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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.
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2 5 task_format
This document contains evaluations of a teacher's certification as a language tutor. The evaluator marks that the teacher demonstrates practical teaching competence by combining theory with practice, acquiring methodological skills, and understanding issues in modern language teaching. The teacher also shows an ability to reflect on and analyze their own teaching, draw conclusions to improve, and try new approaches. Additionally, the teacher collaborates well with others and is able to learn from peers. In remarks, the evaluator praises the teacher's lessons for relating theory to classroom practices, reflecting on learning processes, and having original ideas. While plans were sometimes lengthy, aims were clear. The teacher recognized needing to improve error correction. Overall, the evaluations found the teacher's work to be excellent.
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.
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 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.
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.
Assignment2.3 fabiola pérez_palma
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.
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
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
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2 5 task_format
This document contains evaluations of a teacher's certification as a language tutor. The evaluator marks that the teacher demonstrates practical teaching competence by combining theory with practice, acquiring methodological skills, and understanding issues in modern language teaching. The teacher also shows an ability to reflect on and analyze their own teaching, draw conclusions to improve, and try new approaches. Additionally, the teacher collaborates well with others and is able to learn from peers. In remarks, the evaluator praises the teacher's lessons for relating theory to classroom practices, reflecting on learning processes, and having original ideas. While plans were sometimes lengthy, aims were clear. The teacher recognized needing to improve error correction. Overall, the evaluations found the teacher's work to be excellent.
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.
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 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.
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.
Assignment2.3 fabiola pérez_palma
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.
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
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
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
2 3 task
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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The document provides instructions for a crafts activity in which students will plan and create their own artistic productions individually or cooperatively. It outlines objectives and criteria for assessing students' craft projects. Categories for assessment include design/composition, painting skill, capturing an artist's style, use of materials, time/effort, drawing, creativity, use of English in the art classroom, and daily routines in the art classroom. Scores from 1 to 4 are assigned to each category to evaluate student work.
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Creativity in problem solving involves generating original solutions and works. It requires divergent thinking, which is the ability to come up with varied alternative solutions. Characteristics of divergent thinkers include possessing domain-specific knowledge and being intrinsically motivated. Creativity can be fostered in learners by developing their knowledge, creating a safe learning environment, communicating that creativity is valued, and emphasizing assessment as a way to promote learning rather than social comparisons. Problem-based learning uses problems as the focus for developing skills, and involves students designing strategies to solve presented problems in small collaborative groups guided by teachers. Technology can be used to present engaging real-world problems to promote problem solving.
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This document provides suggestions for using "crazy keywords" to help students learn and remember important scientific terms through engaging wordplay and games. Keywords are creatively spelled or modified to form new words or phrases that hint at their meaning. Students can work individually or collaboratively to design their own crazy keywords, present them to peers, or participate in keyword guessing games led by the teacher as starters or reviews. Examples of modified scientific keywords provided include "O Hello" for OH, "Boring" for BO, and "C M AL" for CHEMICAL.
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How can Consumer Research process be used to aid decision making? How to connect the consumer research process with business dilemmas? Presented through a first generation’s successful entrepreneur, Mr.Vineet Verma, (Vineet) this case study can be used very effectively to sensitize the participants/students to connect the consumer research process with Vineet’s business dilemmas.
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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
2 3 task
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.
Rúbrica mi proyecto ab pmooc intef
The document provides instructions for a crafts activity in which students will plan and create their own artistic productions individually or cooperatively. It outlines objectives and criteria for assessing students' craft projects. Categories for assessment include design/composition, painting skill, capturing an artist's style, use of materials, time/effort, drawing, creativity, use of English in the art classroom, and daily routines in the art classroom. Scores from 1 to 4 are assigned to each category to evaluate student work.
