- •О.И. Сафроненко, к.С.Петросян, с.Ю. Резникова learning to learn in english
- •Методическая записка
- •Contents
- •Unit 1 Learn How to Learn
- •What do you think?
- •Focus on Language
- •Focus on language
- •What do you think?
- •Keep learning? Keep earning!
- •Comprehension check
- •What do you think?
- •Unit 2 Study Smart, Not Hard
- •What do you think?
- •Focus on language
- •What do you think?
- •What are effective study habits?
- •Focus on language
- •Practice
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 Making the Choice of Your Life
- •What do you think?
- •Focus on Language
- •First degree courses in the uk
- •Comprehension check
- •What do you think?
- •Unit 2 Your Personal Science Odyssey
- •What do you think?
- •Comprehension check
- •Focus on Language
- •Practice
- •Unit 3 Revise & Practise
- •Game “Why physics or math, etc.?”
- •Progress Test
- •Unit 1 Secret of Success
- •What do you think?
- •Focus on language
- •Practice
- •Thinking about what we have found!
- •Comprehension check
- •Focus on language
- •“The World Wide Web: the battle for your mind at your fingertips”
- •Unit 2 Hunting for Treasures
- •Comprehension check
- •What do you think?
- •Focus on Language
- •Practice
- •Technology and Libraries
- •Comprehension check
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 Scientific Milestones
- •Metric system telescope compass thermometer microscope
- •Comprehension check
- •Focus on Language
- •Practice
- •Practice
- •Invention /discovery
- •Unexpected Discoveries
- •Comprehension check
- •What do you think?
- •Focus on language
- •Practice
- •What do you think?
- •Unit 2 Scientific Revolution
- •Breakthroughs of the 20th century
- •What do you think?
- •Focus on language
- •Verb Suffixes
- •Practice
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Rules of the Lab
- •Unit 1 Global Issues
- •Comprehension check
- •Focus on language
- •Practice
- •Practice
- •What do you think?
- •Global Warming: Facts vs. Myths myths:
- •Comprehension check
- •Focus on language
- •Practice
- •Comprehension check
- •Focus on Language
- •Work in teams of 3. Make as many words as possible using the prefixes re-, dis-, over-, sub-, en-, up- . Compare as a class.
- •Practice
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 The 20th Century and Beyond
- •Science for the Twenty-First Century
- •Focus on language
- •Practice
- •As old as writing
- •What do you think?
- •Unit 2 Into the Future
- •What do you think?
- •Focus on the language
- •Practice
- •Practice
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 Job Opportunities for Students
- •Part-time Jobs vs. Holiday Jobs
- •Comprehension check
- •What do you think?
- •Focus on language
- •Practice
- •What do you think?
- •Focus on language
- •Unit 2 On the Job
- •What do you think?
- •Focus on language
- •Practice
- •What can I do with a Science degree?
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Scripts Module 1 Unit 1 Five New Year's Resolutions for English Learners
- •Module 1 Unit 2
- •Module 2 Unit 1 a Look at Washington University
- •Module 2 Unit 1
- •Module 3 Unit 1
- •Module 3 Unit 2 Website of the Week — Universal Digital Library
- •Module 4 Unit 1
- •Module 4 Unit2 The Discoveries Behind This Year's Nobel Prizes for Science
- •Module 5 Unit 1 Cities Around the World Are 'Going Green'
- •Module 5 Unit 2 Electronic Waste
- •Is it illegal to dispose of computers in the trash?
