填空题


Note-taking Skills

Note-taking requires a high level of ability in many skills, particularly in the following four most important skills:
1. Understanding what the lecturer says as he says it.
--A non-native speaker of English is usually under a strain for he may be
unable to recognize words in speech which he understands in (1) ______. (1) ______
He may not know the meaning of a new word.
--A student should learn to infer the meaning of a new word from the
context.
--A student should (2) ______ only on important points so that he can (2) ______
understand much of a lecture.
2. Deciding what is important.
--Read the (3) ______ of a lecture carefully and understand its (3) ______
meaning, for it implies the major points of a lecture.
--Pay attention to a lecturer’s direct and indirect signals concerning
what’s important or unimportant. The direct signals are (4) ______. The (4) ______
indirect signals include (5) ______, tempo, loudness and intonation of the (5) ______
lecturer’s speech.
3. Writing the main points quickly and clearly.
--Using (6) ______ when writing. (6) ______
--Selecting words which give (7) ______information. (7) ______
--Choosing the right moment to write notes.
--Writing only one point on each line.
--Listening attentively to the lecturer when such connectives as
"however", "on the other hand" or "nevertheless" are uttered, for they often
mean that new and (8) ________ information is to follow. (8) ______
4. Showing the relationship between the various points he noted.
This can be done by a (9) ______ presentation. (9) ______
Spacing and (10) ______ are helpful in taking notes efficiently. (10) ______

【参考答案】

unexpected
热门 试题

单项选择题
It can be inferred from the last paragraph that other historians [A] follow in the footsteps of Nazism and communism. [B] are very cautious in linking Western culture and modernity. [C] focus their attention on relatively specific topics. [D] hold drastically different views from Landes.
Although his analysis of Europeans expansion is almost nonexistent, Landes does not argue that Europeans were beneficent bearers of civilization to a benighted world. Rather, he relies on his own commonsense law: "When one group is strong enough to push another around and stands to gain by it, it will do so." In contrast to the new school of world historians, Landes believes that specific cultural values enabled technological advances that in turn made some Europeans strong enough to dominate people in other parts of the world. Europeans therefore proceeded to do so with great viciousness and cruelty. By focusing on their victimization in this process, Landes holds, some postcolonial states have wasted energy that could have been put into productive work and investment. If one could sum up Landes’s advice to these states in one sentence, it might be "Stop whining and get to work." This is particularly important, indeed hopeful, advice, he would argue, because success is not permanent. Advantages are not fixed, gains from trade are unequal, and different societies react differently to market signals. Therefore, not only is there hope for undeveloped countries, but developed countries have little cause to be complacent, because the current situation "will press hard" on them.
The thrust of studies like Landes’s is to identify those distinctive features of European civilization that lie behind Europe’s rise to power and the creation of modernity more generally. Other historians have placed a greater emphasis on such features as liberty, individualism, and Christianity. In a review essay, the art historian Craig Clunas listed some of the less well known linkages that have been proposed between Western culture and modernity, including the propensities to think quantitatively, enjoy pornography, and consume sugar. All such proposals assume the fundamental aptness of the question: What elements of Europeans civilization led to European success It is a short leap from this assumption to outright triumphalism. The paradigmatic book of this school is, of course, The End of History and the Last Man, in which Francis Fukuyama argues that after the collapse of Nazism in the twentieth century, the only remaining model for human organization in the industrial and communications ages is a combination of market economics and limited, pluralist, democratic government.