托福綜合口語部分需要考生在較短時間內對所聽到及看到材料內容進行總結分析，在這個部分的備考重點之一和托福聽力類似，涉及對聽力材料中重點內容的速記與根據筆記內容進行回憶的能力，因此我們非常有必要掌握一定的記筆記技巧。那么，托福口語部分的筆記記錄如何進行比較好?在聽力材料不間斷進行的過程中，如何在聽懂材料與記錄重點之間找到平衡呢?牛學君接下來為各位分享一篇托福口語部分筆記記錄秘籍，并通過實例解析教你如何有的放矢突破筆記記錄的備考難點，快來一起學習一下吧!
一、記筆記的意義:
1、新托福考試允許考生在讀、聽的同時做筆記。
2、筆記幫考生準確回憶關鍵信息→保證考生馬上能復述信息。
3、筆記記得越詳細，題目就會答得越好。
二、筆記的質量:
【學員問題】: 在 Task3-6 中，聽力筆記記不下那么多。
【解決方案】: 1、記筆記不是聽寫!不要企圖把 100%單詞都記下來!
2、記筆記不求多，只求精!抓關鍵詞：主題、觀點、細節、原因、例子、專用名詞、概念、人名、事件、時、地、數、形容詞、連接詞。
三、如何權衡聽與記:
【學員問題】: 口語中的聽力內容記不下來,無答案可記。
【解決方案】: 1、錯!必有答題要點可記。2、應提高自身聽力!
【學員問題】: 記筆記要點記不全,主要是因為聽了記下筆記的過程中,把后面的內容聽掉了,聽漏了。
【解決方案】: 1、記聽力筆記時要專注。2、以傾聽、想象、理解為主、以記筆記為輔。
四、記筆記的原則:
【學員問題】: 筆記記得速度不夠，所記下的點不全。
【解決方案】:
1、記筆記要按序：要按讀、聽材料的內容出現順序記關鍵信息。
2、記筆記要簡化：最好的筆記系統是你自己獨創的，別總用英文記，因為英文單詞的字母可能比較多。
3、盡可能多用一筆漢字、縮略、符號、圖畫、箭頭、線條來記。
4、碰到生詞，按你猜的拼寫記錄。這樣做并不會影響整個內容!手頭利索，聽到哪兒，記到哪兒，避免欠債。
5、記筆記可潦草：亂點沒關系,只要你自己認識就好了，平時要多多練習。
五、筆記練習:
利用音頻文件做《新托福口語講義》聽力、筆記練習題。
六、筆記格式:
Task 3 和 5 筆記格式
——男左女右或女左男右式:
1
Task 4 和 6 筆記格式
——縮進式:
2
七、新托福英文對話的聽記、研讀、朗讀訓練
聽記、研讀、朗讀以下三個新托福對話的功效：
1、幫助學生初步感受新托福口語考試聽力對話的校園生活話題和風格。
2、幫助學生初步體驗記托福口語考試聽力對話的筆記的方法。
3、幫助學生建立起今后聽懂新托福口語考試聽力對話的信心。
4、局部地、零星地糾正學生的錯誤的語音和語調。
5、提高學生的英語流利程度、培養并強化他們的語感。
對話1
Skill 6:Example Listening Skill 6 Listen as two students discuss campus parking.
Man: Can you tell me aboutparking on campus? I've just gotten a car, and I'm going to be parking oncampus. I'm so glad I don't have to be riding my bicycle to class anymore.
Woman: Parking is kind ofdifficult on campus because there just aren't enough spaces for all the peoplewho want to park. You do know that if you're going to park on campus, you’llneed a parking sticker?
Man: A parking sticker? Whatkind of parking sticker?
Woman: Well, if you're onlygoing to park on campus once in a while, you can get a daily sticker each daythat you park. But if you're going to be parking on campus often, then youshould really get a permanent sticker.
Man: I have classes almostevery day of the week, so I know what I've got to do.
Question:What will the man most likely do?
對話1 筆記范例:
Man: Can you tell me aboutparking on campus? I’ve just gotten a car, and I'm going to be parking oncampus. I'm so glad I don't have to be riding my bicycle to class anymore.
筆記: parkin on camp? I →car→parkin on camp I ∵×ride 自
Woman: Parking is kind ofdifficult on campus because there just aren't enough spaces for all the peoplewho want to park. You do know that if you're going to park on campus, you’llneed a parking sticker?
筆記: parkin 難∵space×夠 U 知要 parking sticker?
Man: A parking sticker? Whatkind of parking sticker?
筆記: ps?
