CELT-S Module 1 – Portfolio task template

Module 1 – Classroom management

Portfolio task – Plan, teach and evaluate a role-play activity.
Task focus – Setting up activities, giving instructions, organising learners, monitoring, giving
feedback.
Date 26-12-2020
Name of teacher Urooj Waqar

Name of trainer Muhammad Ahsan

Part 1 – Before you teach the lesson

Provide details of the role-play activity and your class.
I based role play upon ‘making and responding to requests’. In this lesson,
students practiced how to make and respond to requests. This lesson
Description of activity involves activities dealing with actual life situations focused on ‘making &
responding to requests’. I gave students different scenarios, and I asked them
to act out on the scenario using appropriate vocabulary.
I have chosen this activity because we encounter these scenarios often in our
Reason for choosing daily life / daily conversation and this activity will provide them a chance to
this activity run-through the associated vocabulary/phrases required in these
conversations.
Class Number of learners 4 Level B1 Age 16-24

Aim for learners Learners will practise speaking in pairs.

Lesson Procedure – Write the procedures you will follow and the instructions you will give
for each stage of the activity.
Procedure: What you Instructions: What you
Aim: Why you are doing
Stage/Task and the learners will will say when you give
the task
do instructions
Introduction/ To get learners interested in  I will explain  Have you ever
Lead-in the topic that in today's been in a situation
class, we will when you want to
learn about ask/ request for
‘making & something?
responding to  Or when you want
requests’. I to respond to a
will give request?
students a  Do you use a
chance to different way to
respond with make a request
their personal depending upon
experiences. whether you are
 I will speaking to a
introduce the friend or a
basic teacher?
distinction  What factors
between affect the way you
informal and make a request?
Cambridge English CELT-S | Module 1 | Portfolio Task | Template | V2.0 2020 1
 Portfolio task template

formal
requests and
how to
 Now, look at the
respond to
scenarios on
requests
slide#7 and tell
through a
me about the
PPT.
degree of
 I will
formality?
introduce the
vocabulary
they can use.

You all are in pairs.

Every pair has a task card.
Each task card has two
parts, part A is for student
A and part B is for student
I will divide my class B. Remember to use the
into pairs and will tell vocabulary for making /
them about their responding to requests.
partners. You have exactly 10 mins
I will allocate each for this activity.
student in a pair an Instruction Checking
To help learners understand
alphabet (A or B). questions:
Set up role- the activity, organise the
I will ask instruction  Are you all
play activity pairs/groups and give
checking questions to working in
instructions
make sure instructions pairs?
are clear.  How many task
I will give them task cards are there
cards and will send in a pair?
them in breakout  Are you student
rooms. A or B?
(randomly with a
few students)
 How much time
do you have for
this activity?
Students will practise
in pairs in their
breakout rooms
according to the
Role-play To get learners to practise
scenarios given by the N/A
activity speaking in pairs/groups
teacher. The teacher
will observe quietly
and will intervene if
needed.
Whole-class To provide learners with At the end of class, the  Who has used this
feedback feedback on their language teacher will give phrase ‘missed
use feedback about phrase here’’?
(missed  ‘Wrong phrase
vocabulary/phrase, here’. Is this
incorrectly used terms, phrase correct?
etc.) What’s wrong
with this phrase?
I will use ‘Two ‘Ws’  Two ‘Ws’
Strategy to close my Students will write:
lesson. Students will What did we learn today?
Cambridge English CELT-S | Module 1 | Portfolio Task | Template | V2.0 2020 2
 post the answers on So What? (Relevancy,
Padlet. importance, usefulness)

Interaction patterns – Tick () to show how learners will work at each stage.
Stage Whole class Pairs Groups Individual
Introduction/Lead-in 
Set up activity 
Speaking activity 
Feedback stage 

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?
What were the benefits of doing this
type of activity with your class?
What were the challenges of doing this As far as classroom management is concerned, I didn’t
type of activity with your class?
How can you continue to improve on
giving instructions, monitoring and
giving feedback in future lessons?
Evidence submitted Role-play
() activity
Role play was LIVE on ZOOM on 26th December, 2020.
By acting scenarios like these out, a learner will build up
experience and self-confidence with handling similar
situations in actual life.
face any problem as class size was really small so class
was organised. However, I felt that some students were
more vocal than others, giving the less assertive ones a
little time to practise speaking skills.
Moreover, I also felt that some students require more
practise for the sentence structures.
I would like to
 Devise some strategies/rules and will introduce
them at the start of the class.
 Incorporate some more pair/group work in my
lesson before jumping into the main task.
Completed portfolio Additional tasks/
  
task template materials used

References:
https://bogglesworldesl.com/survival_travel_english/restaurants.htm
https://freeenglishlessonplans.com/2014/03/02/role-play-making-polite-requests/
https://www.audioenglish.org/english-learning/type_roleplay.htm

Resources:
https://padlet.com/uroojwaqar/g8v33p0jjzkbrht6
Task cards (Attached with the mail)
PPT (Attached with the mail)
Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
The teacher has /R/X Trainer comment
selected a role-play activity relevant to
their context and the needs of a chosen
class
provided a realistic reason for selecting
the activity for this class
prepared an appropriate introduction/lead-
in for the activity
 Portfolio task template

planned appropriate procedures and

instructions for the lead-in activity
planned appropriate procedures and
instructions for setting up the activity
planned appropriate procedures for
monitoring the activity
planned appropriate procedures and
instructions for providing learners with
feedback
planned appropriate interaction patterns
for the different lesson stages
confirmed that the activity was used with
the chosen class
considered, after using it, the benefits and
challenges of doing this type of activity
with the chosen class
identified action points for giving
instructions, monitoring and giving
feedback in future lessons
submitted for evaluation: the role-play
activity, any additional material used and
the portfolio task template with all parts
completed
completed the portfolio task on first
submission

resubmitted the portfolio task

Cambridge English CELT-S | Module 1 | Portfolio Task | Template | V2.0 2020 4