CELT-S Module 6 – Portfolio task template

Module 6 – Planning language learning

Portfolio task – Plan, teach and evaluate a listening lesson.
Task focus – Writing a full lesson plan.
Date 24th May
Name of teacher Tatiana Alekseyetseva
Name of trainer Anna Besarab

Part 1 – Before you teach the lesson

Complete the lesson plan template.

CELT-S lesson plan template

Name of school AISU Candidate number

Candidate name Tatiana Alekseyetseva Date 24th May
Lesson length 45 M Level B2

Information about the class

Ss will have read about individual achievements and be familiar with the context

Ss will have ranked achievements from the most impressive to the least

Lesson aims(s)

To develop gist and intensive listening skills in the context of achievements

To develop spoken fluency in the context of achievement
To elicit student responses during plenary f/b
To finish all the activities I have planned for the lesson

Language analysis (for lessons which include teaching vocabulary and grammar)
Form Meaning
What is the meaning of the
invention – noun language?
discovery – noun invention – a thing that has
cure – noun been made or designed by
crisis – noun somebody for the first time
human rights – plural noun discovery – something that
phrase has been found
architecture – noun cure – to make an illness
collective – adjective end or disappear
crisis – a time of great
danger or difficulty
human rights – the basic
freedoms that all people
Pronunciation
invention – |ɪnˈvenʃn|
discovery – |dɪˈskʌvərɪ|
cure – |kjʊr|
crisis – ˈkraɪsɪs|
human rights – |ˈhjuːmən| |
raɪts|
architecture – |ˈɑːkɪtektʃə|
collective – |kəˈlektɪv|

Cambridge English CELT-S | Module 6 | Portfolio Task | Template | V2.0 2020 1

 Portfolio task template

should have
architecture – the style or
design of a building or
buildings
collective – share by a group
of people together; not
individual

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Materials (referenced)

Worksheets adapted from New Cutting Edge Upper Intermediate, 2005, Cunningham &
Moor, Pearson
Education Limited, module 5, pg. 56, Listening 1,2,3.
CD #4(New Cutting Edge Upper Intermediate, 2005, Cunningham & Moor, Pearson
Education Limited T5.2)

Anticipated difficulties Solutions

1. Ss will match pictures with words to clarify
• language: the meaning of the difficult vocabulary
1. Ss may find some vocabulary in the
listening preparation difficult

2. Ss may find the listening difficult 2. Ss can listen to the text again and I may
• materials: have to fast forward the CD track to a certain
passage

3. The course book text is too small 3. I adapted the task sheets and OHT to
• management: have 14/16 pt. font

4. Other lesson segments can be shortened

4. I may run short on time to ensure the speaking practice at the end: if
vocab mingle takes a while, I can just give
them the definitions that they probably know
& the listening text is the most important to
set up so I can drop the speaking at the end
since they will have practice in the lead in
and throughout with pair checks

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 Portfolio task template

Interactio
Stage Stage aim Procedure Time
n

T writes on w/b, Who is the

To activate Ss’ schemata person on the money?
and raise interest in the What did they achieve?
T > Ss
topic - T puts Ss into groups of 3,
Lead in S>S 3 min
gives each group a note
Ss > T
To develop spoken - Ss discuss in groups, T
fluency monitors
- T conducts brief plenary f/b
T says, “You have to match a
vocabulary word with a picture.
You will stand up
and when you find your partner,
sit down with the new person. So
bring your
personal items.” T > Ss
- T gives out vocab and pics Ss > Ss
To clarify key vocab - T says, “What do you do after T > Ss
Vocab
from the listening you find your partner? Stand up S>S 5 min
preteach
preparation and go.” Ss > T
- Ss match the vocab with the T > Ss
pics, T monitors
- T says, “In pairs, think of a
definition.”
- Ss discuss, T monitors
- T conducts brief plenary f/b
- T gives Ss slips of paper with
definitions
Listening To link Ss’ schemata T says, “In groups of 3, read two T > Ss 7 min
preparation with the listening text achievements. Think of examples Ss > Ss
and write them T > Ss
on your paper.” Ss > T
- T demos a) on OHP T>S
- T puts into groups and assigns S
# (1=b,g) 2=c,h (3=d,i) 4=e,a S>S
(5=f,b) Ss > T
- Ss discuss, T monitors
- T conducts plenary f/b > T says,
“Open your paper. Write the
achievements in the
boxes.” > T writes on w/b
- Ss vote for favorite b)
achievement
T says, “Read the achievements
and decide which achievements
are the work of 1
person and which are collective
human achievements. Check the
correct box. Do
this alone.”
- Ss complete task, T monitors
- Pair check
 Portfolio task template