Woman: Well, if you're onlygoing to park on campus once in a while, you can get a daily sticker each daythat you park. But if you're going to be parking on campus often, then youshould really get a permanent sticker.
筆記: if 1 次→ daily sIf often→ permanent s
Man: I have classes almost everyday of the week, so I know what I've got to do.
筆記: I 課 everyday/w →I 知
對話 2
Passage 2 Questions 3 and 4 Listen as a student visits a universityoffice.
Student: I have a problem, andI hope you can help.
Worker: What’s your problem?
Student: I haven't received mygrade report from last quarter, and my friends have already received theirgrade reports.
Worker: Grade reports fromlast quarter were mailed out two weeks ago. You haven’t received yours yet?
Student: No, I haven't.
Worker: Did you move in thelast quarter? Has your address changed? Um ...maybe the grade report went tothe wrong address.
Student: No, I'm still in thesame place. I haven’t moved. The address should be accurate.
Worker: And did you take allof your final exams? If you missed an exam, then your grade report would beheld up.
Student: No, I took all myexams...
Worker: Then, uh, youshould've received your grade report by now. Give me a moment, please, and I'lllook your grade report up in the computer system and see if I can figure outwhat the problem is.
Student: Thanks very much foryour help.
Question:Why does the student go to the office?
對話2 筆記范例:
Student: I have a problem, andI hope you can help.
筆記: q:
Worker: What’s your problem?
筆記: what?
Student: I haven't received mygrade report from last quarter, and my friends have already received theirgrade reports.
筆記: my grade report .qtr × `友√
Worker: Grade reports fromlast quarter were mailed out two weeks ago. You haven’t received yours yet?
筆記: grade report 出 2 wks u×?
Student: No, I haven't.
筆記: I ×
Worker: Did you move in thelast quarter? Has your address changed? Um ...maybe the grade report went tothe wrong address.
筆記: 搬? grade report→×址?
Student: No, I'm still in thesame place. I haven’t moved. The address should be accurate.
筆記: I×搬址√
Worker: And did you take allof your final exams? If you missed an exam, then your grade report would beheld up.
筆記: all exam? If miss 1→延
Student: No, I took all myexams...
筆記: all exam√
Worker: Then, uh, youshould've received your grade report by now. Give me a moment, please, and I'lllook your grade report up in the computer system and see if I can figure outwhat the problem is.
筆記: 應 get GR now. I 查腦
In 1337, a terrible war beganbetween England and France, and this war continued for almost 100 years.
筆記: 1337,E war F→ 100 yrs
對話3
Passage 2 Questions 3 and 4 Listen as a student meets with hisprofessor to discuss a term paper he is writing.
Professor: Thanks for stoppingby.
Student: No problem. Why didyou want to see me?
Professor: I need to go overthe outline for your term paper.
Student: The outline for myterm paper? ... Is there a problem?
Professor: Well, you have agood topic and lots of interesting ideas here, but the outline itself couldstill be better.
Student: Well, what can I doto improve the outline?
Professor: Ihave two suggestions to improve the outline. First of all, you need to organizethe ideas a little more clearly.
Student: So,you think I have enough ideas, but they need to be better organized?
Professor: Exactly. And for mysecond suggestion, you don't... uh...have much of a conclusion. You shouldreally think about... uh... strengthening your conclusion.
Student: OK, I'll work on theoverall organization and the conclusion. Then what?
Professor: Well, after you'veimproved these two areas, I'd like you to resubmit the outline, and we candiscuss it some more.
Student: And when would youlike the revised outline?
Professor: Well, don't taketoo long working on it. You really need to get the outline squared away so youcan work on writing the paper. Let's say within a week? You should get it to meno later than next week.
Question:What is the professor’s overall assessment of the outline?
對話3 筆記范例:
Professor: Thanks for stoppingby.
筆記: 來?
Student: No problem. Why didyou want to see me?
筆記: why?
Professor: I need to go overthe outline for your term paper.
筆記: outline term paper
Professor: Well, you have agood topic and lots of interesting ideas here, but the outline itself couldstill be better.
筆記: topic√+多 interesting ideas outline →better
Student: Well, what can I doto improve the outline?
筆記: how to?
Professor: I have twosuggestions to improve the outline. First of all, you need to organize theideas a little more clearly.
筆記: 2 sugges: 1=organize ideas clearly.
Student: So, you think I haveenough ideas, but they need to be better organized?
筆記: ideas 夠→better 排
Professor: Exactly. And for mysecond suggestion, you don't...uh...have much of a conclusion. You shouldreally think about... uh... strengthening your conclusion.
