MINA GAVELL

United States

Task-Based Reading
Activities Using Authentic
Materials and Skills

O ne of the biggest challenges that I, a seasoned English

language teacher, have faced in the classroom is how to liven up

reading classes. Of course, there are pre-discussions and post-discussions,
as well as multiple ways to make accompanying tasks related to
comprehension and vocabulary more fun, but reading itself is inherently a
quiet and solo task. Furthermore, the standard skills we are trying to build in
our students—skimming, scanning, making predictions and inferences,
guessing vocabulary meaning from context—require practice, practice,
practice. While useful and necessary, such practice can easily come to feel
repetitive, redundant, and downright boring.
purpose of being accessible to
learners and are consequently not
One solution I came up with while authentic. This is not to say that
teaching university students in such texts are not useful. They
Uzbekistan combines the use of serve an important purpose in
authentic materials, task-based terms of providing accessible
learning, and stations. This article reading material and explicitly
discusses this activity and how it teaching reading
evolved into two separate stages, skills. However, they have their
both of which can easily be limitations. Introducing authentic
adapted for a variety of needs, materials into the classroom can
levels, and age groups. serve as an extension of or
supplement to educational texts.
RATIONALE FOR A Using materials not specifically
TASK-BASED READING designed for learners has numerous
ACTIVITY
benefits, including greater interest
Importantly, this activity makes use (Martinez 2002) and motivation
of authentic materials. While there (Buzarna-Tihenea and Nadrag 2018;
is a plethora of quality teaching Guariento and Morley 2001).
texts that focus on reading skills, Moreover, authentic texts provide a
these materials were created for the necessary challenge, as a “main
 reason for using authentic materials
in the classroom is once outside the Authentic materials offer a way to
‘safe’, controlled language learning scaffold students from classroom
environment, the learner will not reading and related tasks to texts
encounter the artificial language of they will encounter and skills they
the classroom but the real world and will need to use once they are out of
language how it is really used” the
(Berardo 2006, 67).

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The questions that accompany my reading activity
are intended to promote top-down processing both
by way of the types of questions asked and
particularly in the second stage of the activity, by
replicating a real-life scenario.
raising (Ellis 2009). As will be seen
below, both stages of this activity
classroom. Authentic support these goals. The first stage
materials—including old receipts, involves the more traditional
tickets, brochures, and notes that completion of a worksheet, as
are lying around most people’s students search for and discuss
homes or classrooms—are also answers to the questions, while the
handy for teaching second part involves more of a
contexts that may not be problem-solving strategy. As
well-supplied with teaching students are working in pairs, they
materials. offer support to one another and
negotiate answers. Simultaneously,
This task-based reading activity also they are incidentally learning and
allows students to negotiate on their noticing the features of different
own terms rather than with a teacher types of texts.
navigating them through each step.
This lends itself to a As this is a task-based activity,
student-centered class with many students are encouraged to focus on
opportunities for communication. the meaning and function of
Larsen Freeman and Anderson language rather than specific forms.
(2011, 193) consider task-based This is important because when
teaching to be an “example of the learners are reading in a non-native
‘strong version’ of the communicative language, the skills applied in
approach, where language is first-language (L1) reading are often
acquired through use. In other words, abandoned in second-language (L2)
students acquire the language they reading. Even proficient readers tend
need when they need it in order to to approach the task in a bottom-up
accomplish the task that has been set approach as they try to construct
before them.” Such tasks not only meaning in a language other than
promote authentic communication, their own (Koda 1990; Prichard and
but also lead to consciousness Atkins 2018). The questions that
accompany my reading activity are punishment) or an intrinsic nature
intended to promote top-down (interest, satisfaction, joy) (Brown
processing both by way of the types 1994; Ng and Ng 2015). This activity
of questions asked and particularly in provides the extrinsic push—after all,
the second stage of the activity, by it is a class assignment—but also
replicating a real-life scenario. The sets up an environment for intrinsic
task of problem solving is intended to motivation in the form of a fun and
encourage students to engage their interactive activity. Moreover,
L1 reading strategies rather than motivation is fed by success and a
dissecting the text word by word. sense of capability. Through the use
of stations, learners have freedom to
This activity is also motivating. make choices, thereby setting
Reading, like many skills, is best themselves up for greater success
improved through frequent and a sense of accomplishment. The
application of the skill. And as with variety of questions in both activities
many other things in life, motivation is also allows students at a range of
a key factor in how often one levels to complete all or most of the
practices a particular skill. This is tasks.
also the case with reading, whether in
one’s first language or a new Finally, this activity is based on
language (Grabe 1991; Wang and the use of stations. For my
Guthrie 2004). Motivation can be of purposes, I am defining a
an extrinsic nature (grades, fear of

