taking has many functions. First, it can draw one’s attention. Insufficient attention to the teacher may lead to failure in comprehension of texts. Advanced students tend to take notes for fear of distraction.Secondly, it is beneficial for understanding. To get main ideas and key points can promote understanding of the learning. Understanding before writing may ensure the validity of note-taking.Thirdly, taking notes enhances active listening, as students have to listen carefully and critically to what is being said so as to take notes.Fourthly, it improves one’s memory. Memory is a factor of learning a language. Note-taking is an eternal record. The eternal record helps us get over the limitation of our memory. It is convenient for one’s review. No wonder, Chinese sayings tell us, “好记性不如－烂笔头”and“眼过十遍－不如手过一遍”.Finally, it facilities the processing of information, as note-taking can bring our organs such as ear, eye, hand, and heart to work together. This not only increases one’s input, but also strengthens retention in the brain.4. Methods of note-takingApart from the introduction of need and functions of note-taking, it is necessary for me to show you some methods of taking notes.1) PreparationPreparation is a psychological factor that influences note-taking in class. At first, please have notebooks handy before a new course. Then, read or skims the texts prior to attending the lecture so that you may get the general overview of main ideas, secondary points, identify new words and look them up before class, and determine what is relevant and irrelevant. So please ask yourselves before new lessons: What is this lesson about? What is the most difficult?2) 3 dos and 2 don’tsDo get down the main points; do get down difficult points; do make outline notes, i.e. the necessary information or data in a clear form. Don’t get every word; don’t write down the headline only without any further information.3) Using markersSuch markers as underlining, circling, coloring or signs like triangles, crosses, and bracket and some codes like: ? – not clear at time of lecture, ! – important, Q – question, which may leave remarkable clues for their memory; ∵(because), ∴(therefore), &(and), %(percentage), ＜(more than), ＞(less than), ＝(equal), ≠(not equal), ＋(plus), －(minus), and web words.Figures, letters and dashes are very useful. The first form is main section (1, 2, 3, 4, etc.), sub-section (a, b, c, d, etc.), and sub-sub-section (I, ii, iii, iv, etc.). Another form is like this: main section (1, 2, 3, 4, etc.), sub-section (1.1, 1.2, 1.3, 1.4, etc.) and sub-sub-section (1.1.1, 1.1.2, 1.1.3, 1.1.4, etc.)4) Using abbreviation(1) Using capitalized initial letters, e.g. UN, IBM; (2) using the first few letters of a word (if plural, add an “s”), e.g. pts (points), divs (divisions); (3) using incomplete words, e.g. gov’t (government), int’l (international), sb and sth, stm (sometime), swh (somewhere), nob (nobody), evb (everybody); (4) using incomplete sentences, e.g. there is a table in…. Attention, the main information cannot be omitted. For example, the in out of the question cannot be canceled, or else it will become out of question; a in a few, a in a little.5) Distribute your attention (kill two birds with one stone)(1) Pay 50% of one’s attention to listening to the teacher, and pay 50% of one’s attention to note-taking. Thus learners can understand nearly what they learn. (2) Devote 90% of one’s attention to listening to the teacher and thinking, and only 10% of one’s attention to taking notes. This kind of note-taking is not just the record, but the processing of knowledge. In this way learners can not only grasp the learned knowledge, but also produce creative findings.5. Steps of note-takingHere, five steps of note-taking are suggested, that is, record, reduce, recite, reflect and review(the five “Rs”). The first step is to record useful information in class. The second step is to reduce the amount of notes. I’ve showed you some methods of how to reduce notes. The third one is to recite the notes you take, as recitation of notes means to catch main ideas of texts. The next step is to reflect the learning after class. For example, what is important, what is useful and what should be reviewed or gone over before class. The last step is to review notes after class. Frequent reviews provide repetition, keep information fresh and decrease the chances of forgetting what’s been learnt. Some experiments have showed that three quarters is forgotten in a week, and four fifths in a month. In general, students who review notes achieve more than those who don’t. It is reported that unless on reviews within 24 hours after a lecture or at least before the next lecture, retention drops sharply and one is relearning rather than reviewing. Therefore, students should go over the notes, check for errors and fill in missing information as soon as possible.6. Types of note-takingThere are two types of note-taking. One is a general note; the other is margin note. Normally, we take general notes on notebooks. This type is beneficial for recitation, reflection and review. And we often take margin notes in the margin of a book. Margin notes are not so convenient for review but they can facilitate the speedy location of specific information.7. Some suggestions for note-takingA different between advanced students ad low level students in note-taking does exists, which accords Rubin’s findings that in class excellent students can attend lectures activelyand can regulate their psychological factors such as motivation, emotion and interest proportionally with learning efficiently. Therefore, as college English students, you should establish an awareness of taking notes in class, and try to apply it into your learning practice. Here I’d like to give you some advice on how to take notes.1) Try not to take notes in books, but in notebooks, except for paraphrasing.2) Attention to both techniques and practice.3) Exchange notes after class. Try to learn from each other.4) Do not copy other’s notes. It is useless for one’s learning.5) Develop the habit of thinking after note taking.8. AssignmentNext week, you are required to show me a general note for a lecture. I am going to choose some best notes as models from all your notes.An Anonymous Questionnaire on English Note-taking1. In your opinion, note-taking in English class is .a. very importantb. importantc. averaged. of no use2. Which of the following do you think note-taking most facilitate?a. avoiding distractionb. developing the ability to responsec. remembering the reaching contentd. reviewing before exam3. In class when the teacher explains the text, she usually explains the words and phrases and gives some examples as well as the structures and the main ideas of the text. What do you choose to take down?a. words and phrases usage and examplesb. structures and main ideasc. both, but mainly words and phrased. both, but mainly the structures and mainideas4. During the lecture, you like to take down .a. all the teacher’s words as many as possibleb. those you feel unclear and those emphasized by the teacherc. those things that remind you of certain known knowledged. those you are interest in5. Usually you take notes on .a. a special notebookb. the notes of words and phrase are taken on the notebook and the notes of structures aretaken on the margins of the textbookc. all on the textbooks near the relevant contextd. on loose leaves6. You review your notes.a. usuallyb. sometimesc. seldomd. never7. How much do you think you can take down during a lecture?a. above 90%b. 70% -- 90%c. 50% -- 70%d. below 30%8. If you take less notes what do you think is the main reason?a. you don’t understand themb. you are lazy to writec. you are lazy to writed. other reasons9. Do you think taking notes interferes with listening to the lecture?a. Yes, a lotb. Yes, a bitc. No10. If you think taking notes interferes with listening, what is the reason?a. the teacher speaks fastb. you write slowlyc. No11. If your opinion, how dose your teacher handle the important and the secondary points?a. very wellb. just so soc. not well12. How do you think yourself handle the important and the secondary points?a. very wellb. just so soc. not well。

