Assignment2.3 fabiola pérez_palma
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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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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 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 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.
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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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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.
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4 6 1_fabiola_pérez_palma
Here are the sentences in the correct order:
1. is studying English
2. are playing football
3. is not watching TV
4. am doing my homework
5. is sleeping
Activity 2. Complete the sentences with the present progressive form of the verbs in brackets.
1. She (dance) is dancing
2. We (not listen) are not listening
3. I (read) am reading
4. They (eat) are eating
5. You (sleep) are sleeping
Activity 3. Ask and answer questions using the present progressive.
1. What are you doing? - I'm doing my homework.
2. Is she watching TV? - No,
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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.
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Activity 2. Complete the sentences with the present progressive form of the verbs in brackets.
1. She (dance) is dancing
2. We (not listen) are not listening
3. I (read) am reading
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5. You (sleep) are sleeping
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The Blue Brain project aims to create a virtual brain by digitally simulating the neocortical column through detailed modeling of neurons, connections, and circuitry. This will help researchers understand brain function and potentially lead to treatments for brain disorders by providing insights into neural coding and information processing. If successful, the long term goal is to upload the human brain into a computer system using nanobots to allow continued existence after death of the physical body.
4 2 fabiola_perez_palma
The document discusses how to introduce peer lesson observations for teacher training. It provides details on:
- Observing teachers' classes to assess needs and classify teachers into tutors/coaches or those needing training
- Preparing for observations by understanding class level, size, objectives and setting
- Conducting 1-2 hour observations and providing structured feedback using a rubric
- Discussing feedback by highlighting strengths, areas for improvement, and setting an action plan
- Providing up to 4 months of additional training if needed but removing teachers who refuse changes
- Conducting a follow up observation with the same trainer to assess improvement
Assignment4.6 parte3
The training aims to develop teaching dossiers in areas like language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. It will be offered in English and Spanish. Trainees must demonstrate basic competencies like language proficiency and computer skills. The training consists of 6 modules covering the key content areas. It will be delivered through 120 hours of face-to-face lessons, assignments, and evaluations. Trainees must maintain 80% attendance and score at least 80% overall to complete the certification which assesses knowledge, skills, and participation.
Assignment1 fabiola perez_palma
This document contains information about certifying language teacher tutors, including:
1. A lesson plan and time table for a 2-week certification course with sessions on topics like lesson planning, grammar teaching, learning strategies, and classroom management.
2. A matching activity connecting content areas like language awareness, culture, and self-assessment to themes in the time table.
3. Sample lesson plans for listening and grammar activities with initial, developmental, and final activities.
4. A detailed time table outlining the daily schedule and topics to be covered each day of the 2-week course.
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.
Assignment2.1 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.
Company Profile E M A I L
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Assignment3 fabiola perez_palma
This document reflects on areas of content for certifying language teacher tutors. It discusses that the area of most interest is self-assessment and development. The author feels most confident in language awareness, language and culture, language learning processes, language teaching and planning and evaluation. Self-assessment and development is an area to work on more. The author lists various resources including books, magazines, websites and materials they have relating to the content areas. Ways to keep trainee motivation high include considering learning styles, needs and bringing authentic materials. Progress can be checked through portfolios, rubrics, checklists, interviews and evaluations. Learner autonomy in trainees can be improved by identifying expectations, learning styles and strengths/weaknesses.
Cln presentation cognition + affect = effect - marda kirn 10.12.10
The document discusses communicating climate science effectively. It summarizes research showing that emotions and beliefs, not just facts, must be engaged to influence attitudes. Two systems in the brain process information - an analytic, logical one and an experiential, emotional one. Communicating through images and narratives can tap the emotional system. The benefits of collaborating with artists are discussed - it can increase and diversify audiences and media attention while making climate science more accessible and tangible. Principles for effective arts/science collaboration projects are outlined.
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
The document discusses challenges with communicating climate science to the public and strategies for overcoming these challenges. It notes that while many people are aware of environmental crises, few take action in response to the science. Effective communication requires understanding how cultural values and the emotional and analytic systems of the brain influence information processing. The document recommends collaborating with artists to make climate science more accessible, tangible and actionable in order to increase audiences and media attention. It provides tips for initiating arts/science collaborative projects and principles for non-partisan, compassionate programming.
Ahmedkorra cv
This resume summarizes the professional experience and qualifications of Ahmed Korra. He has over 21 years of experience in senior management positions in the hospitality industry across 3 continents and 12 countries. His most recent role was as owner and director of Simple Travel Company in Egypt, where he was responsible for all operational aspects of the full-service travel agency. Prior to that, he held the position of Group Executive Manager of a 600-room hotel in Morocco, where he exceeded various targets.
Space Mouse_Krishna Raj
The document summarizes the space mouse technology, a 3D controller that allows for manipulation of objects in a 3D environment. It has 6 degrees of freedom and was developed by the German Aerospace Center. The space mouse senses motion and sends it to the computer, allowing for fingertip control of 3D objects with minimal fatigue. It has applications in mechanical design, animation, simulation, and robot control.
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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
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.
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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.
B2 t2.5 maria_martinez
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.
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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 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.
2 1 task_format[1]
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.
Reflection EC
The document discusses evaluating an English language coursebook for students. It finds that the coursebook promotes task-based learning activities that require students to use language in different contexts. The coursebook methodology was suitable for both the students' level and the teachers. When the author becomes a teacher, evaluating coursebooks will be important for designing effective lesson plans and worksheets that are engaging and contextually appropriate for students. A full coursebook evaluation considers aspects like design, content, language level, and length of units.
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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.
M2.1
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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Assignment2.3 fabiola pérez_palma
- 1. Certificación de tutores de docentes de idiomas Content area: Planning and 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.) The teacher: __X__ is able to plan and evaluate language lessons within the context of a given curriculum/course of studies. __X__ understands the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution. ____ understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations. In his/her certificate dossier the teacher has provided evidence that s/he is able to: __X__ state general aims and objectives for a course or a series of lessons __X__ define aims and objectives for a lesson and integrate them in the context of a course __X__ plan lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lesson Remarks (Comments and Recommendations) I really liked this kind of activities. We called it “ Integrated Tasks” in which the teacher integrated the knowledge, know to do and know to be. Most of the objectives were covered. The only recommendation would be about time management. I liked very much. Original evaluation Target Skills and Competencies EUROCSYS © 2012 Claudia Schuhbeck Página 1 de 3
- 2. Certificación de tutores de docentes de idiomas The teacher: __X__ is able to plan and evaluate language lessons within the context of a given curriculum/course of studies. __X__ understands the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution. __X__ understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations. In his/her certificate dossier the teacher has provided evidence that s/he is able to: __X__ state general aims and objectives for a course or a series of lessons __X__ define aims and objectives for a lesson and integrate them in the context of a course __X__ plan lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lesson Remarks Susan’s “Planning and Evaluation” dossier presented a project. This is a series of integrated lessons. Good job! The individual lesson plans were clear and crystal, appropriate use of authentic material. Here I could appreciate that although some activities from the book are not used we as teachers can provide the student with more valuable and authentic material instead of suffering about covering all the topics from the book. Well done! Compared to the original EUROCSYS © 2012 Claudia Schuhbeck Página 2 de 3
- 3. Certificación de tutores de docentes de idiomas The only difference was the way the lesson was integrated. We both agree that the teacher did well even when she did not have the students answering all the written exercises. This is due to the teacher expertise. EUROCSYS © 2012 Claudia Schuhbeck Página 3 de 3