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This document contains an evaluation of a teacher's language awareness skills and competencies. The evaluator checked boxes to indicate that the teacher is familiar with language analysis tools, can compare languages, and applies this knowledge to lesson planning. Comments praise the teacher's ability to use terminology, set objectives, analyze language, address student difficulties, and provide clear explanations. The evaluator noted that while some goals were not fully appropriate, the teacher successfully adjusted the lesson to keep it relevant for students. Overall, the teacher demonstrated the ability to teach grammar effectively.
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2 1 task
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator checked boxes to indicate that the teacher demonstrated strong language analysis skills, could make comparisons between languages, and could apply linguistic knowledge to lesson planning. In comments, the evaluator praised how the teacher used a variety of activities to engage students and address language structures, but noted that some lesson objectives were not entirely suitable. Overall, the teacher showed the ability to analyze language and teach a successful grammar lesson with a balanced approach.
B2 t1 ana_vela
This document contains evaluations of a teacher's language awareness skills and competencies. The evaluator checked boxes to indicate that the teacher is familiar with language analysis tools, can compare languages, and can apply this knowledge to teaching. In remarks, the evaluator notes the teacher explains topics clearly but could improve grammar examples for students' ages. Both the original evaluator and another reviewer agree the teacher meets targets and uses correct terminology, but should tailor activities more to students' levels.
Assignment2.1 fabiola perez_palma
This document contains evaluations of a language teacher's certification dossier and classroom performance by a teacher trainer. Both evaluations found that the teacher demonstrated strong language analysis skills and was able to effectively teach grammar structures in a way that learners could understand. However, one evaluation noted that one of the lesson's sub-aims of having students discuss former jobs was not entirely suitable for the retired learner group. Overall, both evaluators determined that the teacher displayed the necessary skills and competencies to be certified.
B2 t2.1 maria_martinez
This document contains:
1) An evaluation of a teacher's certification dossier and classroom performance in teaching language awareness.
2) The evaluator found that the teacher demonstrated strong familiarity with language analysis tools and the ability to deploy this knowledge to plan effective language lessons.
3) Some recommendations were made to improve the lesson plan documentation and resources, such as using PowerPoint instead of an overhead projector.
4) An "original evaluation" is also included, which was completed by the teacher's trainer and aligns with the findings above.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while making appropriate adjustments based on the learners.
B2A1_Jorge_Ordoñez
This document contains evaluations of a language teacher's certification dossier and classroom performance. Both evaluations found that the teacher demonstrated a strong command of language analysis tools and the ability to deploy this knowledge to plan lessons. They noted the teacher used correct terminology in explanations and understood how to address learners' difficulties with the target language structures. While some lesson objectives could have been more appropriate, the teacher successfully solved this issue in the classroom. Overall, the evaluations determined the teacher displayed the required skills and competencies.
2 1 task_format
This document contains evaluations of a language teacher's skills and qualifications. The evaluator checked boxes to indicate that the teacher is proficient in various areas related to language analysis, comparisons between languages, applying linguistic knowledge to teaching, and continuing self-development. The evaluator also found clear evidence that the teacher can effectively use terminology, write learning objectives, analyze language structures, address learner difficulties, and provide comprehensible grammar explanations. In remarks, the evaluator praised the teacher's lesson plan and ability to balance communication and grammar in teaching, with one suggestion to improve an explanation of verb tenses. A comparison to the original evaluation found it similar overall with one difference in feedback on grammar explanations.
2 1 task_format
This document contains evaluations of a language teacher's certification dossier and classroom performance. Both evaluations found that the teacher demonstrated a strong command of language analysis tools and the ability to effectively teach grammar concepts using correct terminology. The teacher showed an understanding of common learner difficulties and adapted lessons appropriately. While some lesson objectives could have been better targeted to the senior student level, the teacher successfully improvised to engage students. Overall, the evaluations determined that the teacher displayed the required skills and competencies.
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This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator checked boxes to indicate that the teacher demonstrated strong language analysis skills, could make comparisons between languages, and could apply linguistic knowledge to lesson planning. In comments, the evaluator praised how the teacher used a variety of activities to engage students and address language structures, but noted that some lesson objectives were not entirely suitable. Overall, the teacher showed the ability to analyze language and teach a successful grammar lesson with a balanced approach.
