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BBC Learning EnglishTalk about EnglishAcademic ListeningPart 4 - Lectures: the introductionThis programme was first broadcast in 2001.
This is not an accurate word-for-word transcript1 of the programme.
ANNOUNCER:
It’s time for Academic Listening - a series for students at English-speaking universities and people who want to improve their listening skills. The series is presented by Susan Fearn.
Susan: You’re studying architecture.
It’s Monday afternoon – time for your weekly lecture with the Professor.
You find a seat at the front of the lecture theatre, and silence falls.
You know the introduction of any lecture contains important clues（蛛丝马迹） about what’sto come, so you pay careful attention as the Professor begins.
CLIP: ProfessorGood afternoon. Today’s session is the first of a series of three lectures on “Urban Planning”.
In this first lecture we’ll look at the important question of infrastructure2 when planning anytown or city; and then in the next two sessions we’ll turn our attention respectively to: publicbuilding requirements and issues surrounding industry.
Now, infrastructure has been defined as 'the structure of a country'…Susan: In the last programme, we saw that lectures tend to have a simple structure witha beginning, a middle, and an end. Of these, we argued that the first section, theintroduction, is crucial because this is where the speaker sets the scene andoutlines the content of their talkCLIP: Simon WilliamsThe introduction’s so important because it gives the students signals of how to interpret what’sgoing to come up.
Susan: Simon Williams teaches English in the Language Centre at University CollegeLondon.
CLIP: Simon WilliamsIt’s going to put the lecture and those following it into context, e.g. in a series on urbanplanning the first lecture might be on infrastructure: transportation, power etc; the second oneon public buildings; the third one on industry … so the student has an overview3 and gets therelation from week to week between the content of a lecture and the series as a whole.
Susan: The first part of a lecture has a number of functions. Speakers use theintroduction to set the lecture in context: in terms of what’s gone before andwhat’s coming later in the series. They may also indicate the relativeimportance of today’s topic within the subject area as a whole.
Now, we’ve said before that students can prepare for a lecture by readingthrough the course outline and reflecting on the title of the lecture. Theintroduction is a good opportunity to start matching your predictions with reality.
Simon Williams advises students to listen particularly for clues on how thelecture will be organised.
CLIP: Simon WilliamsThe first section is important for alerting students how many parts a lecture is going to contain.
There usually an introduction, a conclusion, and the crucial part is to know howmany sections there are in the middle… That's very important in helpingstudents to revise or to use their notes.
Susan: In the introduction you’ll also find details about the specific content of today’slecture, and how the speaker intends to approach the subject. There are often other helpful elements to be found.
CLIP: Simon WilliamsThe sort of ingredients（材料，成分） you might find in the introduction – apart from the lecturer giving anidea of the organisation5 so the student knows when different sections are finishing and starting– perhaps the definitions of key terms, the scope of the lecture, how much work students willhave to do by themselves after the lecture is over. And perhaps why the lecturer is interested –it's often stimulating6 to know why people are enthusiastic about a subject, and what personalrelationship they’ve got with it; and perhaps why the students should be interested themselves– e.g. it’s topical or examinable.
Susan: Well, bearing Simon Williams’ advice in mind, let’s return to our lecture onurban planning. Listen again to the professor’s introduction and focus on thevital information it contains – some of which you may have missed the firsttime, perhaps because you weren’t expecting it.
Remember: a good student will be looking for answers to questions like these:
What’s the context of today’s lecture?
How is the speaker going to organise4 his talk? How many sections will therebe, what sort of approach is he going to take?
How does the speaker define any key terms? How does he plan to limit thescope of his talk so he can finish on time?
Finally, why is the professor doing this talk today? Does he have a particularinterest in the subject, for example? Does he think it’s something I need toknow for an exam or a tutorial discussion?
CLIP: ProfessorGood afternoon. Today’s session is the first of a series of three lectures on “Urban Planning”.
In this first lecture we’ll look at the important question of infrastructure when planning anytown or city; and then in the next two sessions we’ll turn our attention respectively to: publicbuilding requirements and issues surrounding industry.
Now, infrastructure has been defined as ‘the structure of a country, society or organisation which helps it to function effectively’.
And I’ll be using the term specifically today to highlight three important areas:
roads and transport;essential services such as power and water;and communication networks such as telephones, cable television and so on.