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station as a distinct physical work move around the space to view the
area within a classroom. The exhibits, spending a short time on
distinction of the work area could be some and a longer time on others.
made through physical separation
like using individual desks or The purpose of using stations is that
tables—each being a separate the materials don’t move, the
station. Or, if this is not possible, all students do. This keeps the
the stations could be set up on one materials organized, forces the
or two tables, with each station having students to move around, and allows
enough physical space from the next them to choose what order to do
to make it recognizable as separate. things in. According to Diller (2003,
Working in stations is somewhat 2), such stations provide “hands-on
common for students in the West, learning that engages students,”
especially in elementary school. For while also promoting autonomy as
example, if the students are learning learners are required to make their
about animals, the teacher might set own choices. The freedom to make
up stations that each feature one choices increases engagement and
type of animal with an image, some motivation; in addition, physically
sort of text, and possibly a task. The changing locations is a sure way to
students move from station to station, activate the brain (Jensen 2005;
learning about the different animals. Kuczala 2019). And at a more basic
Think of a museum. The exhibits are level, workstations offer students a
set up in distinct areas, and people break from the usual routine of sitting
 at desks, eyes and ears focused on desks around the classroom and
the teacher or the text. Furthermore, labeled the desks 1 through 9.
as the work is done in teams, there is
more opportunity for cooperation and I then created a worksheet with eight
authentic communication as the questions and made a copy for each
learners negotiate the task and how station (see Table 1 for three
best to achieve it. examples). (An alternative would be
to post a set of questions at each
TASK-BASED READING ACTIVITY station and have students write down
answers in their notebooks, thereby
This activity takes place in two avoiding the need for so many
separate stages. The first stage photocopies.) Questions 1 to 6 were
entails completing a worksheet and the same for all the stations and
discussing answers to questions, included general questions regarding
while the the type of text, its purpose, the
second stage engages students intended audience, and whether the
in problem solving tasks. student would want to read the text.
Stage 1 Questions 7 and 8 were detail or
Procedure inference questions specific to the
In the class I originally designed this material.
activity for, I had 16 students, so I
created nine stations and paired At the start of class, I paired up
students into eight groups; I had one students, distributed the
extra station for purposes of worksheets, and gave instructions
flexibility and timing. I later made an about the task. Students began at
easy adaptation to accommodate whichever station they wanted to
larger groups. When demonstrating and filled out the corresponding
this activity for a group of 60 questions about the corresponding
teachers, I divided them into large text. I set no time limit, and students
groups and set up 12 stations; the could visit each station in whatever
group members took turns going to order they chose. They were
the stations and reporting back to encouraged to try to answer all the
their larger groups. questions but also given permission
to move on or ask for help if they
For my nine stations, I collected nine got stuck.
varied texts: a travel guide, a novel,
a menu, a museum brochure, a Near the conclusion of class, I asked
map, a newspaper, a grammar the students to answer two final
book, the instructions from a card questions, identifying the skills used
game, and an issue of English during the task and
Teaching Forum. I set these out on

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Station #1 1. Title:

2. What is it? 3. Is it fiction or nonfiction?

 4. Who is the intended audience? 5. Why would someone read this?

6. Would you read this? Why or why not?

7. On what page can we read about 8.The author, Alex Ulko, was the first
the Aral Sea? person to do something. What was
it?

