Celt-s module 2 – Portfolio task template

CELT-S Module 2 – Portfolio task template
Module 2 – Language learning and the teenage learner
Portfolio task – Drink hot green tea ups and downs with vocabulary
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	23.05.2022/ 9:40
Name of teacher	Naraliyeva Shahlo
Name of trainer	Feruzjon Sharipov

Part 1 – Before you teach the lesson
Provide details of the vocabulary activity and your class.

Description of activity	The teacher gives paper shit with long words. The pupils make new words from these words. In this activity the pupils divide into two or three groups.
Reason for choosing this activity	To enrich their vocabulary ,to help them to memorize the words perfectly, To enable them to use the word of “Weather” on a daily basis,
Class	Number of learners	14	Level	A1	Age	11
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.

Stage/Task	Aim: Why you are doing the task	Procedure: What you and the learners will do	Questions you will ask in whole class stages
Introduction/ lead-in	To create a context for teaching the vocabulary	I pour pictures, flashcards, booklets, handguns related to today’s topic into the classroom. Since today’s topic is called “Weather” I organized live corners on the topic given to the students. we divide the class into four parts and place the desks. This project is very useful for students ’kinetic learners.	T: dear pupils what can you see on the board? P:the pictures. T:yes you are right. T: the pictures of “Weather” T:what are you going to do? P: we learn “Weather” words T:you are right.
Teach vocabulary	To help learners understand new vocabulary	To help learners understand new vocabulary teacher uses the pictures of seasons and the real objects to help kinesthetic learners to memorize them better. By repeating the words several times they learn the meaning of the words and its spelling. More over they will be able to use the prepositions of time with the learnt vocabulary.	T: Dear pupils ! now we are going to learn with you new words. “Weather” T: you see the pictures “Weather” on the board. T:please repeat after me “rainy” P: rainy T: foggy P: foggy T: sunny P: sunny…. T: Great. T: Now look at prepositions of time T: on ,in, at, T: Aziz How is the weather like today? P:The weather is sunny and hot T: What is the usual weather for spring? P: sometimes rainy, sometimes windy. T:Umid ,when you swim in the river ? P:in summer.
Set-up practice activity	To organise the practice activity and help learners understand it	For each activity teacher gives clear and simple instructions .Before dividing learners into pairs or groups pupils work out on the vocabulary individually with the help of teacher . for checking their knowledge of learnt vocabulary teacher distributes white board . it helps teacher to identify how pupils learn the vocabulary. And then they will work in pairs. They will ask each other questions by using vocabulary. and the last activity will be a group work . Pupils work in groups of two . For dividing them into 2 groups teacher puts two kinds of candy in a box .and asks pupils to choose a piece of candy and get into groups based upon the type of candy they have for example .teacher may have lollipop group and miller group. The third activity is called picture dictation they will listen to the teacher’s dictation at the same time they will put the pictures in a right place .