Would you like to begin Mr. Tursunov....
Some people prefer studying from single material; others contend
that multiple sources are more suitable for learning. Some believe it is
less complicated route and get concentrated on one material. However,
recent researches point to the effectiveness of using multiple sources
when studying or learning.
To use multiple sources best, you should refer to secondary sources
when you stumble upon something you can’t understand or doubt and
when primary source is not available. For example,
unless you attend the
seminar or conference, where you can listen to the authors directly, seeing
their emotions and feeling their tone which
undoubtedly contribute your
comprehension, you may use the publication of the articles from that
event, .... you know.... , as it’s said in the proverb ‘half a loaf is better
than no bread’.
.... Now... Miss Karimova....
First, one should be taught to use multiple sources properly. Because
lectures,
interviews novels, electronic media and surely internet which are
believed to be multiple sources materials are not
that easy to understand
and mostly demand great analytical procedure. Take as an example...,
long and less constructed documents tend to be more confusing.
Subsequently, picking up information here is much more challenging
then in short and well-structured texts. Comparing with single sources,
multiple sources tend to create richer understanding, engage with facts,
circumstances and can be even conflicting. The matter, one should be
taught is analyzing commonalities, evaluating conflicts and ability to
filter the context so that it fits worked out objective.
As for me....
... o.. yes Mr. Bahodirov If speaking about multiple sources I consider
it necessary to provide learners with some recommendations:
First of all read your primary source thoroughly to provide factual
framework from which to begin, as it was mentioned by (Miss Karimova)
find out the objective. Refer to shorter, more focused sources; improve
your evaluative skills working with multiple sources; understand the
connection and don’t learn by heart details which can be
easily forgotten;
attend seminars discussions and conferences to improve your conception,
.... Again as it was said by (Mr. Tursunov): ‘try to work with primary
sources’. Nevertheless, don’t give up if not possible feel free to refer to
secondary one - publication.
3. Allow students some time to review the recommendations. Play
the tape again. Students tick the mentioned information in the
listening material.
1. Consider the impact of, and evaluate conflicts
S
2. Try to use a primary source
S
3. Analyse commonalities
S
4. Use in-class or on-line discussion
time -
5. Engage sources
with facts S
6. Refer to a secondary source if primary one is not available
S
7. Practice and familiarize materials -
8. Practice with multiple texts to improve your evaluative skills
S
4.
A sk students to read the sentences and complete the table
deciding whom the statements belong to.
Speaker 1
Speaker 2
Speaker 3
c
a
b
5. Pairwork. Encourage students to discuss the questions and
share their partner’s choice with the whole class.
GRAMMAR
Comparisions as.. ..as, not so/as.. ..as.
6. A sk students to make up sentences of their own using given
comparatives. Students’ own answers.
7. Tell students to find which words in A coulumn would go with
the one in B in order to form common comparative expressions
with as ....as.
a
b
c
d
e
f
g
h
i
j
k
1
7
11
8
2
6
9
3
5
10
4
1
12
8. A sk students to complete the sentences with the suitable
expressions in Ex.
7.
1. as blind as a bat
4.
as fresh as a daisy
2. as fiat
as a pancake
5. as slippery as an eel
3. as dry as a bone
6. as week as a kitten
25
7. as proud as a peacock
9. as stubborn as a mule
8. as thin as a rake
READING
9. Pairwork. Draw students’ attention to the photos. Getting a
hint from the photos students guess what the upcoming text is
going to be about.
The upcoming text is about using different types of sources.
10-Allow students some time to read the text. They make a
selection of the most suitable title out of 4 offered ones to the
reading passage.
Studying with multiple sources.
11. Give students some time to read the questions and organize a
discussion.
Possible answers:
a) lectures, textbooks, fiction stories, novels, interviews,
biographies, duplicates handouts, original source materials,
electronic media, Intemet. b, c, d) Students’ own answers.
12.Pairwork. A sk students to look at the writings and say out the
differences.
- Direct citing
- Paraphrasing
13. Tell students to list down at least three reasons stating why the
referencing is needed.
a. Avoiding
plagiarism
c. Proving the idea
b. Indicating the source
14.Ask students to rank the reference order following the samples
presented in Ex.12.
1. c
2. e
3. f
4. d
5. b
6. a
15.Tell students to paraphrase or quote the given ideas using
phrases for giving references from the box.
