TMS3719
Assessment 4
Due 2025
, TMS3719: TEACHING ADDITIONAL LANGUAGES IN THE FET PHASE
ASSESSMENT 04
Question 1: Teaching Scanning and Skimming
1.1.1 Scanning (5 marks)
Scanning is a highly focused pre-reading strategy where learners search through a text
rapidly to locate specific pieces of information such as names, dates, numbers, or key
phrases, without reading the entire text. This technique is especially beneficial in
additional language classrooms, where learners often struggle with lengthy texts or feel
overwhelmed by unfamiliar vocabulary.
To teach scanning effectively, I would first model the strategy for learners by giving them
a short newspaper article and a list of questions. For example:
• Who is the main person mentioned?
• What date did the event occur?
• Where did it take place?
Learners would then use visual cues such as boldface, capital letters, or numerical
figures to guide their eyes quickly across the page. Instead of reading full sentences,
they would glance through the text vertically to locate relevant data.
This method not only improves reading speed and confidence but also trains learners to
differentiate between essential and non-essential information. For example, in a text
about a technological breakthrough, they may scan to find the name of the device or
expert mentioned without engaging with the full explanation. By narrowing their focus,
scanning supports test-taking strategies, especially for answering comprehension or
multiple-choice questions under time pressure.
1.1.2 Skimming (5 marks)
Skimming is a reading technique used to grasp the main ideas or overall structure of a
text in a short amount of time. Unlike scanning, which targets specifics, skimming gives
Assessment 4
Due 2025
, TMS3719: TEACHING ADDITIONAL LANGUAGES IN THE FET PHASE
ASSESSMENT 04
Question 1: Teaching Scanning and Skimming
1.1.1 Scanning (5 marks)
Scanning is a highly focused pre-reading strategy where learners search through a text
rapidly to locate specific pieces of information such as names, dates, numbers, or key
phrases, without reading the entire text. This technique is especially beneficial in
additional language classrooms, where learners often struggle with lengthy texts or feel
overwhelmed by unfamiliar vocabulary.
To teach scanning effectively, I would first model the strategy for learners by giving them
a short newspaper article and a list of questions. For example:
• Who is the main person mentioned?
• What date did the event occur?
• Where did it take place?
Learners would then use visual cues such as boldface, capital letters, or numerical
figures to guide their eyes quickly across the page. Instead of reading full sentences,
they would glance through the text vertically to locate relevant data.
This method not only improves reading speed and confidence but also trains learners to
differentiate between essential and non-essential information. For example, in a text
about a technological breakthrough, they may scan to find the name of the device or
expert mentioned without engaging with the full explanation. By narrowing their focus,
scanning supports test-taking strategies, especially for answering comprehension or
multiple-choice questions under time pressure.
1.1.2 Skimming (5 marks)
Skimming is a reading technique used to grasp the main ideas or overall structure of a
text in a short amount of time. Unlike scanning, which targets specifics, skimming gives
