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M2.1

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M2.1

  1. 1. Certificación de tutores de docentes de idiomasContent area: Language AwarenessMy evaluationTarget 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 thecandidates 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 provide grammatical explanations which are readily comprehensible and accessible to his/her learnersRemarks (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 uselanguage awareness in his/her planning , is being clear for students even when theyhaven’t taken part in this group . In this situation the planner did analysis of phonology , grammatical and lexical structuresand used a target language description to being understood those ones can help studentsto understand how to join in the group which needs oral participation and learn a lot oftopics. The teacher was able to select the appropriate teaching points from teachingmaterials to join the students in the group. EUROCSYS © 2012 Claudia Schuhbeck Página 1 de 3
  2. 2. Original evaluationThis is a (translated) copy of the evaluation sheet completed by the teacher trainerappointed to evaluate SB’s 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 thecandidates 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 learnersRemarksSB 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 usingthe present simple. In “Procedure” on page 4, SB says she asked students to imagine theywerestill 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.
  3. 3. Compared to the originalTHE ORIGINAL DOCUMENT WAS MADE AS A REVISION OF ALL THE ACTIVITIES,COMPARING WITH MINE; I MADE MY REMARKS FOLLOWING THE INFORMATIONOF THE CONTENT OF AREAS, WHICH I THINK IS CLOSER TO THE INFORMATION.
  4. 4. Compared to the originalTHE ORIGINAL DOCUMENT WAS MADE AS A REVISION OF ALL THE ACTIVITIES,COMPARING WITH MINE; I MADE MY REMARKS FOLLOWING THE INFORMATIONOF THE CONTENT OF AREAS, WHICH I THINK IS CLOSER TO THE INFORMATION.
  5. 5. Compared to the originalTHE ORIGINAL DOCUMENT WAS MADE AS A REVISION OF ALL THE ACTIVITIES,COMPARING WITH MINE; I MADE MY REMARKS FOLLOWING THE INFORMATIONOF THE CONTENT OF AREAS, WHICH I THINK IS CLOSER TO THE INFORMATION.
  6. 6. Compared to the originalTHE ORIGINAL DOCUMENT WAS MADE AS A REVISION OF ALL THE ACTIVITIES,COMPARING WITH MINE; I MADE MY REMARKS FOLLOWING THE INFORMATIONOF THE CONTENT OF AREAS, WHICH I THINK IS CLOSER TO THE INFORMATION.

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