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This document contains evaluations of a teacher's language awareness skills and competencies. The evaluator checked boxes to indicate that the teacher is familiar with language analysis tools, can compare languages, and can apply this knowledge to teaching. In remarks, the evaluator notes the teacher explains topics clearly but could improve grammar examples for students' ages. Both the original evaluator and another reviewer agree the teacher meets targets and uses correct terminology, but should tailor activities more to students' levels.
Assignment2.1 fabiola perez_palma
This document contains evaluations of a language teacher's certification dossier and classroom performance by a teacher trainer. Both evaluations found that the teacher demonstrated strong language analysis skills and was able to effectively teach grammar structures in a way that learners could understand. However, one evaluation noted that one of the lesson's sub-aims of having students discuss former jobs was not entirely suitable for the retired learner group. Overall, both evaluators determined that the teacher displayed the necessary skills and competencies to be certified.
B2 t2.1 maria_martinez
This document contains:
1) An evaluation of a teacher's certification dossier and classroom performance in teaching language awareness.
2) The evaluator found that the teacher demonstrated strong familiarity with language analysis tools and the ability to deploy this knowledge to plan effective language lessons.
3) Some recommendations were made to improve the lesson plan documentation and resources, such as using PowerPoint instead of an overhead projector.
4) An "original evaluation" is also included, which was completed by the teacher's trainer and aligns with the findings above.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while making appropriate adjustments based on the learners.
B2A1_Jorge_Ordoñez
This document contains evaluations of a language teacher's certification dossier and classroom performance. Both evaluations found that the teacher demonstrated a strong command of language analysis tools and the ability to deploy this knowledge to plan lessons. They noted the teacher used correct terminology in explanations and understood how to address learners' difficulties with the target language structures. While some lesson objectives could have been more appropriate, the teacher successfully solved this issue in the classroom. Overall, the evaluations determined the teacher displayed the required skills and competencies.
2 1 task_format
This document contains evaluations of a language teacher's skills and qualifications. The evaluator checked boxes to indicate that the teacher is proficient in various areas related to language analysis, comparisons between languages, applying linguistic knowledge to teaching, and continuing self-development. The evaluator also found clear evidence that the teacher can effectively use terminology, write learning objectives, analyze language structures, address learner difficulties, and provide comprehensible grammar explanations. In remarks, the evaluator praised the teacher's lesson plan and ability to balance communication and grammar in teaching, with one suggestion to improve an explanation of verb tenses. A comparison to the original evaluation found it similar overall with one difference in feedback on grammar explanations.
2 1 task_format
This document contains evaluations of a language teacher's certification dossier and classroom performance. Both evaluations found that the teacher demonstrated a strong command of language analysis tools and the ability to effectively teach grammar concepts using correct terminology. The teacher showed an understanding of common learner difficulties and adapted lessons appropriately. While some lesson objectives could have been better targeted to the senior student level, the teacher successfully improvised to engage students. Overall, the evaluations determined that the teacher displayed the required skills and competencies.
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The document contains evaluations of a teacher's language awareness skills and competencies. It includes an original evaluation completed by a teacher trainer, as well as the teacher's own self-evaluation. Both evaluations found the teacher to be proficient in language analysis, comparisons between languages, deploying this knowledge in teaching, and checking and expanding their own knowledge. The trainer noted the teacher was able to successfully teach a grammar lesson and use correct terminology. Minor issues were noted with some learning objectives and missing paperwork, but the teacher addressed language problems and helped students.
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This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. The teacher demonstrates mastery in using correct terminology to describe language, writing clear learning objectives, analyzing language structures, understanding learner difficulties, and providing comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos and movies to teach language in a balanced, varied and communicative way, though some sub-aims did not fully match the chosen materials. Overall the teacher understands how to accomplish the main goals.
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This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. Additionally, the teacher can accurately analyze language, form clear learning objectives, identify learner difficulties, and provide comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos, and movies to teach language in a balanced, varied, and communicative way, though some sub-aims did not fully match the chosen materials. Overall, the evaluator believes the teacher understands how to accomplish language learning goals with these resources.
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This document contains an evaluation of a language teacher's certification. The evaluator checked boxes to indicate that the teacher is aware of concepts related to adult learning psychology and language acquisition theory. They found evidence that the teacher integrates previous learning, presents materials engagingly, considers learner needs and interests, recognizes language levels, and anticipates and plans for potential problems. In remarks, the evaluator praised the teacher's awareness of student needs, handling of psychology aspects, and clear instructions. A comparison to the original evaluation found similar overall opinions but the experienced evaluator focused more on the dossier and teacher character while this one focused more on the teacher's actions.
