Academic Listening - Part 6 - Lectures: the conclusion | Текст песни

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• Academic Listening
• Part 6 - Lectures: the conclusion

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_06.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 as they continue to discuss the
skills and techniques needed for listening to and understanding a lecture.
CLIP: Lecturer
… and that brings me to the end of my series of lectures on the plays of Shakespeare. Now, to
end this session, has anyone any questions about today’s lecture or the series as a whole? Yes,
Mohammud…
Susan: We’ve focused on the important role of the introduction and the main body of a
lecture, and now we turn our attention to the content and function of the final
section of a lecture – the conclusion.
CLIP: Simon Williams
In the conclusion of their lecture, lecturer is summing up, going through main points, indicating
how important various bits of evidence are.
Susan: Simon Williams teaches English in the Language Centre at University College
London.
CLIP: Simon Williams
And a good lecturer’s going to indicate where students should go next - in thinking and
activities, in what they're going to read up on in library - maybe if they're going to take that
topic as essay topic. The lecturer might also talk about what they weren’t able to do in that 50
minutes - what they’ve had to leave out … and therefore what students can go away with and
discover for themselves, if they’re interested.
Susan: The concluding section of a lecture acts as a summary of the main points. It’s a
final chance to make sure you’ve made a note of what the lecturer considers to
be the most important things to remember. It might also give you clues about
what you can do or study next.
But how do you know when the lecturer has reached their conclusion? Well, as
these WS class members point out, with practice, it becomes quite easy to spot
the signposts and marker phrases that guide you through a lecture.
CLIP: Student Ana
Most of the time when the lecture is finishing the 'in conclusion' or these sorts of markers, or
even 'summarising', are going to appear. You can understand when it's the end of the
introduction, when it's the end of the main point and when the conclusion is coming.
CLIP: Christine Reeves
He would signal when he's going to finish speaking by introducing a summary - he might use a
phrase like 'well, in conclusion', and then what he would normally do. And to help you again -
if you missed the main points in the body of the lecture - he would repeat what the main points
were again. All of these features of organisation should help you to follow the lecture.
Susan: We’ve discovered during these programmes that there are several things you
can do to help you understand lectures. We’ve suggested that it’s important to
prepare before the lecture by looking at the course outline and learning
specialist vocabulary, for example. We’ve said that thinking about the purpose
of a lecture can help you know where to focus attention. And we’ve offered
clues about how lecturers organise their material and highlight the main points.
It should be clear by now that listening to lectures is a busy task – it’s not just
the lecturer who’s doing the work! And, as Simon Williams suggests, there’s a
speaking role for students as well.
CLIP: Simon Williams
There might be Q&A session at that stage, and lecturers are delighted if people ask questions
to demonstrate they've been listening and interested in the topic. Because if lecturer is
interested enough to deliver something on a particular subject, I guess that means they’ve got a
genuine interest. And they’ll be delighted that the students return that interest and share in it...

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