CELT-P Module 5 – Portfolio task template

Module 5 – Classroom management

Portfolio task – Plan, teach and evaluate a role-play activity.
Task focus – Setting up activities, giving instructions, organising learners, monitoring,
giving feedback.
Date 16.04.2021
Name of teacher Florina Marinescu
Name of trainer

Part 1 – Before you teach the lesson

Provide details of the role-play activity and your class.
During this lesson, Ss will do a role play as shop assistants and
Description of activity
customers enquiring about products.
I chose this activity because it was on the topic of our latest unit
in the course book, discussing personal preferences. After
Reason for choosing
teaching a topic of language, I usually add a suitable activity to
this activity
try and bring the target language even more into real life
situations.
Class Number of learners 20 Level A1 Age 9

Aim for learners Learners will practise speaking in pairs or groups.

Lesson Procedure – Write the procedures you will follow and the instructions you will give
for each stage of the activity.
Procedure: What you Instructions: What you
Aim: Why you are
Stage/Task and the learners will will say when you give
doing the task
do instructions
Teacher tells the
students about the Instructions:
shoes/ footwear she is
wearing and answers “Now, everybody, turn
the following questions: to the person behind
Where did you buy you.”
them? “Take turns.”
Introduction/ To get learners
How much did they “Ask 3 questions.”
Lead-in interested in the topic
cost? “Irina you ask Cristian
How often do you wear first. Cristian, you
them? answer. “
Put the questions on “Ok, time to switch.
the board for students Cristian you ask now,
to ask and answer in Irina you answer.”
pairs.
Set up role- To help learners Teacher hands out a We are going to
play activity understand the copy of the worksheet complete the description
activity, organise the to each of the students of these pairs of shoes.
pairs/groups and give and tells them to Now which of these
instructions complete the shoes have buckles?
descriptions of the A, yes. Have any of you
Cambridge English CELT-P | Module 5 | Portfolio Task | Template | V2.0 2020 1
 Portfolio task template

got buckles at your

shoes?
No? Ok.
Now, let’s look at
exercise B.
pictures. Teacher uses
We are going to do a
the pictures to check
role play. One student
the vocabulary in the
will be the customer,
descriptions.
one the shop assistant.
( e.g. buckles, slip-ons,
We are in a shoe shop.
high-heels, try on, style,
There are a lot of
too, enough- “These
different styles in the
are too tight.”).
shop.
Teacher reads through
Ana Maria can you help
the role play
me and be the
instructions with the
“customer”?
students and checks
You are looking for
the target language.
some shoes, but you
Teacher -(shop
haven’t decided the
assistant) does a
colour or style.
demonstration with a
Let’s read this role play
strong student
model together.
( customer ).
What are you guys
going to do? That’s
right, follow on the
worksheet.

Role-play To get learners to Teacher divides the Now, are we ready for
activity practise speaking in class in 1s and 2s. this? We are going to do
pairs/groups Shop assistants are in this in pairs.
a row and customers You will be divided into
come in turns and ask a customers and shop
different question to assistants. First row you
each sales assistant. are number one, so
Students change roles Alex what number are
after 5 minutes. you? “Number 1.”
Teacher walks around Second row is number
the room acting as 2.
speaker 1 or 2 to check Number 1 are
the understanding and customers and number
the use of the target 2 are shop assistants.
language. You get 5 minutes.
Carla, is number one
the shop assistant? No.
How much time do you
have?
Whenever you need
me, put your hand up.
Ready, steady, go!

Ok, time to switch!

Number 1 you are shop
assistants and number
2 you are customers.
Again, how much time
do you have?
Ready, steady, go!
Cambridge English CELT-P | Module 5 | Portfolio Task | Template | V2.0 2020 2
 Teacher stops the Look at these sentences
activity and sends on the board. There are
everybody back to their a few of them that have
To provide learners places. T provides got mistakes.
Whole-class
with feedback on their reactive feedback from Let’s look at the first
feedback
language use examples of mistakes one.
noticed when Where’s the mistake?
monitoring. ( e.g. How Can you correct it?
much is this shoes?)

Interaction patterns – Tick () to show how learners will work at each stage.
Stage Whole class Pairs Groups Individual
Introduction/
 
Lead-in
Set up activity  
Speaking 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? 26.03.2021
The class was really involved and they’ve enjoyed the
activity a lot. They were able to come up with extra
sentences and they loved improvizing. All the children
What were the benefits of doing this
felt more confident in their speaking skills as this also
type of activity with your class?
provided much needed pair work.
Students helped and encouraged each other along
the way.
As expected, the students were a bit too loud, so I
had to stop some of them and told them they will not
have their turn at the switch if they didn’t control their
What were the challenges of doing
noise level.
this type of activity with your class?
I had to let my colleagues know about the activity,
knowing that the noise level will be a bit higher than
usual.
I would make sure I give clear instructions not only for
How can you continue to improve on the activity we are doing, but also for the expected
giving instructions, monitoring and behaviour. I would make sure I keep more time for
giving feedback in future lessons? reactive feedback as sometimes I feel pressured by
time limits.
Completed
Evidence submitted Role-play Additional tasks/
 portfolio task  
() activity materials used
template

Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
The teacher has /R/X Trainer comment
selected a role-play 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
for the activity
 Portfolio task template

planned appropriate procedures and

instructions for the lead-in activity
planned appropriate procedures and
instructions for setting up the activity
planned appropriate procedures for
monitoring the activity
planned appropriate procedures and
instructions for providing learners with
feedback
planned appropriate interaction patterns for
the different lesson stages
confirmed that the activity was used with
the chosen class
considered, after using it, the benefits and
challenges of doing this type of activity with
the chosen class
identified action points for doing this type of
activity in the future
submitted for evaluation: the role-play
activity, any additional material 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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