By the way, I’ll be drawing throughout this lecture on my recent article: “Housing in Crisis: aplanner’s problem – the architect’s solution”. And you might like to take a look at that moreclosely before your start working on your “Design a City” Project next month. You’ll findsome ideas for further reading and some pointers on the kind of approach to take. I’ve gotcopies of that article to give at the end of the session.
OK … Now, traditionally towns and cities have grown up at crossroads…Talk about English ? BBC Learning EnglishPage 5 of 7bbclearningenglish.comSusan: If, as a student, you’re aware that lecturers use their introduction to indicate theplan or organisation of a talk, and to identify the key points they’ll cover, youcan use this information to help with the difficult but important task of takingnotes. Christine Reeves teaches at Bell Norwich, a language school in the Eastof England.
CLIP: Christine ReevesI think one of the main problems is the really difficult skill of listening for the the main points,understanding the main points and processing the main points and actually taking notes at thesame time. This is definitely what the students have expressed most difficulty in to me - as ateacher.
Susan: Even though lectures play a key role in university teaching, many students findthat they’re the most daunting7 aspect of university life. This is often becausethey find it difficult to listen and take effective notes at the same time. So whatadvice can we offer? Simon Williams once again.
CLIP: Simon WilliamsGood note-taking technique is a matter of confidence. It's no good trying to write downeverything because you won’t then understand what’s important and what can be left out.
What is important is to understand how things fit together. So it’s trying to keep a balancebetween understanding and having detail – in other words, knowing what the general ideas areand having concrete examples to back up those ideas.
You don’t need to keep a complete record – otherwise take in a tape recorder. Partly it's amatter of digesting what’s being said, of understanding the main points and also, a revision aid.
It's going to be useful to reconstitute the information into essays and other texts, to manipulatethis material: either for assessment8 purposes – essays or exams - or formulating9 a list of questions you want to put to the lecturer or tutor in future meetings. This might help you infuture study directions.
Susan: When you read a book you can stop and start as you please. You can re-readsentences and reflect before moving on. This isn’t possible in a lecture. Unlessyou have access to a recording10 of the lecture, you only have one chance to hearit. It’s physically11 impossible to write down every word – so it’s important to bebrief and to select very carefully what you decide to include in your notes.
That’s why we’ve spent some time focusing on how to recognise the mostimportant information in the lecture by looking for clues particularly in theoutline in the introduction. OK – so that’s the theory – that’s what the teacherssay. But what about our WS class members? What advice do our studentshave to offer?
CLIP: StudentsDuring the lecture I used to take a lot of notes - a lot of the time, although it might seem a bitfunny, I'd write down exactly what the tutor said so I could go back and if you didn'tunderstand there was a way . At the beginning I used to write as much as I could.
When you go to a lecture and the lecturer is speaking and you have time to make all the notesyou want, then at first I used to make notes very strictly12 summarising the points, and then withtime I started to be more confident and I could make notes about the relations between whathe was talking about to my subject.
Obviously I try and write as few [notes] as possible… A problem is that if you try to takenotes you can lose concentration and maybe you can write but when you try and read againlater it won't make sense. So I tried to use specific words to make sense of the lecture.
Susan: Well, there are almost as many different styles of note-taking as there arestudents! Some try to focus only on the key points, as we’ve been suggesting.
Others feel more secure if they write down as much as they can - in the earlydays at least. Well, how does Simon Williams respond to that?
CLIP: Simon WilliamsIt's probably important to do whatever is your personal style – you can’t change overnight. Soif you like to take down everything, write down all the details, and review it afterwards. It’si mportant to review as soon as possible and then use highlighters, marker pens to underline, tomake connections, to try to identify（辨认，识别） really important points. So later, when you're revising,you can take out those points, either for exams or writing essays.
ANNOUNCER:
And that brings us to the end of this edition of Academic Listening, in which we’ve focused onthe important first section of a lecture: the introduction … and in which we’ve heard someadvice on effective note-taking.(本文由在线英语听力室整理编辑)
This is not an accurate word-for-word transcript1 of the programme.
ANNOUNCER:
It’s time for Academic Listening - a series for students at English-speaking universities and people who want to improve their listening skills. The series is presented by Susan Fearn.
Susan: You’re studying architecture.
It’s Monday afternoon – time for your weekly lecture with the Professor.
