Note-taking skills

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英语听力笔记技巧

Utilize space and layout
Organize your notes in a logical and coherent manual, using headings, subheadings, and bullet points
Leave blank spaces between different sections to make it easier to add or modify information later
"Use connecting words or phrases to show relationships between different ideas or information, such as" in addition, "" however, "or" finally. ""
03
The combination of listening comprehension and note taking
difficult points.
03
Diversified review methods
Use various methods for review, such as reading aloud, dictation,
etc., to improve the review effect.
Integrate and expand note content
05
Precautions in practical applications
each other's ideas
04
Review and Use of Notes

note-taking听力原文

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。

unit 3 note-taking笔记法

标点
: 表示各种各样"说"的动词：say, speak, talk, announce, declare, etc; Repeat 或 reaffirm 可以用 :2 来替代，声明支持可以用 + ：来替代，谴责用 - ： ? 表示"问题"：question，issue，例如：台湾问题： tw? . (dot) 这个"."点的位置不同表示的概念也不一样 ".d"表示yesterday, ".y"表示last year, ".2m"表示 two month ago。"y"表示this year, "y2." two year later . "next week", 可以表示为"wk." √ 表示"好的"状态，right/good，famous/wellknown，etc.
ห้องสมุดไป่ตู้
How？

6. 明确结束。口译中，讲话人说一段，停下来让译员译一段，然后再继续。这样，上一段话和下一段话之间，必须有明确的界限。上一次的结束点，就成了下一次翻译的开始点。
Summary
1.口译笔记切记“全” 2.口译笔记可以使用源语，也可以使用译入语，也可二者结合 3. 有效使用符号与缩写词 4. 口译笔记要有逻辑性 5. 口译笔记求快求精，但不可潦草

较长单词的处理办法

-ism 简写为 m 例如：socialism Sm -tion 简简写为 n 例如：standardization (标准化) stdn -cian 简简写为 o 例如：technician techo -ing 简写为 g 例如：marketing (市场营销) MKTg -ed 简写为 d 例如：accepted acptd -able/ible/ble 简写为 bl 例如：available avbl -ment 简写为 mt 例如：amendment amdmt -ize 简写为 z 例如：recognize regz -ful 简写为 fl 例如：meaningful mnfl

Note-taking_skills

Theory & skills
• e-taking: General introduction
• 1) Why note-taking? • B. In interpreting, a slight twist of the meaning of a single word could mean success or failure in negotiation or presentation in international conferences. While short-term memory has its own limitations, a qualified interpreter cannot risk entrusting such important speeches to his memory. Thus note-taking is an indispensable tool for interpreters in consecutive interpretation. • The objective of note-taking is to supplement memory efficiently.
Theory & skills
• Note-taking: General introduction
2) Characteristics of note-taking C. Notes in interpreting are different from shorthand notes: a. shorthand notes will slow down the whole process of interpreting since it takes time to decipher them. b. shorthand notes will lead to word-for-word interpretation since they are automatically taken in the SL without any effort to translate or analysis. • D. Notes in interpreting are a record of the basic structure of the speech. They are taken on the basis of memory and good comprehension.

Note Taking Skills

Note taking activitiesActivity OneUse the following form to help you work through any reading, picking out the important points. You might like to photocopy this form and use it as a study tool. If you’re using the SQ3R technique, use this form at the ‘recall’ step.Once you understand the main point that the author is trying to make and you understand what evidence and argument the author uses to prove that point, you will then understand the significance of the author’s work. You will understand how the reading fits in with your own learning because you will be able to compare the author’s ideas with those you have learnt from your tutor and the course materials. You will also be able to compare the author’s work with the writing of others. This will help you to gauge if the author agrees or disagrees with other experts in the field. If you are completing an assignment, you will understand how the author’s ideas support or conflict with your hypothesis.Step One: For future reference, record the bibliographic details of your reading in the boxes below.Name of readingAuthor’s name Year and place of publicationJournal details (if any)Page numbers read Other bibliographic notes Step Two: Surface read the reading and completethe following tasks.In your own words, briefly describe the main point orargument the author/s of the reading is trying tomake.List three minor arguments that the author uses tosupport his or her main point or argument.1.2.3. Step Three: Read the reading more comprehensively and find quotes or ideas from the text that supports each argument and point that you’ve listed in step two.Once you have completed the form in activity one, use the information on the form to create a set of linear or spray notes. There is space below for you to do this. If you’re using the SQ3R technique, use this activity at the ‘review’ step.Using the form in activity one and the mind mapping technique from activity two, you should now have a thorough understanding of the argument that the author is making. These tools are also useful for future reference, for example, if you want to use the reading for an assignment or for revision purposes, but you don’t want to reread the entire chapter or reading over again.In the space below, use the notes you have taken to write a summary of the chapter or reading you have just studied. Try to ensure that your summary is no more than 100 words long. A good summary should be around 50 words long. This activity could be used as a substitute for activity two in the ‘recall’ step of the SQ3R technique.。

