《大学英语读写》课程教学资源（B）Ⅱ_大学英语读写（B）Ⅱ_academic listening

□ Contents Unit title and topics Skills focus Microskills Listening and lectures Listening in different languages 1 Problems of listening Differences between Understanding spoken English Listening to lectures Introductions to lectures ·Thinking about Mgration Britain and the European Monetary introductions 2 Union Functions and language ·Word stress of lecture introductions Globalization Magistrates'courts uctions Φ bout key idea Identifying key ideas in 3 lectures Franchising Distinguishing key point from examples P19 nosting and highlighting key points Note-taking:Part 1 4 Britain's traffic problems Sentence stress The East Asiar economic miracle Note-taking practice P31

I Unit title and topics Skills focus Microskills Listening in different languages Understanding spoken English Listening to lectures Thinking about introductions Functions and language of lecture introductions Listening to lecture introductions Word stress Thinking about key ideas Identifying key points in a lecture Distinguishing key points from examples Signposting and highlighting key points Word families (1) Reasons for taking notes Principles of note-taking Note-taking practice Sentence stress Listening and lectures Problems of listening Differences between academic cultures P1 1 Introductions to lectures Migration Britain and the European Monetary Union Globalization Magistrates’ courts P7 2 Identifying key ideas in lectures Franchising P19 3 Note-taking: Part 1 Britain’s traffic problems The East Asian economic miracle P31 4 Contents U1-U3.indd 1 15-4-28 上午9:36

Unit title and topic Skills focus Microskills Note-taking:Part 2 Purposes of education : 5 World economy Word Health in the UK Note-taking practice boundaries P41 Organizing your note Introducing new terminology Embedded words ■Introducing new ■Weak forms European Union regulations and 6 terminology of function directives Introducing terms and words Market dominance and monopoly concepts P51 What lecturers do in lectures Doing market research Social learning Macrostructure of lectures Contestable markets Lecture structure P59 Digressions 8 Questionnaire design Reasons for digressions ·Common Identifying digressions Integrated rural development expressions Practice in lectures P71 UI-UAndd 2 ☒ 15.2上午-36

II Unit title and topics Skills focus Microskills Returning to your notes Using abbreviations and symbols Note-taking practice Organizing your notes Word boundaries Introducing new terminology Introducing terms and concepts Weak forms of function words Macrostructure of lectures Lecture structure Word families (2) Reasons for digressions Identifying digressions Practice Common expressions in lectures Note-taking: Part 2 Purposes of education World economy Health in the UK P41 5 Introducing new terminology Embedded words European Union regulations and directives Market dominance and monopoly P51 6 What lecturers do in lectures Doing market research Social learning Contestable markets P59 7 Digressions Questionnaire design Integrated rural development P71 8 U1-U3.indd 2 15-4-28 上午9:36

Introduction Aims of the course The purpose of this beter understand poken Eng English of academic well as to help you develop your note Structure of the course .Unit structure:Apart from the first unit,all the units are divided into tw sections:macroskill and microskills. Macroskills include such things as: .making use oflecture introductions note-taking .recognizing the structure of lectures Microskills focus on understanding linguistic features of spoken English such as: .recognizing words that are spoken quickly and are not stressed recognizing where one spoken word ends and the next begins word stress and sentence stress In these units you will also find the following items: Sound advice:These cither summarize key points from the unitor present advic on listening strategies Study tips:These have been included for ease of referen wher hat you have studied.They either summarize the or are a summary of other information contained in the unit Unit summaries:Each unit is followed by a unit summary,giving you the opportunity to reflect on what you have learn Additional materials Glossary:Key words or phrases in the text are explained in the glossary on pages 84- 86. Transcripts:At the end of the book you will find the transcripts of all the lectures. Your teacher will sometimes give you the opportunity to listen to the recordings and tasks

III Aims of the course The purpose of this book is to help you better understand spoken English, particularly the spoken English of academic lectures, as well as to help you develop your note￾taking skills while listening. Structure of the course Unit structure: Apart from the first unit, all the units are divided into two sections: macroskills and microskills. Macroskills include such things as: making use of lecture introductions note-taking recognizing the structure of lectures Microskills focus on understanding linguistic features of spoken English such as: recognizing words that are spoken quickly and are not stressed recognizing where one spoken word ends and the next begins word stress and sentence stress In these units you will also find the following items: Sound advice: These either summarize key points from the unit or present advice on listening strategies. Study tips: These have been included for ease of reference when you are revising what you have studied. They either summarize the outcome of a series of activities or are a summary of other information contained in the unit. Unit summaries: Each unit is followed by a unit summary, giving you the opportunity to reflect on what you have learnt. Additional materials Glossary: Key words or phrases in the text are explained in the glossary on pages 84- 86. Transcripts: At the end of the book you will find the transcripts of all the lectures. Your teacher will sometimes give you the opportunity to listen to the recordings and follow the transcript at the same time, once you have completed the main listening tasks. Introduction U1-U3.indd 3 15-4-28 上午9:36

