B2 a3 abdias_gavilla
•Download as DOC, PDF•
0 likes•148 views
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.
Report
Share
Report
Share
Recommended
B2A3_Jorge_Ordoñez
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.
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 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 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
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.
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
B2 t2.3 francisco_antonio
This document contains an evaluation of a teacher's skills in planning and evaluating language lessons. It shows that the teacher is able to plan lessons within the given curriculum, understands the institutional context and levels of language competence. The teacher has provided evidence of being able to state aims and objectives for courses and lessons, and plan lessons with appropriate activities. The remarks note that understanding the institutional context and aims is important for effective planning and evaluation.
2 3 task_format
The document evaluates a teacher's ability to plan and evaluate language lessons. In the original evaluation, the teacher meets all criteria by planning a series of integrated lessons leading up to students cooking and eating a meal together in English. However, in a second evaluation, the evaluator notes that while the teacher understands how to plan a class and curriculum, objectives for each lesson are not clearly defined, and the same activities are used in every lesson rather than suiting different objectives. Overall, the teacher needs to improve defining specific lesson objectives and selecting varied activities to meet them.
Recommended
B2A3_Jorge_Ordoñez
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.
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 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 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
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.
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
B2 t2.3 francisco_antonio
This document contains an evaluation of a teacher's skills in planning and evaluating language lessons. It shows that the teacher is able to plan lessons within the given curriculum, understands the institutional context and levels of language competence. The teacher has provided evidence of being able to state aims and objectives for courses and lessons, and plan lessons with appropriate activities. The remarks note that understanding the institutional context and aims is important for effective planning and evaluation.
2 3 task_format
The document evaluates a teacher's ability to plan and evaluate language lessons. In the original evaluation, the teacher meets all criteria by planning a series of integrated lessons leading up to students cooking and eating a meal together in English. However, in a second evaluation, the evaluator notes that while the teacher understands how to plan a class and curriculum, objectives for each lesson are not clearly defined, and the same activities are used in every lesson rather than suiting different objectives. Overall, the teacher needs to improve defining specific lesson objectives and selecting varied activities to meet them.
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.
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.
M2.3
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.
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. 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.
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 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 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.
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 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 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.
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.
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.
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.
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.
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.
B2 a4 abdias_gavilla
This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these areas into lesson planning. The evaluation also notes the teacher is able to incorporate students' previous experience, engage students in lively lessons, consider student needs and language levels, and anticipate and address potential issues. The original evaluation contained the same checked boxes and remarks, praising the teacher's structured lessons, self-evaluation, and ability to create a positive learning environment.
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.
More Related Content
What's hot
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.
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.
M2.3
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.
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. 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.
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 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 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.
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 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 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.
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.
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.
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.
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.
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.
B2 a4 abdias_gavilla
This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these areas into lesson planning. The evaluation also notes the teacher is able to incorporate students' previous experience, engage students in lively lessons, consider student needs and language levels, and anticipate and address potential issues. The original evaluation contained the same checked boxes and remarks, praising the teacher's structured lessons, self-evaluation, and ability to create a positive learning environment.
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.
What's hot (20)
Viewers also liked
Diseño de reactivo para b learning
This document contains 5 multiple choice questions designed to test students' knowledge of English grammar concepts like verb tenses, modal verbs, connectors, and sentence structure. The questions increase in difficulty from level 1 to level 4. The justification provided for each question explains that it is an appropriate level of difficulty and tests an English grammar concept. The final question at level 4 requires students to read a passage about Lady Gaga and answer true/false questions about details in the passage.
B4 task4.6.3 abdias gavilla
This document provides a trainee handbook for teacher training at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information, course structure and timing, contents, and evaluation. It aims to guide trainees in developing teaching dossiers in six areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. The handbook outlines application requirements, rules, and strategies for face-to-face, blended, online, weekend, and compact courses lasting a total of 60 hours. It also provides templates, checklists and materials to support trainees' development and evaluation.
B4 task4.6.2 abdias gavilla
This document provides a summary of a trainee handbook for a teacher training program at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information on the aims of the training, requirements for trainees, course rules and structures. It describes face-to-face training sessions that will provide examples of how to develop teaching dossiers in six areas. The handbook manual and resources are designed to improve trainees' teaching methodology and strategies so they can enhance the quality of their own teaching.
