2. Original evaluation
Target Skills and Competencies
The teacher:
X is able to plan and evaluate language lessons within the context of a given
curriculum/course of studies.
X understands the institutional context of his/her teaching activities and is
familiar with the overall training programmes offered within his/her
institution.
X understands the levels of competence defined in the European Framework
of Reference, is familiar with the main language examinations offered in the
target language and is able to prepare learners to take such examinations.
In his/her certificate dossier the teacher has provided evidence that s/he is able to:
X state general aims and objectives for a course or a series of lessons
X define aims and objectives for a lesson and integrate them in the context of
a course
X plan lessons, selecting appropriate learning tasks and activities to suit the
aims and objectives of the lesson
Remarks
Susan’s “Planning and Evaluation” dossier presents a project. This is a series of integrated
lessons - the last three lessons of the summer term - which lead up through organising and
planning a menu to the learners and Susan cooking and eating a meal together - in English - as
the finale. Well done!
The individual lesson plans have clearly defined and appropriate aims and materials, but are
obviously part of a whole. Vocabulary, for example, that students met in previous lessons is
revised in the classroom and actually used in a real-life situation in lesson 3.
Susan refers to the weak points in her reflection on page 5 and says that she was dissatisfied
with herself with having covered only one exercise in the textbook. I disagree with her - she
covered the correct exercise for the project, and also selected and ordered appropriate
materials, tasks and activities to achieve her aims. The learners are much more likely to be
able to use the language they met and used on this project than any of the language they
met and used from the many exercises completed in their course book!
An excellent dossier.
3. Compared to the original
Making a compare the original remark point something about the use for the
text and is a reference about the dissatisfaction , in my remark I pointed just
positive things because however the dossier is excellent , and this teacher
focus the attention in how to involve the group in this topic.
4. Compared to the original
Making a compare the original remark point something about the use for the
text and is a reference about the dissatisfaction , in my remark I pointed just
positive things because however the dossier is excellent , and this teacher
focus the attention in how to involve the group in this topic.
5. Compared to the original
Making a compare the original remark point something about the use for the
text and is a reference about the dissatisfaction , in my remark I pointed just
positive things because however the dossier is excellent , and this teacher
focus the attention in how to involve the group in this topic.
