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'Harry Potter and the Sorcerer's Stone'

'Harry Potter and the Sorcerer's Stone'
Choi, Sun Moon
Issue Date
외국어교육특수대학원 TESOL학과
이화여자대학교 외국어교육특수대학원
Laura Eunae Park
1.Introduction Extensive Reading (ER) is believed to have considerable benefits for learners both in terms of learning gains and motivation; furthermore, it is becoming ever more popular in the ELT world. However, it is challenging to implement ER in the Korean public schools because the class time spent reading is very limited. Therefore, Korean students need to be more encouraged to read various reading materials suited for their levels and needs outside of their classrooms. In a needs-analysis carried out with 38 middle school students who are from 7th grade to 8th grade, they expressed a desire to improve reading proficiency through English fantasy novels. The results showed that the students feel more motivated when they read appealing fantasy novels than academic-oriented reading textbooks. Based on the survey, most learners were especially interested in the Harry Potter series because of their well-made storylines and various elements of fun. However, in spite of the evidence that the Harry potter series can be stimulating teaching materials for Korean EFL classes, it is hard to find published EFL textbooks related to the books. Therefore, I propose to create a reading textbook based on the storyline of the first novel of the Harry potter series: Harry Potter and the Sorcerer's Stone and show how such an authentic textbook can be used for an effective extensive reading program for Korean EFL students. My textbook will be designed for middle school students (7th~8th grade, both female and male) whose language proficiency level is High-intermediate (according to ACTFL proficiency guideline) . Although Harry Potter novels contain various words that may be unfamiliar to many Korean students (such as English slangs), this textbook will not only provide many opportunities for learners to acquire vocabulary knowledge, but they will come to understand the English culture as they engage in various extensive reading activities both in and outside of the classroom. 2. Method 1) The multi-syllabus (topic-based, skill-based, structural syllabus) Among the Harry potter series, the first novel, Harry Potter and the Sorcerer's Stone, may be the most attractive story due to its diverse mysterious events and interesting themes. This textbook will be developed and organized around familiar thematic units based on the storyline of Harry Potter and the Sorcerer's Stone. Also, relevant grammar and vocabulary will be presented as necessary to enhance reading comprehension. This textbook will be composed of ten chapters, mainly focusing on particular themes such as Diagon Alley, Hogwarts School, Life at Hogwarts School, Magic, The forbidden Forest, etc. Therefore, this textbook will be designed based on the multi-syllabus combining topic-based , skill-based , and structural syllabus (McDonough, J. & Shaw, C., 2003, pp.11~12). 2) Three Stages : Pre-reading, While-reading, and Post-reading Every chapter will be divided into two units which begin with photographs and a series of questions that activate students’ background knowledge on the topic prior to actually starting the reading. Each unit has three stages: pre-reading, while-reading, and post-reading. According to Carrell (1984, p. 334), pre-reading activities, such as predictions or text previewing, are essential in “building new background knowledge, as well as activating existing background knowledge. Considering this aspect, learners can be encouraged to do a number of things in the pre-reading stage: predicting from the title; expressing an attitude about the topic; reviewing their own experiences in relation to the topic; activating existing cultural knowledge; and becoming familiar with some of the language in the text (Gower, R., D. Phillips et al, 2005, p. 97). These activities will consequently help learners to prepare for the reading task and familiarize them with the topic for the reading exercises. The main purpose of the while–reading stage is to encourage learners to be active as they read and to give them a sense of purpose for reading (Brown, 2007, p. 375). In this stage, learners will have opportunities to naturally acquire key reading strategies such as skimming, scanning, making inferences, understanding a sequence of events, summarizing, etc. The post-reading stage is essential in consolidating what learners have learned (Williams, 1987, p. 2), expanding their language use, and further developing their language competence. In this stage, learners are expected to do a variety of writing activities using the words or the grammar that they have learned in each chapter. For example, learners can be encouraged to write a letter to one of the characters, to make up a different ending or a beginning for the story. If these activities are utilized appropriately in the class, learners can enjoy learning reading and writing together. Post-activities will also be interactive or task-based, which give learners enough opportunities to personalize their responses and reinforce what they have learned. Finally, in the review section at the end of each chapter, students will have a chance to reinforce the vocabulary and the grammar that they have learned. Although this textbook mainly focuses on reading and writing, listening and speaking will also be covered as extension activities at the end of each chapter. For example, learners will practice the target language by doing a board game and filling the gap after listening to a conversation among the characters from the story. 3) Integrated intensive and extensive reading This textbook will adopt intensive reading as a primary approach. For intensive reading, appropriate texts which are considered to be of "high-interest" to the students will be carefully selected and shortened from the original texts. Extensive reading will be a secondary approach in that learners are expected to read the rest of Harry Potter and the Sorcerer's Stone by themselves outside of the classroom. To stimulate extensive reading, learners will be encouraged to keep a journal describing their feelings, impressions and expectations about the main characters after reading each chapter. Therefore, learners can develop their autonomy and independence by incorporating reading and writing skills. 4) Supplementary teaching material for post-reading activity: Movie The film is often different from the novel because it leaves out a lot of details. Therefore, in the post-reading stage, the movie version of the Harry Potter and the Sorcerer's Stone can serve as a stimulus for the learners to write the differences by comparing the movie and the novel version or to continue the scene by writing more dialogue between key characters. The film can also familiarize learners with the cultural aspects of the countries in which English is spoken as a native language. 3. Expected outcomes This textbook aims at achieving the following goals: First, learners will be able to attain the ability to use both top-down and bottom-up processing to enhance reading comprehension; second, learners will be able to improve reading fluency and broaden their vocabulary levels; third, learners will be able to develop their intrinsic motivation toward English reading; and lastly, learners will be not only be able to develop creativity, but stronger language skills through speaking and writing by focusing on grammatical accuracy. 4. Conclusion In conclusion, this textbook will be suitable for High-intermediate (as defined by the ACTFL proficiency guideline) middle school students (7~8th grade, both female and male) who want to improve reading proficiency at a private institute or an after-school English class at a public middle school. This textbook will help learners to develop a clear understanding of the first novel of the Harry potter series, focusing on top-down and bottom-up reading strategies in the three stages: pre-, while-, and post-reading activities. The activities will also be interactive or task-based, which give learners enough opportunities to personalize their responses and reinforce what they have learned. Furthermore, this textbook will be equipped with clear, explicit guidance and examples of grammar and vocabulary, which will help learners to improve their overall language skills. Consequently, it will lead them to build confidence and intrinsic motivation toward English reading, both in and outside of the classroom.
☞ 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.
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