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Reading comprehension is still a current problem for students, not only in English, but even in their  mother tongue. In order to tackle this issue, teachers need to be able to identify different needs to be fulfiled. We considered that affective factors can influence this process. In this case, we focused on engagement.

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1. Make groups of 4.

2. Choose in which level you will work (7th, 10th, 12th).

3. In 5 minutes, agree on 1 more need to fulfill, hopefully not grammatical.

4. Look for the correspondent textbook

5. Create activities in relation to the needs. (Remember to think of activities that will be meaningful and according to their interests)

6. Upload it to padlet

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"Aligning your students' needs: Contextualized Reading": https://padlet.com/camilain/4krzx0ks8086

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If we expect our students to be proficient readers, we need to teach them reading strategies. Reading strategies are learners’ conscious actions, observable or mental, that are employed to solve reading problems and aid comprehension.

Skimming is a clear example of an effective strategy when it comes to reading. By using it, students can  pass or glance over a text  in order to recognize main ideas.

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Reading comprehension pertains to the ability to understand and interpret written words. However, it is likely that a student read every word on a page but still not understand the material.
Hence, the teacher should identify the sometimes subtle signs of reading comprehension problems students might have in order to undertake actions and find the reason why they are having that problem (fluency in decoding, word confussion, topic familiarity, for instance). These difficulties when reading can be mostly encountered while or after students have read the material.

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We decided to add "engagement" as a third need because, no matter  what the topic is, teachers have to introduce the subject appealing to Ss' needs and interests.
Moreover, not only teachers should introduce the topic in an interesting way, but they also have to maintain students' motivation throughout the entire lesson. By doing this, teachers would provide students with the opportunities to become more active in their learning process, which it may result in students approaching the activities differently, that is, they would be more willing to do them.

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It is necessary for us teachers to engage students  and get them in the mood to work, addressing the third identified need. Since the text is basically a riddle, we could begin the class by expressing ourselves only through riddles or cryptic sentences, sparking student's attention and curiosity, while preparing their predictive skills.

We would also explicitly introduce the concept of skimming, modeling its use and practicing it with a short paragraph (its content is not very relevant, as we need them to focus on the strategy). This section is necessary for the next activity, as students will be using the strategy by themelves.

Tip/recommendation:
- As the strategy plays a crucial role in the next activities, the teacher should make sure that all students undertood it and know how to apply it as well.
- The text used for teaching and practicing skimming should be short and related to the topic of the lesson, but its content could be varied. For example, the teacher could give different texts of the same topic and have students work individually. Then, the students with different topics get together and share their ideas.

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Predicting through skimming and confirming the gist.

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Predicting through skimming and confirming the gist.

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This activity would have three stages:

1st stage: Students are asked to number each paragraph and skimm through them. Then, based on what they noticed, provide a title that describes what the paragraph refers to.

2nd stage: Students thoroughly read each paragraph and, now having a better understanding (hopefully), check if the title they provided is suitable. If not, they can change it.

3rd stage: Check with the class to see if everybody had similar titles. We would like students to provide a simple explanation for the titles (key sentences or words they noticed), especially if there is variety in the identified main ideas or purposes for each paragraph. It may be the case that titles will be correct depending on their explanation.

Tip/recommendation:
- If students struggle with the explanations, they can be allowed to use the L1, as our focus is on reading comprehension, not production.

Possible adaptations:
- The teacher could turn the text into a riddle game.

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Diego Belmar              : 25%
Yessenia González    : 25%
Kimberley Puentes    : 25%
Gustavo Valdivia        : 25%

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Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. The handbook of English for specific purposes, pp. 325-346.

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Target Audience: 12th graders // 36 students.
Unit 2: Discoveries and creations.