Ed300 helen's part
Creativity in problem solving involves generating original solutions and works. It requires divergent thinking, which is the ability to come up with varied alternative solutions. Characteristics of divergent thinkers include possessing domain-specific knowledge and being intrinsically motivated. Creativity can be fostered in learners by developing their knowledge, creating a safe learning environment, communicating that creativity is valued, and emphasizing assessment as a way to promote learning rather than social comparisons. Problem-based learning uses problems as the focus for developing skills, and involves students designing strategies to solve presented problems in small collaborative groups guided by teachers. Technology can be used to present engaging real-world problems to promote problem solving.
Cpena5and6standards
The teacher understands how to engage students in critical thinking and problem solving on real-world issues using different perspectives. They develop literacy skills across subjects and use various assessment methods to guide student growth and monitor progress, providing descriptive feedback to help students improve.
Thinking parent evening
This document outlines the goals and philosophy of Stanley Avenue School in New Zealand. The school aims to (1) raise achievement in literacy and math, (2) investigate emerging technologies, and (3) develop thinking skills across the school and refine its inquiry model. It also aims to support teachers as lifelong learners to meet student needs. The school defines quality education as preparing students for the current time and place. It promotes the development of creative, critical, caring and analytical thinkers using a shared language of thinking and embedding thinking skills into daily lessons.
B2 t2 ana_vela
This document contains an evaluation of a language teacher's certification dossier. The evaluator checked boxes to indicate that the teacher is aware of socio-cultural and intercultural aspects of language use and can sensitize learners to cultural differences. The evaluation notes the teacher's ability to show cultural sensitivity, avoid stereotypes, and integrate socio-cultural topics into lessons. The remarks section from the original evaluation praised how the teacher combined revision of past and present perfect tenses to discuss different cultures. The current evaluator agreed but felt an extra task was needed to practice the present perfect.
Nahla CV
Nahla Khamis Salem Kraif is seeking a position as an early childhood teacher. She has a Bachelor's degree in Early Childhood Education from 2015. She has over 15 weeks of teaching practice experience at Al Bara'a School and other schools in Dubai. Her skills include planning and implementing lesson plans, assessments, and activities targeted to different curricula. She is proficient in Microsoft Office and has strong communication and teamwork abilities.
NCTM2011 Morning Session
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The Use of Ecrif Framework to Improve the Speaking Skills in EFL Classes for ...
The Use of Ecrif Framework to Improve the Speaking Skills in EFL Classes for ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.Project-Based Learning Slides
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Crazy Keywords
This document provides suggestions for using "crazy keywords" to help students learn and remember important scientific terms through engaging wordplay and games. Keywords are creatively spelled or modified to form new words or phrases that hint at their meaning. Students can work individually or collaboratively to design their own crazy keywords, present them to peers, or participate in keyword guessing games led by the teacher as starters or reviews. Examples of modified scientific keywords provided include "O Hello" for OH, "Boring" for BO, and "C M AL" for CHEMICAL.
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While seemingly convinced by the retailing potential of his ethnic foods retail outlet in Hyderabad International Airport (HIA), Vineet isn’t sure of the business architecture – ideal place, preferred price points, preferred packaging sizes and types etc. Given the dynamics of the potential growth of air traffic in India, and increasing airport retailing in India, would an ethnic food retail outlet stand a fair chance of success? How to define the research objective and design the appropriate consumer research process to address Vineet’s business dilemmas attained in the case study? Which kind of research techniques Qualitative or Quantitative is appropriate for him to take a decision?
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This document contains an evaluation of a teacher's certification dossier. The evaluator assessed the teacher's practical teaching competence, ability to reflect and judge, and ability to cooperate.
The evaluator found that the teacher demonstrated the ability to combine theory and practice, acquire methodological skills, and understand modern language teaching. The teacher also showed an ability to reflect on her own teaching and try new approaches. Furthermore, the teacher collaborated well with others on group projects.
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.
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This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence by combining theory with practice, acquiring methodological skills, and understanding modern language teaching. The teacher also showed an ability to reflect and judge by analyzing their own teaching, drawing conclusions to improve, and trying new solutions. Finally, the evaluator confirmed the teacher could learn from and work with others.
