Girl, 6, shows attending school lessons pays off
PART A – SKILLS Assessment Criteria (750 – 1000 words)
Candidates can demonstrate their learning by:
- correctly using terminology that relates to language skills and subskills
- relating task design to language skills development
- finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task
© Cambridge English Language Assessment
In this assignment, you will have to demonstrate your ability to devise a reading lesson with appropriate staging. Start by reading the news article “Girl, 6, shows attending school lessons pays off”.
from the Evening Standard (attached). Imagine you are using this article as the basis of a lesson.
SECTION A1. Lead-in/Pre-reading task (Suggested word count: 75 – 100 words)
Describe how you would generate interest in the text. Describe any lead-in and/or prediction activities you would do with students before they read the text. State whether or not you would pre-teach any vocabulary and list the vocabulary you would pre-teach.
SECTION A2. First reading task (Suggested word count: 225 – 300 words)
Design an initial reading task for use with this text. Attach the question(s), with answers, as an appendix to your assignment. Describe how you would use this task in class. State what sub-skill of reading this task practises (reading for gist, reading for specific information, reading for detailed comprehension or reading to infer meaning). Say why it’s a good idea to practise this reading sub-skill, with reference to your background reading about skills (see bibliography).
SECTION A3. Second reading task (Suggested word count: 225 – 300 words)
Design a second reading task for use with this text. Attach the question(s), with answers, as an appendix to your assignment. Describe how you would use this task in class. State what sub-skill of reading this task practises (reading for gist, reading for specific information, reading for detailed comprehension or reading to infer meaning). Say why it’s a good idea to practise this reading sub-skill, with reference to your background reading about skills (see bibliography).
SECTION A4. Productive task design (Suggested word count: 225 – 300 words)
Design a productive skills (speaking or writing) task or series of tasks for use in this lesson, following on from the topic of the text. The task(s) should be relatively substantial i.e. should take at least 20 minutes of class time to complete. Attach any materials (cards/prompts for roleplays, writing pro-forma, discussion questions) as an appendix to the assignment. Describe how you would use the task(s) in class and say why you think it’s a good idea for students to practise this type of speaking or writing task, with reference to your background reading about skills (see bibliography).
CHECK LIST FOR SKILLS ASSIGNMENT
The following points are potential pitfalls and candidates may be asked to resubmit because these have not been done. To help you avoid these, please review your assignment and make sure you have taken these into account
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