B2A1_Jorge_Ordoñez

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B2A1_Jorge_Ordoñez

  1. 1. Certificación de tutores de docentes de idiomas Jorge Augusto Ordoñez Valencia jaov5@hotmail.comContent area: Language AwarenessMy evaluationTarget 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 candidatescertification 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
  2. 2. Certificación de tutores de docentes de idiomasIn that lesson the teacher finds useful for students the use of colors to make a differencebetween auxiliaries because that helps the students a lot when understanding thegrammar. Also she says it is a good tool that students can change the subjects accordingto their preference because in that way students have certain autonomy and creativity ineach exercise.She uses the correct terminology in her explanations and understands the topics, for thisreason she is able to use the material in class.Original evaluationThis is a (translated) copy of the evaluation sheet completed by the teacher trainer appointed toevaluate 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 candidatescertification 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 EUROCSYS © 2012 Página 2 de 3
  3. 3. Certificación de tutores de docentes de idiomas __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 lesson with a balance, varietyand communicative focus in materials, tasks and activities. She uses correct terminology and adjusts her own use oflanguage 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 seniorlearners, i.e. to talk and ask about students’ own jobs using the present simple. In “Procedure” on page 4, SB says sheasked students to imagine they were still at work. This was not on the lesson plan, page 7, but solved the problemsuccessfully!Page 3/7 of the relevant organisational forms was, unfortunately, not attached to the lesson plan, so that it is not atfirst clear which language problems in a lesson which revises questions in the present (present simple, can you?, andhave 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 (page14) 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 theclass to a group that has different students and different necessities. Both mention the correct use ofthe terminology and understanding of the course and objectives. EUROCSYS © 2012 Página 3 de 3

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