- T conducts brief plenary f/b >

writes on w/b
T says, “You are going to listen
to five people talk about
achievements. You are
going to just listen for the main
idea. Listen to find out what
achievement each
person is talking about. Write
your answers here.”
- T gives Ss the paper, “Don’t
open.”
T > Ss
- T asks, “If you are listening for
S
the main idea, do you use your
To provide a context for S>S
dictionary?”
Gist the speaking practice Ss > T
- Ss listen to the text 10 min
listening To develop gist listening T > Ss
- Pair check, T monitors to see if
skills S
they need to listen again
S>S
- T conducts brief oral plenary f/b
Ss > T
T says, “Read the achievements
and decide which achievements
are the work of 1
person and which are collective
human achievements. Write your
answers. Do this
alone.”
- Ss read and decide, T monitors
- Pair check
- T conducts brief oral plenary f/b
T says, “Open the paper. You will
listen to the people again. Read
the sentences
and you will decide if they are
To check Ss have true or false.” T > Ss
Intensive understood the context - Ss read sentences, T monitors S
10 min
listening To develop intensive - “Listen again, write T or F.” Ss S>S
listening skills listen, T monitors Ss > T
- Pair check, T monitors to see if
they need to listen again
- T conducts brief oral plenary f/b

Follow on To allow Ss to T says, “You have the T > Ss 5 min

personalize the topic and
express their opinion
To develop spoken
fluency
achievements we talked about at S
the beginning and the 5 T > Ss
achievements we listened to. Ss > Ss
Decide which achievement you S>S
find the most and
least amazing. Write you
answer.”
- Ss write answers
- T says, “You will stand up and
interview 5 people. Write their
name and what
achievement they find the most

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 Portfolio task template

and least amazing. You don’t

have to write why
they think it is amazing. But ask
and practice speaking. Go.”
- Ss interview, T participates
- If time left, open pairs and Ss
talk about who they interviewed
 Portfolio task template

Part 2 – After you have taught the lesson

Complete the self-evaluation and the checklist of evidence to submit.
When did you teach the lesson? 24th May
What were the benefits of
-
completing a lesson plan?
What were the challenges of
-
completing a lesson plan?
How can you continue to
Try to use more additional materials
improve your lesson planning
like pics and additional exercises.
for future lessons?
Coursebook/ Completed
Evidence Tasks Listening
 supplementary  portfolio task 
submitted () used text
book page template

Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
The teacher has /R/X Trainer comment
selected a listening text relevant to their context
and the needs of a chosen class
provided details and information about the class
and a rationale for using the listening text
written clear aims for the lesson overall and
aims for individual stages
accurately completed the language analysis
section for the vocabulary pre-taught in the
lesson
included appropriate anticipated difficulties and
solutions to difficulties
produced an appropriate board plan for the
lesson
planned appropriate pre-, while- and post-
listening activities to use with the listening text in
the lesson
described procedures appropriate for using the
listening text and for the activities
planned appropriate interaction patterns for the
different lesson stages
confirmed that the lesson plan, listening text and
activities were used with the chosen class
considered, after using it, the benefits and
challenges of completing a lesson plan
identified action points for producing a lesson
plan in the future
submitted for evaluation: the tasks and
materials used, any coursebook/supplementary
book page used, the listening text, and the
portfolio task template with all parts completed
completed the portfolio task on first submission

resubmitted the portfolio task

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