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.  
  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 stu-    
  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-    
  tion, the ability to take accurate notes and identify key points. As students  
  become more familiarized with note-taking from reading, they progres- sively 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    
    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 cor- rectly, 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, stu- dents know to some extent what are the most challenging words and sen-  
  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    
  while note-taking. This personal notebook, then, becomes a private diction-  
    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  

 
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

 

Work in pairs

Do ex. 2, p. 39.

 

5. Writing

Do ex. 3, p. 40.

 

6. Reading and speaking

Do ex. 4, p. 40.

 

7. summary

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?

 

8. Homework

Ex. 5, p. 40.


UnIt 2. MaKE uP Your MInd

 

Lesson 13

 

FUtUrePerSPeCtIVeS


 

Клас

 

 

Дата


 

Цілі:формувати лексичні навички й навички вимови; вдосконалювати навич-

ки читання й усного мовлення; розвивати мовну здогадку й мовленнєву ре-

акцію учнів; виховувати зацікавленість у розширенні своїх знань.

 

 

Procedure

 

1. Warm-up

 

do the quiz.

PERSONS

1) She got a … to mend the leaking pipe.

a) traitor b) plumber

c) docker d) accountant

2) It took the … five hours to upload the ship.

a) dockers b) assistants c) miners d) tailors

3) A … from each branch came to the meeting.

a) maid b) representative c) politician d) sailor

4) Shop assistant doesn’t like difficult … .

a) trainers b) clients

c) customers d) applicants

5) Most … dream of leading their party one day.

a) guests b) employee c) miners d) politicians

6) They couldn’t find the right way to the hotel. So they asked a … for help.

a) florist b) manager c) policeman d) thief

7) When he came out of prison he had to meet his … once a week. a) chef b) policeman

c) lawyer d) probation officer

8) The factory … were on strike.

a) workers b) passengers c) widows d) priests

9) I asked the … to make the sleeves a bit shorter.

a) sailor b) carpenter c) tailor d) doctor

10) The … cut the lawn in the park.

a) carpenter b) gardener c) butcher d) sailor Key: 1 b, 2 a, 3 b, 4 c, 5 d, 6 c, 7 d, 8 a, 9 c, 10 b.

 

2. speaking

Do ex. 1, p. 44.

 

3. Reading

Do ex. 2, p. 44.

 

4. Reading and speaking

Do ex. 3, p. 46.


5. Vocabulary practice

Do ex. 4, p. 47.

 

  6. speaking Do ex. 5, p. 47.
  7. Reading and speaking Do ex. 6, p. 47.
  8. summary

Do ex. 7, p. 48.

 

9. Homework

Ex. 8, p. 48.

 

additional material

Yesterday is now today by now! Yesterday is now today! Yesterdays’ today is in the past. Yesterdays past is today’s past,

But yesterdays’ tomorrow is today’s’ past, and its’ future. Tomorrow’s’ past is today’s’ future,

And tomorrow is today by now. Tomorrow doesn’t know yesterday,

But tomorrow’s yesterday knows the future and the past. Today is the future and the past.

Today’s’ future is now the past. Today’s’ past is in the future,

But today’s’ future is tomorrow’s past and future. The futures past can be today.

The future is tomorrow and today. The futures future is in the future,

But the future knows the past, tomorrow, today, and yesterday.


Lesson 14

 

SUMMer JoBS

 

Цілі:вдосконалювати лексичні навички й навички вимови; вдосконалюва- ти навички аудіювання, читання й усного мовлення; розвивати логічне мис- лення; виховувати відповідальне ставлення до вибору майбутньої професії, а також загальну культуру учнів.


 

Клас

 

 

Дата


 


 

1. Warm-up


Procedure


1) At what age do people usually begin to work in your country?

2) Have you ever done volunteer work?

 

2. Reading

Do ex. 9, p. 49.

 