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2) Details of a project the teacher designed integrating several lessons to plan and cook a meal together in English.
3) The evaluator's positive feedback that the project effectively revised previous vocabulary and achieved communication goals, though the activity took a long time.
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The document contains an evaluation of a teacher's language acquisition skills and competencies. It finds that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these concepts into lesson planning. It also finds the teacher able to incorporate students' previous learning, present materials engagingly, consider student needs and interests, assess language levels, and anticipate and address potential language problems in planning. The remarks recommend the teacher continue integrating all relevant material and student background knowledge to support ongoing language learning.
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2) Notes on a project-based lesson plan involving meal planning and preparation, which integrated previous vocabulary and achieved communication goals.
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The document is an evaluation of a teacher's certification dossier on planning and evaluation.
The evaluator marks that the teacher is able to plan and evaluate lessons within a curriculum, understands the institutional context, and is familiar with language evaluation frameworks.
The teacher's dossier provided evidence of stating course aims and objectives, and defining lesson aims. It included a project where students developed a menu and had a meal together in English.
The individual lesson plans clearly defined aims and materials. While the teacher noted covering only one textbook exercise as a weakness, the evaluator disagreed, noting the project better supported language use.
The evaluator concluded it was an excellent dossier demonstrating the project was well-integrated and students successfully developed language
B2 t2.3 maria_martinez
This document contains an evaluation of a language teacher's ability to plan and evaluate lessons. The evaluator checked boxes indicating that the teacher understands curriculum context, lesson planning and objectives, and student evaluation.
The evaluation remarks that the teacher submitted a project integrating the final three lessons of a term. The project was a meal planning activity that motivated students. Individual lesson plans clearly defined aims and materials to meet curriculum goals. Vocabulary from prior lessons was revised and used in a real-life situation.
The original evaluation contained similar checks and remarks, praising the teacher's series of integrated lessons leading to a meal shared together in English. Lesson plans had clear aims and materials as part of the larger project. Vocabulary was
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The document is an evaluation of a language teacher's certification. It contains two evaluations - the original evaluation from an expert and a second evaluation. Both evaluations find that the teacher meets several key competencies for language teaching, including being aware of theories of language acquisition and psychology of learning, integrating learners' experiences, presenting materials effectively, considering learner needs and interests, and anticipating language problems. The second evaluation notes some differences from the original but sees the process as an opportunity to learn.
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This document contains an evaluation of a language teacher's certification dossier. It evaluates the teacher's ability to plan and evaluate lessons according to a curriculum, understand the institutional context, and prepare students for language examinations. The evaluation marks that the teacher provided evidence of stating objectives, defining lesson aims, and selecting appropriate activities. In remarks, the evaluator praises the teacher for using real situations to put lessons into practice. The original evaluation also positively assessed a series of integrated lessons on planning a meal that incorporated vocabulary from previous lessons and culminated in the students and teacher sharing a meal together.
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This document contains evaluations of a language teacher's certification dossier. The evaluator marks that the teacher understands curriculum planning, the institutional context of teaching, and language competence frameworks. The dossier provided evidence that the teacher can set objectives, integrate them into lessons, and plan appropriate activities.
The evaluator remarks that the teacher uses real-life situations to effectively put lessons into practice. A project in the dossier integrated several lessons leading to students cooking and sharing a meal together in the target language. Individual lessons had clear aims and materials, and vocabulary from prior lessons was revised and used. The evaluator disagrees with the teacher's criticism of only covering one textbook exercise, noting the project better supported language use. The evaluation concludes the dossier was
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The document is an evaluation of a language teacher's certification dossier. It assesses the teacher's skills in planning and evaluating lessons according to a curriculum. The evaluator checks boxes to indicate that the teacher understands curriculum context, language exam levels, and can plan lessons with clear objectives and appropriate activities. In remarks, the evaluator praises the teacher's project integrating several lessons towards a shared meal activity, and disagrees with the teacher's own criticism, saying the project better teaches real-life language than textbook exercises.
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This document contains an evaluation of a language teacher's skills and competencies. It is noted that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these concepts into lesson planning. The teacher shows an ability to incorporate students' prior learning, present engaging materials, consider student needs and interests, assess language levels, and anticipate and address potential issues. In remarks, the evaluator praises the teacher's ability to engage students and provides a thoughtful self-evaluation. The original evaluation is also included and is largely the same, with additional positive comments about the teacher's lesson preparation and ability to create a stimulating learning environment.
