How lectures are organised
英语课
How lectures are organised
This programme was first broadcast in 2001. This is not an accurate word-for-word transcript 2 of the programme.
ANNOUNCER: It’s time for Academic Listening - a series for students at English-speaking universities. Join Susan Fearn - and members of the World Service class of 2001 - for more on the art of understanding a lecture.
Susan:Today, we’ll continue to look at a range of techniques to make listening easier, and we’ve also got an exercise to help develop your listening skills.
CLIP: Student
It's easy when you listen to something very well structured. But when you go to lectures, people generally prefer to talk about the subject. They're not preparing the structure of their English, basically - then, it's difficult.
Susan:In the last programme we thought about the purpose of lectures and suggested that understanding the aim of a lecture helps you to decide where to focus your attention. This is a useful skill because you can’t concentrate on everything at once. We also said that it’s important to recognise how speakers organise 1 their material.
CLIP: Simon Williams
Typically things are in three parts.
Susan:Simon Williams teaches English in the Language Centre at University College London.
CLIP: Simon Williams
There's a kind of introduction, giving the purpose and background to the topic and plan of lecture. The body of the lecture in which examples given, ideas outlined and contrasted.（对照，对比） Then a conclusion in which the various ideas are evaluated and perhaps the lecturer gives their own opinion.
Susan:According to Simon Williams, most lectures follow a simple structure: they have a beginning, middle, and an end. Of these, the first section - the introduction - is arguably（可论证地） the most important. This is because it’s where the speaker sets the scene and outlines the content of their talk. There may be a series of announcements（注意事项） before and after the main content of the lecture.
CLIP: Simon Williams
Now around that structure – let’s remember it’s a real event with people involved. So there will probably be some kind of welcome, announcements, jokes, and people settle down. And at the end, some closing remarks, some management talk in which lecturer refers to the next meeting and gives some reading to be done, advice on how to use notes for further work..
Susan:Ana from Brazil is studying architecture at University College London. She’s familiar with this kind of structure, and agrees that the introduction provides useful clues to identify the speaker’s particular standpoint（立场，观点）and how they intend to develop the topic during the lecture.
CLIP: Ana
They used to give an introduction of their theoretical background and how they are managing to think and to conceptualise the problems they are discussing and then they usually show a couple of examples, and then they just go to a conclusion which is mainly theoretical or the way people are occupying the space and helping 3 the audience to understand what they are talking about and what the points are.
Susan:It’s a good idea, then, to assume that your lecturer will organise their talk in this way. Simon Williams says it’s also useful to think about the content and structure of the lecture from another point of view. He points out that most lecturers approach their material in one of three ways. In the first, the lecturer presents a sequence of events in the order of happening.
CLIP: Simon Williams
Most familiar to all our listeners will be a chronological 4（按时间顺序的） approach – rather like biography, or autobiography 5. It is starting early in time and finishing late. Perhaps telling someone’s life story. In the same way, describing a process - how something works or how experiment is conducted - also follows a chronological order – order through time. We intuitively recognise that when reading or listening, and it’s reassuring 6 – we can anticipate（预期，期待） what’s going to come next.
Susan:Secondly 7, Simon Williams refers to the type of lecture where speakers look at different aspects of a topic, or present a number of theories about it.
CLIP: Simon Williams
There might be a division of ideas; a kind of matrix（母体）. The lecturer might say: “I’m going to talk about three things this morning: first, a country’s tourism, then its natural resources, then its service industry.” So we know we're going to have three main sections.
Susan: A third approach is to discuss a situation and its associated problems.
CLIP: Simon Williams
Another very common way of organising texts – both spoken and written – is the situation, problem, solution and evaluation 8 format 9. A situation, such as the global spread of the English language, is outlined. Then a problem is identified, such as the disappearance 10 of smaller languages. Then a solution is offered, e.g. to introduce legislation against the extensive use of English. And finally; finally an evaluation – some kind of assessment 11 of this solution. This offers a new problem and the next step is to offer more refined solution, and so on.
Susan:Now, here’s a chance for you to do some listening practice. We’ll play you extracts from two lectures. In both cases, you’ll hear the introduction, and I’d like you, quite simply, to try to recognise what approach the lecturer is taking. The first lecture is about politics in Britain. How does the speaker structure her talk?