You find a seat at the front of the lecture theatre, and silence falls.
You know the introduction of any lecture contains important clues（蛛丝马迹） about what’sto come, so you pay careful attention as the Professor begins.
CLIP: ProfessorGood afternoon. Today’s session is the first of a series of three lectures on “Urban Planning”.
In this first lecture we’ll look at the important question of infrastructure2 when planning anytown or city; and then in the next two sessions we’ll turn our attention respectively to: publicbuilding requirements and issues surrounding industry.
Now, infrastructure has been defined as 'the structure of a country'…Susan: In the last programme, we saw that lectures tend to have a simple structure witha beginning, a middle, and an end. Of these, we argued that the first section, theintroduction, is crucial because this is where the speaker sets the scene andoutlines the content of their talkCLIP: Simon WilliamsThe introduction’s so important because it gives the students signals of how to interpret what’sgoing to come up.
Susan: Simon Williams teaches English in the Language Centre at University CollegeLondon.
CLIP: Simon WilliamsIt’s going to put the lecture and those following it into context, e.g. in a series on urbanplanning the first lecture might be on infrastructure: transportation, power etc; the second oneon public buildings; the third one on industry … so the student has an overview3 and gets therelation from week to week between the content of a lecture and the series as a whole.
Susan: The first part of a lecture has a number of functions. Speakers use theintroduction to set the lecture in context: in terms of what’s gone before andwhat’s coming later in the series. They may also indicate the relativeimportance of today’s topic within the subject area as a whole.
Now, we’ve said before that students can prepare for a lecture by readingthrough the course outline and reflecting on the title of the lecture. Theintroduction is a good opportunity to start matching your predictions with reality.
Simon Williams advises students to listen particularly for clues on how thelecture will be organised.
CLIP: Simon WilliamsThe first section is important for alerting students how many parts a lecture is going to contain.
There usually an introduction, a conclusion, and the crucial part is to know howmany sections there are in the middle… That's very important in helpingstudents to revise or to use their notes.
Susan: In the introduction you’ll also find details about the specific content of today’slecture, and how the speaker intends to approach the subject. There are often other helpful elements to be found.
CLIP: Simon WilliamsThe sort of ingredients（材料，成分） you might find in the introduction – apart from the lecturer giving anidea of the organisation5 so the student knows when different sections are finishing and starting– perhaps the definitions of key terms, the scope of the lecture, how much work students willhave to do by themselves after the lecture is over. And perhaps why the lecturer is interested –it's often stimulating6 to know why people are enthusiastic about a subject, and what personalrelationship they’ve got with it; and perhaps why the students should be interested themselves– e.g. it’s topical or examinable.
Susan: Well, bearing Simon Williams’ advice in mind, let’s return to our lecture onurban planning. Listen again to the professor’s introduction and focus on thevital information it contains – some of which you may have missed the firsttime, perhaps because you weren’t expecting it.
Remember: a good student will be looking for answers to questions like these:
What’s the context of today’s lecture?
How is the speaker going to organise4 his talk? How many sections will therebe, what sort of approach is he going to take?
How does the speaker define any key terms? How does he plan to limit thescope of his talk so he can finish on time?
Finally, why is the professor doing this talk today? Does he have a particularinterest in the subject, for example? Does he think it’s something I need toknow for an exam or a tutorial discussion?
CLIP: ProfessorGood afternoon. Today’s session is the first of a series of three lectures on “Urban Planning”.
In this first lecture we’ll look at the important question of infrastructure when planning anytown or city; and then in the next two sessions we’ll turn our attention respectively to: publicbuilding requirements and issues surrounding industry.
Now, infrastructure has been defined as ‘the structure of a country, society or organisation which helps it to function effectively’.
And I’ll be using the term specifically today to highlight three important areas:
roads and transport;essential services such as power and water;and communication networks such as telephones, cable television and so on.
By the way, I’ll be drawing throughout this lecture on my recent article: “Housing in Crisis: aplanner’s problem – the architect’s solution”. And you might like to take a look at that moreclosely before your start working on your “Design a City” Project next month. You’ll findsome ideas for further reading and some pointers on the kind of approach to take. I’ve gotcopies of that article to give at the end of the session.
