CELT-S Module 3 – Portfolio task template

Module 3 – Teaching language skills

Portfolio task – Plan, teach and evaluate a reading skills lesson.
Task focus – Helping learners to develop reading skills by teaching a lesson with
pre-reading, while-reading and post-reading activities.
Date 13-3-2021
Name of teacher Urooj Waqar
Name of trainer Muhammad Ahsan Shahab

Part 1 – Before you teach the lesson

Provide details of the text and your class.
The text is related to birth order and how it is responsible for shaping up our
Description of the text
personalities and relationships.
I planned this reading lesson in order to give my students a chance to
Reason for choosing practice their reading skills with an enjoyable and interesting topic.
this text Moreover, they should enjoy speaking about themselves; therefore, I have
planned a speaking activity as a sub-skill.
A2- 16-
Class Number of learners 10 Level Age
B2 24
Learners will practise reading for gist and detail. Learners will practise
Aim for learners
speaking/writing about the topic.

Lesson Procedure – Write the procedures you will follow when you use the text and tasks
in class.
Aim: Why you are doing the
Stage/Task Procedure: What you and the learners will do
task
T shows a picture of family on the screen and
asks students to guess the topic of the reading.
Pre-reading To get learners interested in the
The ss will look at the picture and will try to find
task topic
out what the text is about. T will take feedback
from the ss.
T projects the topic of the reading text on the
screen. T distributes a word guessing activity
and will ask students to put a tick if they think
the word is going to be in the reading text and
put a cross if they think that it is not. The
Pre-teach To help learners understand the
Students will look at the screen and predict the
vocabulary text
correct answers. Teacher can use images / stick
drawings to clarify the meanings of certain
words. They do the task first individually, and
then when the teacher will take feedback they
will share their answers with the whole class.
T will share the reading text (through screen
sharing) and asks students to read it in 3 mins.
Gist reading To help learners get a general Teacher will share a handout with three pictures
task idea of the text on it and will ask ss to match the characters in
the handout with their birth orders. Feedback
will be taken later through Zoom private chat.
Detailed To help learners to understand T will share an activity sheet along with reading

Cambridge English CELT-S | Module 3 | Portfolio Task | Template | V2.0 2020 1

 Portfolio task template

text and ask students to answer them first

individually and then they will compare their
reading task most of the text
answers in their groups. Feedback will be taken
later.
After finishing the reading and answering the
questions, T tells her position in the family and
her opinions about this issue. In pairs, T will ask
students to ask their partners about their status in
the family, and whether they agree with the
Post-reading To get learners to speak or write
writer or not. Ss will give their opinions about it.
task about the text
After 2 mins, they will switch their roles.
Teacher will monitor the breakout rooms and
feedback will be taken from a few ss randomly.
Usage of good and bad language will be
highlighted and discussed in the end.

Interaction patterns – Tick () to show how learners will work at each stage.
Stage Whole class Pairs Groups Individual
Pre-reading 
Pre-teach vocab 
Gist reading 
Detailed reading 
Post-reading 

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 and challenges
of using this type of text and these
activities with your class?
What were the challenges of using this
type of text and these activities with
your class?
How can you continue to improve on
planning and teaching reading lessons
in the future?
Evidence submitted
Reading text 
()
13-3-2021
Benefits were that ss practiced skimming and scanning
skills in reading. Their anticipation skills were increased
through word-guessing activity. They got a chance to
practice speaking on an issue closely related to them.
A few ss had poor comprehension and were not able to
retain the material.
 I will tell them to annotate and highlight text and
underline valuable information as they read.
 Priming the cognitive pump in order to recall
relevant prior knowledge and experiences from
long-term memory in order to extract and construct
meaning from text.
 I can even ask them to summarize what they have
read using different words from those used in the
original text.
 I can even break my reading task into multiple
paragraphs so that my ss are not overwhelmed.
Completed portfolio
Activities used  
task template

Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
The teacher has /R/X Trainer comment

Cambridge English CELT-S | Module 3 | Portfolio Task | Template | V2.0 2020 2

selected a text relevant to their context and the needs
of a chosen class
provided a realistic reason for selecting the text for
this class
planned an appropriate pre-reading activity for the
text and this class
selected appropriate vocabulary to pre-teach and
planned appropriate procedures to pre-teach it
planned an appropriate gist reading activity for the
text and the chosen class
planned an appropriate detailed reading activity for
the text and this class
planned an appropriate post-reading activity for the
text and this class
planned appropriate procedures for using the text and
the activities with this class
planned appropriate interaction patterns for the
different lesson stages
confirmed that the text and activities were used with
the chosen class
considered, after using them, the benefits and
challenges of using this type of text and these
activities with the chosen class
identified action points for using this type of text and
these activities in the future
submitted for evaluation: the reading text, the
activities used and the portfolio task template with all
parts completed
completed the portfolio task on first submission
resubmitted the portfolio task