B4 task4.6.1 abdias gavilla
going to test their culture -introduce
- Elicit from ss knowledge by looking at key
if they have an pictures of famous vocabulary.
idea what people, movies and -elicit
"Culture Vulture" cities from different opinions.
really means. cultures. -develop
- Paste pictures - Ss look at pictures cultural
on board and and tell names/info. awareness.
elicit names/info - Encourage use of -build
from ss. opinion expressions. confidence.
- Encourage ss - Elicit more ideas 5 mins
B3 task2 abdias gavillaz
This document lists famous historical figures throughout history who had various disabilities or neurological disorders such as deafness, blindness, dyslexia, epilepsy, paralysis, and Asperger's syndrome. Some of the individuals mentioned include Ludwig van Beethoven, Helen Keller, Napoleon, Ray Charles, Stevie Wonder, Albert Einstein, Leonardo da Vinci, and Walt Disney. The document provides the names of these figures and the disabilities or disorders they had.
B4 task2 abdias gavilla hernández
The document provides guidance for introducing peer lesson observations to teacher trainees. It discusses how to prepare trainees for observations, including focusing on agreed upon areas and being objective. It recommends observations last no more than 15 minutes. A feedback sheet is included to structure feedback, rating things like content, organization, interaction, and media use. The document advises feedback be accurate, positive, and effective while helping trainees improve. It allows for a second observation if needed to see improvements.
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 appropriately adjusting terminology for learners.
B2 a5 abdias_gavilla
This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theoretical knowledge with practical teaching, acquire methodological skills, understand issues in modern language teaching, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work with others. The evaluator notes that the teacher effectively evaluated their own lessons and suggested improvements, and implemented creative ideas like a cooking project.
Aliens space station
Brand Aliens Space Station is all about ‘Intelligence’ in persona. Space Station takes a unique space integration into consideration which targeting the urban mindset. Located in Gachibowli-Tellapur, the project lies in close access to the city’s hottest developments from IT zone, Financial sector, International Schools, Colleges, Hospitality services to the upcoming US consulate located at just a stone’s throw away.
Spread over 20 acres, SS1 is an unparalleled urban lifestyle township which demands your attention with features such as high-rise residences, home automation, biometric security, commercial and retail zone, work space, multiplex and state-of-the art club house with mini golf driving range. The apartments are equipped with the modern amenities and gadgets and above all the home automation technology. Take a view of your complete home without strolling around; planning to go to bed feeling lazy, home automation is there to facilitate you.
Viewers also liked (20)
Similar to B2 a3 abdias_gavilla
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
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.
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.
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.
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.
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 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 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.
Similar to B2 a3 abdias_gavilla (10)
More from Abdías GAvilla Hernandez
B4 task5 abdias gavilla
The document discusses using music in English language lessons to help students. It notes that music can help stabilize mental, physical, and emotional rhythms to attain deep concentration and focus. It also reflects on how certain types of music may improve concentration, memory, bring a sense of community, motivate learning, relax stressed students, and make learning more fun by helping students absorb material better. The author had ideas on how incorporating music could help develop their students' English class activities.
B4 task4 abdias gavilla
The summaries are:
1) The teacher used real-world examples (realia) to focus on the grammar point of the simple past tense. The instructions were clear and the exercises helped students practice. While it is difficult to fully observe online classes, this lesson effectively taught the grammar point within a meaningful context.
2) The teacher presented the grammar points of conditionals and imaginary situations by just talking, without practicing or interacting with students. The lesson relied only on oral explanations and the whiteboard, which would likely bore students quickly without opportunities to practice.
B4 task3 abdias gavilla
This document contains a classroom observation checklist form that evaluates various aspects of instruction including variety and pacing of instruction, organization, presentation skills, and instructor-student rapport. The form includes checkboxes and space for examples to rate the instructor's actions and behaviors in these different areas. It will be used to provide feedback on an observed class by having the reviewer check off observed behaviors and actions of the instructor.
