Реферат: Oxford`s teachhing methods of english language
Although, it cannot be said that games are always better and easier to cope with for everyone, an overwhelming majority of pupils find games relaxing and motivating. Games should be an integral part of a lesson, providing the possibility of intensive practise while at the same time immensely enjoyable for both students and teachers. My research has produced some evidence which shows that games are useful and more successful than other methods of vocabulary presentation and revision. Having such evidence at hand, I wish to recommend the wide use of games with vocabulary work as a successful way of acquiring language competence.
Note-taking
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A Useful Device
by Clara Perez Fajardo
Has it ever happened that you read or listen to something, and shortly afterwards when you want to recall it, you can only remember a small part? Have you ever thought of how many interesting ideas you have missed, just because you have not taken a few seconds to note them down as they occurred to you? Everyday happenings pass through time and can never be recalled again if they are not recorded either on a tape or with a video camera. But, not many of us have these devices always handy. What we do have available is a simple sheet of paper, a pencil, and our five senses. Taking notes on what takes place not only permits us to remember but also facilitates our oral and written communication.
Regardless of their age or level, students tend to rely too much on their memory, instead of taking notes. For this reason, I began devising different tasks which demand the recall of facts that the students would have only if they had taken notes. The results have motivated me to do further research on the topic through interviews, reading, and analysis-all the time noting down the information I was obtaining.
The note-taking process
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In order to reconstruct a complete account of what one perceives through listening, reading, observing, discussing, or thinking, it is necessary to take notes either simultaneously with the act of perception or after an interval of just a few seconds. We cannot expect to remember everything we perceive, and despite the advantages of training our memory, it is better to have notes taken at the moment things happen.
Language educators have approached note-taking from different perspectives. McKeating (1981) sees note-taking as a complex activity which combines reading and listening with selecting, summarizing, and writing.
Grellet (1986) advises helping students to establish the structure of a text so they can pull out the key ideas and leave out nonessential information. Nwokoreze (1990) believes that "it is during the note-taking stage that students reach the highest level of comprehension."
Two main aspects concerning note-taking:
- It involves the combination of different skills, i.e.; listening or reading, selecting, summarizing, and writing.
- It requires the selection of relevant information from the nonessential.
Moreover, most authors see note-taking as a complex activity which must be approached gradually. When teaching the skill, Raimes suggests that elementary-level students can be given a skeleton outline to work with when they take notes, so that their listening is more directed. Advanced students can listen to longer passages and make notes as they listen.
Murray refers to a "rehearsal for writing," which begins as an unwritten dialogue within the writer's mind: what the writer hears in his/her head evolves into notes. This may be simple brainstorming-the jotting down of random bits of information which may connect themselves into a pattern later on.
Note-taking involves putting onto paper the data received through any of our senses. These data could range from simple figures, letters, symbols, isolated words, or brief phrases to complete sentences and whole ideas.
Most teachers instruct students to take notes while perceiving . However, Nwokoreze insists on the need for first listening long enough to make sure the essence of the information is perceived before taking notes. The decision on whether the notes are to be taken at the moment of perception or shortly afterwards depends on the complexity of the task and the ability of the note-taker. Consequently, if we are to take notes with figures, letters, or single words to fill in a pre-designed skeleton, we can do it at the same time we receive the information; whereas notes which require selection, summarizing, and organization ought to be taken later.
Guided note-taking
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As teachers, we must decide what sort of help our students need for every task we assign. The guidance we give for taking notes will depend on various aspects. One of them is language level. Raimes suggests providing beginners with a skeleton outline to fill in or expand to make their listening more directed. She also proposes letting the advanced students listen to longer passages and make notes as they listen.
Guidance provided will depend on the degree of difficulty of the task involved. The reasons for taking notes and the follow-up activities are also important. If the students only take notes of simple figures, letters, or single words as the basis for a discussion to take place immediately, they will not need much guidance. But if they are supposed to take notes of a higher complexity to use in writing a report for homework, they will need more preparation.
Using note-taking in our classes
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Assuming an extreme position when defining the concept of note-taking, we can say that even checking or ticking items on a list is a form of note-taking, as long as what students have to "tick" represents the content of the reading or listening passage. If we give students a multiple-choice exercise, a list, or Yes/No questions, and ask them only to tick the correct answer, they will be taking notes. This could be considered the most basic form of note-taking. Nevertheless, if we analyze the task in detail, we find it is not as simple as it seems. To answer accurately, the students will first have to understand the statements and determine whether their choices are correct or not. Furthermore, they have to predict and speculate about what they are going to perceive.
When revising any topic we may practice it and use this technique giving students a skeleton to fill in while listening. Example:
| Hypertension | |||
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Instructions: | |||
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Patient's name: |
Mrs. Kelly. | ||
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Main Symptoms: |
high blood pressure headache | ||
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dizziness | |||
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Other Symptoms: |
obesity |
blurred vision | |
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trouble breathing |
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