Many teachers use Reading Explorer as a vocabulary and comprehension book — but it is also an excellent tool for teaching reading strategies, especially skimming and scanning.

The key is how we use the text before students start reading carefully.

This post shows how to turn any Reading Explorer unit into a strategy-based reading lesson, without adding extra materials or extending lesson time.

Why Reading Explorer Works Well for Skimming & Scanning

Reading Explorer texts are:

• Clearly structured

• Divided into short paragraphs

• Rich in visuals, headings, and captions

• Based on real-world, factual content

All of this makes them perfect for top-down reading strategies.

Step 1: Skimming Before Reading (Use the Page, Not the Text)

Before students read a single paragraph, train them to skim using non-text elements.

Classroom routine (2–3 minutes):

Ask students to look at:

• The title

• Photos

• Captions

• Subheadings

• Words in bold

Then ask skimming questions such as:

• What do you think this text is about?

• Is it about people, places, animals, or science?

• Is it describing, explaining, or giving reasons?

Important rule:
Students must not read full sentences yet.

This builds the habit of skimming before reading.

Step 2: Timed Skimming with the Main Text

Once students understand the topic, move to true skimming.

Activity: 30-Second Skim

1. Give students 30–45 seconds to skim the whole text.

2. Ask only general questions, for example:

   • What is the main idea of the text?

   • Which paragraph talks about the past?

   • Is the tone mostly positive or neutral?

Good Reading Explorer tasks to adapt:

• “Choose the best summary”

• “Match paragraphs to ideas”

• “Which is NOT mentioned?” (global level)

Tip:
If students can answer, your skimming task worked.
If they need to reread carefully, the task is too detailed.

Step 3: Scanning Using the Fact-Heavy Nature of the Book

Reading Explorer texts are full of facts, which makes them ideal for scanning.

Train students what to scan for:

• Numbers and dates

• Capital letters (names, places)

• Scientific terms

• Repeated words from questions

Activity: Find It Fast

Put scanning questions on the board before students read:

• How many…?

• In which year…?

• Where does… live?

• What is the name of…?

Students scan individually or in pairs(small group class) and underline only the answer, not the whole sentence.

Add time pressure to prevent careful reading.

Step 4: Combine Skimming and Scanning (Like Exams Do)

Once both strategies are clear, combine them in one task — just like Cambridge exams.

Suggested sequence:

1. Skim → understand the topic and structure

2. Scan → answer specific questions

3. Read carefully → check answers / vocabulary

Classroom idea: Strategy Labels

After each task, ask:

• Was this skimming or scanning? Why?

Students learn to name the strategy, not just do it.

Step 5: Use “Before You Read” as Strategy Training

Many teachers rush the Before You Read section. Instead, treat it as strategy training.

How to upgrade it:

• Set a time limit

• Ask prediction questions

• Ask students where in the text they expect answers to appear

This helps students think about text organisation, not just content.

Step 6: Avoid Turning Reading Explorer into a Translation Exercise

A common risk with Reading Explorer is over-focusing on:

• Vocabulary lists

• Sentence-by-sentence explanation

• Word translation

Instead:

• Delay vocabulary work until after skimming/scanning

• Allow unknown words during first reading

• Focus on meaning first, accuracy later

This mirrors real reading outside the classroom.

Final Thought

Reading Explorer works best when students learn how to read, not just what the text says.

By consistently:

• Skimming before reading

• Scanning with purpose

• Separating strategies clearly

you help students become faster, more confident readers — and better exam candidates.