Scanning and Skimming(practice).pptVIP

Learning objectives Skimming and scanning Scanning Skimming Skimming Skimming and scanning Making notes Making notes Activity Making notes Try condensing this yourself: Try condensing this yourself: Greece project Greece project ? Boardworks Ltd 2006 * of 15 Worksheet One accompanies this slide. The important thing here is for students to be able to run their eye along a text to find keywords. Students should not be encouraged to read through the passage from beginning to end as they normally would when studying pieces of literature. You can use the interactive whiteboard pens to circle the words on the slide above. Passage from Emma by Jane Austen (London: Penguin, 1994). Worksheet One accompanies this slide. Students are not being tested on their reading of the whole text (in fact they should be dissuaded from reading the whole piece) but on their ability to spot keywords and then focus on a specific sentence or line in order to answer a question. Again students are not being tested on their reading of the whole text but merely on their ability to focus on keywords and answer questions correctly. Students should make notes on paper of all the ingredients they will need, as they will be tested on their note-making skills on the next slide. It may be more fun to give students a time limit (say 30 seconds) for reading and making notes on the recipe. Photo ? 2006 Jupiterimages Corporation. If students have made notes they should be able to quickly recognise which ingredients they will need: the onions, cheese, eggs, potatoes and milk. All of the subjectivity in the article on the left is lost in the bullet points on the right which convey only the most basic, factual information. This makes the information from the text easier to remember and/or re-write into one’s own words. Worksheet Two accompanies this slide. Students should be encouraged to avoid using full sentences and subjective phrases and words such as ‘vast tourism’. Photo ? 2006 Jupiterimages Corporatio