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OTP & Portfolio 2

A GUIDE FOR SUBMITTING CELT-S & CELT-P PORTFOLIO 2 AND DOING THE OTP 1
Session Objectives

 To familiarize trainees on the aspects related to


Portfolio task 2 and the first teaching
observation (OTP 1).
 To understand the procedures to be followed
before, during, and after the OTP class.
General guidelines Portfolio

 Do it after you finish module 2 lessons.


 Read instructions as careful as you can. Make questions
to your trainer if in doubt.
 Submit it on time. Try not to delay it. Be punctual.
CELT – P Portfolio 2

 Module 2 – Developing listening and speaking skills in


the primary classroom.
 Portfolio task – Plan, teach and evaluate a listening skills
lesson for older primary learners.
 Task focus – Using a variety of different task types to
help learners develop their understanding of a listening
text; to develop their interest in the recording and to
get learners to respond to the content of the recording.
Part 1 – Before you teach the lesson
Provide details of the text and your class.

 Description of the text


 Reason for choosing this text
 Aim for learners : Learners will practise listening for key
information and more detail. Learners will practise
speaking/writing about the topic.
Task type Stage/Task Aim: Why you are doing the task What task you chose and why

Think of a way to get the students thinking or interested in the topic


Pre-listening To get learners of the listening. This is good practice as it means students will be able
to perform better as they will already have a general idea of what
task interested in the topic the class is going to be about and can access any previous
knowledge they may have about the topic.

Here the teacher needs to select key vocabulary that he/she


predicts the majority of the learners won’t know about, and
Pre-teach To help learners preferably find a student centered way to teach it. (Student centred

 e.g. matching, labelling,


vocabulary understand the text does not mean the teacher simply explains the vocabulary).
Think of a way that you can involve and engage the learners in the
process of figuring out the new language.
ordering, choosing options
(multiple choice/true-false),
completing forms and charts, To understand key ideas = gist activity.
First while- To help learners What will you ask learners to do that will allow you to know if they
gap-fill, open activities – Write listening task understand key ideas
have understood the gist. You might use controlled activities like
true/false, matching, multiple-choice here as these types of activity
the task type you chose for are highly suitable for checking overall comprehension.

each stage and the reason


why you chose it. What other details from the audio are you going to get learners to
identify? Make sure you use a different activity type from the
Second while- To help learners previous stage to avoid repetition. The task description mentions
matching, labelling, ordering, choosing options (multiple
listening task understand more detail choice/true-false), completing forms and charts, gap-fill, open
activities as other possible task types. Make sure you explain and
justify your answers.

Post-listening To get learners to speak This is also known as an extension activity. This allows learners to
practice in other language skills and also gives them an opportunity
task or write about the text to personalise the topic by expressing their thoughts or opinions.
CELT-S Portfolio 2

 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.
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 Questions you will
Aim: Why you are doing the Procedure: What you and the
Stage/Task task learners will do
ask in whole class
stages
How are you going to introduce the topic of the
Introduction vocabulary? Remember, you are not teaching
To create a context for
/ teaching the vocabulary
the vocabulary at this stage, but rather just
getting the learners interested and thinking
lead-in about the topic.

Can you think of learner-centered ways to


teach vocabulary? Perhaps matching pictures
 Write the procedures you will Teach To help learners understand
with words or meanings with word? If we can
avoid too much teacher talking time, we can
follow and the questions you vocabulary new vocabulary create more opportunities for learner
participation.
will ask in each whole-class Concept checking questions would work very
well here too.
stage of the activity: the
lead-in, teach-vocabulary, Set-up To organise the practice Give clear and concise instructions about how
set-up-practice-activity and practice activity and help learners the activity works and then ask instruction
checking questions.
activity understand it
whole- class-feedback
stages. Practice To get learners to practise How will you monitor the activity? Will you give
on-the-spot correction or monitor more
activity using the vocabulary discreetly from a distance?

Here you need to do two things:


To conduct feedback and 1. Give feedback on learner performance
Whole-class (things they did well and things that need
to ask about learners’
feedback preferences and opinions 2.
improvement)
Ask them about whether they liked the
activity and why.
Interaction patterns

Stage Whole class Pairs Groups Individual

Pre-listening

Pre-teach vocab

Listening for key ideas


Listening for more
detail
Post-listening
Part 2 – After you have taught the lesson
When did you teach the Give the exact date and time.
lesson?
What went well?
Avoid talking about general aspects of students’
performance or behaviour. Focus on specific aspects
of the class that worked well and that you were
 Complete the self-evaluation pleased with.

and the checklist of What didn’t go well?