B2 t2.1 francisco_antonio
The document is a certification for language tutors evaluating a teacher's language awareness skills. It finds that the teacher is familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. The teacher demonstrates mastery in using correct terminology to describe language, formulating clear learning objectives, analyzing language structures, understanding learner difficulties, and providing comprehensible grammatical explanations. It recommends the teacher continue developing competencies and skills in their learner group so students can learn from each other.
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The document contains evaluations of a teacher's language awareness skills and competencies. It includes an original evaluation completed by a teacher trainer, as well as the teacher's own self-evaluation. Both evaluations found the teacher to be proficient in language analysis, comparisons between languages, deploying this knowledge in teaching, and checking and expanding their own knowledge. The trainer noted the teacher was able to successfully teach a grammar lesson and use correct terminology. Minor issues were noted with some learning objectives and missing paperwork, but the teacher addressed language problems and helped students.
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This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. The teacher demonstrates mastery in using correct terminology to describe language, writing clear learning objectives, analyzing language structures, understanding learner difficulties, and providing comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos and movies to teach language in a balanced, varied and communicative way, though some sub-aims did not fully match the chosen materials. Overall the teacher understands how to accomplish the main goals.
2 1 task_format
This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. Additionally, the teacher can accurately analyze language, form clear learning objectives, identify learner difficulties, and provide comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos, and movies to teach language in a balanced, varied, and communicative way, though some sub-aims did not fully match the chosen materials. Overall, the evaluator believes the teacher understands how to accomplish language learning goals with these resources.
Assignment2.4 fabiola pérez_palma
This document contains an evaluation of a language teacher's certification. The evaluator checked boxes to indicate that the teacher is aware of concepts related to adult learning psychology and language acquisition theory. They found evidence that the teacher integrates previous learning, presents materials engagingly, considers learner needs and interests, recognizes language levels, and anticipates and plans for potential problems. In remarks, the evaluator praised the teacher's awareness of student needs, handling of psychology aspects, and clear instructions. A comparison to the original evaluation found similar overall opinions but the experienced evaluator focused more on the dossier and teacher character while this one focused more on the teacher's actions.
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The document is an evaluation of a language teacher's certification dossier. It contains:
1) A checklist evaluating the teacher's skills in planning and evaluating lessons, understanding curriculum context, and preparing students for exams.
2) Details of a project the teacher designed integrating several lessons to plan and cook a meal together in English.
3) The evaluator's positive feedback that the project effectively revised previous vocabulary and achieved communication goals, though the activity took a long time.
B2 a3 abdias_gavilla
This document contains evaluations of a language teacher's lesson planning and evaluation skills. The evaluator marks that the teacher is able to plan lessons according to curriculum and context, understand levels of language competence, and provide evidence of stating objectives and selecting appropriate activities. In a reflection, the teacher feels she only covered one exercise, but the evaluator disagrees, noting the lesson fit into a larger project and effectively reviewed previous material through real-life application. Overall, the project goal was achieved through applying existing knowledge, though it took a long time.
B2 t2.4 francisco antonio
The document contains an evaluation of a teacher's language acquisition skills and competencies. It finds that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these concepts into lesson planning. It also finds the teacher able to incorporate students' previous learning, present materials engagingly, consider student needs and interests, assess language levels, and anticipate and address potential language problems in planning. The remarks recommend the teacher continue integrating all relevant material and student background knowledge to support ongoing language learning.
2 3 task_format
The document is an evaluation of a teacher's certification dossier. It contains:
1) A checklist evaluating the teacher's skills in planning and evaluating lessons, understanding curriculum context, and language exam preparation.
2) Notes on a project-based lesson plan involving meal planning and preparation, which integrated previous vocabulary and achieved communication goals.
3) The evaluator's disagreement with the teacher's self-criticism, finding the single exercise covered was appropriate for the project's goals.
B2 t4 ana_vela
This document contains an evaluation of a language tutor. It consists of two parts - an original evaluation and a comparison to the original. In the original, the tutor is rated highly in their awareness of language acquisition theories and ability to integrate learners' experiences. Their lesson plans are well prepared and they provide honest self-evaluations. They create a stimulating learning atmosphere. The comparison notes the tutor is confident in their role, helps and corrects students, and combines activities to develop the four language skills.
B2 t3 ana_vela
The document is an evaluation of a teacher's certification dossier on planning and evaluation.
The evaluator marks that the teacher is able to plan and evaluate lessons within a curriculum, understands the institutional context, and is familiar with language evaluation frameworks.
