英语翻译Teachers can create listening guides to focus students'

英语翻译
Teachers can create listening guides to focus students' attention on the content,organization,or devices used by a speaker.
Sample listening Guide
Topic of spoken presentation:
Place of the event.
Name of speaker:
Speaker's expressed purpose:
Main idea(s) presented.
Important details of presentation.
In what ways was the talk effective?Ineffective?
Teachers can also encourage guided imagery aids when students are listening to presentations that have many visual images,details,or descriptive words.Students can form mental pictures to help them remember while listening.
Although listeners need not capture on paper everything they hear,there are times that students need to focus on the message and need to record certain words and phrases.Such note taking forces students to attend to the message.Devine (1982) suggests the following strategies.
Give questions in advance and remind listeners to listen for possible answers.
Provide a rough outline,map,chart,or graph for students to complete as they follow the lecture.
Have students jot down "new-to-me" items (simple lists of facts or insights that the listener has not heard before).
前面的都已经比较精确地翻译了出来，就这一句还烦请哪位英语翻译高手帮忙翻译成语句通顺、比较符合逻辑的句子!Have students jot down "new-to-me" items (simple lists of facts or insights that the listener has not heard before).

老师可以设计一个听力指导,将学生的注意力集中到说话者的内容,组织形式以及方式上来.
听力指导的模板
口语展示的话题
事件地点
说话者的名字
说话者的目的
所呈现的主要思想
内容中重要的细节
怎样能使说话有效或无效
学生们在听陈述的过程中,老师可以增加一些视图来帮助理解,或者一些描述性的词汇.这样,学生可以在头脑中形成图片从而帮助他们在听的过程中更好的记忆.
尽管听者不需要记下他们所听到的全部,但是学生需要花心思在信息上,也需要记下确定的词汇和短语.这样的笔记迫使学生关注所传达的信息.Devine有以下策略的建议：
-提前给出问题并提醒听者注意可能的答案
-提供一个粗略的框架,地图,图和图表,让学生根据材料完成它们
-让学生记下‘这是新内容’的标示（一个关于之前没听过的事实和理解的简单清单）