九年级英语unit63a知识点

九年级英语unit63a知识点Unit 63A Knowledge Points in English for 9th GradersAs 9th graders, students often find themselves grappling with various English language concepts. One of the crucial units they cover is Unit 63A, which encompasses a diverse range of topics. In this article, we will explore some essential knowledge points from Unit 63A in English for 9th graders.1. Grammar: Verb TensesVerb tenses are a fundamental aspect of English grammar. In Unit 63A, students dive deeper into the usage of different verb tenses. They learn about the past continuous tense, which describes an ongoing action in the past. For example, "I was studying when the phone rang." They also familiarize themselves with the future perfect tense, used to express an action that will be completed before a specific time in the future. "By this time next week, I will have finished my project."2. Vocabulary: Synonyms and AntonymsExpanding one's vocabulary is crucial for effective communication. Unit 63A introduces students to the concept of synonyms and antonyms. Synonyms are words or phrases that have similar meanings, while antonyms are words with opposite meanings. Students learn to identify synonyms and antonyms in context. For instance, "happy" and "joyful" are synonyms, while "happy" and "sad" are antonyms. Building a rich vocabulary enhances one's ability to express ideas precisely.3. Speaking: Describing LocationsIn Unit 63A, students practice describing locations using specific vocabulary and prepositions. By learning phrases like "next to," "opposite," and "in front of," they enhance their ability to communicate effectively. Additionally, they learn adjectives to describe various locations, such as "spacious," "cosy," "modern," or "picturesque." These vital skills enable students to give detailed directions, participate in conversations about places, and write engaging descriptions.4. Reading: Identifying Opinion and FactCritical reading is a vital skill in Unit 63A. Students learn to differentiate between opinions and facts within a text. They develop an understanding of how opinions are subjective and can vary betweenindividuals. Conversely, facts are objective and can be verified. Students practice identifying language cues such as "I think," "in my opinion," and statistical evidence to distinguish between opinions and facts. This skill aids in analyzing texts critically and forming well-informed opinions.5. Writing: Narrative TechniquesUnit 63A also focuses on narrative writing techniques. Students learn to create engaging narratives, incorporating elements such as plot development, character descriptions, and setting. They practice using descriptive language, dialogue, and appropriate verb tenses to engage the reader. By studying the art of storytelling, students develop their writing skills, enabling them to express themselves creatively and effectively.6. Listening: Note-Taking SkillsNote-taking is an essential skill in improving listening comprehension. Unit 63A introduces strategies for effective note-taking, emphasizing the identification of key points and details. Students learn to listen actively, jotting down important facts, supporting evidence, and relevant examples. These notes serve as valuable references andaids in quizzes, exams, or discussions. Developing strong note-taking skills enhances one's understanding and retention of information.7. Culture: Cultural Awareness and RespectUnit 63A focuses on building cultural awareness and fostering respect for diverse traditions and customs. Students explore different cultures, including their language, celebrations, and social norms. They learn to appreciate and respect cultural differences, developing empathy and a global perspective. This knowledge promotes open-mindedness and enables students to embrace diversity in their personal and academic lives.In conclusion, Unit 63A covers a wide range of skills and knowledge points essential for 9th graders studying English. From grammar and vocabulary to speaking, reading, writing, listening, and cultural awareness, this unit equips students with the necessary tools for effective communication, critical thinking, and cultural understanding. By mastering these knowledge points, students are well-prepared for their future language endeavors.。