CLIP: Lecturer
OK Good afternoon everybody. Today I'm going to lecture to you about politics in the UK or the British system of Government. Now Parliament in the UK actually has three parts. First of all, we have the Queen or the monarch 12, Queen Elizabeth, so that's one part. Secondly we have the House of Lords, and thirdly we have the House of Commons, so those three together make up Parliament. The Queen, the House of Lords, the House of Commons. OK, first of all today I want to talk about the role of the monarch, or the role of the Queen. In the UK we have what's called a constitutional monarchy…（君主立宪政体）
Susan:The structure there is what Simon Williams calls division of ideas. The speaker intends to divide her talk into three sections, considering the roles firstly of the queen, then of the House of Lords and finally of the House of Commons. Now, here’s part of another lecture about urbanisation（城市化）, where countryside areas become more like towns. Which approach does the lecturer take; chronological, division of ideas, or situation, problem, solution, evaluation?
CLIP: Lecturer
Today I want to discuss problems of urbanisation. In particular, I want to talk about those problems which are peculiar 13 to developing economies and to discuss three possible policies which, um, could be used to control or to stem uncontrolled urbanisation in developing countries.
Susan:Well, the answer was to be found in the very first sentence … the speaker intends to discuss the problems of the situation she calls “urbanisation”, and she intends to comment on three possible solutions to the problem. This is an example of the classic format: situation, problem, solution and evaluation.
So, as you see, in both cases, the speaker outlines the structure of their talk and the approach she intends to take. Knowing this in advance is useful for two reasons. It will help you to follow the different sections of the lecture; and, importantly, to identify the speaker’s key points. Simon Williams again.
CLIP: Simon Williams
Recognising structures will help the student to orientate 14 themselves, and to notice when to take down ideas, and how to organise their notes. Recognising the type of lecture – whether chronological; division of ideas; or situation, problem, solution, evaluation – is really useful in helping you to predict content and the way it’s organised, the kind of content that’s going to come up.
Susan:Ana, our student from Brazil, has another tip on how to find your way around a lecture.
CLIP: Ana
Well I think most of the time when the lecture is finishing, the 'in conclusion', or these sorts of markers are going to appear. They can use these sorts of words that can lead you to the introduction, and then to the main points, and then to the conclusion. You can understand when it's the end of the introduction, when it's the end of the main points and when the conclusion is coming.
Susan:Last time we heard about a number of ways in which speakers guide listeners through their talks. They can do this through their intonation（语调，声调） and stress; and by using a number of self-conscious “marker phrases” which are like mini-announcements or signposts within the lecture. These are important clues for they key points that you might want to note down.
CLIP: Simon Williams
To make it easier for yourself when listening to lectures, if you don’t want to write down everything, listen out for markers – little signals that A lecturer uses to show they’re reaching a key point, or when they're about to begin a new section. Again, like signposts（招牌柱，广告柱）on a journey, they help you to know where you are, what direction you're going in. Markers might be “right”, “OK”, “the next thing I want to turn to”, and it’s the information after those markers that you need to take down. That’ll be the important information that signals a new topic area.