The teacher's dossier provided evidence of stating course aims and objectives, and defining lesson aims. It included a project where students developed a menu and had a meal together in English.
The individual lesson plans clearly defined aims and materials. While the teacher noted covering only one textbook exercise as a weakness, the evaluator disagreed, noting the project better supported language use.
The evaluator concluded it was an excellent dossier demonstrating the project was well-integrated and students successfully developed language
B2 t2.3 maria_martinez
This document contains an evaluation of a language teacher's ability to plan and evaluate lessons. The evaluator checked boxes indicating that the teacher understands curriculum context, lesson planning and objectives, and student evaluation.
The evaluation remarks that the teacher submitted a project integrating the final three lessons of a term. The project was a meal planning activity that motivated students. Individual lesson plans clearly defined aims and materials to meet curriculum goals. Vocabulary from prior lessons was revised and used in a real-life situation.
The original evaluation contained similar checks and remarks, praising the teacher's series of integrated lessons leading to a meal shared together in English. Lesson plans had clear aims and materials as part of the larger project. Vocabulary was
B2 t2.4 maria_martinez
The document is an evaluation of a language teacher's certification. It contains two evaluations - the original evaluation from an expert and a second evaluation. Both evaluations find that the teacher meets several key competencies for language teaching, including being aware of theories of language acquisition and psychology of learning, integrating learners' experiences, presenting materials effectively, considering learner needs and interests, and anticipating language problems. The second evaluation notes some differences from the original but sees the process as an opportunity to learn.
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This document contains an evaluation of a language teacher's certification dossier. It evaluates the teacher's ability to plan and evaluate lessons according to a curriculum, understand the institutional context, and prepare students for language examinations. The evaluation marks that the teacher provided evidence of stating objectives, defining lesson aims, and selecting appropriate activities. In remarks, the evaluator praises the teacher for using real situations to put lessons into practice. The original evaluation also positively assessed a series of integrated lessons on planning a meal that incorporated vocabulary from previous lessons and culminated in the students and teacher sharing a meal together.
2 3 task
This document contains evaluations of a language teacher's certification dossier. The evaluator marks that the teacher understands curriculum planning, the institutional context of teaching, and language competence frameworks. The dossier provided evidence that the teacher can set objectives, integrate them into lessons, and plan appropriate activities.
The evaluator remarks that the teacher uses real-life situations to effectively put lessons into practice. A project in the dossier integrated several lessons leading to students cooking and sharing a meal together in the target language. Individual lessons had clear aims and materials, and vocabulary from prior lessons was revised and used. The evaluator disagrees with the teacher's criticism of only covering one textbook exercise, noting the project better supported language use. The evaluation concludes the dossier was
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This document discusses skill-based syllabi for teaching English as a foreign language. It defines the four main language skills - reading, writing, listening and speaking - and explains that a skill-based syllabus organizes instruction around developing one or more of these skills. An example of a skill-based reading syllabus is provided. Advantages include focusing on specific learner needs, while disadvantages include potentially limiting overall language development. Skill-based instruction is best for adult learners or those needing specific skills.
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The document is an evaluation of a language teacher's certification dossier. It assesses the teacher's skills in planning and evaluating lessons according to a curriculum. The evaluator checks boxes to indicate that the teacher understands curriculum context, language exam levels, and can plan lessons with clear objectives and appropriate activities. In remarks, the evaluator praises the teacher's project integrating several lessons towards a shared meal activity, and disagrees with the teacher's own criticism, saying the project better teaches real-life language than textbook exercises.
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The document is a certification for language tutors of teachers. It evaluates a teacher's skills and competencies in language acquisition. It finds that the teacher is aware of concepts in psychology of learning and language acquisition theory, and can integrate these concepts into lesson planning. Specifically, the teacher shows an ability to incorporate students' previous learning, present materials engagingly, consider student needs and interests, assess language levels, and anticipate and address potential language problems. The evaluation provides positive remarks about the teacher's ability to engage students and prepare thoughtful, self-reflective lessons and plans that create a stimulating learning environment.
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This document contains an evaluation of a language teacher's skills and competencies. It is noted that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these concepts into lesson planning. The teacher shows an ability to incorporate students' prior learning, present engaging materials, consider student needs and interests, assess language levels, and anticipate and address potential issues. In remarks, the evaluator praises the teacher's ability to engage students and provides a thoughtful self-evaluation. The original evaluation is also included and is largely the same, with additional positive comments about the teacher's lesson preparation and ability to create a stimulating learning environment.
