跟讀練習: how to make notes like an Oxford student | learn everything - 通過影片學習英語口語
選擇練習模式
每種模式都會開啟全屏練習室。
109 句
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As you know, Oxford students are expected to go through long reading lists of anywhere between 10 to 30 books, then remember all of this information, process it within a few days,
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and produce 2,000 to 2,500 word essays every week.
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After getting through this grueling process, I figured out the perfect note-taking method for me, a method I am using as a PhD student at Harvard too.
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It is highly efficient, especially for humanities and language subjects.
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If you want better grades but want to spend less time studying, watch this.
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This method has three parts.
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What to do before note-taking, how to actually take notes, and how to revise using these notes.
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I'll also be using this IB textbook to demonstrate my points in real time, so to speak, but this method really applies to every subject.
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Step 1.
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Choose your medium.
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One of the greatest debates in note-taking, paper or laptop.
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There are distinct advantages and disadvantages to both.
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Most research seems to suggest that writing notes by hand, as opposed to typing them out, drastically helps with absorbing and understanding information.
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However, it does take much longer than typing, and the notes are more fragile than, say, a typed copy, which you can save and reprint whenever you want.
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On the other hand, typing notes is faster.
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It is also far easier to parse through and organize typed notes than piles of handwritten paper.
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The cons are, as Afra mentioned, you retain less information when typing notes, and there's always the temptation to copy and paste information directly without synthesizing it into your own words first.
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Given such clear pros and cons, step one to my method is to mix both mediums.
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What I do is I make the notes on a physical notebook first
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and then when I'm done with going through the chapter, let's say, I type the notes up into a Word document.
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I know some people like making notes on their iPad, which I think could also be a good solution, but I'm just too old-fashioned for that.
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It's just not the same as writing on paper.
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Step two, learn the exam.
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I strongly believe that for everything, you have to know your audience if you want to do that thing well, whatever that thing might be.
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After all, what you produce, in our case the exam answers, needs to be what our audience, again in our case the examiners, wants to see.
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This means that even before you start taking notes, you need to have a look at the past papers and the mark schemes.
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This is one thing I refused to do in high school
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because it made me anxious to look at past papers before learning the material, but I wasted a lot of time as a result.
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Most, if not all, exam boards will have past papers, mark schemes, and even examiner reports you can access either online or through your school.
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Download as many of these as you can, then review the past papers with the mark schemes next to them.
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This will show you three things.
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Number one, what topics come up most frequently, and trust me, they repeat very frequently, especially for science papers.
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2. Where the points are rewarded and where most students make mistakes. And 3.
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What types of answers you will need to produce, whether that's short form, paragraphs, or full essays.
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Step 3.
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Use more than one source.
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Once you become familiar with how you're going to be examined and what kinds of questions you're going to be asked, it is now time to collect the raw materials, the actual content that we need to learn from.
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This information can come from various places and in my experience, the more sources you have, the better.
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For most subjects in high school and Dima University, you will have a main textbook.
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That'll be our foundation.
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But there will also be worksheets distributed in class, other textbooks from different publishers, online resources, research you do on your own,
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etc. Try to pull as many of these different sources as possible, and during our note-taking process, we'll be synthesizing all of this into one master notes document.
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This will help you catch all the information you will ever
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need to produce answers better than other students who just use one textbook and left it at that.
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Now that we have all the necessary materials, it is time to move on to note-taking.
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But first, two things to keep in mind.
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One, most students start taking notes as a way of revising right before an exam.
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This is unfortunately a big mistake.
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Note-taking should not be your main form of revision.
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Think of it rather as preparing for revision.
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The actual reviewing and learning will happen after our notes are ready.
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And two, if you're doing a program with final exams after one or two years, so a longer program, you should not take notes in small spurts before in-school assessments in in a disorganized fashion.
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Instead, you should be creating a notes master document for each subject
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and finish this well before officially starting your revision process for the final exams, which should be from at least two months before the exams start.
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Now, keeping all of this in mind, this is how I make notes.
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I'll be using this Weimar public section in the IB History Authoritarian States textbook, but again, this is just an example, and this method applies to all subjects.
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Number one, rather than diving straight into making notes, read or skim through the chapter first, trying to identify three things.
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The arguments being made, the details of those arguments, and the evidence being used to support those arguments.
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Do not dive straight into making notes while reading the textbook, because then it is really easy to get lost in all of the information.
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We want a bird's eye view first.
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This is why I think writing notes out is better, because it physically discourages you from copying the text directly without first understanding how the information is laid out.
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If you review this section on the Rheinland Republic, for example, even though it is organized chronologically, there are multiple arguments being made here on why the Rheinland Republic eventually failed.
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For example, one reason it failed, it argues, was the feeling by some in Germany that they were stabbed in the back by some forces in the country.
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Another argument is that Germany was inexperienced with democracy at this time and therefore more likely to fail.