3. speaking Work in pairs  
  Do the Summer Job Quiz and discuss the answers with your partner.  
  Summer jobs are not just about the cash! In fact, there are countless  
  ways they can help shape your future career. Try this quick quiz on the  
  benefits summer employment can deliver. You may learn a thing or two by  
  the time you’re done!  
  1) Summer jobs are great for:  
  a) Sleeping in on mornings  
  b) Getting away from little sisters or nosy roommates  
  c) Getting valuable work experience and forging professional ties  
  2) If your employer asks you to do something you’ve never done before,  
  you should:  
  a) Fake it. What’s the worst that could happen?  
  b) Ask someone to show you how it’s done  
  c) Call Mom  
  3) When looking for a summer job, you should target positions that:  
  a) Are in line with your career aspirations and build on past experience  
  b) Introduce you to a new field you want to try out  
  c) Let you focus on kicking back and having fun  
  4) A summer job is a wonderful opportunity to decide whether you prefer:  
  a) Brown bagging it or buying the cafeteria’s daily special  
  b) Keeping regular hours or doing lots of overtime  
  c) Using brightly coloured paper clips or the plain metal ones  
  5) What type of summer job is most valuable?  
  a) A job you can’t wait to go to every morning where your colleagues  
  are great, you have an office to yourself and the pay is generous.  
  b) A job you dislike, where your colleagues get on your nerves, your  
  workspace is lime green and bubble-gum pink and your wages won’t  
  cover any more than two toppings when you order pizza.  
  c) A run-of-the-mill job where your colleagues are mostly okay, your  
  desk is in an abandoned supply room and the money is so-so.  
  6) On the last day of your summer job, it’s a good idea to:  
  a) Make a photocopy of your backside and post it on the company bul-  
  letin board  
  b) Shout “Hallelujah, I’m free!” and get while the getting’s good  
  c) Offer your boss $50 to hire you back next summer  
  Answers:  
  1) We’re starting off with an easy one. While answers (a) and (b) may be  
  tempting, they’re never the best reasons to take a summer job. Work  

experience and professional ties are much more important in the long run, so take your job seriously. You’ll develop successful work habits to last a lifetime!

2) Did you choose answer (b)? Don’t worry if you don’t know everything right off the bat. Most employers know student workers are young and inexperienced, and will probably provide training. If not, there’s no shame in asking for a little help.

3) This one’s a little tougher. All three are valid goals, so the answer that’s right for you depends on several factors, including your age, your expe- rience and how your career is progressing.

For instance, if you’re dead set on being a florist but haven’t got any experience, you’re probably best to look for summer employment in a flower shop. Alternatively, if you’re not sure what career path to take, you may want to find a job that lets you explore an occupation you’ve never been exposed to before.

4) Answer (b) makes most sense here. One of the best things about summer jobs is that they give you the opportunity to decide what kind of job best suits you before you begin your career.

Do you prefer sticking to a routine or constantly changing projects? Do you like to be part of a team or are you happier working on your own? Are you more motivated by wages or flexible hours? Take advantage of the freedom summer jobs offer and find out!

5) While job (a) is probably the one most of us would pick, every job is a great opportunity to define your likes and dislikes and narrow down future ca- reer choices. Depending on your own circumstances, it may even be worth- while choosing job (c) over job (a) just so you have more to think about!

6) It’s a trick question: the answer is “None of the above”. Even though summer jobs are temporary, they’re a great opportunity to build pro- fessional ties. Never burn your bridges when you leave: not only may you want to return to the same job next year, but any one of your co- workers could turn out to be your supervisor one day. Always be profes- sional and you’ll never have any regrets.

 

4. Reading and writing

Read the commentary from the net page as for summer work in Alaska and take notes if such work suits or doesn’t suit you.

SEAFOOD PROCESSORS HIRE CONTINUOUSLY THROUGHOUT SEASON

If you’ve dreamt of a trip to Alaska summer is the right time to visit the 49th state.

Seafood processors in coastal communities are always looking for workers who don’t mind the long hours and working conditions. Work as little or as long as you choose. Some folks arrive on vacation and stay the entire summer.

Most processors usually offer housing and meals at a minimal cost. Hostels, B & Bs, RV parks, campgrounds, and wilderness camps are avail- able if you prefer to find your own accommodations.

Most of these communities offer sport fishing charters, marine and glacier tours, flight-seeing, kayak rentals, and hiking to name a few.

To work you will need your social security card and state I.D. or driver’s li- cense. You must either be a U.S. citizen or obtain a work visa and be at least 18.

Wages vary from about $6 to $7.50 per hour. Any time worked over an

8-hour period is considered overtime. Most processors work very long shifts.

 

5. summary

Do you think young people care enough about their employment pros- pects?

6. Homework

Ex. 2, p. 71.


Lesson 15

 

Work or JoB?

 

Цілі:вдосконалювати навички вживання синонімів та словотворення; вдос- коналювати навички усного мовлення, читання й письма; розвивати культу- ру спілкування й мовленнєву реакцію учнів; виховувати зацікавленість у роз- ширенні своїх знань.

 

Procedure

 

1. Warm-up


 

Клас

 

 

Дата


1) What are some jobs that you think would be boring?

2) What are some jobs that you think would be fun?

 

2. Listening

Listen to the joke and retell it sentence by sentence one by one.

AGE

Have you ever been guilty of looking at others your own age and think-

ing, surely I can’t look that old. Well, you’ll love this one…

My name is Alice Smith and I was sitting in the waiting room for my

first appointment with a new dentist. I noticed his diploma, which had his full name.

Suddenly, I remembered a tall, handsome, dark-haired boy with the

same name had been in my high school class some 30-odd years ago. Could he be the same gu