Note-taking Skills

English ListeningNote-taking SkillsStudy Skills: Note-taking 1As students you may often attend lectures delivered in English. You will want to write down as many of the details as possible as you listen so that you can remember them later. However, taking notes on a lecture can be difficult. How can you write everything down quickly, especially when the words are long? You may still be writing one sentence while the lecturer is five sentences further along. By the time you have finished writing and can listen again you are lost! You no longer understand what the lecturer is talking about. Or, like many students, you may decide that it is more important just to listen, and so you stop taking notes. But then at the end of the lecture you have already forgotten many important details. This textbook will introduce some techniques which you can begin to use now to make sure that your listening and note-taking keep pace with the speaker's ideas.Rephrasing Sentences for Note-TakingTaking good notes requires you to be able to do two things very quickly: First, you must recognize main topics; second, you must be able to write down as many details and supporting examples as you can hear and understand. In other words, your hand must work as quickly as your ear.Most students do not have special training in transcribing or copying speech. Youdon't need a course in secretarial skills or shorthand in order to do a good job taking notes. But you do need to practise a few simple techniques to help you to be thorough in your note-taking. You should use abbreviations. We will study that technique later. You should also learn how to write only the most important words from each sentence, and ignore the rest.When you send a telegram to somebody, you must pay by the word; and for many people, money is limited. That is why we send very short telegrams which include only the most important words. For example, compare these two messages:1. "I will be arriving tomorrow, Monday, April 15, on TWA flight number 222, at JFK airport."2. "Arrive 15th TWA 222 JFK"Which message would be more expensive?When you take notes, you have a similar problem. In this case it is not money, but time, that is limited. Therefore, it is a good idea to practise listening for only the most important sentences in a section of speech, and only the most important words in those sentences.__________________Study Skills: Note-taking 2Recognizing the Main IdeaUnless, for some reason, you wish to record every word that the lecturer says, you will have to select what to write down. You will naturally want to select the main points, and perhaps some subordinate or subsidiary points which relate to the main points. How does one recognize the main points?Usually, the speaker will make it clear which ideas he wishes to emphasize by the way in which he presents them. In other words, the main ideas are cued. They are often cued by such semantic markers as:I would like to emphasize ...The general point you must remember is ...It is important to note that ...I repeat that ...The next point is crucial to my argument ...Let's move on to another matter ...My next point is ...Another problem to be discussed is ...A related area would be ...Very often speakers list their main points.Other ways in which lecturers may cue their main points while speaking are by emphasis or repetition; or perhaps by visual display (e.g. by putting headings on a blackboard, overhead projector etc).Sometimes you will find that facial expression and gestures of the lecturer point up his meaning (of course, you will not see these if you are crouched over your notes, scribbling away furiously!).Often examples and points of lesser importance are also cued. The speaker may use such phrases as:Let me give you some examples ...For instance ...I might add ...To illustrate this point ...Examples and points of lesser importance should be related briefly to the main headings.Sometimes speakers will digress, i.e. mention things which have very little to do with their main topic, or relate to it only in a rather roundabout way. Speakers will sometimes digress deliberately in order to give more spice or variety to their lectures, or because the digression is interesting, amusing or topical. There is, of course, no need to note down digressions.Digression markers are expressions like:By the way ...I might note in passing ...Study Skills: Note-taking 3Using AbbreviationsWe have said that the student is not concerned with taking down every word that the lecturer says, so have rejected shorthand for normal note taking. Nevertheless, a lot oftime and effort can be saved by using abbreviations and symbols. The symbols you use must make sense to you, but it is not necessary for anyone else to be able to understand them. Note-taking is a very individual skill. The main point to remember is to use only abbreviations which you will be able to remember when revising your notes some time later. A student of linguistics, for example, might be ill-advised to use phon. as an abbreviation for phonology: it could equally well stand for phonetics, a related, but different, area of linguistics.Abbreviations can be of three kinds:1. Field abbreviations. The student specializing in a certain field will learn certain abbreviations as part of the study of that field. For example, a student of chemistry will know that C stands for Carbon, and Ca for Calcium. Such abbreviations are very useful since they are widely used within each field but not ambiguous, or liable to be misunderstood.2. Commonly understood abbreviations. These are abbreviations in common use, or else easily understood. Some examples are i.e. meaning that is, and = meaning is equal to, or is the same as. For more examples see the following parts.Some useful abbreviations and symbols for note-takingFrom Latincf. compare (with)e.g. for exampleetc. et cetera, and so onet al. and othersibid. in the same place (in a book or article)i.e. that isN.B. note well (something important)viz. namely (naming someone or something you have just referred to)Symbols∴ therefore, thus, so∵ because＝is equal to, the same as≠ is not equal to, not the same as＋plus, and, more－miuns, less＞greater than＜less than≥ much greater than≤ much le ss than% per cent÷ divide, divided by× multiply, multiplied byフinsert (something which has been omitted)→ from ... to, lead to, results in3. Personal abbreviations made up by the student himself. If you find yourself having to frequently note down a certain word it is sensible to find a way of abbreviating it.For example, a student of English literature listening to a lecture on the poet Wordsworth could well use the initial W. instead of writing out the poet's name in full each time he has to refer to