ANNOUNCER: And that brings us to the end of today’s programme, in which we’ve focused on the structure of lectures. We’ve discovered that knowing what the lecturer is going to talk about, knowing when they’re moving from one point to the next and when they’re starting the individual sections of their lecture will help you understand it better. In the next programme we’ll focus more closely on the important, introductory section of a lecture. (本文由在线英语听力室整理编辑)
点击
收听单词发音
1
organise
vt.组织，安排，筹办
参考例句：
He has the ability to organise.他很有组织才能。
It's my job to organise all the ceremonial events.由我来组织所有的仪式。
2
transcript
n.抄本，誊本，副本，肄业证书
参考例句：
A transcript of the tapes was presented as evidence in court.一份录音带的文字本作为证据被呈交法庭。
They wouldn't let me have a transcript of the interview.他们拒绝给我一份采访的文字整理稿。
3
helping
n.食物的一份&adj.帮助人的，辅助的
参考例句：
The poor children regularly pony up for a second helping of my hamburger. 那些可怜的孩子们总是要求我把我的汉堡包再给他们一份。
By doing this, they may at times be helping to restore competition. 这样一来, 他在某些时候,有助于竞争的加强。
4
chronological
adj.按年月顺序排列的，年代学的
参考例句：
The paintings are exhibited in chronological sequence.这些画是按创作的时间顺序展出的。
Give me the dates in chronological order.把日期按年月顺序给我。
5
autobiography
n.自传
参考例句：
He published his autobiography last autumn.他去年秋天出版了自己的自传。
His life story is recounted in two fascinating volumes of autobiography.这两卷引人入胜的自传小说详述了他的生平。
6
reassuring
a.使人消除恐惧和疑虑的，使人放心的
参考例句：
He gave her a reassuring pat on the shoulder. 他轻拍了一下她的肩膀让她放心。
With a reassuring pat on her arm, he left. 他鼓励地拍了拍她的手臂就离开了。
7
secondly
adv.第二，其次
参考例句：
Secondly,use your own head and present your point of view.第二，动脑筋提出自己的见解。
Secondly it is necessary to define the applied load.其次，需要确定所作用的载荷。
8
evaluation
n.估价，评价；赋值
参考例句：
I attempted an honest evaluation of my own life.我试图如实地评价我自己的一生。
The new scheme is still under evaluation.新方案还在评估阶段。
9
format
n.设计，版式；[计算机]格式，DOS命令:格式化(磁盘)，用于空盘或使用过的磁盘建立新空盘来存储数据；v.使格式化，设计，安排
参考例句：
Please format this floppy disc.请将这张软盘格式化。
The format of the figure is very tasteful.该图表的格式很雅致。
10
disappearance
n.消失，消散，失踪
参考例句：
He was hard put to it to explain her disappearance.他难以说明她为什么不见了。
Her disappearance gave rise to the wildest rumours.她失踪一事引起了各种流言蜚语。
11
assessment
n.评价；评估；对财产的估价，被估定的金额
参考例句：
This is a very perceptive assessment of the situation.这是一个对该情况的极富洞察力的评价。
What is your assessment of the situation?你对时局的看法如何？
12
monarch
n.帝王，君主，最高统治者
参考例句：
The monarch's role is purely ceremonial.君主纯粹是个礼仪职位。
I think myself happier now than the greatest monarch upon earth.我觉得这个时候比世界上什么帝王都快乐。
13
peculiar
adj.古怪的，异常的；特殊的，特有的
参考例句：
He walks in a peculiar fashion.他走路的样子很奇特。
He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。
14
orientate
v.给…定位；使适应
参考例句：
The explorer climbed a tree in order to orientate himself.那位勘探者为了确定他所在的地点爬到了一颗树上。
The mountaineers found it difficult to orientate themselves in the fog.登山的人在浓雾中难以确定自己的方位。
This programme was first broadcast in 2001. This is not an accurate word-for-word transcript 2 of the programme.
ANNOUNCER: It’s time for Academic Listening - a series for students at English-speaking universities. Join Susan Fearn - and members of the World Service class of 2001 - for more on the art of understanding a lecture.
Susan:Today, we’ll continue to look at a range of techniques to make listening easier, and we’ve also got an exercise to help develop your listening skills.
CLIP: Student
It's easy when you listen to something very well structured. But when you go to lectures, people generally prefer to talk about the subject. They're not preparing the structure of their English, basically - then, it's difficult.
Susan:In the last programme we thought about the purpose of lectures and suggested that understanding the aim of a lecture helps you to decide where to focus your attention. This is a useful skill because you can’t concentrate on everything at once. We also said that it’s important to recognise how speakers organise 1 their material.
CLIP: Simon Williams
Typically things are in three parts.
Susan:Simon Williams teaches English in the Language Centre at University College London.
CLIP: Simon Williams
There's a kind of introduction, giving the purpose and background to the topic and plan of lecture. The body of the lecture in which examples given, ideas outlined and contrasted.（对照，对比） Then a conclusion in which the various ideas are evaluated and perhaps the lecturer gives their own opinion.