Station #2 1. Title:

2. What is it? 3. Is it fiction or nonfiction?

4. Who is the intended audience? 5. Why would someone read this?

6. Would you read this? Why or why not?

7. On what pages can we read about 8.Fourteen were hurt in an accident

sports? on Saturday (pg. 5). What was the
cause of the accident?

Station #3 1. Title:

2. What is it? 3. Is it fiction or nonfiction?

4. Who is the intended audience? 5. Why would someone read this?

6. Would you read this? Why or why not?

7. Who drew the pictures? 8.Who or what is Charlotte?

Table 1. Three worksheet examples for Stage 1

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saying whether they enjoyed it. We will help him to do this. Explain why
then had a short class discussion you suggested this book.” Or, “Tim
about which materials were most is looking for a fun game to play in
interesting or confusing. I then class to encourage his students to
collected the worksheets to identify speak. Suggest a game that will be
common strengths and weaknesses good for this. Why are you
in the class. While those particular recommending this game?” (See
students were all pre-service Table 2 for example questions for
teachers, this task and its Scenario #2.) I then cut up the
accompanying skills are relevant to questions and placed them into two
all general-reading classes. envelopes corresponding to the
scenario and substation set up with
Stage 2 relevant (and irrelevant) materials.
Procedure
For Stage 2 of the activity, I used the Again, students partnered up and
materials from the first stage and then decided which scenario was
supplemented them with similar more appealing to them (luckily, I got
types of texts (more novels, grammar a fairly even split). Those who chose
books, maps, brochures, game rules Scenario #1 were asked to take a
from websites). I created two question from an envelope taped to
substations on opposite sides of the the wall, go to Substation #1 and find
room and filled them with texts the best materials to answer the
loosely grouped together. Each question, and write their answers
substation had a specific scenario. down. Once they were finished, they
Scenario #1 involved an English returned the question to the envelope
teacher looking to do professional and took a new question. Those who
development and self improvement chose Scenario #2 did the same with
(as most of my students were future the different set of questions in the
English teachers) and corresponded second envelope, using the
to a substation stocked with teaching materials from Substation #2. This
materials and related information. part of the activity served as a relay
Scenario #2 referred to a woman to keep the students moving and
preparing to travel abroad, so this focused only on the task at hand.
substation included travel guides,
maps, brochures, and the like. I The challenge for the students was
created this scenario based on my to first identify the most useful texts
students’ interest in travel. For both to answer the question. For some
scenarios, irrelevant texts were mixed questions, there were multiple texts
in with the relevant ones. with appropriate answers; for
others, I had purposely set out
For each scenario, I created realistic unrelated materials intended to act
questions a person in that situation as distractors. Once the most
might have. For example, a question suitable texts had been identified,
for Scenario #1 would be, “Tim students had to narrow them down
wants to become a better grammar to the best one (as at least two of
teacher. Please suggest a book that
 Maria 1. In Portland, 2. Maria has 3. While in
Maria is getting Maria wants to only two Antalya,
ready to begin stay in days to Turkey, Maria
a neighborhood spend in has one day for
a one with good Istanbul, an excursion.
month
trip. She will food, Turkey. She She is
travel to bookstores, is interested
Portland and most in history and
(Oregon), convenient interested in nature.
Turkey, public seeing Suggest a
Uzbekistan, transportatio mosques, trip for her.
and n. palaces, and What will she
Kathmandu. She also bazaars. Should see?
She is doing prefers she stay on the
some research to stay in a European or
to prepare for hostel. What Asian side of
her trip. neighborhood Istanbul?
do Why? What will
you she be able to
recommend, see?
and why?