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。

托福听力技巧：note taking众所周知，托福听力考试的语速较快，内容涉及范围广且专业性强，因此不少考生难以立即选出答案。

这就要求考生学会在听力考试时有效又快速地记录笔记。

下面教你托福听力记笔记Note taking 的五大技巧：第一招：记关键词所谓关键词，是指与听力中心内容有密切关系的词汇和短语，是考点的主要出处。

一般是实词，即名词，动词，形容词，副词，否定和数词。

抓住了听力中的关键词，整个文章的大意就呼之欲出了。

因此，记录关键词是最基本的方法。

至于找关键词的方法，我附上了听力十大原则的文件，这个方式无论记不记笔记都一样的。

第二招：记逻辑词和短语提示逻辑词和逻辑短语是连接一篇文章的筋骨和脉络。

外国人对于逻辑思维非常重视，托福中从阅读到作文无不体现出来这一点。

因此，听清楚逻辑词，记录下来，对于内容的之间的关系和顺序等的了解就容易了。

托福中出现的逻辑关系(Barron P75)：DefinitionDescription and exampleClassificationSequenceComparision and contrastCause and effectProblem and solutionPersuation and evaluation对于逻辑词和短语的总结，delta和barron上面都有提及，这里就不再累述了。

顺便说一点，拥有良好的逻辑意识和掌握相当的逻辑词和短语无论在分析阅读，听听力，说口语还是写作文的时候都是一个优势，能给评分教授一个清晰的条理。

还是那句话，你让教授爽，他就让你更爽!第三招：利用缩写，简写，逻辑符号，换词减少记录时间记笔记关键是速度。

新托福的语速还是跟老托差不多，比barron 的快。

因此，要懂得如何简化自己的笔记，同时让自己看得明白清楚。

缩写和符号是很好的方法。

我已经附上了自己总结的缩写和逻辑符号，大家可以下载。

同时，大家在准备过程中也可以按照自己的思路添加更多的缩写。

高口听力Note-taking & Gap-filling 考前抢分刘寒露倒计时Day 8（1）一．答题技巧各位同学们大家好，马上又到了2012年春季口译考试的时间了，在3.18 日这一次的口译考试中，我们同样为大家准备了应考必读栏目，提醒考生需要注意的事项，包括对考试的流程的熟悉和对各种题型解题技巧的掌握。