- •Module 6 Unit 1 Scientists Receive National Medals of Science and Technology
- •Module 6 Unit 2
- •Module 7 Unit 1 Job Centre
- •Module 7 Unit 2
- •Interns Provide Free Labor, But Internships Are Not Always Free
- •Keys Module 1 Unit 1
- •Module 1 Unit 2
- •In the Realm of Science 1
- •Module 1 Unit 3
- •Module 2 Unit 1
- •Module 2 Unit 2
- •Module 2 Unit 3
- •Модуль 3 Unit 1
- •Module 3 Unit 2
- •Module 3 Unit 3
- •Module 4 Unit 1
- •Module 4 Unit 2
- •In the Realm of Science 2
- •In the Realm of Science 3
- •Module 4 Unit 3
- •Module 5 Unit 1
- •Module 5 Unit 2
- •Module 5 Unit 3
- •Module 6 Unit 1
- •In the Realm of Science 1
- •Module 6 Unit 2
- •Module 6 Unit 3
- •Module 7 Unit 1
- •Module 7 Unit 2
- •Module 7 Unit 3
- •List of materials used
- •Part-time Jobs vs. Holiday Jobs// Retrieved from e4s:co uk http://www.E4s.Co.Uk/docs/part-time-jobs.Htm
- •Internet recourses
Module 1 Unit 2
Jackie: Hello, welcome to Weekender! My name's… umm, my name's… oh dear what was it again? Oh yes! Jackie Dalton. Today's topic is memory and the programme will hopefully provide you with some helpful study tips when it comes to memorizing information. We'll do this with the help of Andrew Maze. He's a cognitive neuroscientist at the University of Manchester in the UK. What's his tip for how to learn things you need to remember?
Andrew: The best way to learn it is to space your learning. So you don’t say I've got to learn this… so sit down and spend about ten hours trying to put it in your head in a sort of mass practice fashion.
Jackie: Andrew's tip for effective learning is to space it out – don't try and learn a lot in one go. Why is this?
Andrew: What you do is you process certain parts of it on one day and then you come back to it the following day or a few days later and learn it again and then you do that again and again. And this is much more efficient with much less time spent on the learning, you can get up to very high levels of memory performance and furthermore, it survives over long periods of time much better than if you learn it all in one go.
Jackie: Andrew talks about 'processing' information, which means organising it, -taking the information in and putting it in the right place – processing information. He says you process what you learn much better if you just do a little at a time and leave a gap before you try to learn more. This, he says, is a more 'efficient' way of learning – more efficient – it's a better way of using your time.
Jackie: Another tip for you, I always thought the best time to study for exams was the morning, because that's when I felt most focused and awake. But according to Andrew, we tend to remember things better if we learn them at night. Why is this? Listen to Andrew to find out.
Andrew: If you learn something last thing at night and then go to sleep and compare that with learning something during the day and you then have 8 active hours after that in which you're learning new things, what you find after a few days is that you remember the information that you learnt last thing at night, immediately before you went to sleep - you remember that best. If you learn something during the day and then carry on learning other things for about eight hours or so, you remember that stuff much less efficiently.
Jackie: So according to Andrew, if you memorize things before you go to sleep, you remember them better because your brain can process the information overnight. It's harder to memorize things in the morning because your brain still has to cope with all the other information it receives over the rest of the day. Let's listen to Andrew again. We'll look at some of the language he uses afterwards.
Andrew: And the evidence is growing that that's because if we learn new things, the parts of the brain that store this new information are busy storing these new memories and that interrupts the memories that went in immediately before, it prevents them being consolidated very efficiently.
Jackie: So if your brain is trying to store things you've just learnt, then you start trying to learn something else, that gets in the way of the processing. What expression did Andrew use to say that it's become more and more clear that this is what happens?
Andrew: And the evidence is growing that …
Jackie: The evidence is growing that. 'Evidence' is facts or signs that show that something is true. Andrew said evidence is growing – so there are more and more facts that show that trying to learn a lot in one go is less efficient than just learning a little at a time. He also used the word 'consolidated'. Do you know what that means? If not, try to work it out from the context.
Andrew: And the evidence is growing that that's because if we learn new things, the parts of the brain that store this new information are busy storing these new memories and that interrupts the memories that went in immediately before, it prevents them being consolidated very efficiently.
Jackie: To 'consolidate' means to bring things together in order to make them more easy to deal with. Well, I hope you've managed to consolidate all the information you've just received. And if you want to make sure you remember what you learnt today, have a rest, go to sleep, come back another day and go through it all again. Happy learning!