CELT-S Module 2 – Portfolio task template

Module 2 – Language learning and the teenage learner

Portfolio task – Plan, teach and evaluate the teacher’s questions for a vocabulary
activity.
Task focus –Using different types of questions to engage learners: for example,
questions for the lead-in stage, questions which ask learners to predict, questions to
check learners’ understanding, questions to ask learners about language and questions to
ask learners about their preferences ideas and opinions.
Date Tuesday,6th July,2021.
Name of teacher Marwa Diab
Name of trainer Mr.Shady Abu Yousef

Part 1 – Before you teach the lesson

Provide details of the vocabulary activity and your class.
Vocabulary lesson about life city selected from the course book.
Description of
The use of vocabulary is the main focus.
activity
Visual classroom via Zoom App.
Using different types f questions engage learners throughout the task.
Reason for
It is appropriate for students who have 12 to 15 years old.
choosing this
It also suit to their intermediate level.
activity
The topic touches their real life.
12to
Class Number of learners 4 Level B1 Age
15
Aim for learners Learners will understand and practise some new vocabulary.

Lesson Procedure – Write the procedures you will follow and the questions you will ask in
each whole-class stage of the activity: the lead-in stage, the teachvocabulary stage, the
set-uppracticeactivity stage and the whole-classfeedback stage.
Aim: Why you Questions you will
Procedure: What you and the
Stage/Task are doing the ask in whole class
learners will do
task stages
1. How do the
 I will show the students a buildings look
video about a city. like?

 The video will display some 2. What do you

To create a
Introduction shoot of city's building, think cities
context for
/ markets, street, malls and people will go
teaching the
lead-in gardens. if they want to
vocabulary
enjoy?
 I will ask the students
some questions about the 3. How could
life there. you see the
street?
Teach To help  I will teach the words in
vocabulary learners the course book P.NO36.
understand new  I will contextualize each
vocabulary
of them, then ask the
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students some question

to elicit the word.
 I will drill and clarify the
form on the board
showing the syllables,
stress and part of
speech.

 Words :

1- graffiti 1- graffiti
1-I will display picture for Ss.

2-I will ask some eliciting Eliciting questions

questions.
1-What can you
see in the picture?
[a man-wall]
3-Simplify the word as possible 2-What is he
by showing the meaning. doing?
[Writing or pictures painted [He is painting on
on walls and public places, the wall]
usually illegally.] 3-Is it allowed for
him to do that?
[in some places]

CCQs:
4-Ask CCQs after meaning. Display Qs:
1-Does it mean
writing or painting? 
(writing and
painting)
2-Where you can
paint?
   (on walls and
public place)
5-Pronounce the word without 3-Does it allowed
writing it. [/ɡrəˈfiː·ti/] 3 syllables- for you?
(Stress on 2nd syllable) [usually]

6-Let students drill several times. Referential:

7-Write the word on the board. 4-Did you do that
8-Illustrate the part speech of the before?........
word.  ( noun) 5-Do you like to do
that?.............
9-Say the synonyms and related
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word. (spray-painting-drawing)
10-Show antinomy as possible.

--------------------------------------------
---------------------------
2-crowd:
1-I will display picture for Ss. 2-crowd:

2-I will ask some eliciting Eliciting questions

questions.
1-What can you
see in the picture?
[a lot of people]
2-How can you
3-Simplify the word as possible describe this
by showing the meaning. place?
[a large group of people who [crowded]
are together in one place.]

4-Ask CCQs after meaning.

CCQs:
Display Qs:
1-Does it mean few
or large group of
people? 
(large group of
people)
2-Are they together
in one place or
separated?
5-Pronounce the word without writing
   (together in one
it.
place)
UK /kr'aʊd/
(2 syllables-Stress on 2nd syllable) Referential:
3-Do you like this
kind of
6-Let students drill several times. places?.............
7-Write the word on the board.
8-Illustrate the part speech of the
word.  ( noun- verb)
9-Say the synonyms and related
word.
(As a noun: throng-majority – set-
audience
As a verb: cluster-surge)
10-Show antinomy as possible.

3-polluton:
1-I will display picture for Ss. polluton:

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2-I will ask some eliciting

questions. Eliciting questions

1-What can you

see in the picture?
[a lot of factories
and smoking]
2-Can you breathe
3-Simplify the word as possible this dirty air?
by showing the meaning. [no]
[damage caused to water, air
,etc. by  dirty
or harmful substances]

4-Ask CCQs after meaning.

CCQs:
Display Qs:
1-Is it a damage? 
(Yes)
2-To what this
damage caused?
5-Pronounce the word without writing    (air-water)
it. 3-Is it harmful or
UK  /pəˈluː·ʃən/ useful?
(3 syllables-Stress on 2nd syllable)    (harmful)

6-Let students drill several times.

7-Write the word on the board.
8-Illustrate the part speech of the
word.  ( noun)
9-Say the synonyms and related
word.
(contamination-corruption)
10-Show antinomy as possible.

4-rubbish: rubbish:
1-I will display picture for Ss.

