TMS3719: TEACHING ADDITIONAL
LANGUAGES IN THE FET PHASE
ASSESSMENT 04
Student Name:
Student Number:
DECLARATION
(Your script will not be marked if this is not completed.)
I, Student number:
Module code: TMS3719
Hereby declare the following:
I understand UNISA’s policy on plagiarism. This assessment is my original work,
produced by myself. I have duly acknowledged all the other people’s work (both
electronic and print) through the proper reference techniques, as stipulated in this
module.
I have not copied work of others and handed it in as my own. I have also not made my
work available to any fellow students to submit as their own.
Signature: Date: 2025
, (Question 1
1.1 How Effective Are Pre-reading Activities Like Scanning and Skimming?
1.1.1. Scanning
Definition: Quickly searching through a text to find specific details without reading
every word.
Advantages:
o Improves Focused Reading: Helps students quickly locate facts like names, dates, or
keywords, which is important when working with informational texts such as
newspapers.
o Builds Analytical Skills: Learners learn to identify keywords or signals that guide
them to important parts, encouraging critical reading habits.
o Saves Time: In exams or classwork, scanning allows students to find information fast
and manage their time effectively.
o Boosts Confidence: When students find the correct data, they feel more capable of
handling complex texts independently.
o Enhances Comprehension: Focusing on specific details helps students connect ideas
and better understand the factual content, aiding follow-up questions or discussions.
1.1.2. Skimming
Definition: Rapidly reading a text to understand the main idea or overall message,
without focusing on every detail.
Advantages:
o Prepares for In-depth Reading: Provides an overview of the structure and main
themes, helping students target their detailed reading better.
o Strengthens Main Idea Recognition: Learners learn to distinguish key ideas from
supporting details, which improves their ability to synthesize information.
o Encourages Critical Previewing: Recognizing headings, introductory, and
concluding sentences helps students preview content and understand complex or
lengthy texts.
o Supports Note-taking: Identifying important sections makes it easier to focus on
relevant parts and create organized notes.
, o Promotes Active Engagement: Recognizing the structure and purpose of the text
improves overall comprehension and retention.
1.2 How to Use the Extract to Teach Scanning and Skimming
Introduction:
o I would use this extract as a practical tool to show learners how to effectively apply
scanning and skimming techniques to extract key information and understand the
main ideas.
o The well-structured format with headings, paragraphs, and key points makes it ideal
for modeling these skills.
Teaching Skimming:
o Method:
Show students how to quickly read titles, subheadings, and the first and last sentences
of paragraphs to get the overall message.
Encourage them to identify recurring themes like online dangers, privacy, and
responsibility, as well as tone.
o Example:
Ask learners to skim the entire extract to answer, “What is the main message about
online safety for teenagers?”
Highlight how words like “danger,” “risk,” “privacy,” and “responsibility” help them
infer the article’s purpose.
o Outcome:
Learners will be able to quickly determine whether a text is relevant and focus on the
sections that contain important details.
LANGUAGES IN THE FET PHASE
ASSESSMENT 04
Student Name:
Student Number:
DECLARATION
(Your script will not be marked if this is not completed.)
I, Student number:
Module code: TMS3719
Hereby declare the following:
I understand UNISA’s policy on plagiarism. This assessment is my original work,
produced by myself. I have duly acknowledged all the other people’s work (both
electronic and print) through the proper reference techniques, as stipulated in this
module.
I have not copied work of others and handed it in as my own. I have also not made my
work available to any fellow students to submit as their own.
Signature: Date: 2025
, (Question 1
1.1 How Effective Are Pre-reading Activities Like Scanning and Skimming?
1.1.1. Scanning
Definition: Quickly searching through a text to find specific details without reading
every word.
Advantages:
o Improves Focused Reading: Helps students quickly locate facts like names, dates, or
keywords, which is important when working with informational texts such as
newspapers.
o Builds Analytical Skills: Learners learn to identify keywords or signals that guide
them to important parts, encouraging critical reading habits.
o Saves Time: In exams or classwork, scanning allows students to find information fast
and manage their time effectively.
o Boosts Confidence: When students find the correct data, they feel more capable of
handling complex texts independently.
o Enhances Comprehension: Focusing on specific details helps students connect ideas
and better understand the factual content, aiding follow-up questions or discussions.
1.1.2. Skimming
Definition: Rapidly reading a text to understand the main idea or overall message,
without focusing on every detail.
Advantages:
o Prepares for In-depth Reading: Provides an overview of the structure and main
themes, helping students target their detailed reading better.
o Strengthens Main Idea Recognition: Learners learn to distinguish key ideas from
supporting details, which improves their ability to synthesize information.
o Encourages Critical Previewing: Recognizing headings, introductory, and
concluding sentences helps students preview content and understand complex or
lengthy texts.
o Supports Note-taking: Identifying important sections makes it easier to focus on
relevant parts and create organized notes.
, o Promotes Active Engagement: Recognizing the structure and purpose of the text
improves overall comprehension and retention.
1.2 How to Use the Extract to Teach Scanning and Skimming
Introduction:
o I would use this extract as a practical tool to show learners how to effectively apply
scanning and skimming techniques to extract key information and understand the
main ideas.
o The well-structured format with headings, paragraphs, and key points makes it ideal
for modeling these skills.
Teaching Skimming:
o Method:
Show students how to quickly read titles, subheadings, and the first and last sentences
of paragraphs to get the overall message.
Encourage them to identify recurring themes like online dangers, privacy, and
responsibility, as well as tone.
o Example:
Ask learners to skim the entire extract to answer, “What is the main message about
online safety for teenagers?”
Highlight how words like “danger,” “risk,” “privacy,” and “responsibility” help them
infer the article’s purpose.
o Outcome:
Learners will be able to quickly determine whether a text is relevant and focus on the
sections that contain important details.
