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The IMPortanCe oF note-takIng SkIllS
 Цілі: формувати навички письма; вдосконалювати навички усного мовлен- ня, читання; розвивати культуру спілкування й мовленнєву реакцію учнів; ви- ховувати зацікавленість у розширенні своїх знань.
 Procedure
1. Warm-up
Клас
  Дата
   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?
  
| 2.
| Reading
Do ex. 1, p. 39.
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3.
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Reading and writing
Think out the best heading for each passage and make up the plan.
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| 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
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| 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 stu-
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| dent’s reach. Taking notes from a text is not just copying and transcribing
information; it also involves reading comprehension, a good level of atten-
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| tion, the ability to take accurate notes and identify key points. As students
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| become more familiarized with note-taking from reading, they progres-
sively become more attentive to the argument provided in a text. Although
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| 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
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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
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| that is particularly useful to readers. When students are not as familiar
with the writing style of the English language, comprehending the sequence
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| of thoughts in a text can be challenging. A useful way, then, to break down
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| 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.
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| Many students have trouble writing grammatically and spelling cor-
rectly, particularly when they are starting to learn a language. Taking notes carelessly, however, can be a dangerous way to reinforce a certain
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| writing pattern that is problematic. Under the guidance of a tutor, stu-
dents know to some extent what are the most challenging words and sen-
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| tences 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
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| while note-taking. This personal notebook, then, becomes a private diction-
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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
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| | focusing on “copying and pasting” an author’s words.
ary that records the student’s most common mistakes.
   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 with- out 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 mean- ing of certain words and what was the author’s argument. Note-taking of- ten improves, however, when students learn to be more familiarized with the text they want to take notes from. Reading it at least twice and try- ing to mentally process the information taken from it allows students more confidence in recognizing key points and writing them down for future re- ference.
Sample variants:
 Note-taking is quite a useful thing
Sequence lists Personal notebook Key points
Familiarity with the text
4. Reading, speaking and writing
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