it.Main Ideas and Supporting DetailsSuggested Abbreviations:heart disease: heart dis. cholesterol: chol.cigarette: cigat. exercise: ex.especially: esp. similarity: simty.difference: diffr. financial: finan.responsibility: respty. hostility: hosty.disasters: disas. North: N.South: S. earthquake: ethq.consumption: consp. federal: fed.government: gov. millions: mns.economical: ecol. year: y.technology: techgy. installation: instl.expensive: exp.permanent: perm. protection: protc.development: devlp. hundred: hund.false: f. conclusion: concl.scientific: scient. student: st.vocabulary: vocab. English: Eng.translational: transl. appropriate: appro.equivalent: equiv.Study Skills: Note-taking 4Outlining—the Standard Topic Outline FormOutlining is a skill that will be useful to you when you are taking lecture notes, reading, or writing a paper. An outline shows the organization of a lecture or a written article. It is an organized list of ideas, grouped together in such a way as to show their relationship to one another.We generally use a system of Roman numerals, Arabic numbers, and letters to show relationships. There is a standard form for using symbols to show which ideas are most important. The symbols used, in order of decreasing importance, are Roman numerals, capital letters, Arabic numbers, lower-case letters, and numbers in parentheses. The placement of the topics on the paper is important also, with the most important items farthest to the left. Lesser items are entered farther and farther to the right.The blank form looks like this:Ⅰ.__________________________________________________________________A. _______________________________________________________________B. _______________________________________________________________C. _______________________________________________________________ Ⅱ. _________________________________________________________________A. _______________________________________________________________1. ______________________________________________________________a. ___________________________________________________________b. ___________________________________________________________(1) _________________________________________________________(2) _________________________________________________________2. ______________________________________________________________B. _______________________________________________________________ The letters and numbers are placed about three spaces to the right of the item above. Periods are used after Roman numerals and numbers. Headings of equal importance are indented an equal distance from the left margin (noticeⅡ. 1. and Ⅱ. 2.) . The purpose of this indentation is to make each idea easy to see and to show just how it is related to the ideas before and after it. Not punctuation is needed at the end of an idea unless it is written as a complete sentence.Some students may already be familiar with a type of outline that uses the decimal system. This outline form shows the relationship between ideas by giving a decimal rank to each idea.1. ___________________________________________________________________ 1.1 ________________________________________________________________1.2 ________________________________________________________________2. ___________________________________________________________________ 2.1 ________________________________________________________________2.11 ____________________________________________________________2.12 ____________________________________________________________ 2.2 ________________________________________________________________ If you know how to use the decimal system well already, you can use it throughout the rest of the note-taking exercises. If not, we suggest you learn the standard topic outline form.Study Skills: Note-taking 5Branching NotesThis is a type of note taking which is especially useful when you have not been given an outline of the lecture. It enables you to develop your notes as the lecture proceeds, in a flexible way. It is also argued that this type of layout makes it easier to recapture the speaker's original message and to see the relationships between ideas more clearly. Here is a procedure which you might try to follow:1. Have, if possible, a double-page spread of notepaper in front of you. You may find it better to have the pages spread breadthwise: i.e. with the broad part going from left to right.2. Take notes only on one of the double pages. The blank facing pages can always beused for adding more information, or for "reconstituting" notes, i.e. re-writing your notes in a fuller or more convenient form.3. For any kind of note-taking, always make a habit of noting the lecturer's name, the subject and date of the lecture. (Noting the lecturer's name can be useful if for any reason you wish to contact him outside the lecture room. Dating lectures helps to keep them in the correct sequence.)4. Put the topic of the lecture in the center of the page. (If it is not made clear what the central topic of the lecture is, then put the first topic there.)5. Relate all the other topics to it, and to one another, by lines. This technique can be best explained by an example. Read the following short article entitled "Acquiring information"Acquiring informationWhat are the ways in which a student can acquire information? Firstly, he will acquire information from his tutors, in three main ways—by lecture, by tutorial and by handouts which the tutor may give him. Secondly, he may acquire information from "other experts" outside his college: principally by reading but also perhaps by listening to the radio, listening to cassette recordings, or watching educational TV programmes. Thirdly, he will get information from his fellow students: perhaps in student-led seminars, perhaps in the contributions of other students in tutorial, or perhaps just in informal conversation. Lastly, he can acquire information from himself! By thinking about his subject and linking together what he has heard and seen, he may come up with new ideas, which are his alone. Here is the information in list form: Acquiring information1. from tutors(1) lecture(2) tutorial(3) handout2. "other experts"(1) reading(2) radio(3) cassettes(4) TV3. fellow students(1) seminars(2) tutorials(3) conversation4. student himself—can develop new ideas.Now look at the following notes. You will see the same in branching form. There are no golden rules about the "correct" from of the branching. Two students may put the information down in different ways and still have good notes. PRINT your headings (i.e. write them in capital letters) if at all possible—it will make it easier to follow your notes when you are revising. Make you headings as concise as possible (this applies to list notes too, of course).。

