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Certificacin de tutores de docentes de idiomas

Content area: Language Awareness My evaluation Target Skills and Competencies (Please tick the spaces with an X, if the statement is true for the person you are evaluating.) __X__ The teacher is completely familiar with the basic tools for language analysis. __X__ The teacher is able to make general comparisons between the source language of the learners and the target language. __X__ The teacher can deploy this knowledge in his/her teaching, using it in particular for the planning of language lessons and language courses. _X___ The teacher is able to check his/her knowledge of the language system and to further develop it, using relevant reference sources. There is clear evidence of the mastery of the following skills and competencies in the candidate's certification dossier. The teacher is able to: __X__ use correct and appropriate terminology to describe language. __X__ formulate learning objectives clearly and comprehensibly for language lessons and parts of language lessons ____ analyse language and help learners to understand language structures __X__ perceive and understand difficulties related to the structures of the target language which learners encounter and to provide appropriate didactical and methodological measures to deal with such problems ____ provide grammatical explanations which are readily comprehensible and accessible to his/her learners

Remarks (Comments and Recommendations) The class course show us that the group needs some special activities to keep in the same level of knowledge, The lesson plan has a variety of activities , they show us that the teacher is interested in cover the most areas that he/she can , I feel that probably this lesson plan need resource the grammar part , probably after the speaking activity , I mean sit the students down and do more practical exercises. The teacher knows how to use language awareness in his/her planning , is being clear for students even when they havent taken part in this group . In this situation the planner did analysis of phonology , grammatical and lexical structures and used a target language description to being understood those ones can help ss to understand how to join in the group which needs oral participation and learn a lot of topics. The teacher was able to select the appropriate teaching points from teaching materials to join the students in the group.

EUROCSYS 2012

Claudia Schuhbeck

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Certificacin de tutores de docentes de idiomas

Original evaluation This is a (translated) copy of the evaluation sheet completed by the teacher trainer appointed to evaluate SBs work, both what she wrote in her dossier and her performance in the classroom. Target Skills and Competencies __X__ The teacher is completely familiar with the basic tools for language analysis. __X__ The teacher is able to make general comparisons between the source language of the learners and the target language. __X__ The teacher can deploy this knowledge in his/her teaching, using it in particular for the planning of language lessons and language courses. __X__ The teacher is able to check his/her knowledge of the language system and to further develop it, using relevant reference sources. There is clear evidence of the mastery of the following skills and competencies in the candidate's certification dossier. The teacher is able to: __X__ use correct and appropriate terminology to describe language. __X__ formulate learning objectives clearly and comprehensibly for language lessons and parts of language lessons __X__ analyse language and help learners to understand language structures __X__ perceive and understand difficulties related to the structures of the target language which learners encounter and to provide appropriate didactical and methodological measures to deal with such problems __X__ provide grammatical explanations which are readily comprehensible and accessible to his/her learners Remarks
SB shows that she is able to analyse language and teach a successful grammar revision lesson with a balance, variety and communicative focus in materials, tasks and activities. She uses correct terminology and adjusts her own use of language to describe the grammar (grammar tables) according to her learner group. The overall aim was appropriate, whereas some of the sub-aims were not altogether appropriate for a class of senior learners, i.e. to talk and ask about students own jobs using the present simple. In Procedure on page 4, SB says she asked students to imagine they were still at work. This was not on the lesson plan, page 7, but solved the problem successfully! Page 3/7 of the relevant organisational forms was, unfortunately, not attached to the lesson plan, so that it is not at first clear which language problems in a lesson which revises questions in the present (present simple, can you?, and have you got?). SB anticipated, and how she intended to deal with them in the actual lesson. She does, however, mention the problem of question forms and L1 interference in Procedure on page 3, and use the transparency (page 14) to check understanding of the forms, and thus helped her learners to deal with the problems.

EUROCSYS 2012

Claudia Schuhbeck

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Certificacin de tutores de docentes de idiomas

Compared to the original

THE ORIGINAL DOCUMENT WAS MADE AS A REVISION OF ALL THE ACTIVITIES, COMPARING WITH MINE, I MADE MY REMARKS FOLLOWING THE INFORMATION OF THE CONTENT OF AREAS, THAT I THINK IS CLOSER TO THE INFORMATION.

EUROCSYS 2012

Claudia Schuhbeck

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