Розробки уроків - АНГЛІЙСЬКА МОВА - 11 клас - за підручником О. Д. Карп’юк
UNIT 1. BEING A STUDENT
LESSON 12. THE IMPORTANCE OF NOTE-TAKING SKILLS
Цілі: формувати навички письма; вдосконалювати навички усного мовлення, читання; розвивати культуру спілкування й мовленнєву реакцію учнів; виховувати зацікавленість у розширенні своїх знань.
1) What comes to your mind when you hear the word ‘writing’?
2) When do you need to write in your everyday life?
3) Do you prefer writing or typing?
Do ex. 1, p. 39.
3. Reading and writing
Think out the best heading for each passage and make up the plan.
NOTE-TAKING STRATEGIES IN READING
Note-taking is often associated with writing down information from a lecture or a meeting, listening to a speaker and recording the words used by him. It can be particularly challenging for students approaching the English language for the first time. Taking notes from a written source can be just as difficult, despite information being already within the student’s reach. Taking notes from a text is not just copying and transcribing information; it also involves reading comprehension, a good level of attention, the ability to take accurate notes and identify key points. As students become more familiarized with note-taking from reading, they progressively become more attentive to the argument provided in a text. Although students often know what writing techniques better work for them, there are common note-taking strategies that are useful if they are seeking to improve their reading comprehension and organizational skills, instead of focusing on “copying and pasting” an author’s words.
Two of the biggest problems in note-taking from a written source are to select what information to write down and to understand how they help develop the author’s argument. Sequence lists (bullet points or numbering of information), however, provide a good writing strategy for note-taking that is particularly useful to readers. When students are not as familiar with the writing style of the English language, comprehending the sequence of thoughts in a text can be challenging. A useful way, then, to break down and dissect the text is to underline key points and write them down using sequence lists in a way that shows how the author’s argument progresses.
Many students have trouble writing grammatically and spelling correctly, particularly when they are starting to learn a language. Taking notes carelessly, however, can be a dangerous way to reinforce a certain writing pattern that is problematic. Under the guidance of a tutor, students know to some extent what are the most challenging words and sentences for them, therefore registering them down on a personal notebook often helps students monitor their notes and improves their attention on the text they are reading, as they search for mistakes they could be making while note-taking. This personal notebook, then, becomes a private dictionary that records the student’s most common mistakes.
Note-taking requires a considerable level of attention on the student’s part. Notes, then, often gradually improve when the reader is more attentive to the text he is reading. A strategy to allow the student to self-scrutinize his understanding of the text, however, is to read it as carefully as possible and then to write down what he thought were the key points, though without searching in the text while note taking. These key points should match in content the argument in the text, if the reader carefully read the text.
Writing down notes as the student reads it might be a good learning strategy to understand and imitate how the writing was structured, but it can be challenging for students who are not as confident about the meaning of certain words and what was the author’s argument. Note-taking often improves, however, when students learn to be more familiarized with the text they want to take notes from. Reading it at least twice and trying to mentally process the information taken from it allows students more confidence in recognizing key points and writing them down for future reference.
Note-taking is quite a useful thing
Familiarity with the text
4. Reading, speaking and writing
Work in pairs
Do ex. 2, p. 39.
Do ex. 3, p. 40.
6. Reading and speaking
Do ex. 4, p. 40.
1) Are you a good writer in your own language?
2) Is writing in your language different from writing in English?
3) What are your biggest problems with writing?
4) What writing skills do you need to be able to write well?
5) Why should we pay more attention to key points preparing for writing?
Ex. 5, p. 40.