9.2 Listening
SUBJECT NOTE The Cornell note-taking system The Cornell system was developed by Walter Pauk at Cornell University, USA. (Pauk W, Owens RJQ. How to Study in College. 11th
ed. Boston:
Wadsworth; 2014.) Pauk advised students to take notes in a large, loose-leaf notebook, with holes punched for fi ling. (He preferred this medium to a bound notebook because notes could then be reorganized in a fi le binder or rewritten and replaced.) Pauk’s method, which is now called the Cornell system, is based on a specifi c page layout.
Pauk told students to divide up the page into three areas. The fi rst area is a column 5 cm wide on the left. This is the cue area. The main part of the page is the note-taking area. At the bottom of the page is a row 8 cm high, which is the summary area.
The note-taking and learning process involves the ‘fi ve Rs’ in the order listed in Skills Bank 9.1. The outline opposite shows how these verbs apply to each section and gives a summary of what each section contains.
Ask students if they know any words beginning with re~ which are relevant to note-taking. If possible, elicit record, visually present it, and add the remaining four words from the list below.
Write the words on the board as follows: record reduce recite refl ect review
9.2_Intro
Depending on the class, you may want to elicit how each of these applies to taking notes, or you may want to do a matching exercise, asking students to match each word to its description. Cut-outs of the words and descriptions are provided in the PDF.
SKILLS BANK 9.1 Using the Cornell note-taking system
Students can fi nd a useful summary (and check their answers if they do the matching exercise) in Skills Bank 9.1.
Tell students that in this lesson, they will use the Cornell system to take notes. T e system can be used for lectures,
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for reading and for revision for exams later. Do not say much more at this point; they will see how the system works as the lesson progresses.
Answers record Take notes during the lecture. reduce
recite
After the lecture, turn the notes into one- or two-word questions or ‘cues’ which will help you remember the key information.
Say the questions and answers aloud.
refl ect Decide on the best way to summarize the key information from the lecture.
review Look again at the key words and the summary (and do this regularly).
A Set for pairwork discussion.
Refer students to the lecture handout. Tell them to look at the title and bullet points, and for each bullet point to think of questions which they expect the lecturer to answer. Do not explain any words from the handout or allow students to use their dictionaries at this point.
Elicit some suggestions from the class by asking some students to read out their questions.
You could present some of the questions visually and retain them on the board; this will allow you to use them in Exercise C4 to elicit feedback from students on whether their questions were answered.
B
Before playing Part 1, refer students to the notes at the bottom of the page. Tell them that, in this example, a student has used the Cornell system to take notes but has not managed to complete everything and so has left some gaps. (You could point out that this is quite a normal occurrence in note-taking: some details may need to be fi lled in later, for example, by checking with other people.) Allow students time to read the incomplete notes. Also, make sure they read question 2 and are ready to listen for a story.
SKILLS BANK 9.1 Using the Cornell note-taking system
You could refer students to Skills Bank 9.1 again at this point.
1. Explain to students that they will have to fi ll in the gaps in the notes while they are listening. T ey should also listen out for the answer to question 2.
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