今天刘寒露老师要为大家讲解的，是高级口译听力考试中的Note-taking & Gap-filling 题型(以下简称NTGF)。

首先我们来回顾一下该题型的考察流程，以及在每个步骤，考生应该如何操作。

NTGF是高口听力下半场的第一个题目。

考生回到座位上，首先是拿不到试卷和答题纸的，大家首先拿到的是一张空白的笔记纸，笔记纸大小在16K，比常用的A4纸小一些。

笔记纸有一面是完全空白的，另一面有3行左右的文字，写的是NTGF这个题目的direction。

考生拿到笔记纸，先翻到完全空白的那一面，准备做笔记，如果此后空白面不够用，再用另一面。

笔记纸发放完毕后，开始播放听力录音，中速的录音将持续6分钟之久，对考生的体力和脑力都是巨大的挑战。

这一阶段，要求考生一定要坚持到底，持续笔记，坚持到底就是胜利。

考场上的笔记持久力从哪里来呢？首先，来自于平时完整的练习，我们建议考生在迎考复习时，用完整的时间来练习听力部分的所有题目。

把历年真题当成完整的考试来练习，以提早适应考试对精神和体力的要求。

另外，考试现场如果实在记不动笔记了，建议考生看一下周围的考生，同为考生，大家总能相互鼓舞。

那么，笔记的要领又在哪里呢？首先，对于篇章，考生首先考虑记录的是框架，框架包含主话题，还有若干个分话题，这些在原文中一般是名词和名词词组，所以应该优先记录代表话题的名词和名词词组。

其次，第二级重要的内容是数字，我们在授课的时候多次提到，数字是对于所有题型都十分重要的一个考点。

当然，仅仅记录数字是不够的，考生需要把数字和数字的相关信息，也就是数字说明的内容一起记下来才行。

Note Taking的训练TEM-8听力第一部分是一个将听力和做笔记填空结合的题型。

该项目是一个700字左右的讲座，考生边听边做笔记，然后完成填空练习。

听讲座记笔记是学生学习生活不可缺少的环节，这一题型正是考察学生根据听力材料做笔记并整理笔记完成工作的能力。

TEM-8听力这一题型实际上分为理解、找出要点、笔录和填空等步骤。

值得注意的是考试中考生所需要填空的单词均是有关讲座内容的实词，而不是语法功能词，因为该项目的测试目的是考察考生对讲座内容的理解。

考生在平时训练时可选择听一些就某一问题进行探讨、有一定深度的录音材料，一边听一边就重要的情节做笔记，然后根据笔记写出一篇摘要。

考生如果能成功地做到这一点，就无须担心考试中的这一题型，因为考试中考生用于填空的文字材料也就是基于听力录音的一篇内容摘要。

综观TEM-8的听力考题，我们可以发现所有的试题类型都基于由what, who, where, when, why 和how所包括的内容，即事件、人物、地点、时间、原因和方式。

TEM-8考试听力材料由长短不一、针对某一现象或事件的叙述性短文和对话（或面试、访谈）构成。

考生必须在一个大情景下抓住事情的要点和事件的发展线索后才能答题。

大多数英语专业学生具有良好的听力基本功，他们需要提高的是听力的广度和深度，因此，考生在日常的学习生活中必须有意识地多听多练。

同时，我们建议同学们在练习听力时注意以下几个问题：选择准确的听力材料实际上，“听”和“说”不分家的原则也体现在TEM-8考试中。

TEM-8考试听力均选自一般口语性较强、反映现代生活的英语资料。

因此，考生可以集中精力多听一些大众媒介英语，进行实战演习。

所选听力材料在难度上应低于阅读材料，因为读不懂的东西一般听不懂。

来源于报刊、杂志、电影、电视的英语是练习听力的极好的材料。

英语专业的学生，特别是高年级学生，可以通过看原版电影或听电影录音剪辑来练习听力。

一般学校都会有丰富的音像资料，许多城市还专门开辟了英语电视频道，电视英语新闻对考生应付TEM-8考试第三部分有很大的帮助。