CELT-P Module 2 – Portfolio task template

Module 2 – Developing listening skills in the primary classroom

Portfolio task – Plan, teach and evaluate a listening skills lesson for older primary learners.
Task focus – Using a variety of different task types to help learners develop their
understanding of a listening text; to develop their interest in the recording and to get learners
to respond to the content of the recording.
Date 2021/08/05
Name of teacher Lulu
Name of trainer Alex

Part 1 – Before you teach the lesson

Provide details of the text and your class.
The rich man, the poor man, and the judge are the three main
characters in the story. In the book, the affluent man makes the
poor man pay for the pleasure of his restaurant's aromas. However,
because the man hasn't eaten any of the food, this is an unfair
Description of the text
case. The rich man takes the poor man to court, where the judge
decides on a just solution. This text instills in children a sense of
fairness. Students are encouraged to come up with their own
solutions to the situation.
Students are learning this text because it is part of their learning
curriculum, it’s a text on unit 7 that aims to teach students about
fairness. Students have been learning a lot about values in this
course, which will help them in the future in order to differentiate
different types of behaviors amongst themselves and their peers.
Values are essential in the student’s learning ability as they provide
the students with tools on how to deal with different situation. The
unit it’s self focus on codes and how to find clues to figure out a
Reason for choosing
code. By using this as a listening activity ofr the students it helps
this text
them identity items and important words or phrases that will assist
with understanding the text further. Students in CGE3 level tend to
not be strong in their listening test and it important that as teachers
we use the readers in the story to focus on listening for the first
lesson they are exposes to the reader. This way it will help improve
their listening ability. By using their course book material to focus
on, listening, speaking and writing it helps the learners improve in
these areas on concern.
10-
Class Number of learners 8 Level A1 Age
11
Learners will practise listening for key information and more detail.
Learners will practise speaking/writing about the topic.
Learners will practise writing and speaking
Aim for learners
Learners will practise wokring in pairs and building vocabulary.
By the end of the lesson 50% od learners in the class should be
able to answer listening questions independently.

Task type e.g. matching, labelling, ordering, choosing options (multiple choice/true-false),
completing forms and charts, gap-fill, open activities – Write the task type you chose for
each stage and the reason why you chose it.

Cambridge English CELT-P | Module 2 | Portfolio Task | Template | V2.0 2020 1


Aim: Why you are
Stage/Task
doing the task
To get learners
Pre-listening task
interested in the topic
Pre-teach To help learners
vocabulary understand the text
First while-listening To help learners
task understand key ideas
Cambridge English CELT-P | Module 2 | Portfolio Task | Template | V2.0 2020
Portfolio task template
What task you chose and why
Look at the pictures in the story and make
up your own story
 What do they anticipate will
happen,
 Who do they think the man sitting
down is?
 What do they think the three men
are doing?
Discuss it in pairs with the teacher.
Learners must write three phrases
describing the images in the story.
Students need to provide their answers to
the teacher for a discussion.
When they are done, teacher will praise
them, give them some tips on what to think
about in the future.
By clarifying what each term means,
students are introduced to vocabulary.
Students will be taught the following
vocabulary words:
 Judge
 Enjoy
 Wonderful
 Solution
 Coin
Students will be given the meaning after the
teacher explains each word.
Students need to match the words with the
correct meaning. Students need to stay the
word and read the correct meaning with
some error correction on pronunciation from
the teacher.
Students then listen to the material and hunt
for vocabulary terms while listening. This
makes it easier for them to comprehend
what they're hearing. It also aids the kids'
ability to listen for specific details.
During listening, teacher will pause the
audio and ask students some questions:
Such as:
Who is the judge?
What does the rich man want?
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 Does the poor man have money?

This is so the students can get a general

idea of the text and what information they
should be looking for.
The teacher asks the students to look over
the questions together while the audio is
paused.

The teacher and students go over the

questions and instruct the pupils to listen
and write down their answers. This
encourages pupils to pay closer attention to
the text and concentrate on key points.

Students listen to a section and teacher will

pause and go through the questions to help
the students write the answers.

Each question will be broken down into

Second while- To help learners
sections to helps students listen for detail.
listening task understand more detail
Once all the students have completed the
answers. Teacher will stop the audio and go
through the answers with the students

Students discuss in pairs their answers,

while the teacher observes and assist those
that are struggling with answering question.