OK … Now, traditionally towns and cities have grown up at crossroads…Talk about English ? BBC Learning EnglishPage 5 of 7bbclearningenglish.comSusan: If, as a student, you’re aware that lecturers use their introduction to indicate theplan or organisation of a talk, and to identify the key points they’ll cover, youcan use this information to help with the difficult but important task of takingnotes. Christine Reeves teaches at Bell Norwich, a language school in the Eastof England.
CLIP: Christine ReevesI think one of the main problems is the really difficult skill of listening for the the main points,understanding the main points and processing the main points and actually taking notes at thesame time. This is definitely what the students have expressed most difficulty in to me - as ateacher.
Susan: Even though lectures play a key role in university teaching, many students findthat they’re the most daunting7 aspect of university life. This is often becausethey find it difficult to listen and take effective notes at the same time. So whatadvice can we offer? Simon Williams once again.
CLIP: Simon WilliamsGood note-taking technique is a matter of confidence. It's no good trying to write downeverything because you won’t then understand what’s important and what can be left out.
What is important is to understand how things fit together. So it’s trying to keep a balancebetween understanding and having detail – in other words, knowing what the general ideas areand having concrete examples to back up those ideas.
You don’t need to keep a complete record – otherwise take in a tape recorder. Partly it's amatter of digesting what’s being said, of understanding the main points and also, a revision aid.
It's going to be useful to reconstitute the information into essays and other texts, to manipulatethis material: either for assessment8 purposes – essays or exams - or formulating9 a list of questions you want to put to the lecturer or tutor in future meetings. This might help you infuture study directions.
Susan: When you read a book you can stop and start as you please. You can re-readsentences and reflect before moving on. This isn’t possible in a lecture. Unlessyou have access to a recording10 of the lecture, you only have one chance to hearit. It’s physically11 impossible to write down every word – so it’s important to bebrief and to select very carefully what you decide to include in your notes.
That’s why we’ve spent some time focusing on how to recognise the mostimportant information in the lecture by looking for clues particularly in theoutline in the introduction. OK – so that’s the theory – that’s what the teacherssay. But what about our WS class members? What advice do our studentshave to offer?
CLIP: StudentsDuring the lecture I used to take a lot of notes - a lot of the time, although it might seem a bitfunny, I'd write down exactly what the tutor said so I could go back and if you didn'tunderstand there was a way . At the beginning I used to write as much as I could.
When you go to a lecture and the lecturer is speaking and you have time to make all the notesyou want, then at first I used to make notes very strictly12 summarising the points, and then withtime I started to be more confident and I could make notes about the relations between whathe was talking about to my subject.
Obviously I try and write as few [notes] as possible… A problem is that if you try to takenotes you can lose concentration and maybe you can write but when you try and read againlater it won't make sense. So I tried to use specific words to make sense of the lecture.
Susan: Well, there are almost as many different styles of note-taking as there arestudents! Some try to focus only on the key points, as we’ve been suggesting.
Others feel more secure if they write down as much as they can - in the earlydays at least. Well, how does Simon Williams respond to that?
CLIP: Simon WilliamsIt's probably important to do whatever is your personal style – you can’t change overnight. Soif you like to take down everything, write down all the details, and review it afterwards. It’si mportant to review as soon as possible and then use highlighters, marker pens to underline, tomake connections, to try to identify（辨认，识别） really important points. So later, when you're revising,you can take out those points, either for exams or writing essays.
ANNOUNCER:
And that brings us to the end of this edition of Academic Listening, in which we’ve focused onthe important first section of a lecture: the introduction … and in which we’ve heard someadvice on effective note-taking.(本文由在线英语听力室整理编辑)
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| n.抄本，誊本，副本，肄业证书 | |
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infrastructure
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| n.下部构造，下部组织，基础结构，基础设施 | |
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overview
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| n.概观，概述 | |
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organise
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| vt.组织，安排，筹办 | |
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organisation
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| n.组织，安排，团体，有机休 | |
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stimulating
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| adj.有启发性的，能激发人思考的 | |
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daunting
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| adj.使人畏缩的 | |
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assessment
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| n.评价；评估；对财产的估价，被估定的金额 | |
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formulating
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| v.构想出( formulate的现在分词 )；规划；确切地阐述；用公式表示 | |
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recording
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| n.录音，记录 | |
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physically
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| adj.物质上，体格上，身体上，按自然规律 | |
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strictly
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| adv.严厉地，严格地；严密地 | |
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