Susan:According to Simon Williams, most lectures follow a simple structure: they have a beginning, middle, and an end. Of these, the first section - the introduction - is arguably（可论证地） the most important. This is because it’s where the speaker sets the scene and outlines the content of their talk. There may be a series of announcements（注意事项） before and after the main content of the lecture.
CLIP: Simon Williams
Now around that structure – let’s remember it’s a real event with people involved. So there will probably be some kind of welcome, announcements, jokes, and people settle down. And at the end, some closing remarks, some management talk in which lecturer refers to the next meeting and gives some reading to be done, advice on how to use notes for further work..
Susan:Ana from Brazil is studying architecture at University College London. She’s familiar with this kind of structure, and agrees that the introduction provides useful clues to identify the speaker’s particular standpoint（立场，观点）and how they intend to develop the topic during the lecture.
CLIP: Ana
They used to give an introduction of their theoretical background and how they are managing to think and to conceptualise the problems they are discussing and then they usually show a couple of examples, and then they just go to a conclusion which is mainly theoretical or the way people are occupying the space and helping 3 the audience to understand what they are talking about and what the points are.
Susan:It’s a good idea, then, to assume that your lecturer will organise their talk in this way. Simon Williams says it’s also useful to think about the content and structure of the lecture from another point of view. He points out that most lecturers approach their material in one of three ways. In the first, the lecturer presents a sequence of events in the order of happening.
CLIP: Simon Williams
Most familiar to all our listeners will be a chronological 4（按时间顺序的） approach – rather like biography, or autobiography 5. It is starting early in time and finishing late. Perhaps telling someone’s life story. In the same way, describing a process - how something works or how experiment is conducted - also follows a chronological order – order through time. We intuitively recognise that when reading or listening, and it’s reassuring 6 – we can anticipate（预期，期待） what’s going to come next.
Susan:Secondly 7, Simon Williams refers to the type of lecture where speakers look at different aspects of a topic, or present a number of theories about it.
CLIP: Simon Williams
There might be a division of ideas; a kind of matrix（母体）. The lecturer might say: “I’m going to talk about three things this morning: first, a country’s tourism, then its natural resources, then its service industry.” So we know we're going to have three main sections.
Susan: A third approach is to discuss a situation and its associated problems.
CLIP: Simon Williams
Another very common way of organising texts – both spoken and written – is the situation, problem, solution and evaluation 8 format 9. A situation, such as the global spread of the English language, is outlined. Then a problem is identified, such as the disappearance 10 of smaller languages. Then a solution is offered, e.g. to introduce legislation against the extensive use of English. And finally; finally an evaluation – some kind of assessment 11 of this solution. This offers a new problem and the next step is to offer more refined solution, and so on.
Susan:Now, here’s a chance for you to do some listening practice. We’ll play you extracts from two lectures. In both cases, you’ll hear the introduction, and I’d like you, quite simply, to try to recognise what approach the lecturer is taking. The first lecture is about politics in Britain. How does the speaker structure her talk?
CLIP: Lecturer
OK Good afternoon everybody. Today I'm going to lecture to you about politics in the UK or the British system of Government. Now Parliament in the UK actually has three parts. First of all, we have the Queen or the monarch 12, Queen Elizabeth, so that's one part. Secondly we have the House of Lords, and thirdly we have the House of Commons, so those three together make up Parliament. The Queen, the House of Lords, the House of Commons. OK, first of all today I want to talk about the role of the monarch, or the role of the Queen. In the UK we have what's called a constitutional monarchy…（君主立宪政体）
Susan:The structure there is what Simon Williams calls division of ideas. The speaker intends to divide her talk into three sections, considering the roles firstly of the queen, then of the House of Lords and finally of the House of Commons. Now, here’s part of another lecture about urbanisation（城市化）, where countryside areas become more like towns. Which approach does the lecturer take; chronological, division of ideas, or situation, problem, solution, evaluation?
CLIP: Lecturer
Today I want to discuss problems of urbanisation. In particular, I want to talk about those problems which are peculiar 13 to developing economies and to discuss three possible policies which, um, could be used to control or to stem uncontrolled urbanisation in developing countries.
Susan:Well, the answer was to be found in the very first sentence … the speaker intends to discuss the problems of the situation she calls “urbanisation”, and she intends to comment on three possible solutions to the problem. This is an example of the classic format: situation, problem, solution and evaluation.