2-I will ask some eliciting Eliciting questions

questions.
1-What can you
see in the picture?
[trash . something
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we don't want]
2-where could you
put it ?
3-Simplify the word as possible [on the basket]
by showing the meaning.
[things that you throw away
because you do not want them

4-Ask CCQs after meaning. CCQs:

Display Qs:
1-Do you keep it
inside your house
or throw it? 
(throw it)
2-Do you want it?
   (no)

Referential:
1-What do you think
5-Pronounce the word without writing
how can people get
it. useful this
UK  /ˈrʌb·ɪʃ/
rubbish?.............
(2 syllables-Stress on 1st syllable)

6-Let students drill several times.

7-Write the word on the board.
8-Illustrate the part speech of the
word.  ( noun)
9-Say the synonyms and related
word.
(trash-garbage-junk-waste)
10-Show antinomy as possible.

- traffic jam:
5- traffic jam:
1-I will display picture for Ss.

Eliciting questions
2-I will ask some eliciting
questions. 1-Which place
does the picture
display?
[street]
2-How can you
3-Simplify the word as possible describe this
by showing the meaning. street?
[a line of cars, trucks, etc. that [there are a lot of
are moving slowly] cars, buses and
trucks]

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4-Ask CCQs after meaning.

CCQs:
Display Qs:
1-is it quite or
noisy? 
(noisy)
2-Can you see a lot
5-Pronounce the word without writing
of vehicles?
it. (yes)
UK  /ˈtræf·ɪk ˌdʒæm/
(3 syllables-Stress on 1st syllable)
Referential:
3-Was you caught
before in traffic
6-Let students drill several times. jam?.............
7-Write the word on the board.
8-Illustrate the part speech of the
word.  ( noun)
9-Say the synonyms and related
word.
(rush hour-congestion)
10-Show antinomy as possible.

Set-up To organise the Controlled Practice: Controlled

practice practice activity  I will tell students to open Practice:
activity and help their course book ICQs:
learners P.NO.36 [matching the 1- How much
understand it time do you
sentence halves].
have? [4
 Ask the students to do
minutes]
activity 3 in four minutes. 2- Will you work
 Then I'll ask them to in individually
check their answer or pairs or
together in pairs. groups?
 Ask the students to listen [individually
to the answer and correct then in pairs]
the mistakes. 3- Is it a written
activity or oral
one? [written
activity]
4- Which activity
will you do?
[activity 3]

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Freer Practice :
ICQs:
1- How much
Freer Practice : time do you
have? [2 to
 Ask students to do get ready and
activity five in pair 10 minutes
and they have 10 discussion]
minutes. 2- Will you work
 I will ask the students in individually
to describe orally the or pairs or
place where they live groups? [in
and if they like it or pairs]
want to move to 3- Is it a written
another one. activity or oral
one? [oral
 I will give them 2 activity]
minutes to get ready. 4- Which activity
will you do?
[activity 5]

 I will divide the students

groups, each group has four
students.
 Ask them to practice the
vocabularies we studied.
 I will give them some
pictures which are related to
To get learners the topic and they have to
Practice to practise think of situation for the
activity using the pictures .
vocabulary  I will monitor during the
activity, taking notes on
their speaking.
 I will clarify my instructions
that they should use with
the words.
 I will help student who will
struggle.

1. What about
the first
 I will select the vital sentence is it
mistakes. correct?
To conduct
 Turn these mistakes into a
feedback and to
task on the board. 2. Why do you
Whole-class ask about
 I will ask the students about think it isn't
feedback learners’
the mistakes and I will correct?
preferences
and opinions discuss with them
prompting them to get te 3. How can we
correct answers. correct it?

4. Do you
agree?

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Interaction patterns – Tick () to show how learners will work at each stage.
Stage Whole class Pairs Groups Individual
Introduction/lead in 
Teach vocabulary 
Set up activity  
Practice 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 using the
planned questions with your class?
What were the challenges of using
the planned questions with your
class?
How can you continue to improve
your use of questions in future
lessons?
Evidence submitted Vocabulary
() activity
Tuesday, 6th July,2021.
 The ICQs and CCQs were so fruitful and
helpful.
 ICQs help me to assure that students
understand my instructions and not struggle
during the activity.
 CCQs helped me to confirm that my learner
understand the target language and the
meaning.
 Asking question make the learners involve all
the time.
It was just one challenge, it was first time for these
students to learn with using questions, but at the end
of the session they liked the way.
Using more questions which are appropriate to the
topic and help me to convey the information to the
learners.
By practicing on more precise questions.
Completed portfolio Additional tasks/
  
task template materials used

Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
The teacher has /R/X Trainer comment
selected a vocabulary 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 with appropriate
questions to use in the
introduction/lead-in
planned appropriate procedures to use
when teaching the vocabulary and
prepared questions to check
understanding and questions about
language
prepared an appropriate practice
activity to help learners practice the
vocabulary
planned appropriate procedures and
questions for setting up the practice
activity

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planned appropriate procedures for the

practice activity
planned appropriate procedures for
giving feedback to learners and
questions for asking learners about
preferences and opinions

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planned appropriate interaction

patterns for the different lesson stages
confirmed that the activity was used
with the chosen class
considered, after using them, the
benefits and challenges of using the
planned questions with the chosen
class
identified action points for using
questions in the future
submitted for evaluation: the
vocabulary activity, any additional
tasks/materials used and the portfolio
task template with all parts completed
completed the portfolio task on first
submission
resubmitted the portfolio task

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