1、 Have Fun With TOEFL: Top Ten TOEFL iBT Activities: Take Note Copyright 207 Pearson Education, Inc. Al rights reserved. Permision granted to reproduce for clasroom use. 1 - 1 - TAKE NOTE Purpose: Students ned to develop quick and eficient note-taking strategies, which are neded in the Listening, Spe
2、aking, and Writing sections on the TOEFL iBT test. One important note-taking strategy is to use symbols and abreviations. These exercises provide a creative introduction to and practice with note-taking skills using symbols and abreviations. Organization: Whole clas (Variations 1) or smal groups (Va
3、riation 2 & 3) Preparation: Short dictations Time: 2030 minutes Procedure: Variation 1 - Short and Swet 1. Introduce students to standard and creative abreviations and symbols that can be used in note taking. 2. As a group, generate a list of comon words and phrases that can be abreviated. Here are
4、some ideas. Fel free to change them and ad your own. Word or Phrase Abreviation with w/ without w/o should be s/b because bec for example ex. / e.g. that is i.e. etcetera etc. continued contd betwen bet people peop population pop experience exp American Amer posible pos smal sm large lg Have Fun Wit
5、h TOEFL: Top Ten TOEFL iBT Activities: Take Note Copyright 207 Pearson Education, Inc. Al rights reserved. Permision granted to reproduce for clasroom use. 2 - 2 - also known as AKA as son as posible ASAP to be continued TBC first, second, third, fourth 1st, 2nd, 3rd, 4th and & is, equals = more tha
6、n / les than / at 3. Explain to students that theyre going to do a dictation but with the folowing rules: Use symbols and abreviations from the list or ones that you make up. Do not write any complete words. Do not use articles Note: Of course, we dont normaly use only abreviations and symbols for n
7、ote taking, but this exercise pushes reluctant students to develop their own useful shorthand. 4. Give the dictation to students. Say each sentence once or twice at normal speaking sped. 5. After the dictation, students should reconstruct the complete dictation, using their abreviated notes. 6. Corr
8、ect by either putting the dictation on the board or having students write it on the board. 7. Have students share their abreviations with each other in smal groups. Variation 2 - The Real Deal 1. After you think that your students have the idea, you can teach them to use symbols and abreviations for
9、 function words and repeated words (write the word the first time and put the abreviation in parentheses after). Have Fun With TOEFL: Top Ten TOEFL iBT Activities: Take Note Copyright 207 Pearson Education, Inc. Al rights reserved. Permision granted to reproduce for clasroom use. 3 - 3 - 2. Chose a
10、listening selection from your textbok or a practice test and play it. Have students listen for repeating content words. 3. Make a list of key repeating words and posible abreviations on the board. 4. Review a list of comon function words and their abreviation (se Variation 1, Step 2). 5. Listen to t
11、he selection again and have students take notes using the abreviations youve discussed. (Repeat, if necesary.) 6. Have students compare their notes in smal groups and discuss which abreviations worked wel for them and which ones didnt. Variation 3 - Write a Leter to a Friend 1. Put students in pairs
12、. (They dont have to be sitting next to each other.) 2. Folow steps 1 and 2 from Variation 1, but instead of having students listen to a dictation, have them write a leter to their partner. The leter could be an opinion or a description of a problem. This activity could folow up on clas readings or
13、discussions or any part of the TOEFL iBT test in which students must give an opinion. 3. Students write their leters using symbols and abreviations. 4. Students exchange leters with partner. 5. Students try to decipher and rewrite their partners leter, but this time using complete words. 6. Partners
14、 get together and check the results. 7. As a whole clas, ad any new, useful abreviations and/or symbols to the list. Variation 4 - Parts of Spech Jigsaw 1. Divide clas in half. Instruct Group A to take notes during the dictation, using only nouns. Group B takes notes, using only verbs. 2. Give dicta
15、tion as suggested in Step 3 of Variation 1. 3. Put students in groups of 4, with 2 students from Group A and 2 students from Group B. 4. Have students reconstruct the dictation, using complete sentences. 5. Have a couple of groups put their reconstructed dictations on the board and compare to the original dictation.