So, as you see, in both cases, the speaker outlines the structure of their talk and the approach she intends to take. Knowing this in advance is useful for two reasons. It will help you to follow the different sections of the lecture; and, importantly, to identify the speaker’s key points. Simon Williams again.
CLIP: Simon Williams
Recognising structures will help the student to orientate 14 themselves, and to notice when to take down ideas, and how to organise their notes. Recognising the type of lecture – whether chronological; division of ideas; or situation, problem, solution, evaluation – is really useful in helping you to predict content and the way it’s organised, the kind of content that’s going to come up.
Susan:Ana, our student from Brazil, has another tip on how to find your way around a lecture.
CLIP: Ana
Well I think most of the time when the lecture is finishing, the 'in conclusion', or these sorts of markers are going to appear. They can use these sorts of words that can lead you to the introduction, and then to the main points, and then to the conclusion. You can understand when it's the end of the introduction, when it's the end of the main points and when the conclusion is coming.
Susan:Last time we heard about a number of ways in which speakers guide listeners through their talks. They can do this through their intonation（语调，声调） and stress; and by using a number of self-conscious “marker phrases” which are like mini-announcements or signposts within the lecture. These are important clues for they key points that you might want to note down.
CLIP: Simon Williams
To make it easier for yourself when listening to lectures, if you don’t want to write down everything, listen out for markers – little signals that A lecturer uses to show they’re reaching a key point, or when they're about to begin a new section. Again, like signposts（招牌柱，广告柱）on a journey, they help you to know where you are, what direction you're going in. Markers might be “right”, “OK”, “the next thing I want to turn to”, and it’s the information after those markers that you need to take down. That’ll be the important information that signals a new topic area.
ANNOUNCER: And that brings us to the end of today’s programme, in which we’ve focused on the structure of lectures. We’ve discovered that knowing what the lecturer is going to talk about, knowing when they’re moving from one point to the next and when they’re starting the individual sections of their lecture will help you understand it better. In the next programme we’ll focus more closely on the important, introductory section of a lecture. (本文由在线英语听力室整理编辑)
点击
收听单词发音 1
organise
vt.组织，安排，筹办
参考例句：
He has the ability to organise.他很有组织才能。
It's my job to organise all the ceremonial events.由我来组织所有的仪式。
2
transcript
n.抄本，誊本，副本，肄业证书
参考例句：
A transcript of the tapes was presented as evidence in court.一份录音带的文字本作为证据被呈交法庭。
They wouldn't let me have a transcript of the interview.他们拒绝给我一份采访的文字整理稿。
3
helping
n.食物的一份&adj.帮助人的，辅助的
参考例句：
The poor children regularly pony up for a second helping of my hamburger. 那些可怜的孩子们总是要求我把我的汉堡包再给他们一份。
By doing this, they may at times be helping to restore competition. 这样一来, 他在某些时候,有助于竞争的加强。
4
chronological
adj.按年月顺序排列的，年代学的
参考例句：
The paintings are exhibited in chronological sequence.这些画是按创作的时间顺序展出的。
Give me the dates in chronological order.把日期按年月顺序给我。
5
autobiography
n.自传
参考例句：
He published his autobiography last autumn.他去年秋天出版了自己的自传。
His life story is recounted in two fascinating volumes of autobiography.这两卷引人入胜的自传小说详述了他的生平。