筆記: √2nd suges: conclusion→↑
Professor: Well, after you'veimproved these two areas, I'd like you to resubmit the outline, and we candiscuss it some more.
筆記：2√→交→discuss
Student：And when would you like the revised outline?
筆記：when?
Professor: Well, don't taketoo long working on it. You really need to get the outline squared away so youcan work on writing the paper. Let's say within a week? You should get it to meno later than next week.
筆記: outline<1wk → write
對話4
Q1-2:Listening exercise 4 Passage1 Questions1 and 2 Listen as an advisordiscusses a student's course load with the student.
Advisor: I'd like to talk withyou about the number of courses you’ll be taking next semester.
Student: I took five courseslast semester. I’m taking five courses this semester, and I’m planning ontaking five courses again next semester. I always like to take the maximumnumber of courses because I don’t mind working hard and because I want tofinish my undergraduate degree as quickly as possible and get into graduateschool.
Advisor: I understand thatyou’re trying to finish your undergraduate program quickly in order to go tograduate school. However, the problem is that your grades are passable but notvery high, and you’ll need higher grades to get into a good graduate school.
Student: I definitely want togo to a good graduate school. Do you think it's better for me to take lightercourse load next semester in order to try to get higher grades in thosecourses?
Advisor: Well...because you’retaking the maximum of courses. I don't think you have enough time to putsufficient time and
effort into each of yourcourses.
Question:How does the student seem to feel about taking the maximum number of courses?
對話4 筆記范例:
Advisor: I'd like to talk withyou about the number of courses you’ll be taking next semester.
筆記: course numb. Next term
Student: I took five courseslast semester. I’m taking five courses this semester, and I’m planning ontaking five courses again next semester. I always like to take the maximumnumber of courses because I don’t mind working hard and because I want tofinish my undergraduate degree as quickly as possible and get into graduateschool.
筆記: . semes 5 semes 5
總 max∵I × mind working hard &快完本→graduate school
Advisor: I understand thatyou’re trying to finish your undergraduate program quickly in order to go tograduate school. However, the problem is that your grades are passable but notvery high, and you’ll need higher grades to get into a good graduate school.
筆記: icur grades = passable =? very high →good grad school
Student: I definitely want togo to a good graduate school. Do you think it's better for me to take lightercourse load next semester in order to try to get higher grades in thosecourses?
筆記: semes. Lighter course? →higher grades?
Advisor: Well...because you’retaking the maximum of courses. I don't think you have enough time to putsufficient time and effort into each of yourcourses.
筆記: ∵max→×夠 time→each course
講座1
Now listen topart of a talk in an American history class.
Today, I’ll be talking aboutthe Underground Railroad and about a woman whose name is closely associatedwith the Underground Railroad, Harriet Tubman.
The Underground Railroad was aloosely structured network to help slaves escape from Southern states in theperiod of time before the Civil War. You should note that the UndergroundRailroad was NOT either underground or a railroad. Slaves escaping along theUnderground Railroad sometimes traveled hidden in a boat or a wagon, but theymostly traveled on foot. They generally traveled at night, when it was safe tomove, and hid during the day. This escape route was called a railroad because it was amethod of helping slaves to move and not because it involved railroad carsmoving along tracks. It was described as being underground because it wassecret, not because any of the travel was beneath the surface of the earth.
Railroad terminology was usedto describe the system for assisting slaves in escaping. The term “passengers”was used to refer to the slaves who were trying to escape; the “conductors”were the people who helped the slaves along their path to freedom; “stations”were safe houses where the slaves could hide during their escape. Thus, thestatement that a conductor directed a passenger to a different station reallymeant that someone along the escape route helped an escaping slave to get to anew hiding place.
Harriet Tubman was a personwho figured prominently in the history of the Underground Railroad. She herselfhad been a slave who escaped from slavery in the South using the UndergroundRailroad. Following her escape from slavery in the period prior to the CivilWar, Harriet Tubman returned repeatedly to the South to help other slavesescape to the North. She’s known to have made the dangerous return trip back tothe South at least 19 times and to have led at least 300 escaping slaves to freedomin the North. (338 words)
Key points:
Topic: the UndergroundRailroad and Harriet Tubman 1. Underground Railroad:
1 was method to help slavesescape (not actually railroad)
2 was secret (not actuallyunderground) 2. Terms used in Underground Railroad:
1 “ passengers ” =slavestrying to escape
2 “ conductors ” = people helping slaves to escape
3 “stations ” = safe houses
3. Harriet Tubman:1 wasformer slave who escaped using Underground Railroad 2 made many trips back toSouth to help other slaves escape.