Note-taking Skills_part 1

Most frequently used
& = and
w/ = with w/o = without vs = against \ = therefore = = is or equal cf = compare e.g. = example GZ, SZ, GD, IT, SME, eco, edu, som, med, transitional: tho, if, but, so=∴, due=∵
Principles
≠shorthand ≠dictation
format
1. 纵向分頁—中间一条中线分割。/ 螺纹本，
不能太大，不超过A4。 2. 橫向分段__在每一完整段落之后划一稍长橫線. 或双斜线 3. 阶梯式排列__用不同的抬头和缩进表示訊息的先后与逻辑顺序。
What to be taken notes of?
Omit vowels, retain only enough consonants
to give a recognizable skeleton of the word. ppd = prepared prblm = problem estmt = estimate bkgd = background gvt = government
Use an apostrophe(撇号） in place of letters.
am’t = amount cont’d = continued gov’t = government educat’l = educational
Form the plural of a symbol or abbreviated word by
Note-taking Skills

Note-Taking Skills

The Learning Centre Note-Taking SkillsAn IntroductionEffective note-taking from lectures and readings is an essential skill for university study. Good note takingallows a permanent record for revision and a register of relevant points that you can integrate with your ownwriting and speaking. Good note-taking reduces the risk of plagiarism. It also helps you distinguish where yourideas came from and how you think about those ideas.Effective note-taking requires:•recognising the main ideas•identifying what information is relevant to your task•having a system of note taking that works for you•reducing the information to note and diagram format•where possible, putting the information in your own words•recording the source of the informationReading Note-taking Strategies1.Be Selective and Systematicthat not all of a text may be relevant to your needs. Thinkabout your purpose for reading.•Are you reading for a general understanding of a topicor concept?•Are you reading for some specific information that mayrelate to the topic of an assignment?Before you start to take notes, skim the text. Thenhighlight or mark the main points and any relevantinformation you may need to take notes from. Finally—keeping in mind your purpose for reading—read therelevant sections of the text carefully and take separatenotes as you read.2.Identify the Purpose and Function of a TextWhether you need to make notes on a whole text or just part of it, identifying the main purpose and function ofa text is invaluable for clarifying your note-taking purposes and saving time.•Read the title and the abstract or preface (if there is one)•Read the introduction or first paragraph•Skim the text to read topic headings and notice how the text is organised•Read graphic material and predict its purpose in the textYour aim is to identify potentially useful information by getting an initial overview of the text (chapter, article,pages …) that you have selected to read. Ask yourself; will this text give me the information I require andwhere might it be located in the text?3.Identify How Information is OrganisedMost texts use a range of organising principles to develop ideas. While most good writing will have a logical order, not all writers will use an organising principle. Organising principles tend to sequence information into a logical hierarchy, some of which are:•Past ideas to present ideas•The steps or stages of a process or event •Most important point to least important point •Well known ideas to least known ideas •Simple ideas to complex ideas •General ideas to specific ideas•The largest parts to the smallest parts of something •Problems and solutions •Causes and resultsAn Example:Read the text below on ‘Underwater Cameras’ and then look at how the text is presented in note form. The most important words to include in notes are the information words. These are usually nouns, adjectives andverbs .Source: Freeman M. The encyclopaedia of practical photography London, Quartro Books 1994, p2834.Include Your ThoughtsWhen taking notes for an assignment it is also helpful to record your thoughts at the time. Record your thoughts in a separate column or margin and in a different colour to the notes you took from the text.