6
reassuring
a.使人消除恐惧和疑虑的，使人放心的
参考例句：
He gave her a reassuring pat on the shoulder. 他轻拍了一下她的肩膀让她放心。
With a reassuring pat on her arm, he left. 他鼓励地拍了拍她的手臂就离开了。
7
secondly
adv.第二，其次
参考例句：
Secondly,use your own head and present your point of view.第二，动脑筋提出自己的见解。
Secondly it is necessary to define the applied load.其次，需要确定所作用的载荷。
8
evaluation
n.估价，评价；赋值
参考例句：
I attempted an honest evaluation of my own life.我试图如实地评价我自己的一生。
The new scheme is still under evaluation.新方案还在评估阶段。
9
format
n.设计，版式；[计算机]格式，DOS命令:格式化(磁盘)，用于空盘或使用过的磁盘建立新空盘来存储数据；v.使格式化，设计，安排
参考例句：
Please format this floppy disc.请将这张软盘格式化。
The format of the figure is very tasteful.该图表的格式很雅致。
10
disappearance
n.消失，消散，失踪
参考例句：
He was hard put to it to explain her disappearance.他难以说明她为什么不见了。
Her disappearance gave rise to the wildest rumours.她失踪一事引起了各种流言蜚语。
11
assessment
n.评价；评估；对财产的估价，被估定的金额
参考例句：
This is a very perceptive assessment of the situation.这是一个对该情况的极富洞察力的评价。
What is your assessment of the situation?你对时局的看法如何？
12
monarch
n.帝王，君主，最高统治者
参考例句：
The monarch's role is purely ceremonial.君主纯粹是个礼仪职位。
I think myself happier now than the greatest monarch upon earth.我觉得这个时候比世界上什么帝王都快乐。
13
peculiar
adj.古怪的，异常的；特殊的，特有的
参考例句：
He walks in a peculiar fashion.他走路的样子很奇特。
He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。
14
orientate
v.给…定位；使适应
参考例句：
The explorer climbed a tree in order to orientate himself.那位勘探者为了确定他所在的地点爬到了一颗树上。
The mountaineers found it difficult to orientate themselves in the fog.登山的人在浓雾中难以确定自己的方位。
vt.组织，安排，筹办
- He has the ability to organise.他很有组织才能。
- It's my job to organise all the ceremonial events.由我来组织所有的仪式。
n.抄本，誊本，副本，肄业证书
- A transcript of the tapes was presented as evidence in court.一份录音带的文字本作为证据被呈交法庭。
- They wouldn't let me have a transcript of the interview.他们拒绝给我一份采访的文字整理稿。
n.食物的一份&adj.帮助人的，辅助的
- The poor children regularly pony up for a second helping of my hamburger. 那些可怜的孩子们总是要求我把我的汉堡包再给他们一份。
- By doing this, they may at times be helping to restore competition. 这样一来, 他在某些时候,有助于竞争的加强。
adj.按年月顺序排列的，年代学的
- The paintings are exhibited in chronological sequence.这些画是按创作的时间顺序展出的。
- Give me the dates in chronological order.把日期按年月顺序给我。
n.自传
- He published his autobiography last autumn.他去年秋天出版了自己的自传。
- His life story is recounted in two fascinating volumes of autobiography.这两卷引人入胜的自传小说详述了他的生平。
a.使人消除恐惧和疑虑的，使人放心的
- He gave her a reassuring pat on the shoulder. 他轻拍了一下她的肩膀让她放心。
- With a reassuring pat on her arm, he left. 他鼓励地拍了拍她的手臂就离开了。
adv.第二，其次
- Secondly,use your own head and present your point of view.第二，动脑筋提出自己的见解。
- Secondly it is necessary to define the applied load.其次，需要确定所作用的载荷。
n.估价，评价；赋值
- I attempted an honest evaluation of my own life.我试图如实地评价我自己的一生。
- The new scheme is still under evaluation.新方案还在评估阶段。
n.设计，版式；[计算机]格式，DOS命令:格式化(磁盘)，用于空盘或使用过的磁盘建立新空盘来存储数据；v.使格式化，设计，安排
- Please format this floppy disc.请将这张软盘格式化。
- The format of the figure is very tasteful.该图表的格式很雅致。
n.消失，消散，失踪
- He was hard put to it to explain her disappearance.他难以说明她为什么不见了。
- Her disappearance gave rise to the wildest rumours.她失踪一事引起了各种流言蜚语。
n.评价；评估；对财产的估价，被估定的金额
- This is a very perceptive assessment of the situation.这是一个对该情况的极富洞察力的评价。
- What is your assessment of the situation?你对时局的看法如何？
n.帝王，君主，最高统治者
- The monarch's role is purely ceremonial.君主纯粹是个礼仪职位。
- I think myself happier now than the greatest monarch upon earth.我觉得这个时候比世界上什么帝王都快乐。
adj.古怪的，异常的；特殊的，特有的
- He walks in a peculiar fashion.他走路的样子很奇特。
- He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。