■■■ Working with the course It can be particularly challenging to listen to long stretches of speech in a foreign ricryhof the er of c es given in English.This book will provide you with: guided instruction on how to follow a lecture the opportunity to practise listening to similar lectures to the ones you will meet in your future studies What you put into the course will determine how much you get out of it obviously if to improve your skills in listening to lectures and taking notes.it is essential u should therefor prepare well for these ssions as well as participating actively in them Listening materials Many of the lecture extracts in this book are based on transcripts of authentic lectures enniversity of Reading.These lectures were given to audiences of Briti ormal de ree programmes.Alth ugh the extracts have been re-recorded toensure carity,the language and content of these lectures have been maintained,to ensure that you are provided with listening practice that closely simulates listening to,and note-taking from,real academic lectures. Φ The lecture extracts are taken from a range of academic fields,including investment banking.development economics,marketing.psychology and linguistics.Although rees in these subiects.we have chosen extracts that should be accessible to studer s of all subjects. Theymbolindicatesthtrnreavailable nDVD-Rom. Vocabulary Although the recordings in the book may not be related to your particular subject, you will find a lot of useful vocabulary in this book. There are different types of vocabulary that you may find useful .Academic words:These are words that occur frequently in many different academic subjects,so whatever your degree subject,it is important to learn how to use them. 15.2上午-36

IV Working with the course It can be particularly challenging to listen to long stretches of speech in a foreign language, particularly when you are not aware of the general structure of academic lectures given in English. This book will provide you with: guided instruction on how to follow a lecture. the opportunity to practise listening to similar lectures to the ones you will meet in your future studies. What you put into the course will determine how much you get out of it. Obviously, if you want to improve your skills in listening to lectures and taking notes, it is essential to practise this skill. You should therefore prepare well for the sessions, as well as participating actively in them. Listening materials Many of the lecture extracts in this book are based on transcripts of authentic lectures given at the University of Reading. These lectures were given to audiences of British and international students as part of their normal degree programmes. Although the extracts have been re-recorded to ensure clarity, the language and content of these lectures have been maintained, to ensure that you are provided with listening practice that closely simulates listening to, and note-taking from, real academic lectures. The lecture extracts are taken from a range of academic fields, including investment banking, development economics, marketing, psychology and linguistics. Although the original lectures were intended for students doing degrees in these subjects, we have chosen extracts that should be accessible to students of all subjects. Other extracts have been written specially for this book, but have been designed to reflect features of authentic academic lectures. The symbol indicates that the recordings are available on DVD-Rom. Vocabulary Although the recordings in the book may not be related to your particular subject, you will find a lot of useful vocabulary in this book. There are different types of vocabulary that you may find useful: Academic words: These are words that occur frequently in many different academic subjects, so whatever your degree subject, it is important to learn how to use them. U1-U3.indd 4 15-4-28 上午9:36

Non-technical topic words:Many of the recordings use sets of topic vocabulary which will be useful to students on almost all deg ee courses:for example.the tex and statistics. Subject-specific words:Some of the recordings contain words which will be of of specific subjects:for example,there is an extrac arhlrqsigtahweopataarmcstoaoaeatspaniagoa psychology. Listening outside the classroom Your listening will improve more quickly if you practise outside the cassr room.You can do this inav ways;for example,talking with Englis ing friend eradio or watching TV,or working with independent study material (see further below). You will find Sound advice sections in most units in this book,and these contain useful advice for improving your listening.Here are some more ideas. .There are a number of good websites which provide practice in listening to academic lectures.If you go to the EAS website(enter through www. englishforacademicstudy.com)you will find links to some of these sites A wide range of vocabulary is part of the key to success in listening.You should keep a record of new words or phrases that you learn,and make sure you note down the.particularly ift patterns you are familiar vith Ask k your teacher to model the pronuncation if you are not sure of it. e you can hear the pronunciation ing of a word on by mo over a word or by clicking on it.The Ma Longman Dictionary of Contemporary English both have good CD-ROM versions.Think about buying one of these because it will be useful,not just on this course,but in your later studies. Listening to longer talks,and talks about your own subject,will help prepare you for listening to lectures,so you will need to do more independent listening in your own time. Additional audio-visual resources To help improve your extended listening.you can access highly relevant ect ures and talks on two websites-the University of Reading's SACLL site,and TED Talks

