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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 areevaluating.)

__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 thecandidate'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 thesame level of knowledge, The lesson plan has a variety of activities , they show us thatthe teacher is interested in cover the most areas that he/she can , I feel that probably thislesson plan need resource the grammar part , probably after the speaking activity , I meansit 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 theyhavent 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 tounderstand 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 Pgina 1 de 3

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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 herperformance 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 thecandidate'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 didacticaland methodological measures to deal with such problems

__X__ provide grammatical explanations which are readily comprehensible andaccessible to his/her learners

Remarks

SB shows that she is able to analyse language and teach a successful grammar revision lessonwith a balance, variety and communicative focus in materials, tasks and activities. She usescorrect terminology and adjusts her own use of language to describe the grammar (grammartables) according to her learner group.

The overall aim was appropriate, whereas some of the sub-aims were not altogetherappropriate for a class of senior learners, i.e. to talk and ask about students own jobs using thepresent simple. In Procedure on page 4, SB says she asked students to imagine they werestill 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 lessonplan, so that it is not at first clear which language problems in a lesson which revises questionsin the present (present simple, can you?, and have you got?). SB anticipated, and how sheintended to deal with them in the actual lesson. She does, however, mention the problem ofquestion forms and L1 interference in Procedure on page 3, and use the transparency (page14) to check understanding of the forms, and thus helped her learners to deal with theproblems.

EUROCSYS 2012 Claudia Schuhbeck Pgina 2 de 3

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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 Pgina 3 de 3