•What ideas did you have about your assignment when you read that information.•How do you think you could use this information in your assignment?Listening Note-taking StrategiesMany of the strategies for reading note taking also apply to listening note taking. However, unlike reading, you can't stop a lecture and review as you listen (unless you listen to a taped lecture). Therefore preparation prior to listening can greatly improve comprehension.•Have a clear purpose •Recognise main ideas•Select what is relevant, you do not need to write down everything that is said •Have a system for recording information that works for youThe use of symbols and abbreviations is useful for lectures, when speed is essential. You also need to be familiar with symbols frequently used in your courses.•Develop a system of symbols andabbreviations; some personal, some from your courses •Be consistent when using symbols and abbreviations Some examples of commonly used symbols and abbreviations are presented in the following tables.Symbols for note-taking are as follows:=equals/is equal to/is the same as ≠is not equal to/is not the same as ≡is equivalent to ∴therefore, thus, sobecause+and, more, plus >more than, greater than <less than —less, minus →gives, causes, leads to, results in,is given by, is produced by, results from rises, increases by falls, decreases by αproportional to αnot proportional to→→∴1. Use Symbols and AbbreviationsLecture Survival TipsStrategies to Increase Comprehension and Improve Note-TakingDuring the Lecture:•be on time and sit near the front•distinguish between main points,elaboration, examples, repetition, ‘waffle’,restatements and new points by:Listening for structural cues (signpost/transition words, introduction, body and summary stages)Looking for non verbal cues (facial expression , hand and body signals)Looking for visual cues (copy the content of any visual aids used (e.g. OHTs), note references to names and sources)Listening for phonological cues ( voice change in volume, speed, emotion). Generally with more important information the speaker will speak slower, louder and they will direct their attention to the audience.2. Use Concept Maps and DiagramsYou can set down information in a concept map or diagram. This presents the information in a visual form and is unlike the traditional linear form of note taking. Information can be added to the concept map in any sequence.Concept maps can easily become cluttered, so we recommend you use both facing pages of an open A4 note book. This will give you an A3 size page to set out your concept map and allow plenty of space for adding ideas and symbols.•Begin in the middle of the page and add ideas on branches that radiate from the central idea or fromprevious branches.•Arrows and words can be used to show links between parts of the concept map.•Colour and symbols are important parts of concept maps, helping illustrate ideas and triggering your own thoughts.Underwater Camerasr egular amphi bi ousneed specialhousingNikonos snapshot in air + wate r only under watersnapshot Nikonos1. Common AbbreviationsMany are derived from Latin.c.f. (confer) = comparei.e. (id est) = that ise.g (exempla grate) = for example NB (nota benne) =note wellno. (numero) = numberetc. (et cetera)= and so on 3. Personal Abbreviations Here you can shorten any word that is commonly used in your lectures.diff =differentGov = governmentNEC = necessaryAbbreviationsThese can be classified into three categoriesSome abbreviations are so well known and widely used that they have become an Acronym - an abbreviation pronounced as a word.For example , the word ‘laser’ was originally an abbreviation for ‘Light Amplification by Stimulation Emission of Radiation’. It now is a noun in its own right!。

Note-taking skills(已看)