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This document contains an evaluation of a language teacher's ability to plan and evaluate lessons. The evaluator ticks boxes to indicate that the teacher can plan lessons within a given curriculum, understands the institutional context, and can prepare students for examinations. Evidence is provided that the teacher can state objectives, define lesson aims, and plan appropriate activities. The evaluator remarks that integrated tasks were effective and most objectives were covered, with the only recommendation being about time management. The original evaluation praised the clear lesson plans and use of authentic materials. Both evaluations agree the teacher did well even when not using all exercises from the book.
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The evaluator concluded that the teacher prepared high quality dossiers relating theory to classroom practice and reflecting on lessons. The projects were relevant to students and the teacher collaborated effectively with colleagues. The evaluation was overall very positive.
2 4 task_format
This document contains an evaluation of a language teacher's certification. It includes a checklist of target skills and competencies, with boxes checked to indicate which skills the teacher has demonstrated. These include being aware of concepts related to adult learning psychology and language acquisition theory, and showing abilities like integrating previous learning, presenting engaging materials, and anticipating language problems. In remarks, the evaluator praises the teacher's well-structured dossier and lesson plans, self-evaluation, confidence, and ability to create a stimulating atmosphere. The bottom section notes this is a comparison to an original evaluation.
2 3 task_format
The teacher is able to plan and evaluate language lessons within the context of a given curriculum. They understand the institutional context of their teaching activities and are familiar with the overall training programs offered. They also understand the levels of competence defined in the European Framework of Reference and can prepare learners to take language examinations.
Based on the evidence provided in their certificate dossier, the teacher is able to state general aims and objectives for a course or lessons, define specific aims and objectives for individual lessons, and plan lessons by selecting appropriate learning tasks and activities to meet the objectives.
The evaluator remarks that the teacher's planning and evaluation dossier presents a great integrated lesson project, and that the teacher selected and organized suitable materials, tasks and
2 3 task_format[1]
The teacher is able to plan and evaluate language lessons within the context of a given curriculum. They understand the institutional context of their teaching activities and are familiar with the overall training programs offered. They also understand the levels of competence defined in the European Framework of Reference and can prepare learners to take language examinations.
Based on the evidence provided in their certificate dossier, the teacher is able to state general aims and objectives for a course or series of lessons. They can define aims and objectives for individual lessons and integrate them into the broader context of the course. They can also plan lessons by selecting appropriate learning tasks and activities to achieve the aims and objectives.
The evaluator remarks that the teacher's planning and evaluation dossier presents a
B2 t2.3 rosa_mijangos
This document evaluates a teacher's ability to plan and evaluate language lessons. It contains a checklist of skills and competencies that the teacher has demonstrated, such as understanding curriculum context, language levels, and exam preparation. The teacher's portfolio provided evidence of setting aims and objectives for courses and individual lessons, and selecting appropriate activities to meet goals. A sample lesson the teacher designed had students write paragraphs in the past tense to practice grammar structures. The evaluator praised the integrated project-based lessons on planning a meal in English, finding it helped students use previously learned vocabulary in a real-life context.
B2 t5 ana_vela
This document contains evaluations of a teacher's qualifications and competencies. It evaluates their practical teaching abilities, ability to reflect and judge, and cooperation skills. For each category, the evaluator ticks boxes to indicate what statements apply to the teacher. In remarks, the evaluator notes that the teacher is able to relate language teaching theories to classroom practices, reflect on and evaluate their own teaching, and suggest improvements. The original evaluation also found the teacher produced excellent lesson plans and was able to collaborate well and reflect on lessons.
Assignment2.5 fabiola pérez_palma
This document contains an evaluation of a language teacher's skills and competencies. It consists of:
1) A checklist evaluating the teacher's practical teaching competence, ability to reflect/judge, and cooperation skills. All areas are checked as strengths.
2) Comments praising the teacher's lesson plans, willingness to learn, creativity, and ability to work collaboratively. One recommendation is to include more evaluation rubrics and peer feedback.
3) A comparison to the original evaluator's feedback, which noted additional strengths in relating theory to practice but identified an area for growth in error correction.
2 5 task_format
This document contains evaluations of a teacher's certification as a tutor for language teachers. It evaluates the teacher's practical teaching competence, ability to reflect and judge, and ability to cooperate. The evaluator finds that the teacher is able to combine theory with practice, acquire methodological skills, understand language teaching issues, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively with others. Remarks provide examples of how the teacher demonstrates these competencies through lesson plans and activities. The evaluator concludes the teacher has excellent teaching skills and their work serves as a good example to follow.