The students who gets the answer correctly,

need to show other students where they got
the answer by underlining the clues to the
answer on the text.

Students are then asked to think of a unfair

solution.

Students need to share their ideas on the

To get learners to speak
Post-listening task
or write about the text
story and what they liked about the text.
Students are also asked to summarise what
they have learned in this listening activity.
This helps the students come up with their
own ideas and give a summary of their
learnings.

Interaction patterns – Tick () to show how learners will work at each stage.
Stage Whole class Pairs Groups Individual
Pre-listening x
Pre-teach vocab x
Listening for key ideas x
Listening for more detail x
Post-listening x

Part 2 – After you have taught the lesson

Cambridge English CELT-P | Module 2 | Portfolio Task | Template | V2.0 2020 3

Complete the self-evaluation and the checklist of evidence to submit.
When did you teach the lesson?
What were the benefits of using this
type of recording and these activities
with your class?
What were the challenges of using
this type of recording and these
activities with your class?
How can you continue to improve on
planning and teaching listening
Cambridge English CELT-P | Module 2 | Portfolio Task | Template | V2.0 2020
Portfolio task template
This lesson was taught on the 3rd of August 2021
This truly pushed the pupils to think about how they
could answer problems without just reading the text.
It aided in the development of their listening skills.
These activities also provided opportunities for
students to learn and share their expertise in small
groups, which was a great experience for some of
the students who enjoyed the activity
Working in pairs encouraged pupils to communicate
with one another and share their ideas, despite their
limited vocabulary.
These activities also assisted me, as their teacher,
in identifying areas of concern for my co-next
teacher's lesson.
Students in the CGE3 level require these types of
activities because they help them improve and force
them to listen for details.
Students followed the instructions well, however it
was a little bit challenging for the weaker learners
as they don’t understand a lot words and their
vocabulary is weak.
Because they couldn't explain the answers in
English, students worked in pairs to discuss the
answers in Chinese. These types of exercises
provide students some leeway, especially when it
comes to pair discussions.
As a teacher, you can keep an eye on them, but the
goal is to get them to talk and form phrases.
Some pupils, I discovered, would prefer stay quiet
and not speak with their partner than engage in
conversation.
This revealed that some students dislike working in
pairs, which is unfortunate because this strategy
allows them to learn from one another.
Some students took advantage of the opportunity to
discuss other topics.
I had to return and show them that I was watching
them and that they needed to concentrate.
Students, particularly the weaker ones, struggled to
answer the questions.
Listening activities also require more time , for
online it becomes a challenge.
In the future, I'd like to schedule additional pair work
discussions to assist students with speaking and
4
 vocabulary development. I also want to keep giving
them more listening assignments so that they may
learn to listen for details. As a result, forcing
children to listen the first time and identify words
aids the. The second time, I'll try pausing the audio
lessons in the future? a little longer so they can listen for details again.
When it comes to developing new methods, though,
internet time has become a significant barrier. I'd
also spend more time clarifying the language and
providing additional examples so that they can
listen more easily.
Evidence submitted Transcript of Completed portfolio
Tasks used
() the recording task template

Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
The teacher has /R/X Trainer comment
selected a recording relevant to their context
and the needs of a chosen class
provided a realistic reason for selecting the
recording for the chosen class
planned an appropriate pre-listening task for
the recording and the learners
selected appropriate vocabulary to pre-teach
and planned an appropriate task to pre-teach it
planned an appropriate listening task for the
learners to get a general understanding of the
text
planned an appropriate detailed listening task
for the text and the learners
planned an appropriate post-listening task for
the text and the learners
planned appropriate procedures for using the
listening text and the activities with this class
planned appropriate interaction patterns for the
different lesson stages
confirmed that the recording and activities
were used with the chosen class
considered, after using them, the benefits and
challenges of using this type of recording and
tasks with the chosen class
identified action points for using this type of
recording and tasks in the future
submitted for evaluation: the transcript of the
recording, the tasks used and the portfolio task
template with all parts completed
completed the portfolio task on first submission

resubmitted the portfolio task

Evidence

Vocabulary Matching and

Cambridge English CELT-P | Module 2 | Portfolio Task | Template | V2.0 2020 5

 Portfolio task template

Pair - make up story

Track 51 on CGE3 U7 L8
Student book 98-100

Cambridge English CELT-P | Module 2 | Portfolio Task | Template | V2.0 2020 6