Note-Taking SkillsTip #1: Polish your note-taking skills!One of the best ways to improve your grades is taking good notes. Good notes are what help you learn and study. Learning and studying is what gets you those big As on your report card成绩单.Step # 1: Listen up! Listening carefully is the first step to absorbing important information.Step #2: Sit at the front of the class-room. If you're easily distracted this will help you focus on what the teacher is saying. It also helps you see the board much better.Step #3: Ask Questions! If you don't understand something, ask the teacher toexplain it again. Remember, no question is stupid, and you can never ask too many of them?Step #4: Be selective! Don't try and write down every single word that the teacher says. Instead, really listen to what they're saying and write down important definitions, names, dates, and facts?Step #5: Actively participate! Pay close attention. Ask questions. Volunteer answers, and really think about what the teacher is saying. It usually helps you retain记住the information better for test time.Note-taking skills!====Guidelines for Note-Taking:1.Concentrate on the lecture or on the reading material.2. Take notes consistently一贯地执行.3. Take notes selectively. Do NOT try to write down every word. Remember that the average lecturer speaks approximately 125-140 words per minute, and the average note-taker writes at a rate of about 25 words per minute.4. Translate ideas into your own words.5. Organize notes into some sort of logical form成某种逻辑形式分类整理笔记.6. be brief. Write down only the major points and important information.7. Write legibly易读地. Notes are useless if you cannot read them later!8. Don\'t be concerned with spelling and grammar.谈谈“note-taking”英语速记符号Ⅰ箭头→ export to, send to ,cause(导致)，arrive in/atEg.: 我今天下午到达北京I → BJ at 6:00 pm d.← import, receive(from),come back(from)↑ increase, rise develop, promote, grow, expandEg.: this company keep expanding (↑)↓decrease, decline, bomb(爆炸) ，dropⅡ数学用符号＋ plus, and, in addition to ,further more(而且，此外，更近一步说) Eg.: there are five students plus ten teachers attending(旁听)5stus＋10tea－ minus, lack× wrong, incorrect, bad＞ more than, greater, more and more, superior to＜ less than, smaller, fewer, inferior to≥ more than or equal to≤ less than or equal to≠ be not match for…Eg.: jack ≠ Brandy jack 不是 Brandy 的对手≈around, almostEg.: 这辆自行车大约要花500美元才能买下自行车≈＄500∵ because of, owing to ,due to , thanks to∴ so, thereforeⅢ 其它。

note taking英文作文

note taking英文作文Note-Taking: An Essential Skill for Learning and DevelopmentNote-taking is an invaluable skill that plays a crucial role in enhancing our learning and development. Whether we are students, professionals, or lifelong learners, the ability to effectively capture and organize information is essential for success.Firstly, note-taking helps us to focus and retain information. When we take notes, we are actively engaging with the material, which improves our comprehension and memory. By writing down key points and summaries, we are able to condense vast amounts of information into a manageable format, making it easier to review and recall later.Secondly, note-taking facilitates critical thinking. As we take notes, we are forced to analyze and synthesize the information, which encourages us to question and understand the material more deeply. This process helps us to develop a better understanding of the subject matter and enhances our ability to apply the knowledge in practical situations.Moreover, note-taking is a valuable tool for organizing and retrieving information. By creating a structured system of notes, we can easily find and reference information when needed. This is particularly useful in academic and professional settings where we often need to refer back to previous studies or projects.In addition, note-taking can also serve as a personal learning diary. It allows us to capture our thoughts and insights as we learn, which can be helpful for reflecting on our progress and identifying areas for improvement.However, it is important to note that note-taking is not a replacement for active learning. While taking notes can enhance our understanding, it should be used in conjunction with other learning activities such as discussion, reflection, and practice.In conclusion, note-taking is a powerful skill that can significantly improve our learning and development. By actively engaging with the material, organizing information, and developing critical thinking skills, we can enhance our comprehension, retention, and ability to apply knowledge inpractical settings. Therefore, it is essential to cultivate this skill and make it a regular part of our learning process.。

Pompeii Listening Note-taking Skills

destruction of the metropolitan area and bring about
enormous economic losses.
04
Part Four
Notetaking Preparation
Notetaking Preparation
Using symbols in Notes
＜＞～ → ↓
less than more than about, approximately lead to, then, next, become, go to
↑ + ∴ #
many, increase, up and, also, more than therefore, as a result number thousand
Pompeii, a beautiful city located on the Bay of Naples, on the Mediterranean Sea.
Listening TR2-4
Two thousand years ago, wealthy Romans did the same
thing. They left the city of Rome in the summer. Many of
8. metropolis: /məˈtrɑ:pəlɪs/ : a very large city, often the
most important city in a large area or country
03
Part Three
Predictions
Predictions
1. Where is the city of Pompeii? What natural disaster

L3-Note-taking skills

2. Notes help you to maintain a record of what you have read. Good notes should be accurate, clear and concise. They should show the organization of the text, and this should show the relationship between the different ideas.
How to take notes
When you are reading, there are several things that you need to do: you need to survey the text to see how it is organized; you need to find the main points and see how they are related. you need to read for the subsidiary points and observe how they are related to the main points and to each other. you need to reduce the points to notes, making sure that you make links to show the relationships between the ideas.
What to Note
1. 2.
3. 4.
The main idea of the writing Links between ideas: Just as the mental analysis of a speech, one has to identify the links and separations between ideas, so these links & separations should appear in the notes. The point view being expressed The tense of verbs: Others need to know “what happened when”, therefore the tense of verbs are important when noting.