Similar to 2 1 task (14)
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Around the house crossword
This document is a vocabulary worksheet containing a crossword puzzle with words related to rooms in a house and daily activities. Students are to fill in the numbered grid with words provided as clues that are listed as across or down. The clues include items found in different rooms like the bedroom, kitchen, and bathroom as well as common appliances, furniture and other household objects.
Block 4 task 4.6 part 3 (1) ttss
The document discusses various considerations for planning and structuring a training course, including determining objectives, number of participants, venue requirements, and seating arrangements. It provides recommendations for each, describing advantages and disadvantages of different options. For example, it suggests limiting participants to 20 and assessing distractions at the venue. For seating, it analyzes formats like rows of chairs, a U-shape, banquet style, conference tables, and circles of chairs. The goal is to choose arrangements conducive to participation and that facilitate discussions, group work, and trainer movement in the room.
4.6 part 1,,,ttss
This document provides information about a lesson on comparative and superlative adjectives for an English language course. The lesson aims to teach students how to use comparative and superlative adjectives through activities incorporating different learning styles. Warm-up, presentation, practice and production activities are outlined to introduce comparative adjectives, followed by the same for superlative adjectives. The conclusion reflects that addressing different learning styles helped motivate students to learn and achieve the objectives of using both forms of adjectives in context.
Task 4.3 ts
The document provides guidance on tasks by instructing the reader to relate objectives, use exploratory questioning, be patient, and help develop strategies rather than impose them. It also suggests providing "easy wins" like exercises or uses of technology that can be implemented in the next lesson for immediate progression. Checklists are included to evaluate preparation, language use, lesson presentation, classroom management, classroom atmosphere, and use of technology.
Task 4.2 tr
This document discusses how to introduce peer lesson observations for teacher trainees. It provides suggestions for how to structure an observation form to encourage observers to focus on how new language is introduced and to develop their evaluative skills. The document also offers advice on how to prepare for an observation, including determining the group profile, purpose of the observation, and developing a feedback rubric. It recommends observation times of 25-55 minutes and provides tips for structuring polite written feedback focused on giving advice. Guidance is given on maintaining focus, staying calm, and giving specific feedback during discussions. The document advises that if a trainer fails, the focus should be on learner progress rather than the teacher, and a second visit with a new topic is possible
Task 3.3 (2)
This document lists symptoms of various disabilities and categorizes them. It identifies symptoms such as talking excessively, impulsivity, being extremely orderly or disorderly, inappropriate social interactions, and focusing on one's own interests as potential signs of conditions like ADHD, dyslexia, autism spectrum disorder, and hearing or visual impairments. It then organizes these symptoms under the relevant categories of disabilities, including problems with reading small print, mobility, communication, and repetitive behaviors. The document appears to be providing information to help identify learning disabilities and special needs in students.
2 5 task_format (1)
This document contains evaluations of a teacher's language teaching skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theory with practice, acquire methodological skills, understand modern language teaching, reflect on and analyze their own teaching, try new solutions, learn from others, and work with others. In remarks, the evaluator praised the teacher's use of sources to create dossiers, participation in all activities, ability to relate theory to practice while also suggesting improvements, and clear lesson aims. The original evaluation also praised the teacher's reflection, original ideas, collaboration, planning, and presentation of supplemental materials.
2.2 task format
This document contains evaluations of language teachers' certification dossiers. The first evaluation finds that the teacher has a very good understanding of cultural aspects in language and uses a variety of effective activities. The comments note the teacher's management of cultural points and use of exercises that help students improve in real situations.
The second evaluation contains the same positive assessment of cultural awareness skills. It notes that one teacher successfully combined grammar revision with a discussion of different countries and cultures to encourage critical cultural thinking in students. The teacher selected appropriate materials and presented them professionally.
The document compares two evaluations that both found evidence the evaluated teachers have strong cultural competency in their language instruction.
Assignment 3
The document discusses reflections from an English language training assignment, including interests in language awareness and difficulties with self-assessment. It proposes ways to keep trainees motivated such as emphasizing benefits of English skills and positive attitude. Methods to check progress are described as having trainees write texts and converse about subjects, and improving autonomy through using technology for research and social networking.
