9.2 Listening
2 Revise note-taking symbols and abbreviations by using Extra Activity 3 at the end of this unit.
3 Introduce the elements of the Cornell note-taking system. Try to elicit some of the R words. Ask students to try to think of five words beginning with re- with six or seven letters that are good strategies to use when studying and taking notes. Write the words as follows on the board:
RE _ _ _ _ = record RE _ _ _ _ = reduce RE _ _ _ _ = recite RE _ _ _ _ _ = reflect RE _ _ _ _ = review
Discuss with the class what each word might mean when taking notes. Try to elicit the following, helping where needed.
record Take notes during the lecture.
reduce After the lecture, turn the notes into one- or two-word questions or ‘cues’ which help you remember the key information.
recite Say the questions and answers aloud.
reflect Decide on the best way to summarize the key information in the lecture.
review Look again at the key words and the summary (and do this regularly).
General note
Read the Skills bank – Using the Cornell note- taking system at the end of the Course Book unit. Decide when, if at all, to refer students to it. The best time is probably at the very end of the lesson or the beginning of the next lesson, as a summary/ revision.
Lesson aims use the Cornell note-taking system
Further practice in: listening for an established purpose understanding fractured text
recognition of fixed phrases and what type of information comes next
using abbreviations and symbols in note-taking Introduction
1 Review key vocabulary from this unit by writing a selection of words from Lesson 9.1 on the board and asking students to put the words in groups, giving reasons for their decisions.
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Tell students that in this lesson they will be introduced to this system of note-taking – which can be used both for lectures, and also 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.
Subject note
The Cornell system was developed by Walter Pauk at Cornell University, USA. (Pauk, W. and Owens, R. (2007). How to Study in College (9th ed.). Boston: Houghton Mifflin). Pauk advised students to use a large, loose-leaf notebook, with holes punched for filing. This is better than a bound notebook, because you can organize the notes in a file binder. You can also take out notes and rewrite them. Pauk’s method, which is now called the Cornell system, is based on a specific page layout.
Pauk told students to divide up the page into three areas. The first area is a column 5 cm wide on the left side of the page. 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. This basic grid, with information on what each section should contain, is reproduced in the additional resources section (Resource 9B).
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