As mentioned in my previous post, South Korean elementary school students do not get enough reading in their English language curriculum. One class hour—a class hour actually being forty minutes—out of every six is dedicated to reading a short contrived passage of just a few sentences, all of them carefully formulated to fit with what the students already know and are currently learning. There is nothing new or exciting in the passages or in the one or two simple comprehension questions that follow them. As a native English teacher (NET) in a South Korean public elementary school, I feel I should introduce the students to longer authentic passages to give them some solid, meaningful reading practice. I found a perfect opportunity to do so with my sixth graders.
About the Author: Patricia Brooks completed the 250-hour TESOL Diploma. She teaches grades 3 to 6 with EPIK in South Korea.