Assignment 2. unit1 (1)
The document provides a reading list for an English language learning assignment. It summarizes three Top Notch textbook series that the author found helpful for teaching English as a second language. They introduce lessons with topics that allow students to learn vocabulary applicable to real life. Each lesson has a self-evaluation section. The lessons are organized without too many images or extra content to avoid distracting students. The reading list also provides references for several other English language textbooks and online worksheets for future trainees.
Assignment1.2 unit1
The document provides a reading list for an English language learning assignment. It summarizes three Top Notch textbook series that the author found helpful for teaching English as a second language. They introduce lessons with topics that allow students to learn vocabulary applicable to real life. Each lesson has a self-evaluation section. The lessons are organized without too many images or extras that could distract students. A list of additional books and online resources is also included.
Task 3.5
This module profoundly moved the student by helping them understand the difficulties faced by people with special needs like cochlear implants, changing their thinking to appreciate the efforts made by individuals and institutions to help those with disabilities live a quality life. The student also expressed interest in experiencing for a day what it's like to have the brain of someone with ADHD or a disability to build more understanding and empathy to create a better society.
Task 3.4
Students with special needs often face difficulties that teachers need to be made aware of, though it can be hard for families to disclose disabilities due to fears of discrimination or lack of support. With professional assessment and counseling, teachers and students can work together to determine the best approaches for each student's needs. For those with ADHD, the traditional classroom setting may not be effective, so tasks should be short and tailored to their learning style, such as using visual content for visually-oriented learners.
Task 3.3
The document lists various symptoms associated with different disabilities including ADHD, dyslexia, autism spectrum disorder, hearing impairment, and visual impairment. Symptoms include difficulty focusing, impulsivity, poor social skills, mobility issues, and sensory processing problems. The disabilities are then categorized based on their associated symptoms such as problems with reading, writing, attention, communication, behavior, and mobility. Common disabilities discussed include ADHD, dyslexia, autism spectrum disorder, hearing impairment, and visual impairment.
Task 3.2
Teachers often encounter students with disabilities but are not always able to identify them or provide appropriate support. While some physical disabilities are easier to identify, learning disabilities can be more difficult to recognize due to issues with language processing. Some students show academic deficits and difficulties with social interaction, indicating a learning disability. Current school programs are often not designed to help or properly integrate these students, highlighting the need to reform teaching methods to better support those with special needs and allow them to fully participate in society.
Task 3
Albert Einstein and Stephen Hawking are examples of celebrities who had disabilities but made significant contributions to society. Millions of people live with and overcome disabilities every day without recognition. The author personally knows many people with disabilities who are admired for pursuing their goals despite being told they cannot succeed due to their condition, sometimes even by their own mothers seeking to protect them from hurt. People with disabilities have strength, a special way of facing difficulties, and a unique perspective on the world, and they deserve respect and love.
2 5 task_format
This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated several key competencies, including the ability to combine theory and practice in language teaching, understand methodology and apply it appropriately, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively. In remarks, the evaluator praised the teacher's dossiers integrating songs, videos and movies into language lessons, noting original successful ideas and strong group work skills. The dossiers were well-written with a variety of supplementary materials beyond textbooks, and visual materials were professionally presented. Overall, the evaluator expressed that the teacher did a great job.
2 4 task_format
This document contains an evaluation of a language teacher's skills and competencies. The evaluator indicates with checks that the teacher is aware of concepts related to adult learning psychology and language acquisition theory. They show the teacher is able to integrate learners' previous experience, present materials engagingly, consider learner needs and interests, assess language levels, and anticipate and address potential language problems. In remarks, the evaluator praises the teacher's well-structured lesson plan showing preparation and knowledge to create a stimulating learning environment, accomplishing all goals.
2 2 task_format
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
Topic lesson 1
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
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2 1 task
- 1. Certificación 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 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 provide grammatical explanations which are readily comprehensible and accessible to his/her learners EUROCSYS © 2012 Claudia Schuhbeck Página 1 de 3
- 2. Certificación de tutores de docentes de idiomas Remarks (Comments and Recommendations) I think tat the students need some more grammatical explication and exercises and I prefer not to use all content areas in one class. I think is better to divided the diferent activities in some classes. In the other hand like example the teacher use all the content areas and seems thas she/he manage the all of them. The lesson plan has diferent activities and he/she knows the language awareness and use the right material to get the attention of the students. 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 EUROCSYS © 2012 Claudia Schuhbeck Página 2 de 3
- 3. Certificación de tutores de docentes de idiomas 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! Page 3/7 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 EUROCSYS © 2012 Claudia Schuhbeck Página 3 de 3