V Non-technical topic words: Many of the recordings use sets of topic vocabulary which will be useful to students on almost all degree courses; for example, the text on market research contains many words connected with surveys, questionnaires and statistics. Subject-specific words: Some of the recordings contain words which will be of particular interest to students of specific subjects; for example, there is an extract on social learning which will be of particular interest to students planning to study psychology. Listening outside the classroom Your listening will improve more quickly if you practise outside the classroom. You can do this in a variety of ways; for example, talking with English-speaking friends, listening to the radio or watching TV, or working with independent study materials (see further below). You will find Sound advice sections in most units in this book, and these contain useful advice for improving your listening. Here are some more ideas. There are a number of good websites which provide practice in listening to academic lectures. If you go to the EAS website (enter through www. englishforacademicstudy.com) you will find links to some of these sites. A wide range of vocabulary is part of the key to success in listening. You should keep a record of new words or phrases that you learn, and make sure you note down the pronunciation, particularly if it does not fit in with pronunciation patterns you are familiar with. Ask your teacher to model the pronunciation if you are not sure of it. There are several dictionaries on CD-ROM where you can hear the pronunciation and see the meaning of a word on screen, either by moving the mouse pointer over a word or by clicking on it. The Macmillan English Dictionary and Longman Dictionary of Contemporary English both have good CD-ROM versions. Think about buying one of these because it will be useful, not just on this course, but in your later studies. Listening to longer talks, and talks about your own subject, will help prepare you for listening to lectures, so you will need to do more independent listening in your own time. Additional audio-visual resources To help improve your extended listening, you can access highly relevant lectures and talks on two websites – the University of Reading’s SACLL site, and TED Talks. U1-U3.indd 5 15-4-28 上午9:36

■■■ Φ Self-Access Centre for Language Learning website(University of Reading) This has more than 3 ctures given to international studentso preses courses at the university's International Study and L nguage Centre on academ and general topics;many of these are by distinguished lecturers in disciplines suc as construction management,food science,investment,psychology,finance and management.Each lecture is 35-50 minutes long and comes with transcripts and tasks,both of which can help your listening. Here is a guide to using the material effectively. Find the website by typing in the URL www.sacll.co.uk or entering"SACLL lectures Reading"into Google or another search engine. Check through the lecture list,read the brief descriptions and choose one that interests you. Click the task button for your chosen lecture to get a list of open questions about the lecture. Read the questions and check any unknown vocabulary-reading and understanding the questions will help you anticipate the lecture's content. .If necessary,do a quick Google search on the lecture topic to gain some more background knowledge.On degree courses,doing background reading before lectures is essential to full understanding. .Listen to Part 1 of the lecture.Here,the speakers typically a)introduce the topic, b)say why it is important and c)explain how they will organize the lecture. Understanding this is essential to understanding the whole lecture (see Unit2on lecture introductions). .As you listen to Part 1,answer the questions in the task. Check your answers to the questions on Part I.If you have answered these correctly you will be well placed to understand the rest of the lecture.Otherwise,it is a good idea to listen again with the answers in front of you. Listen to the rest of the lecture.You could do this in parts,but it may be better to listen to the whole lecture without pausing,as you will need to develop the stamina needed for listening to long talks, ather han the shorter extracts tha appear in this book .Ifyou found parts of the lecture particularly hard to understand,or had problem cor tly,it is worth a)look ing at the answers and listening again or b)reading the transcript while listening This can help you understand why you have misheard or misunderstood 15.2上午-36

VI Self-Access Centre for Language Learning website (University of Reading) This has more than 30 lectures given to international students on pre-sessional courses at the university’s International Study and Language Centre on academic and general topics; many of these are by distinguished lecturers in disciplines such as construction management, food science, investment, psychology, finance and management. Each lecture is 35–50 minutes long and comes with transcripts and tasks, both of which can help your listening. Here is a guide to using the material effectively. Find the website by typing in the URL www.sacll.co.uk or entering “SACLL lectures Reading” into Google or another search engine. Check through the lecture list, read the brief descriptions and choose one that interests you. Click the task button for your chosen lecture to get a list of open questions about the lecture. Read the questions and check any unknown vocabulary – reading and understanding the questions will help you anticipate the lecture’s content. If necessary, do a quick Google search on the lecture topic to gain some more background knowledge. On degree courses, doing background reading before lectures is essential to full understanding. Listen to Part 1 of the lecture. Here, the speakers typically a) introduce the topic, b) say why it is important and c) explain how they will organize the lecture. Understanding this is essential to understanding the whole lecture (see Unit 2 on lecture introductions). As you listen to Part 1, answer the questions in the task. Check your answers to the questions on Part 1. If you have answered these correctly you will be well placed to understand the rest of the lecture. Otherwise, it is a good idea to listen again with the answers in front of you. Listen to the rest of the lecture. You could do this in parts, but it may be better to listen to the whole lecture without pausing, as you will need to develop the stamina needed for listening to long talks, rather than the shorter extracts that appear in this book. If you found parts of the lecture particularly hard to understand, or had problems answering the questions correctly, it is worth a) looking at the answers and listening again or b) reading the transcript while listening. This can help you understand why you have misheard or misunderstood. U1-U3.indd 6 15-4-28 上午9:36

