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Marisa Constantinides/CELT Athens 2011

The Authentic Reading Experience

BEFORE YOU READ:

1. You saw this tweet on Twitter mentioning a great article on reading with

methodology tips

Before you click on the image of the tweet please jot down either

a. Some of the reasons why you would click on the link orb. Some questions which you are hoping the article to answer

(please do not click on the link yet bear with me for a bit longer.)

2. Imagine that you have clicked on the link and scrolled up and down thedocument quickly to check out the following main headings and subheadings

The Authentic Reading Experience

Part 1: Building Reading Comprehension and Fluency

Paul Nation and Lynn Bonesteel

INTRODUCTION

THE AUTHENTIC READING EXPERIENCE

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Marisa Constantinides/CELT Athens 2011

EVALUATING MATERIALS FOR AN

AUTHENTIC READING EXPERIENCE

Number of Unknown WordsKeeping it Real

A BALANCE OF LEARNING OPPORTUNITES: THE FOURSTRANDS

a. Do you think this article will answer any of your questions in 1?b. Can you jot down some ideas about what the four strands

mentioned in the last heading might be?

3.Read the final conclusive section of the article and consider is it worthreading? Do you think it will be valuable to you as a teacher?

CONCLUSIONIt is important that research on language learningand second language acquisition finds its wayinto teaching and learning. In this article, we havediscussed ways in which teachers can apply whathas been learned from research to their selection ofmaterials and activities for the reading classroom. Weargue that in order for second and foreign learnersto become proficient readers in English, they need

access to texts that make it possible for them torespond in an authentic way to what they have read.We then discuss the importance of choosing readingcourse materials that provide language learners with abalance of learning opportunities in the four strands:meaning-focused input, meaning-focused output,language-focused learning, and fluency.

NOW CLICK ON THE LINK BELOW, AND READ THE ARTICLE

http://mediadev.pearsoncmg.com/intl/elt/webinars/teaching_reading/Authentic_

Reading_Experience_Part_1--Teaching_Reading.pdf

4.Once you have finished reading the article, please reflect on the following

questions:

a.Did the article live up to your expectations?

b.Was it more or less practical than you anticipated?

c.What did you gain by reading this article as teacher?

d.How will it affect the way you choose texts and design tasks to help your

learners become better readers?

http://mediadev.pearsoncmg.com/intl/elt/webinars/teaching_reading/Authentic_Reading_Experience_Part_1--Teaching_Reading.pdfhttp://mediadev.pearsoncmg.com/intl/elt/webinars/teaching_reading/Authentic_Reading_Experience_Part_1--Teaching_Reading.pdfhttp://mediadev.pearsoncmg.com/intl/elt/webinars/teaching_reading/Authentic_Reading_Experience_Part_1--Teaching_Reading.pdfhttp://mediadev.pearsoncmg.com/intl/elt/webinars/teaching_reading/Authentic_Reading_Experience_Part_1--Teaching_Reading.pdfhttp://mediadev.pearsoncmg.com/intl/elt/webinars/teaching_reading/Authentic_Reading_Experience_Part_1--Teaching_Reading.pdf

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Marisa Constantinides/CELT Athens 2011

(Caution: Please do not post any of your personal reflections or notes to the

forum; there is a different question for that below. )

AFTER YOU HAVE READ AND REFLECTED ON THE ARTICLE

Please consider these questions and post your reflections in the forum for Day

One

1. What did you think of the methods I used to introduce you to thisreading? Do you also use a similar three-phase approach and if so, why?

2. To what degree was reading the article an authentic reading experiencefor you and how far do you think I followed P.Nations and S. advice?

3. Did you find this reading experience a challenging one and if so why? Ifnot, why not? (Please indicate whether your response has to do with

your wide or limited reading experience of similar texts, or whether

there were language issues involved, e.g. in the wording or the

particular style of this article)