b2 a1 abdias_gavilla

Certificación de tutores de docentes de idiomas

Abdias Gavilla Hernández

[email protected]

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__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

EUROCSYS © 2012 Página 1 de 3


In this lesson the teacher shows a good management of teaching-learning strategies to make students be interested in the new topics. He bends for flashcards, slides and colours. Example, he uses colours to make students find out the difference between auxiliaries. All the material goals are to make students produce the target language. It was a good idea to use the classroom management and interaction for students get autonomy and give their creativity away to other classmates. The teacher here, made use of the correct terminology in his explanations and understandings of the topics, that´s why he is able to use the material in class.

Original evaluation

This is a (translated) copy of the evaluation sheet completed by the teacher trainer appointed to evaluate SB’s 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!

/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.

Compared to the original

Some ideas were similar in both comments. Both show that the teacher is able to use and teach the class to a group that has different students and different necessities. Both mention the correct use of the terminology and understanding of the course and objectives.


b2 a1 abdias_gavilla

Documents