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please post your comments

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Skimming is reading rapidly in order to get a general overview of the material (Brown, 2003).
Scanning helps you locate a particular fact.
Skimming is like snorkeling, and scanning is more like pearl diving. (Fauzi & Raya, 2018).

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Evaluating student's reading habits and foster good habits

helping student to building word bank

learning to use various strategies to improve comprehending ability

predicting, visualizing, making connection,

Summarizing, questioning, infering

time management

scanning and skimming

practice

motive students to read more

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(1) evaluating reading habits, (2) providing the right atmosphere for reading, (3) using the eyes efficiently, (4) expanding vocabulary, (5) adapting reading speed to materials, and (6) practicing regularly--and offers exercises to use with each.
(O'Hagan, 1981; Kim, 2017).

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Bowen Yu：byu26@student.monash.edu
Jingjiaorong Yu：jyuu0056@student.monash.edu
Xiyu Jiang：xjia0042@student.monash.edu
Yue Yin：yyin0021@student.monash.edu

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https://create.piktochart.com/output/54390882-at3-bowen

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Our solution and evaluation about students

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Our solution and evaluation about students

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Core goals: delivering the target language

Framework goals: showing the content and explaining the instructions

Social goals: Convey the teacher's concern（Hall& Cook，2012).

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Basic information: a 13 years old girl

Nation: China

School age: 7th grade in junior high school

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5 practice article
2 short summary
talk to retell story
vocabulary list

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Summative assessment comes in after completing a content area to gauge student understanding.

Motivate students to study and pay closer attention

Allow students to apply what they’ve learned

Help identify gaps in student learning

Help identify possible teaching gaps

Give teachers valuable insights

Contribute positively to learning outcomes

(Shepard, 2005).

https://www.prodigygame.com/main-en/blog/summative-assessment/#definition

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formative assessment
Recording, the observation sheet, exercise worksheet, teacher’s feedback, instruction in guided practice stage and review section, comments about short summary.

evaluate students’ performance in L2 learning activities

help them improve their weaknesses of language competence by observing, recording and commenting on learners’ actions

create checkpoints where students and instructors are able to measure how much information is perceived and how much ideas are grasped.

(Tang, 2016; Abdulmajed, Park, & Tekian, 2015).

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Frey and Fisher
images or visual games are “magnets”

break the limitation of space and bring students to see and perceive things in any place around the world

trigger students’ interests to concentrate on the class

constructive to store the understanding of abstract concepts through building concrete images to enhance long term memory about knowledge

(Honeyford &  Boyd, 2015; Frey &Fisher, 2008).

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Students independently do reading practice and orally do a short summary about the article.

Summarizing helps students learn to determine essential ideas and consolidate important details that support them. It enables students to focus on key words and phrases of an assigned text that are worth noting and remembering (Honig, Diamond, & Gutlohn, 2000, Küçükoğlu, 2013).

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Independent reading and writing takes place when students are ready to work on their own texts drawing on the understandings about genre and language developed through modelling and guided practice (Rose & Martin, 2012).

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https://youtu.be/4hp0dRG-Da0

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https://youtu.be/oi7RfnlkTL4

https://www.classroomnook.com/blog/reading-strategy-asking-questions

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Summarising is an important teaching strategy that allows students to quickly review what they have learned (Honig, Diamond, & Gutlohn, 2000).

This is one section of formative assessment (Tang, 2016).

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The students return to the text throughout the reading process to find the answers to the questions asked by the teacher before, during and after the reading.

Teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text (Conner, 2004; Gold, & Gibson, 2001).

Builds comprehension.

Slows down the process of reading to allow students time to understand material.

Gives a good example of what thought process should be during reading, ("Think-alouds," 2014).

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STAGE 3 Student-centered practice with the teacher's guide

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STAGE 3 Student-centered practice with the teacher's guide

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Our teacher play a role in guiding the student to think in various ways such as through prompts, questions, paraphrasing, elaborating on responses or thinking aloud (Rossbridge & Rushton, 2015).

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use their own knowledge along with information from the text to draw their own conclusions (Serafini, 2004).

make predictions, identify underlying themes, use information to create meaning from text, and use pictures to create meaning

(Harvey & Goudvis, 2000).

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Try to anticipate how the answer will appear and what clues you might use to help you locate the answer.

For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.

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Lecturer

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In skimming, the reader only needs to get the most important information and main ideas, rather than reading all the words (Sutz & Weverka, 2009).

the  first sentence

the last sentence of the paragraph

key words between paragraphs

(Abdelrahman & Bsharah, 2014)

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STAGE 2 Analyze the structure and features of a text

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STAGE 2 Analyze the structure and features of a text

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matching games can attract students’ attention easily, reduce the boredom of grammar learning and develop students' ability of (Ellis, 2014; Harmer, 2015).

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reader’s mind engaged and activated as he or she works through a text.

stay connected to the text and can reflect upon, refine, and revise their predictions

(Jeremy, 2007, Gillet, & Temple, 1994; Küçükoğlu, 2013).
https://readingstrategiesmsu.weebly.com/predicting.html

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active students’ schema knowledge

connect the previous knowledge with new information

the development of students’ metacognitive capacity

construct their own strategies for reading

(Kostons & van der Werf, 2015).

https://youtu.be/V-uDOier1RQ

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Previous knowledge and background information

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more than 6 types of exercise

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Involves visual strategy, predict, infer, summarise, question strategy, motivation

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To satisfy the student’s internets and match her level 3-4 ( be equal to A2-B1 in CEFR).

Topics : Festival, science, Travel (Rome, New York city, Australia)

The length : about 230 words

Grammar knowledge they have learnt in previous lessons like third person singular, present and past tense.

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Bowen is a patient, energetic and knowledgeable teacher.
He is good at speaking English
IELTS test: 8 (speaking)
See his amazing lesson!
https://youtu.be/x6zqEmh3V0U

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Teaching materials and teacher
we are considering these questions:

are typically beyond what students can read independently

are related to student' interests, study

provide chances for students to

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Time : 1.5 hours X 2 weeks

Four lessons -- comprehension

Lesson 1 - 2 : skimming reading
Lesson 3 - 4 : scanning reading
Three topics : travel, festivals, science
Place: zoom

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Language Subject for secondary School - 7th Grade_ Reading

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Course focus

Skimming and scanning

Teaching goals
Reading Skills

Teaching period
four lesson in total

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It could be concluded that:

Have a certain degree of interest in learning English

Exposure to English is mainly through classes

Prefer an active and interactive classroom atmosphere in class

Prefer independent

English learning outside of class

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Lack of basic knowledge about paragraph structure

Unclear perception of the logical structure between paragraphs

Lack of analysis of contextual connections in each passages

Vocabulary issues

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Student information

Basic information: a 13 years old girl

Nation: China

School age: 7th grade in junior high school

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Interview result

Plan: immigrated to Slovakia in August
From: Sichuan   To: Slovakia
Extracurricular
Tutorials for speaking
Expect to improve reading skills

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Course Designer

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Result evaluator

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Lecturer

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Yue Yin (Daniel)
Group leader

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topic, key ideas? who, where, when?
why the author write it?

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games? pictures?