Lecture 6 Note-taking Skills__

Differences between listening to an academic lecture and listening in other situations
Language Academic Lecture * being more formal, but not necessary so * using jargon (subject-specific vocabulary)
Other Situations
Differences between listening to an academic lecture and listening in other situations
Expectations Academic Lecture * taking notes, retaining information for later use
Lecture 6
Lecture Comprehension and notes-taking Skills
3. Basic lecture comprehension skills
1)
Recognizing paraphrase, repetition, exemplification, and tangential information; Recognizing cues; Getting the main ideas using context and prediction (predicting content and organization lecture direction); Organizational plans within lectures.

Task 4 Evaluating—constantly evaluating while listening (deciding the importance and relevance).

05 Note-taking skills

11
Features of Notes for Interpreting
Time-effectiveness Simplicity Individuality
12
Equipment for Note-taking
Pen Note pad
13
Commonly used system
Effective symbols and abbreviations 少线多指 9
Source language or target language
Interpreters use abbreviations and
symbols in note-taking, and use whatever language that comes to mind as the easiest or most appropriate.
15
Symbols and abbreviations
2.Punctuation marks a colon(:) indicates the relation between the speaker and his opinion a question mark(?) indicates something in doubt an exclamation mark(!) indicates something important or things that should be paid attention to
Chapter 4
Note-taking skills 笔记技巧
1
Overview of Note-taking
Why take notes? The length of the text speaker:130-200w/m note-taker: 30-70w/m Figures and proper names

NOTETAKING SKILLS 【精编】

15
Conservatism
Lin Yutang
No portrait of the Chinese character would be complete without a mention of its conservatism. Conservatism in itself should not be a word of reproach. Conservatism is but a form of pride and rests on a feeling of satisfaction with the present. Since there is usually so little one can be proud of and so little satisfaction in the arrangement of human life in this world, c~ is really a sign of inward richness, a gift rather to be envied.
Firstly
last/finally
In the first place
My next point is
3
Semantic markers
2. Markers show the cause and effect relationship
So
therefore
because
Thus ( we see) since
13
Recognizing the main idea
Use one simple sentence to summarize the main idea
14
1. Chinese infrastructure for basic research needs improving 2. publish or perish 3. writing is the most difficult skill 4. how to write a correct sentence

2023年12月大学英语四级考试真题听力

2023年12月大学英语四级考试真题听力I don't have the capability to take the 2023 December College English Test Level 4 listening test. However, I can provide some insights and tips on how to prepare for the exam and improve listening skills.First and foremost, it's essential to practice listening to a variety of English accents. The listening section of the exam may include speakers from different English-speaking countries, such as the United States, the United Kingdom, Australia, and Canada. By exposing yourself to different accents, you can train your ear to understand a wider range of English speakers.In addition to practicing different accents, it's important to listen to a variety of topics and genres. The listening test may cover a range of subjects, such as academic lectures, conversations between students, and discussions about everyday topics. By listening to a diverse range of content, you can familiarize yourself with the vocabulary and language structures commonly used in different contexts.Furthermore, it's helpful to develop note-taking skills while listening.During the exam, you may be required to answer questions based on the information you hear. Taking notes can help you remember key points and details, making it easier to answer questions accurately.Moreover, it's crucial to stay focused and attentive during the listening test. The exam may include distractions such as background noise or interruptions in the audio. By practicing active listening and maintaining concentration, you can improve your ability to filter out distractions and focus on the essential information.Additionally, it's beneficial to use resources such as practice tests and listening exercises to prepare for the exam. These resources can help you become familiar with the format and types of questions that may appear on the test, allowing you to practice specific listening skills and strategies.Lastly, it's important to manage your time effectively during the listening test. The exam may include multiple sections with varying lengths, and it's essential to allocate your time wisely to ensure that you can complete eachsection and answer all the questions within the given time frame.In conclusion, preparing for the College English Test Level 4 listening exam requires practice, exposure to different accents and topics, note-taking skills, focus and concentration, the use of resources, and effective time management. By incorporating these strategies into your preparation, you can enhance your listening skills and perform well on the exam. Good luck with your exam preparation!。