The ability to identify things that need to be improved
evidence to submit. in our own teaching is one of the key skills that this
program develops. Be as specific as possible. Mention
aspects of the lesson that you planned and avoid
general comments about student performance,
behaviour. If you are going to mention that you ran
out of time (a common problem) explain which part
of the class went on too long.

How can you continue to


This section is also very important. Here you need to
improve your use of think about how you could solve the problems you
questions in future lessons? identify in the previous section by doing things
differently next time.

Completed
Evidence Vocabulary Additional tasks/
portfolio task
submitted () activity
template
materials used
Part 3 – Evaluation criteria (Trainers complete this
for the work submitted.)

 () It represents a good job. Usually no comments are given.


 (R) You need to resubmit that section. Trainers will give you feedback on
why it needs to be resubmitted.
 (X) it represents a work that needs considerable improvements and/or
that it is non-existing on your submission.
Criteria
The teacher has /R/X Trainer comment
selected a recording relevant to their context and the needs of a
chosen class
provided a realistic reason for selecting the recording for the chosen
class
planned an appropriate pre-listening task for the recording and the
learners
selected appropriate vocabulary to pre-teach and planned an
appropriate task to pre-teach it
planned an appropriate listening task for understanding key
information about the text for the learners
planned an appropriate detailed listening task for the text and the
learners
planned an appropriate post-listening task for the text and the
learners
used a variety of different task types
planned appropriate interaction patterns for the different lesson
stages
used the recording and tasks with the chosen class
considered, after using them, the benefits and challenges of using this
type of recording and tasks with the chosen class
identified action points for using this type of recording and tasks in the
future
submitted for evaluation: the transcript of the recording, the tasks
used and the portfolio task template with all parts completed
selected a recording relevant to their context and the needs of a
chosen class
completed the portfolio task on first submission
resubmitted the portfolio task
Observed Teaching Practice (OTP)

 This is the one of the components of the Certification Program.


 It has the following elements:
 Practical Focus Task – Lesson plan form – Self evaluation form - Feedback
 Be relaxed, and deliver your lesson as normal applying what is asked on the
platform.
 It is formative. It is not graded.
 Agree on a date with your trainer during the week of Observations.
 Prepare for a 40-45 minutes of instruction and an additional hour to receive
oral feedback.*
 OTP is from September 16th until September 20th
How to
access?
Tasks
 Teaching Practice Microsite
 Practical Focus on Classroom
Practice – Classroom
management.
 Lesson Plan Form.
 Send your plan to your trainer
´s email before you upload it
to the platform. It should be
done by Saturday 14th.
 Upload everything you will use
the day of the observation to
the site
 (Self) Evaluation
 Feedback (Trainer & you)
Lesson Plan – General information

Name of School Candidate


number

Candidate name Date

Lesson length Level A1 A2 B1 B2


Lesson Plan

 Information about the class


 Give all possible information related to the composition of your class. How
many students are there. Special students if any and kind of disability. What is
their attitude toward the class. Be as descriptive as possible.
 Lesson aim(s)
 Think of one or two archivable aims for that particular lesson. Be careful how
you state it as it is going to be used to observe and give feedback.
 Rationale
 Explain the reasons why that particular lesson is important to YOUR STUDENTS.
Avoid stating that it is the next lesson on the program or book!
Lesson Plan

 Language analysis
Form Meaning Pronunciation
For lessons which include teaching
vocabulary and grammar.
 Materials (referenced)
 Any book, site, or reference you use should
be credited and mentioned here.
 Assumptions
 You will express your ideas on possible
reactions, whether positive or negative, to
the class and why you might expect those
reactions.
Lesson Plan

 Anticipated difficulties & Solutions


 State all possible problems you and your learners might encounter while doing
the lesson. This section mainly refers to language related difficulties and how
through class actions you can minimize their impact on the lesson
development.
 Board Plan
 It is an indication on how you will use the whiteboard during the lesson.
Lesson Plan

Stage Stage aim Procedure Interaction Time


It refers to Teacher - Students
which Student – Student
Minutes for
moment of What is the reason of the stage? what your students will do Pair
the activity
the lesson Group
you are in. Whole Class
Feedback

 You and your trainer will get together and discuss the class presentation.
 You will be evaluated according to this form.
 It will be uploaded by your trainer to the platform.
Samples

Sample 1
Sample 2
Questionsand Comments
Thank you very much!