In this module
Cambridge Veritas · Original TESOL self-study resources
Module overview
Integrated work is strongest when information moves purposefully between skills. A source text can supply evidence for a discussion, and that discussion can support a report for a real audience. Decide which skill receives the main teaching focus at each stage and keep other demands manageable. A coherent sequence does not require equal time for all four skills; it requires each stage to contribute something necessary to the shared outcome.
Use the guides below to connect the core ideas with practical teaching decisions. Each guide contains a classroom example, an application task and a sample response. Work through the whole module, or choose a topic for a lesson you are preparing.
Explore the topics
Receptive and productive skills in one task
Reading and listening are receptive; writing and speaking are productive. Real tasks often connect them. Merely including all four does not make a coherent lesson: each stage needs to contribute to a common outcome.
Read the guide & try the taskPrimary skills and supporting skills
A task can involve several skills while developing one most directly. Identify the main objective so feedback and time allocation remain sensible. Speaking to compare reading answers supports a reading lesson but does not automatically become a full speaking lesson.
Read the guide & try the taskActive listening in a speaking lesson
Communication includes attending to another person, requesting clarification and responding to what was said. Teach these behaviours explicitly. A speaking task in which everyone delivers an unrelated prepared answer may provide little real interaction.
Read the guide & try the taskReading into writing
A model text or information source can support writing, but the two purposes should be distinguished. Learners may read to understand content, then notice a useful organisational feature before composing a new message.
Read the guide & try the taskListening, notes and spoken reports
Taking notes transforms spoken information into a usable record. A later report provides a reason to select and organise the important points. Keep note-taking support proportionate to level and give a clear audience for the report.
Read the guide & try the taskCLIL and a four-skills project
A content task can naturally integrate language skills when learners need to understand, discuss and explain subject information. Keep content accuracy and language support visible. A project needs roles, a product and an opportunity to check understanding.
Read the guide & try the taskPutting the module into practice
- 01
Choose an outcome and identify what input or information learners need to achieve it.
- 02
Plan a receptive task that helps learners select relevant content with manageable response demands.
- 03
Create an interaction in which learners clarify, compare or organise the information.
- 04
Produce the final spoken or written message and check that it accurately uses the earlier input.
Support and extension
Use a simple information grid and explain the connection between stages so learners know what to carry forward.
Ask learners to reconcile two sources, respond to questions or adapt the output for a different audience.
Check your understanding
Plan a teaching task
Choose one guide from this module. Use its classroom scenario or adapt the task for a group you know.
- Learners and purpose: Describe the context and what learners need to do.
- Success criterion: State one observable outcome.
- Procedure: Plan the setup, model, learner task and feedback.
- Support and extension: Include a way into the task and an extra challenge.
- Evidence and reflection: Decide what to observe and what would make you change the plan.
Module questions
Where should I begin with this module?
Choose an outcome and identify what input or information learners need to achieve it.
How can I make the work accessible?
Use a simple information grid and explain the connection between stages so learners know what to carry forward.
How can I go beyond the first attempt?
Ask learners to reconcile two sources, respond to questions or adapt the output for a different audience.
Sources and authorship
This module maps to the supplied syllabus PDF, Integrating skills (3 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.
View the supplied PDF ↗ · Publication reference: source chapter
Written by Cambridge Veritas. Updated .
Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.