Percy Jackson and the Olympians "the Lightning Thief"

Abstract

Extensive reading (ER) is increasingly becoming a popular approach in Korea. It is known to be beneficial in developing learners’ linguistic competence and increasing motivation to study foreign languages. Bamford and Day (2002) provide suggestions for running an ER program by listing ten principles to consider. However, there are some limitations in the Korean context, especially in middle and high school settings. In Korea, English classes have a “test-centered atmosphere,” so students may consider ER as a “waste of time” (Byun, 2010, pp.131-132). Furthermore, Waring and Nation (2004) state that vocabulary is acquired by direct learning from intensive reading (IR) rather than by incidental learning through ER. Therefore, it is important to find a balance between ER, which helps learners to develop reading habits and IR, which enhances vocabulary learning as well as reading strategies. Accordingly, the purpose of this portfolio is to design a textbook which keeps a balance between intensive and extensive reading for Korean High School students. As a result, students will develop intrinsic motivation and a positive attitude toward reading in English, which will eventually lead them to become critical readers. The target students are first or second year students at a high school in Korea. They are 16-17 year old boys and girls. According to the ACTFL, their reading level is intermediate-high to advanced-low. Most of them have never been abroad or traveled in English speaking countries. Their primary exposure to English comes from their English classes at school. Therefore, they have not had many opportunities to learn about English-speaking cultures or come in contact with authentic reading materials. Although their speaking and writing skills are limited, they seem to have stronger reading skills than the other two. The learning environment will be in an after-school program, where students get to choose what to study on their own and the teachers’ role is to create an environment in which students are motivated to read and improve their English language skills. Students will come to class once a week and read the assigned pages before coming to class and engage in discussions about what they have read.