Design one reading comprehension task that you could use with the group of students described on page 1 to help them practice one reading subskill.

Skills Assignment for the Cambridge CELTA

THE TASK
Design one reading comprehension task that you could use with the group of students described on page 1 to help them practice one reading subskill.

Type the task into the template. IT IS EXCLUDED FROM THE WORD COUNT.
Make sure the layout of the task is clear and learner-friendly. It should be classroom-ready.
Do not copy the text itself from Appendix 1 unless it is indispensable for the task design (e.g. you re-organise the text for the task)
Add the answer key, with your justification and the text fragments that justify the answers, under the task for students.

THE RATIONALE
Provide a brief overview by answering these questions:

AIMS AND SUBSKILLS
What is the task type? (e.g. a multiple-choice task, etc.)
Which stage of the reading lesson is it?
What is the aim of this stage?
Which reading subskill does it develop, skimming or scanning?
What is the definition of this subskill? Include references to your background reading:
Emma Tudor: Developing Reading Skills (ETP, Issue 115 – March 2018, pp. 41-42)
Use the CITATION GUIDE in Appendix 2.

TASK SETUP
What lesson stages precede this activity during the reading lesson? What are their aims?
What lesson stages happen after this activity during the reading lesson? What are their aims?
What does the teacher do to set up the task effectively: What is important when giving instructions for this particular task?
Why do students need to complete the task individually first, and not in groups?
How do students compare their answers: What do we call this micro-stage? What is the interaction pattern? What do students focus on? What does the teacher focus on when monitoring?
What does the teacher elicit in open-class feedback? How does the teacher make this stage student-centred?

Section Two: A SPEAKING TASK
Suggested word limit: 350-500 words.

THE TASK
Design one speaking task that you could use with the same group of students in the same lesson to help them practice their oral fluency and communicative competence in reference to the topic of the text they have just read.

Prepare the prompts for students. THEY ARE EXCLUDED FROM THE WORD COUNT.
Paste them into the template.
Make sure the layout is clear and learner-friendly.
If you use visuals, provide the URLs to the respective images in Bibliography.

THE RATIONALE
Provide a brief overview by answering these questions:

AIMS AND SUBSKILLS
What is a pyramid discussion? Define it briefly.
Does the task develop accuracy or fluency in speaking? Give the definitions of both.
Include references to your background reading:
Chia Suan Chong (31 January 2019). Going beyond Accuracy vs Fluency [blog post] English Teaching Professional | Available at www.etprofessional.com Use the CITATION GUIDE in Appendix 2.
How does the task help students to practice communicative competence?
Include references to your background reading:
Chia Suan Chong (31 January 2019). Going beyond Accuracy vs Fluency [blog post] English Teaching Professional | Available at www.etprofessional.com Use the CITATION GUIDE in Appendix 2.
Why is it an immersive speaking activity? What is the communicative focus?
Include references to your background reading:
Adams, R. (2018). Enhancing student interaction in the language classroom: Part of
the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
Available at cambridge.org/betterlearning Use the CITATION GUIDE in Appendix 2.

TASK SETUP
How does the teacher prepare students for speaking in groups:
how does the teacher engage sts in the context?
how does the teacher scaffold the instructions? what is included? what is the communicative focus?
why do students need thinking time, based on prompts?
why is the model or demo important before students start talking in groups? Give 2 ideas.

Design one reading comprehension task that you could use with the group of students described on page 1 to help them practice one reading subskill.
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