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.

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
Remarks (Comments and Recommendations)
I see that the teacher can do general comparisons of the source language and the target
language of the learners. She has a complete knowledge of the target language and is
able to explain using a diversity of tools and fun and interesting exercises.
She has clear objectives of what she wants to the learners catch and get able to
identifying and correcting their mistakes giving them feedback to this.
I think that there is an unclear grammatical explanation note because it not enough
emphatically in the form of the “to be” use to make questions. Since it is one of the most
used auxiliary verbs.
In the note she said “…so we can put it…”
And I think she had to say: “…so we must put it”
EUROCSYS © 2012 Claudia Schuhbeck Página 1 de 3

2. Certificación 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 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 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.
EUROCSYS © 2012 Claudia Schuhbeck Página 2 de 3

3. Certificación de tutores de docentes de idiomas
Compared to the original
Compared to the original there is only a difference that I can find. The one
about the grammatical in the note.
I´m agree in everything else about the teacher´s method training.
EUROCSYS © 2012 Claudia Schuhbeck Página 3 de 3