CELT-S Module 2 – Portfolio task template Module 2 – Language learning and the teenage learner Portfolio task – Plan, teach and evaluate questions for a vocabulary activity. Task focus – Using different types of questions to engage learners: in the lead-in, checking understanding, asking about language and asking about learner preferences and opinions. Date 17/10/19 Name of teacher Olena Bogachenko Name of trainer Diana Vaselenko Part 1 – Before you teach the lesson Provide details of the vocabulary activity and your class. Description of Pre-teach vocabulary about Dance style .A lot of my students like to activity dance.They interested in different styles. It is a part of the curriculum Clarify new vocabulary which may stop learners from understanding key information Reason for choosing This lesson is relevant to their real life because they can use this this activity language outside of the English classroom, watching teen’s TV programs, listening radio, speaking in their language summer camp. 13Class Number of learners 12 Level A1 Age 14 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, teach-vocabulary, set-up-practice-activity and whole- class-feedback stages. 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 Do you like dancing? How popular is dancing in your Put new words on country? Do you board and ask know different styles Introduction/ To create a context for learners if they can of dancing? lead-in teaching the vocabulary explain the word Look at the popping (a street blackboard! dance) Can you explain me this styles of dancing Teach vocabulary To help learners understand new vocabulary Set-up practice activity To organise the practice activity and help learners understand it Listen and identify words with which learners need most help Elicit meaning Start with pictures showing different dancing styles and asking students if they can dance like Do you know famous ballet dancers? Ballet – classical dance, it performed in the theatre Look at the picture! Can you dance? Can you dance hiphop? Can you dance Cambridge English CELT-S | Module 2 | Portfolio task | © UCLES 2016 1 Portfolio task template this or not. Teacher can use some simple yes/no questions or alternative questions if they really understand what the styles are. If students don’t understand the meaning of these words, they match words to the pictures and if they have some problems with pronunciation Teacher drill as well. Practice activity Whole-class feedback 2 To get learners to practise using the vocabulary To conduct feedback and to ask about learners’ preferences and opinions If students understand all words, put students into small groups and tell them to discuss one kind of dance style that they know and like. After that students talk about one style and then compare that in groups and decide which style is the best. When students have finished discussing, invite a student from each group to tell class about the kind of dance they discussed in their group ask students a short question about what they discussed in their groups Cambridge English CELT-S | Module 2 | Portfolio task | © UCLES 2016 ballet? Do people dance in a theatre or in the street? Do teenagers like this style? Match pictures with words and show how you understand the meaning. What is your favourite dance style? Why do you like this style? Does anybody dance this style in your family? Does your sister dance hip hop? Do you work in pairs? Do you write or speak? Please talk about one style and decide which style is the best You must present you dance style What is the best style in your group? Is hip hop modern style? Is ballet boring or interesting? Do you go to the theatre? Can you watch modern styles in the theatre? 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? I taught on 15th of October What went well? Matching pictures exercise went well. Student were active and made this exercise with pleasure. Working in a small groups and talk about one style is good idea, because students made groups for interests and made friends with each other after lessons What didn’t go well? They don’t know many styles in their native language -order questions and encourage explanations, How can you continue to improve they help their students develop important critical your use of questions in future lessons? thinking skills. By modeling good questioning and encouraging students to ask questions of themselves, teachers can help students learn independently and improve their learning. 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 Please make it clear why you chose this selected a vocabulary activity relevant to activity for the group. Do they like their context and the needs of a chosen R dancing? Are they interested in it? Is it class part of the syllabus or curriculum? How is this lesson relevant to their real provided a realistic reason for selecting R life? When can they use this language the activity for this class outside of the English classroom? It’s a good idea to ask them more prepared an appropriate introduction/leadpersonalized questions as they will find in for the activity the topic more interesting and be more motivated to study. You’ve included a range of appropriate planned appropriate procedures and questions to introduce the topic of the questions to use in the introduction/lead-in lesson to your students. Good job! Because you are teaching an A1-level group, it could be a good idea to start with pictures showing different dancing styles and asking them if they can dance like this planned appropriate procedures to use or not. You can use some simple yes/no when teaching the vocabulary and questions or alternative questions prepared questions to check R (Concept Checking Questions) to check if understanding and questions about they really understand what the styles are, language e.g. do people dance in a theatre or in the street? Do teenagers like this style? Please consider making the questions more simple and easier for the learners to answer. If we ask them to explain what Cambridge English CELT-S | Module 2 | Portfolio task | © UCLES 2016 3 Portfolio task template prepared an appropriate practice activity R planned appropriate procedures and questions for setting up the practice activity R words mean, they probably won’t be able to do it, because they don’t know the words yet. Please write the questions (for 3-4 words) in Questions you will ask in whole class stages box. Also, please comment how you are going to help them not only with the meaning of these words, but the form (matching words to the pictures) and pronunciation (drilling) as well. If you want your students to practice talking about different words you taught them, it might be a good idea to have them talk about one style each and then compare that in groups and decide which style is the best. When setting up activities, you need to think about what exactly you want them to do and how to do it. Then you ask questions to check their understanding of your instructions which are often very simple yes/no or alternative questions, e.g. Do you work in pairs? Do you write or speak? Please describe the procedure more clearly. Add instruction checking questions as well. If you want them to use more words from the ones that you taught, it’s a good idea to give them some time to prepare and think about their answers to the questions you asked them to help them do the task. Then you could put them in small groups where they talk about their favourite styles and decide which style is the best. If they work in small groups this will help them maximize the student talking time instead of doing it for all the students in the class. Please make the necessary changes in the procedure. Why not ask them a short question about what they discussed in their groups? What was the best style in their group? Please rewrite the procedure to make it more appropriate for the task. planned appropriate procedures for the practice activity R planned appropriate procedures for giving feedback to learners and questions for asking learners about preferences and opinions R planned appropriate interaction patterns for the different lesson stages Done! Very good! recorded that the activity was used with the chosen class R Please provide a specific date here. considered, after using them, the benefits and challenges of using the planned questions with the chosen class 4 R Please write what was easy/difficult for you in designing concept checking questions and using them in class. Cambridge English CELT-S | Module 2 | Portfolio task | © UCLES 2016 Portfolio task template identified action points for using questions in the future Done submitted for evaluation: the vocabulary activity, any additional tasks/materials used and the portfolio task template with all parts completed R Please submit the list of words you used and copies of the activity from the book which you needed to revise completed the portfolio task on first submission x resubmitted the portfolio task The list of lexical items: Flamenco Ballet Dance Dancer Hip-hop Music Salsa Zumba Street-dancing Ceroc Breaking Popping Swing Waltz Style Flexible Attractive Cambridge English CELT-S | Module 2 | Portfolio task | © UCLES 2016 5 Portfolio task template 6 Cambridge English CELT-S | Module 2 | Portfolio task | © UCLES 2016 Portfolio task template Cambridge English CELT-S | Module 2 | Portfolio task | © UCLES 2016 7