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This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence by combining theory with practice, understanding language teaching methods, and problems in the field. The teacher also showed an ability to reflect on and judge their own teaching by analyzing lessons, drawing conclusions to improve, and trying new approaches. Finally, the evaluator confirmed the teacher could learn from others and work cooperatively.
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- Overall the evaluation finds the teacher demonstrates strengths in practical teaching skills, reflection, collaboration and meeting basic course standards. Some minor suggestions are made to improve planning and error correction.
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.
2 4 task
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.
2 4 task
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 t2.4 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.
2 4 task_format
This document contains an evaluation of a language teacher. It is comprised of three sections: 1) an evaluation of the teacher's skills and competencies, where they received full marks in all categories assessed, 2) remarks praising the teacher's excellent lesson planning abilities and ability to motivate students, and 3) a comparison to an original evaluation, which also praised the teacher's preparation, structure, self-evaluation, and ability to create a stimulating learning environment.
2 4 task_format
This document contains two evaluations of a language teacher. Both evaluations find that the teacher effectively integrates principles of language acquisition and adult learning into their lesson planning and self-evaluation. They present material in an engaging way that considers students' interests and language levels. Remarks praise the teacher's structured planning and ability to create a stimulating learning environment. A comparison to the original evaluation finds the assessments to be consistent in their positive view of the teacher's project work.
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.
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.
2 4 task_format[1]
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 environment, accomplishing all goals.
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.
M2.5
The document contains an evaluation of a teacher's skills and competencies in language teaching. It finds that the teacher is able to combine theory with practice, acquire methodological skills, and understand modern language teaching. The teacher can reflect on and evaluate their own teaching to improve. They are also able to try new approaches and collaborate well with others. The evaluation notes the teacher created thorough lesson dossiers drawing on various sources and participated fully in all classroom activities.
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.
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
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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.
2.2 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.
2 1 task
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.
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 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.
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.
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.
Time table for two week course
The document provides a time table for a two week English teaching course focusing on teaching English through songs. Week 1 focuses on pronunciation, vocabulary, and intonation patterns. It also covers listening skills and materials. Week 2 focuses on different reading techniques and comprehension strategies like predicting content, scanning for details, and identifying patterns in texts. The time table outlines daily activities and topics to be covered from 9am to 2:30pm across the two weeks.
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2 5 task_format
- 1. Certificación de tutores de docentes de idiomas Content area: Global Evaluation My evaluation Target Skills and Competencies (Please tick the spaces with an “X”, if the statement is true for the person you are evaluating.) Practical teaching competence The teacher is able to __X__ combine theoretical knowledge with practical language teaching __X__ acquire basic methodological-didactic competence and skills and know when and how to apply them __X__ understand the different aspects and problems related to modern language teaching Ability to reflect and judge The teacher is able to __X__ reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development. __X__ try out and evaluate new and alternative solutions. Ability to reflect and judge The teacher is able to __X__ reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development. __X__ try out and evaluate new and alternative solutions. Cooperation The teacher is able to __X__ learn from others. __X__ work together with others. EUROCSYS © 2012 Claudia Schuhbeck Página 1 de 2
- 2. Certificación de tutores de docentes de idiomas Remarks Here in these dossiers the teacher has shown me that she has produced four good dossiers where she shows that she can relate the songs videos and movies to be able to used them as a way of showing how to learn a foreign language and to teach She has a number of original ideas that were successfully realised in her lessons with her songs ans students. The teacher has also proved that she can work very successfully with co-workers in group project in all aspects - exchange of ideas, planning, lesson observation and reflection. The dossiers are coherently written, with an impressive collection of supplementary material resourced not only from ESL books, but also from the Internet. Her visual material - photos from magazines and the Internet - are professionally presented. A GREAT JOB EUROCSYS © 2012 Claudia Schuhbeck Página 2 de 2