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These big arguments should be the anchors with which you structure your notes, so note them down as the main points.
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Then underneath, note down the details of the arguments as indented bullet points.
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And then under those, note the evidence for each of the arguments.
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Two, now from before, we talked about the importance of knowing your exams and using more than one source.
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For example, IB history exams encourage the use of historiography in your essays.
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The textbook includes it here, a quote from Peter Gay, a renowned Yale historian.
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But everyone is going to be saying this passage in the textbook because most people use the same textbook.
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We need to go beyond that.
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So what I would do is find anything by Peter Gay to supplement this quote, using more than just the textbook and making my notes.
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For example, this quote from his seminal work, Weimer Culture, The Outsider as Insider, for a time the Republic had a real chance.
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Whatever some derisive historians have said, if the end of the Republic was implied in in its beginning, the end was not inevitable.
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A slightly different argument from what the quote in the textbook alone suggests, therefore making our understanding of historiography richer.
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Three, once you finish writing this initial draft of the notes, copy it onto a Word document.
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This helps to store the notes safely and also gives you a chance to review the notes as you're typing them up.
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Four, going forward, update this initial draft of your notes whenever you get new resources or more information.
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So this master notes document is something that you should update constantly throughout school and not just before exams.
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One tip is that you should keep close track of where you get your notes from
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because we will be updating it constantly and this can make it very difficult to remember where bits of information is from.
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Personally, I like recording sources using footnotes and noting page numbers etc using superscripts.
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By the way, make sure you check out the full demonstration of my note-taking method linked down below
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if you want to see how this looks in action.
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It is on my free Patreon where I post all of my free study resources not only on school work
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but also university applications free of charge.
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Now that we have a first draft of our master notes document, here's how I use them to actually revise for exams.
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First, I print out the notes and go through them using highlighters.
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One key thing that I do during this review process is making notes in the margins of my own notes.
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If I notice any thorough lines, for example, or things connecting with each other, I note that down.
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I also note down any questions that I have.
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Another thing that I do while reviewing the notes
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that I don't think really anyone talks about
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but is extremely helpful is answering hypothetical essay questions in my head as I go over the information.
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So for example, when reviewing the Weimar Republic, I imagine answering questions like what are the causes of the downfall of the Weimar Republic,
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etc. So actively engaging your brain while reading.
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I like reordering my notes based on different approaches and also different essay questions.
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When I'm studying a particular field, for example, and I want to find out how our perception of the topic has changed over time, I order the sources again by date of publication.
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But if I want to brainstorm answering a potential thematic essay question, I list the notes out again by theme.
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And this is the main benefit of copying your notes out onto the laptop
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because it allows you to do precisely this sort of personalization depending on what kinds of essays
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or tests that you are preparing for.
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So this is how I make notes as someone who has had to take so many exams in her life, but so many students mistake making notes as revising.
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Just remember two things.
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One, your notes should build you up for success, meaning you should structure it to fit what you need for your purposes, in our case, exams.
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And two, making notes is a step before actual revision.
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We use the notes to revise.
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Make sure you check out the full demonstration of my note-taking method linked down below, and thank you so much for watching.
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本節課學習內容
通過本節課，你將學習牛津學生的筆記技巧，並結合“看YouTube學英語”的方法提升英語能力。影片詳細講解了筆記法的三個部分，同時你還能練習影子跟讀（shadowspeak），掌握學術場景下的表達邏輯與語速控制，為雅思口語練習打下基礎。
核心詞彙與短語
- synthesize：綜合，將不同資訊整合
- mark scheme：評分標準
- grueling process：艱苦的過程
- parse through：仔細查閱
- master notes document：主筆記文件
練習技巧
影子跟讀（shadow speak）時，注意影片語速適中且邏輯清晰，適合模仿學術表達。建議先逐句跟讀，重點關注“however”“on the other hand”等連線詞的語調變化，體會論證中的轉折關係。對於“mix both mediums”這類短語，模仿其重音位置，增強口語的節奏感。
練習雅思口語時，可借鑑影片中“瞭解考試要求”的思路，先分析口語話題的評分標準，再結合影子跟讀積累素材。例如，針對“學習方法”類話題，可複述影片中“手寫與打字結合”的觀點，同時注意用“in my experience”“trust me”等短語增強表達的自然性。
影子 speech 訓練需每天堅持15分鐘，先慢速跟讀熟悉內容，再逐步提升語速至與影片一致。重點捕捉“most research seems to suggest that”這類長句的斷句方式，避免因語速過快導致發音模糊。通過這種方式，既能提升聽力理解，又能鍛鍊口語的流暢度。
影片中的語法
說話人最常用的結構，並附上影片中的原話：
| 結構 | 影片中的用法 |
|---|---|
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | are expected · are rewarded · be examined |
| 現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事 | have said · has changed · has had |
| 定語從句 who / which + 從句 — 補充說明人或事物 | students who just · someone who has |
什麼是跟讀法？
跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。