英语学习策略与技巧教程教师用书unit13

Unit 13 Attending Lectures
Aims and Objectives
The aim of this unit is to help students learn to get the full benefit from attending lectures and
seminars. The students will learn how to
1. prepare for a lecture class.
2. recognize main ideas the teacher is presenting.
3. use suitable note-taking methods.
4. use note-taking techniques like abbreviating.
5. revise and reorganize notes taken.
6. prepare for seminars.
7. take part in discussions.
Tasks
1. Some advantages of lectures (i.e. good lectures):
(1) A good lecture can give an overview of complex topics.
(2) Lectures present material in a direct, logical manner.
(3) Lectures contain experience which may be inspiring. inspires.
(4) Lectures stimulate thinking to open discussion.
(5) Lectures are especially useful for large classes.
(6) Lectures are another kind of ―input‖, complementing reading.
(7) Lectures can be more easily updated than books.
More reasons for attending lecture:
(1) You often find answers to possible test questions being discussed.
(2) You will get up-dated material and ideas not available in the textbook.
(3) The teacher may take attendance into consideration when giving you a grade.
(4) You will feel more connected to the class and so be better motivated to do well.
(5) Note-taking and thinking skills are sharpened by attending lectures.
(6) The class lecture may clarify a difficult topic.
(7) Good lectures can stimulate your interest.
(8) Attending lectures gives you a chance to know your teachers‘ way of thinking.
(9) Attending lectures gives you an opportunity for face-to-face communication with
the teacher.
(10) You may have an opportunity to ask questions.
2. The answers will depend on individual students. Invite them to have a discussion.
Do not forget to tell the students about some disadvantages of lectures too:. Some
disadvantages of lectures:
(1) A lot depends on the personality of the lecturer. Some people can may make even
interesting subjects seem dull (and vice-versa, of course). Experts are not always
good lecturers.
(2) The student is passive and not in control: an uninformative book can be quickly
skimmed through; an uninformative lecture has to be endured.
(3) The student can not control the rate of input – it may be too fast or too slow for
various students in the same group.
3. The answers will depend on individual students.
4. syllabus, teacher‘s opening remarks, lecture notes
5. Answers will vary according to individual students.
6. Again answers will vary according to individual students.
7. There is no definite answer. The activity is to engage students in thinking and predicting
before the lecture. No answer.
8. Students will have different opinions.
9. Here are some more semantic markers for emphasis of main and important ideas
(1) The next point is crucial to my argument …
(2) There are three reasons why....
(3) And most important

,....
(4) A major development.... "Now this is important...."
(5) Remember that....
(6) The important idea is that....
(7) The basic concept here is....
(8) It is worth noting …
(9) I would like to direct your attention to …
(10) I repeat that …
10. 1-j, 2-h, 3-d, 4-a, 5-c, 6-e, 7-g, 8-i, 9-b, 10-f
11. The answer will vary according to individual students.
12. At first, Freud tried conventional, physical methods of treatment such as giving baths,
massages, rest cures, and similar aids. But when these failed, he tried techniques of
hypnosis that he had seen used by Jean-Martin Charcot. Finally, he borrowed an idea
from Jean Breuer and used direct verbal communication to get an unhypnotized patient to
reveal unconscious thoughts.
13.
v. verb VP verb phrase
adj. adjective NP noun phrase
ELT English Language Teaching prep. preposition
adv. adverb
14.
cf. compare (with) etc. Et cetera, and so on
et al. and others i.e. that is
NB Note well (something
important)
viz. namely (naming someone or something
you have just referred to)
Abbr. Abbreviation, or
Abbreviated
Ibid In the same place (in a book or article)
vs. versus esp. especially
< less than > greater than, more than
+ and → therefore, consequently
15. Here are some more reasons for taking part in a seminar:
(1) It gives you the chance to hear other students‘ ideas.
(2) It increases students‘ confidence in speaking.
(3) It improves students‘ communication skills.
(4) It clarifies one‘s own thoughts.
(5) It teaches one to be logical.
Some limitations of seminars include:
(1) They are not practical with a large class.
(2) Few people can dominate.
(3) Others may not participate.
(4) It is time-consuming.
(5) They can get off track.
16. P: 1, 2, 4, 6, 9, 11, 12, 14, 17, 18.
N: 3, 5, 7, 8, 10, 13, 15, 16, 19, 20.
17. Answers will vary according to individual students. Encourage them to discuss.
18. Expressions indicating that you agree: 2, 5, 8 (agree in general and disagree on a
particular point.), 11, 14.
Expressions indicating that you disagree: 1, 3, 5, 6, 9, 13.
Expressions indicating that you don‘t know: 4, 7, 10, 12, 15
Home Assignment
1. There is no definite No answer
2. (1) eg example NYC New York City
(2) cap capitalism
(3) subj subject
(4) arch‘'ist archaeologist arch‘l archaeological
(5) info information
(6) bkgd background prblm problem
(7) chaps chapters
(8) ckg checking
3. Note: Items which are debatable are indicated by a ?
P: 2, 8, 10.
N: 1, 4, 9.
P: 3, 5, 7.
N: 6
4. The answers will vary according to individual students.
5. Expressions indicating that you want to come into the discussion: 2, 3, 7, and 9.
Expressions indicating that you want to change your mind: 1 and 4
Expressions indicating that you want to sum up: 5, 6, 8, and 10.
Appendix: Verbal signals
For listing:
Firstly
Secondly
Thirdly
My next point is …

In the first place
Last / Finally
For introduction of an opposing idea:
But
in contrast
and yet
nevertheless
although
on the other hand
on the contrary
by contrast
however
whereas
while
For illustration with examples
For instance
As an example...
For example
An example of this was …
An instance of this was …
Let‘s take …
Let me give you some examples …
To illustrate this point …
For cause and effect relationship
So
Because
Therefore
thus (we see)
since
For change of subject
Today I want to talk about …
Now we will turn to …
Next, let‘s take a look at …
The next point I want to make is …
The first (or next, last) point I want to discuss is as follows …
For rephrasing
In other words
To put in another way
Let me put it this way
hat is to say
For conclusion or summary
Therefore....
In conclusion....
As a result....
Finally....
In summary....
From this we see....
To summarize
It amounts to this
In other words
If I can just sum up
What I have been saying is this
For digression
By the way
I might note in passing