Table 2. Example questions for Scenario #2

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each type of text had been set out). I had plenty of materials relevant to
For the example question above their interests. For those who do
regarding Tim and his desire to be not have such access to authentic
a better grammar teacher, there materials, printed pages from online
were two grammar books on the resources, photocopies of handouts
table: Betty Azar’s Fundamentals or quizzes, and even
of English Grammar and Penny student-generated work could be
Ur’s Grammar Practice Activities. used. For example, the teacher
Either choice was appropriate, as could set out some paragraphs
long as the students explained their written by students (with the names
choice rationally. To wrap up the removed) for the following question:
lesson, students combined into “Tim wants to use one of his
two larger groups corresponding to students’ paragraphs as a model
the two substations and discussed for a descriptive paragraph. Which
their answers. Then, as a whole one should he use, and why?” A
class, we discussed questions that single computer in the classroom or
had resulted in varied answers, even students’ own cell phones can
and students justified their also be used to search or survey
choices. specific online sources. One such
example could be as follows:
I was fortunate that my students
were mostly pre-service English “Tim needs a discussion
teachers and as an English teacher activity for his intermediate
 students. Go to cases it is feasible to use a sample
https://americanenglish.state. text (the cover page, the table of
gov/ contents, or a paragraph or two)
resources/activate-board-gam rather than printing out an entire
es and find an activity for work.
Tim’s class. Why do you think
this is a good choice for his When I tried my original version,
class?” both stages of the activity went
over well. When my students
This stage is adaptable to the context walked in the room, they
of more-general, lower-level, or immediately headed to the stations,
younger learners. A general task drawn by the materials on display.
would be to create stations using In my teaching context, original
relevant authentic materials and English materials were rare and
have students look through them and often kept in locked cases. My
make recommendations for various biggest challenge was getting the
people. It might look something like students to sit down so I could
this: explain the task, and then later
1. You have a friend who likes getting them to finish up and leave.
stories about animals. Which They wanted more time to look over
book will you recommend to all the materials, and many asked
her/him? Why? to borrow items. From their
discussion and written comments, I
2. Your younger brother wants to found that they were excited to
learn more about astronomy. practice their usual skills on
Find an article that might be authentic materials and in an
interesting to him. Why did authentic way. They were also
you choose it? excited about their ability to
successfully interact with real-life
3. Your teacher asked you to choose texts. I was pleased that they were
a news story to share with the able to identify the necessary skills
class. Go to and were hungry to apply them.
https://www.voanews.com/ and
skim the headlines. Which story Interestingly, I also found an even
will you choose? Why? split in terms of which stage of
the activity—1 or 2—was
The questions can be adapted to preferred. Some liked the survey
suit the materials on hand as well nature of the first stage because
as the level and interest of the they were able to explore multiple
learners. If you are using texts types of texts.
printed off the Internet, in most

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Others preferred the simulation of a
real-life problem-solving I used this two-stage activity to
experience. introduce the reading segment of our
syllabus to the class, allowing them
to practice a multitude of skills on
FURTHER APPLICATIONS
various types of texts and genres.
The activity also allowed me to do a they choose.
needs-based analysis of their skills Introduction to Research Writing
as well as their interests. I used the Originally, I got the idea for the
activity as a guide to determine the reading stations from a workshop I
course for subsequent classes; attended about academic writing
however, there are additional (Mulder, Spitzer, and Beck 2012).
teaching applications, including the The presenters set out stations of
following: different types of academic
texts—journals, books,
Beginner Reading Class magazines—and had the
Being able to identify the type of text participants identify information
(book, newspaper, magazine, etc.), relevant to a reference page such
genre, title, and author are key as author, publishing date, and
skills we can begin teaching even publisher. It is a great way for
before our learners become adept students to survey the variety of
readers. A simplified version of secondary sources available for
Stage 1 asks students to identify research writing and practice
the most basic components of a locating key information.
text. Additionally, the teacher could
make stations using different
1. What is it? (It might be a articles or even sections from
book, newspaper, email, articles and ask students to find
etc.) and cite evidence that supports or
contradicts various statements.
2. What is the title?
Media Literacy
3. Who wrote it? A variation of this activity is useful to
employ strategies used in media
4. When was it written? literacy. This could be done with
stations where each device
5. Do you want to read this? Why
(computer, tablet, mobile phone) is
or why not?
open to a different website, video, or
If the stations are all composed of other digital text or—if multiple
books, students could also be asked devices are not available—with
to identify the number of pages or paper printouts of articles,
chapters, whether the text is fiction or advertisements, or images of
nonfiction, and the genre. websites. The tasks could involve
identifying sources, perspective,
Extensive Reading
and bias as well as evaluating the
Another use for this activity is to trustworthiness of various sources.
expose a class to options for
Resource Exploration
extensive reading. Rather than just
looking at book covers and half When the English Department in my
heartedly skimming the summary, university received a donation of a
readers would have to take a closer large number of resource books, I
look at their options and make conducted a similar activity with the
choices about their reading, leading staff. I set up stations of books
to a greater chance that they will grouped by topic and created
actually read and finish the books imaginary classes and syllabi
 situations. The teachers then sorted engaged in. Rather than remaining
through the materials to find those on the shelf or being hoarded by a
most suitable to each situation. As a few, almost all of the books were
result, an overwhelming number of checked out and used in appropriate
resources became familiar and classes. This activity could be
accessible. And of course, during this adapted for any situation where the
activity, the teachers identified books goal is to make a large cache of
that were useful to the actual classes resources available for use.
and teaching contexts they were

