V 從容填空

在上一部分我們著重講了如何記筆記，但記筆記的最終目的還是為填空服務(wù)。變幻多端的填空題需要靈活應(yīng)對的本領(lǐng)，對轉(zhuǎn)彎抹角的題目更需要應(yīng)付自如。從近幾年的考題分析來看，填空題越來越傾向于對講座內(nèi)容的總結(jié)歸納和推斷類的題目。這樣對筆記的要求就十分高，因?yàn)楣P記是否切中要害、是否記到相關(guān)內(nèi)容直接關(guān)系到能否成功答題。

根據(jù)筆記填空一般有兩大類。第一類是直接拷貝類，即可以直接從筆記中找到相應(yīng)的單詞填入空格。第二類是分析轉(zhuǎn)變類，即以筆記為線索進(jìn)行歸納、總結(jié)、推斷得出恰當(dāng)?shù)膯卧~填入空格。下面按照講座內(nèi)容—筆記—填空題的步驟來分析一些歷年考題。

1. 直接拷貝類
這類填空題比較容易掌握，通常講座提到過的內(nèi)容，只要筆記記錄下來，就能夠有相應(yīng)的單詞填入，不需要復(fù)雜地深思熟慮。但是看似容易的題目，并不是百發(fā)百中，也需要在聽講座的時(shí)候抓住信息并記錄下來才具備答題的條件，否則就像大海撈針一樣困難。

2007年講座：

講座內(nèi)容：In history books, information is objective; that is, facts about political, economic life?of a country are given...

筆記：type of info.?his — obj. — facts poli. eco. life

填空題：A. Information in history books is (1)?—

facts,but no opinions.

評(píng)析：此題原屬要點(diǎn)題，指歷史書上的信息比較客觀。講座中直接提到這一要點(diǎn)，記筆記時(shí)將info., his, obj.等關(guān)鍵詞記下，答案objective就可信手拈來。

2009年講座：

講座內(nèi)容：And what you found out is in the result section. And, finally, what you think it?shows appears in the discussion part.

筆記：result: fi nding?discuss.: meaning

填空題：— sections and their content:
...
RESULT what you found out
(5) what you think it shows

評(píng)析：此題屬細(xì)節(jié)題，只要對實(shí)驗(yàn)報(bào)告的各個(gè)部分一一記錄好，答出這一題就不在話下了。

2010年講座：

講座內(nèi)容：The first is whispering which indicates the need for secrecy. The second is bre-athiness.?This is to show deep emotion. The third is huskiness which is to show unimportance.?The fourth is nasality this, um, is to indicate anxiety. The last is extra lip rounding which?expresses greater intimacy, especially with babies for example.

筆記：
e.g. 1) whisper: secrecy
2) breathiness: deep emotion
3) huskiness: unimportance
4) nasality: anxiety
5) lip rounding: intimacy

填空題：
A. examples
1. whispering: need for secrecy
2. breathiness: deep emotion
3. (2) : unimportance
4. nasality: anxiety
5. extra lip rounding: greater intimacy

評(píng)析：此題屬細(xì)節(jié)題，記筆記時(shí)能否把這幾個(gè)例子都記下來是做對此題的關(guān)鍵，根據(jù)The third is huskiness which is to show unimportance， 可把huskiness直接拷貝入空格。

2011年講座：

講座內(nèi)容：
Now, let me give you examples. First, in terms of personal space, generally?speaking in a high context culture, because there’s greater dependency on group?thinking, people lean toward heavier sensory involvement or closeness to people?and they have less respect for privacy, for personal space. If you go into that culture,?people might stand closer when they’re talking to you, they might touch more, and?if they’re jostled in a crowd, they won’t feel violated. And also, people from a highcontext?culture pay attention to body language, because remember what I said, the?definition of a high-context culture is that more attention is paid to the context of?the message than to the message itself, and part of the context is body language.

Second, in terms of time, people in high-context cultures are considered to have?what is called a polychronic attitude toward time. Here “poly” means multiple and?“chronic” means time. What this means is that they believe people, things, events,?have their own time and there can’t be a standard system of time for everything.

筆記：
E.g. a. depend. on group think;
heavier sensory involv.; closeness to people→personal space
pay atten. to body L.
time→polychronic atti. {poly= multiple; chronic=time}
people/things/events—their own time
no standard system of time

填空題：
B. examples
-personal space
-preference for (3) (3)
-less respect for privacy/personal space
-attention to (4) (4)
-concept of time
-belief in (5) interpretations of time (5)
-no concern for punctuality
-no control over time

評(píng)析：其中第4題為直接拷貝型，根據(jù)原文And also, people from a high-context culture?pay attention to body language即可得出答案為body language。第5題也是細(xì)節(jié)題。講座中提到高語境文化沒有統(tǒng)一的時(shí)間標(biāo)準(zhǔn)，人們可以擁有自己特定的時(shí)間概念：What this means is that they believe people, things, events, have their?own time and there can’t be a standard system of time for everything.所以答案為
individual/one’s own/personal。

2012年講座：

講座內(nèi)容：Good morning everyone, today we’ll look at how to observe behavior in research.?Perhaps you would say it’s easy and there’s nothing extraordinary. Yes, you may?be right. All of us observe behavior every day. For example, when traveling in?another country, we can avoid embarrassment by observing how people behave?in that culture. And failing to be observant while walking or driving can be lifethreatening.

We learn by observing people’s behavior. Researchers, too, rely on their?observations to learn about behavior. But there are differences. For instance, when?we casually observe, we may not be aware of factors that bias our observations and?when we rarely keep formal records of our observations, instead we rely on our?memory of events. Observations in research, on the other hand, are made under?precisely defi ned conditions, that is, in a systematic and objective manner and with?careful record keeping.

筆記：
observe behav.
observe every day—fail to observe—life-threatening
casual observe:
×aware—factors (bias observes)
×keep formal records—rely on memo.
in research
precisely defi ned—systematic & objective manner & careful record keeping

填空題
Observing Behavior
People do observation in daily life context for safety or for proper behavior. However,?there are differences in daily life observation and research observation.

A. Differences
daily life observation
— casual
— (1) (1)
— dependence on memory
research observation
— (2) (2)
— careful record keeping

評(píng)析：講座一開始就對生活中的行為觀察和科研中的行為觀察進(jìn)行了對比，指出科研中的觀測更具系統(tǒng)性和客觀性：Observations in research, on the other hand,?are made under precisely defi ned conditions, that is, in a systematic and objective?manner and with careful record keeping。答案為systematic/objective manner。