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
Name of teacher
Name of trainer
Part 1 – Before you teach the lesson
Provide details of the vocabulary activity and your class.
Description of
activity
Reason for choosing
this activity
Class Number of learners Level Age
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 teach vocabulary stage, the
set-up practice activity stage and the whole-class feedback stage.
Procedure: What Questions you will
Aim: Why you are doing
Stage/Task you and the ask in whole class
the task
learners will do stages
Introduction/ To create a context for
lead-in teaching the vocabulary
Teach To help learners
vocabulary understand new vocabulary
Set-up To organise the practice
practice activity and help learners
activity understand it
Practice To get learners to practise
activity using the vocabulary
To conduct feedback and
Whole-class
to ask about learners’
feedback
preferences and opinions
Cambridge English CELT-S | Module2 | Portfolio Task | Template | V2.0 2020 1
Portfolio task template
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 Completed portfolio Additional tasks/
() activity 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
planned appropriate procedures for the
practice activity
planned appropriate procedures for
giving feedback to learners and
questions for asking learners about
preferences and opinions
Cambridge English CELT-S | Module2 | Portfolio Task | Template | V2.0 2020 2
Portfolio task template
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
Cambridge English CELT-S | Module2 | Portfolio Task | Template | V2.0 2020 3
