Cambridge Certificate in ELTA

Written

Assignment: Language Skills Related Task (LSRT )

Read all instructions carefully before you start this assignment.

The aim of this assignment is for you to show you know how to exploit an authentic text in order to develop your
students’ reading skills, as well as relevant productive skills (speaking/writing), using a text from an authentic
source.

Using the text attached to these instructions, plan a lesson to develop specific reading sub-skills that you think
the text lends itself to, and that are relevant to the level and needs of EFL students. Also, identify the
productive language skills that could also be practised and developed. The lesson should be manageable in
either a 50-minute or a 60-minute slot.

Do not write out a lesson plan using the usual pro-forma; write out your outline in prose form and use bullet
points where appropriate.

You need to:

 indicate which level of instruction you would use this text with;
 indicate your overall reasons for using this text with the particular level as well for designing your tasks or
following a particular procedure;
 say what pre- reading activities/tasks you would use, giving your aims for each stage and including any
hand-outs you have designed;
 state what while- reading activities/tasks you would set, and indicating what particular reading sub-skills
they are designed to develop, including any hand-outs you design;
 indicate what post- reading activities (speaking/writing) you would use as follow-up giving your reasons,
including hand-outs;

A successful candidate will

 show a correct use of terminology relating to language skills (and sub-skills);

 indicate a clear relation between the tasks designed and particular language skills to be
practised;

 have selected an appropriate text to the level and needs of their students;

 use written language that is clear, accurate and appropriate to the overall assignment.

 Show evidence of referenced background reading

Word count: 750 - 1000 (not including the text itself or appendices including student handouts)

It is necessary to attach the copy of the reading text.

Make sure you include your bibliography at the end.

Name: ………………………………………………………………… Date:

I confirm that this is completely my own work. Signed: .........................................

© CELT ATHENS 2013

The article for this assignment is called “Penguins do not topple watching aircraft” and it was
brought to light by Reuters. The article provides interesting information related to penguins
living in the Antarctic and their behaviour. This article is a sample of authentic material since
is has been announced to the public through a well-established news agency.

This text would be appropriate to be taught to C level learners, as the core vocabulary
necessary for the reader in order to understand the meaning is Level C. According to the
“Macmillan Online Dictionary”, words such as topple over, waddle away and abound are
rarely used, as they are not contained within the 7,500 most frequently-used English words
and they are not graded with a star.1 Moreover, the topic presented in this article is not a
very common one and it would only appeal to a few advanced learners.

WARM - UP
In order to engage the Ss in this stage of the lesson and set the context, I would show them
some pictures of the Antarctica and I would ask questions such as:
- Can you guess which this place is?
Ss would provide their guesses and then I would ask:
- What would you see if you travelled in the Antarctica?
Ss would provide some answers that could be used to elicit the fact that penguins live in the
Antarctica. I would then ask the Ss if they are aware of any facts regarding the penguins’
behaviour and I would try to gather as many answers as possible.
After that, I would ask Ss questions such as:
- Do you think that penguins are used to living in a noisy or quiet environment?
Ss would respond and I would ask them to make guesses about their behaviour, such as:
- What do you think they would do if a plane flew over them?
The purpose of using these questions is to get Ss involved as well as create a familiar context,
in which I can introduce new words.

TEACHING UNKNOWN VOCABULARY

As mentioned above, some words in the text such as topple over, waddle away and abound
are rarely used, however they are essential for the Ss to understand the overall meaning.
Therefore, these words would definitely be among the ones I would choose to pre teach, with
the use of visuals, in order for the Ss to be able to proceed to the next stage, which is reading
for gist.

READING FOR GIST

In this stage of the lesson, Ss would be invited to read the whole text, without focusing on
every word. Through this procedure Ss are being trained to read in a fast pace and the time
the teacher allows for this activity should be relative to the aim.
In order to exercise this sub-skill, I would ask the Ss to work in pairs, show them the picture
accompanying the text and I would try to elicit the fact that it looks like a comic strip. As
soon as Ss have understood this I would invite them to read the text in order to get the
overall idea and I would assign a task for which they would have to choose between three
sentences to fill in the bubble in the picture. I would advise them to read in a fast pace,
without stopping on every word they would not know. I would set time limits appropriate for
the sub-skill, e.g. 2 min and I would monitor closely. (App.1)

READING FOR SPECIFIC INFORMATION

In this stage of the lesson Ss would be invited to read in order to locate specific information
in the text. I would ask them to work in pairs and read the text again, but now they should
try to read more carefully and focus on all the words. The task that I would assign would be
to answer some questions regarding the text. (Reading Comprehension exercise) (App.2)

1
Adapted from: http://www.macmillandictionary.com
I would certainly allow more time for this stage of the lesson, as the Ss would have to
concentrate on the whole text. This task appears to be a demanding one, but any possible
difficulties could be avoided through pair work.

POST-READING ACTIVITY
In this stage of the lesson, Ss would be encouraged to produce language in context through a
freer less controlled, oral activity. For this purpose, I would ask Ss to conduct their own
scientific experiment, for example they could compare two similar mobile phones and decide
which one is the best.
They would be provided with the information on the mobile phones (or search for them, if
time allows), however they should decide on how to perform the experiment themselves;
which characteristics they could compare or how they could record the results. (App.3)

References:
 Scrivener J., Learning Teaching, Macmillan, 2nd edition, pp.184-188
 Harmer J., How to teach English, Longman, 2001, pp. 68-78
 Mann M. & Taylore-Knowles S., Skills for First Certificate – Reading,
Macmillan Zenith, 2006, pp.34, 37

Websites:
http://www.macmillandictionary.com
APPENDICES

Appendix 1

1. “Do you need help with your notes?”

2. “We will need 1,000 earplugs, sir!”
3. “We really like the noise! It brings life to the place!”

Appendix 2
1. Who has done the scientific study?
2. How do penguins react to noise? Why?
3. What’s the main question in this article?
4. What’s the answer to the question?

Appendix 3
Conduct an experiment about two mobile phones. Find information
about them; decide how to perform the experiment and which
characteristics you could compare.