Academic Listening - Part 3 - How lectures are organised | Текст песни

• Тексты песен
• Academic Listening
• Part 3 - How lectures are organised

This is not an accurate word-for-word transcript of the programme.
Группа Learning English:
http://vkontakte.ru/club17650165
Продолжение транскрипта:
http://downloads.bbc.co.uk/worldservice/learningenglish/webcast/al_03.pdf

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 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. 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 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 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 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 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 approach – rather like biography, or
autobiography. 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.
...

Academic Listening еще тексты