The Skills Related Task (SRT) was one of the most enjoyable written assignments of my CELTA course because it combined two things I love: lesson design and authentic materials. The aim was to show that I could plan a reading or listening lesson using a real text, with clear stages for receptive and productive skills, and appropriate justifications drawn from ELT methodology.
For my SRT, I designed a reading lesson for Intermediate learners based on the CNN article “It’s a Hat Trick for Moon Lovers” — a real-world piece about a rare astronomical event combining a supermoon, total lunar eclipse, and the Mid-Autumn Festival. I chose this text because it offers universal appeal: it’s scientific, cultural, and visual, allowing students to connect personally while practicing essential reading skills.
Lesson Focus
The lesson was designed around two receptive subskills — reading for gist and reading for specific information — followed by a creative productive speaking task.
- Reading for gist: Learners first predicted the article’s headline based on an image, then skimmed to confirm their choice — a task inspired by Harmer’s (1998) emphasis on engaging learners and developing efficient reading strategies.
- Reading for detail: Students then scanned the text to answer comprehension questions, training their ability to extract precise information.
- Productive task: Finally, pairs designed and presented their own moon-viewing festival, personalizing the theme while practising fluency and creative communicationTamarin (SRT).
This structure reflected the CELTA principle of moving from receptive to productive skills, ensuring comprehension before expression.
What I Learned
This assignment helped me strengthen my understanding of lesson staging, subskill design, and the delicate balance between authenticity and accessibility. I learned that:
- Selecting a real-world text requires careful thought about both level and interest.
- Teaching reading isn’t about testing comprehension — it’s about building confidence in navigating meaning.
- A well-chosen text can naturally lead to authentic communication, as seen in the final speaking task.
I also found great value in Harmer’s (1998) advice that “students need to be engaged with what they are reading.” Choosing a topic that sparks curiosity and conversation was key to making the lesson work.
Tutor Feedback
My tutor described this as a “good choice of text, supported by a clear rationale”, noting that my tasks were well-sequenced and the assignment was “easy to follow.” They particularly praised how the productive task encouraged students to personalize the topic and how accurately I used skills terminologyTamarin (SRT).
This feedback affirmed that my approach — combining visuals, prediction, reading, and creativity — aligned with CELTA standards for lesson design and skills integration.
Reflection
The SRT marked a turning point in how I plan lessons. It helped me see how reading and speaking can be mutually reinforcing, and how even short texts can become springboards for creativity.
I’ve since adapted this moon-themed lesson into an interactive LearnPress version for my portfolio, complete with comprehension activities, vocabulary scaffolding, and a discussion board where learners share their own cultural moon traditions.