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What remains constant is that the strategy
encourages learners to explore, make their
own choices, and apply critical thinking, all
while changing their physical space.
the ESP/EFL classroom: Newspapers.
Ovidius University Annals: Economic
CONCLUSION Sciences Series 18 (1): 145–151.
http://stec.
This activity illustrates just some of univ-ovidius.ro/html/anale/RO/wp-content/
the possibilities for using stations uploads/2018/08/5-2.pdf
Diller, D. 2003. Literacy work stations:
with authentic materials in a Making centers work. Stenhouse.
task-based lesson. The types of Ellis, R. 2009. Task-based language
stations, materials, and tasks can be teaching: Sorting out the
manipulated in a myriad of ways for misunderstandings. International Journal
numerous purposes and skill levels. of Applied Linguistics 19 (3): 221–246.
Grabe, W. 1991. Current developments in
What remains constant is that the second language reading research.
strategy encourages learners to TESOL Quarterly 25 (3): 375–406.
explore, make their own choices, and Guariento, W., and J. Morley. 2001. Text
apply critical thinking, all while and task authenticity in the EFL
changing their physical space. It is a classroom. ELT Journal 55 (4):
347–353. https://pdfs.semanticscholar.
strategy that can be used once in a
org/482a/55ccb8f5456377351a13e4dc4
semester or on a more regular basis. 7c6bf 6a6515.pdf
The result will be a reading class that Jensen, E. 2005. Teaching with the brain in
is active, engaging, and effective. mind. 2nd ed. Alexandria, VA: Association
for Supervision and Curriculum
Development.
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berardo/article.pdf J. Zutell and S. McCormick, 419–428.
Brown, H. D. 1994. Teaching by principles: Chicago: The National Reading
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Buzarna-Tihenea, A., and L. Nadrag. 2018.
through Movement.” Paper presented
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Health Coalition Conference, Columbia, (2): 98–105. http://www.ijlll.org/
MO, December 5. vol1/20-L016.pdf
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An overview. Karen’s Linguistics Issues: comprehension between U.S. and Chinese
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Students of English 6 (1): 1–7. 162–186.
Mulder, M., L. Spitzer, and E. Beck. 2012.
“Learner centered classroom activities for
advanced academic writing.” Presentation Mina Gavell was an English Language
at the TESOL International Convention &
Fellow in Uzbekistan from 2018 to 2020 and
English Language Expo, Philadelphia, PA,
has returned there for 2021 to train and
March 30.
retrain secondary-school teachers as part of
Ng, C. F., and P. K. Ng. 2015. A review of
intrinsic and extrinsic motivations of ESL American Councils’ English Speaking Nation:
learners. International Journal of Coaches Program.

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