■ .Spoken English can be harder to understand than written English,due to things like word and sentence stress (Units 2 and 4).word boundaries (Unit 5)and weak tise is to ry short extract ofa lecture,then try to write down exactly what the speaker says.L isten several time to do this.Then check the transcript and see if you have heard correctly.This may show you why you are having problems following spoken English. TEDTalks Speakers on this interesting site include world-famous academics,writers,thinkers, medical researchers,politicians,investors,cooks,businesspeople and artists.The talks are informative,up todate and thought-pr minutes to more than an hour in ength.You wil t will help you prepare for study at a culturally diverse university. Here are some suggestions on using this website effectively. .The URLis www.ted.com,or just enter"ted talks"into a search engine. ding“Themes e.g.,Bill Gates,or the "Themes"button may offer a more interesting way to access talks-giving you a choice of talks on related topics. Each screen has a thumbnail picture of the speaker next to the title of their talk Click on a photo for a talk you think might be interesting. You will find brief information about the talk and the speaker accompanying the video. To find out more before you listen,try entering the speaker's name and some ke words from the title into a search engine.Reading before attending lectures is key to successful understanding. TED Talks also provides transcripts of the talks,which you can keep open on- screen together with the video,plus translations and subtitles in various languages However.for your first listening we recommend that you initially iust listen to the introduction and perhaps pause to check the transcript,then open the transcripts or subtitles later. .Listen to the rest of the lecture and make notes.If anything is unclear,listen again. If it is still unclear,look at that part of the transcript and listen again. Why did you not understand? Were there unknow n words? Perhaps you did not recognize the pronunciation of a word you know in written form-remember,in connected speech,pronunciation can also be affected by the 5-125

VII Spoken English can be harder to understand than written English, due to things like word and sentence stress (Units 2 and 4), word boundaries (Unit 5) and weak forms of words (Unit 6). One way to practise is to listen to a very short extract of a lecture, then try to write down exactly what the speaker says. Listen several times to do this. Then check the transcript and see if you have heard correctly. This may show you why you are having problems following spoken English. TED Talks Speakers on this interesting site include world-famous academics, writers, thinkers, medical researchers, politicians, investors, cooks, businesspeople and artists. The talks are informative, up to date and thought-provoking. They vary from three minutes to more than an hour in length. You will hear different accents that will help you prepare for study at a culturally diverse university. Here are some suggestions on using this website effectively. The URL is www.ted.com, or just enter “ted talks” into a search engine. You can access the talks in different ways. The top of the homepage has a menu including “Themes”, “Speakers”, “Talks”. You can search for a particular speaker, e.g., Bill Gates, or the “Themes” button may offer a more interesting way to access talks – giving you a choice of talks on related topics. Each screen has a thumbnail picture of the speaker next to the title of their talk. Click on a photo for a talk you think might be interesting. You will find brief information about the talk and the speaker accompanying the video. To find out more before you listen, try entering the speaker’s name and some key words from the title into a search engine. Reading before attending lectures is key to successful understanding. TED Talks also provides transcripts of the talks, which you can keep open on￾screen together with the video, plus translations and subtitles in various languages. However, for your first listening we recommend that you initially just listen to the introduction and perhaps pause to check the transcript, then open the transcripts or subtitles later. Listen to the rest of the lecture and make notes. If anything is unclear, listen again. If it is still unclear, look at that part of the transcript and listen again. Why did you not understand? Were there unknown words? Perhaps you did not recognize the pronunciation of a word you know in written form – remember, in connected speech, pronunciation can also be affected by the U1-U3.indd 7 15-4-28 上午9:36

■ sounds in words before or after.Perhaps it was hard to recognize word boundaries car the and a different meaning.e.g.you might hear fair and recognize it as meaning"light- coloured"(as in fair hair),but not know it can also mean"just"(as in justice).Or, was the idea not clearly expressed or hard to understand even though you knew all the words?Understanding why you have had problems can help you listen more effectively next time. Finally,you may want to listen to the talk again,or part of it,with the transcript open,paying attention to the way words are pronounced in connected speech. ⊕ 15.12g上午-36

VIII sounds in words before or after. Perhaps it was hard to recognize word boundaries (see Unit 5) – e.g., you might not hear the unstressed first syllable in attempt and hear “tempt” instead. Perhaps you heard a word you knew but that seemed to have a different meaning, e.g., you might hear fair and recognize it as meaning “light￾coloured” (as in fair hair), but not know it can also mean “just” (as in justice). Or, was the idea not clearly expressed or hard to understand even though you knew all the words? Understanding why you have had problems can help you listen more effectively next time. Finally, you may want to listen to the talk again, or part of it, with the transcript open, paying attention to the way words are pronounced in connected speech. U1-U3.indd 8 15-4-28 上午9:36

■■口 Introductions to Malectures A mmmM FRIDAYS 47 In this unit you will: look at how a lecture introduction can help you to understand the lecture better practise making notes on introductions to lectures

Introductions to lectures UNIT 2 In this unit you will: 1 look at how a lecture introduction can help you to understand the lecture better 2 practise making notes on introductions to lectures 3 learn how to recognize words that may be pronounced differently to the way you expect them to be U1-U3.indd 7 15-4-28 上午9:36

Thinking about introductions 1.1 What do you expe ct the lecturer to talk about in the introduction 个☒AaAM5 to a lecture? Think of lectures you have heard. Did the lecturers try to make the re obvious to If so,how? 1.3 Two students took notes on the introduction to a lecture about migration.Look at the notes they took.How are the notes different? Student1: Migration from new EU countries,e.g.Poland-effect on UK econ.etc. Student2: Not EU migration BUT internal UK migration,e.g.,countrycity Listen to the introduction.Then answer the questions 1.Which student understood what the lecturer was going to talk about? 2.Why do you think the other student made a mistake? 3.Which words in the introduction signal what the lecturer will talk about? Sound advice In an introduction,the speaker may define the scope of the lecture by explaining what will not be discussed,as well as what will be discussed. 8学术英语听力 15.2上午-36

Task 1 Thinking about introductions 1.1 What do you expect the lecturer to talk about in the introduction to a lecture? 1.2 Think of lectures you have heard. Did the lecturers try to make the structure of the lecture obvious to students? If so, how? 1.3 Two students took notes on the introduction to a lecture about migration. Look at the notes they took. How are the notes different? Student 1: Migration from new EU countries, e.g., Poland – effect on UK econ., etc. Student 2: Not EU migration BUT internal UK migration, e.g., country city 1.4 Listen to the introduction. Then answer the questions. 1. Which student understood what the lecturer was going to talk about? 2. Why do you think the other student made a mistake? 3. Which words in the introduction signal what the lecturer will talk about? In an introduction, the speaker may define the scope of the lecture by explaining what will not be discussed, as well as what will be discussed. Sound advice 6 Task 2 Functions and language of lecture introductions The left-hand column shows what lecturers commonly do in introductions to lectures. All the statements in the right-hand column are examples from introductions to lectures. 2.1 Read the functions 1–9 in the left-hand column of the table. a. Tick (√) those you discussed in Ex 1.1 and 1.2. Check you understand what the others mean. b. Match 1–9 from the left-hand column to the statements a–i in the right￾hand column. What lecturers do in introductions Lecturer statements 1. ☐ limit the scope of the lecture; in other words, say what they will talk about and what they will not talk about a. ☐ There are in a sense two themes – there’s a qualitative stream of market research and there’s a quantitative stream. I’m going to deal with basically the quantitative stream of data collection first. 2. ☐ comment on a theory they have just described b. ☐ However, that’s not the type of migration that I want to look at today. What I want to look at is internal migration, i.e., the movement of people from country to city, and vice versa, and from one city to another. 3. ☐ preview the content or structure of the current lecture c. ☐ Sara Shettleworth has a superb chapter on social learning, and I’m going to mention just a few of the examples that she mentions. 4. ☐ refer to research on the subject – this often includes mentioning specific reading material d. ☐ What I want to do first, because I know some of you are not from the EU, is just give a very simple introduction to European Union institutions. 5. ☐ give background information on the lecture topic e. ☐ I undertook a study in the mid-80s and it was quite easy for me to find 22 markets. 6. ☐ introduce different approaches to the subject f. ☐ I’ll be giving you a handout with these quotes, so you don’t have to write them down verbatim. 8 学术英语听力 U1-U3.indd 8 15-4-28 上午9:36