B4 task 1 abdías gavilla
Two different teaching styles are observed in two videos. One uses a traditional lecture style that is boring and teacher-centered. The other encourages more student participation by having them use new expressions, but could still improve by adding interaction strategies, drills, and functional objectives to make it more communicative and engaging for students. Overall, the document contrasts traditional teaching that lacks strategies for active learning with a more interactive style that could still be enhanced with specific techniques to better achieve communicative language learning goals.
B3 task5 abdias gavilla
This document discusses working with students with disabilities. The author believes working with students with disabilities is a challenging opportunity rather than something that makes them uncomfortable. They have gained strategies and ideas from the activities to address these issues. The author wants to know more about others' experiences with disabilities in their own context and exchange experiences face to face to improve their teaching.
B3 task3 abdias gavilla
This document lists symptoms of various disabilities and categorizes them. It describes symptoms such as talking excessively, difficulty remaining seated, impulsivity, being disorderly or orderly, using manual communication, magnifiers for reading, lacking social interactions, not following directions, careless mistakes, fixation on one's self, lack of social reciprocity, using Braille devices, mobility dependence, feeling phantom movements, articulation problems, problems with small print, focusing on lips, unusual writing, and repetitive behaviors. It then categorizes these symptoms as cognitive and learning disabilities, emotional/behavioral/social difficulties, communication/interaction difficulties, or sensory/physical difficulties.
B3 task2 abdias gavilla
Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that impact learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to advance along with other students and fully participate in classroom activities. Special techniques allowed these students to achieve the same progress as their peers.
B3 task2 abdias gavilla
Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that affect learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to keep up with their classmates and do well in classroom activities. Special techniques allowed these students to advance along with others.
B3 task1 abdias gavilla
This document discusses famous and influential people throughout history who lived with various disabilities and conditions, but were still able to contribute greatly to society. It notes actors, politicians, writers, and others who overcame challenges posed by their disabilities. While they may not be deemed famous by traditional standards, millions of people worldwide also battle disabilities every day without recognition. The document expresses that people with disabilities have demonstrated an ability to face and accomplish daily tasks even better than others through developing alternative skills to overcome physical limits.
B3 task1 abdias gavilla
This document discusses famous and influential people throughout history who lived with various disabilities and conditions, but were still able to contribute greatly to society. It notes actors, politicians, writers, and others who overcame challenges posed by their disabilities. While they may not be deemed famous by traditional standards, millions of people worldwide also battle disabilities every day without recognition. The document expresses that people with disabilities have demonstrated an ability to face and accomplish daily tasks even better than others through developing alternative skills to overcome physical limits.
B2 a2 abdias_gavilla
The evaluator indicates 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 can show empathy to learners' cultures, promote cultural sensitivity, and integrate socio-cultural topics into lessons. The original evaluation notes that the teacher successfully combined revising verb tenses with discussing different countries and cultures to encourage critical cultural awareness. Both evaluations found the teacher selects appropriate materials and presents them professionally.
B1 a2 abdias_gavilla
The document provides a reading list and book list for a student named Abdias Gavilla Hernandez. It summarizes a book on English grammar called "Analyzing the Grammar of English" and recommends it because it provides an in-depth analysis of English grammar rather than an introduction to linguistics. It then lists 5 books on teaching English grammar and 5 websites for English language learning resources.
Para evaluar un producto
Este documento presenta una lista de cotejo para evaluar un ejercicio de vacaciones de un estudiante. El ejercicio requiere que el estudiante escriba un párrafo sobre sus próximas vacaciones, seleccione un destino turístico de una lista provista por el maestro, y escriba sobre sus planes para ese destino usando la estructura gramatical "going to". La lista de cotejo evalúa si el estudiante cumple con los requisitos de longitud del párrafo, selecciona un destino de la lista, describe detalles
Para evaluar desempeño
Este documento proporciona instrucciones para una tarea en la que los estudiantes trabajarán en equipos para crear y presentar un sketch basado en un video sobre cómo pedir comida en un restaurante. Los estudiantes deben tomar nota del vocabulario en el video, elegir un escenario público diferente, y crear un guión que incluya el vocabulario aprendido y el uso de verbos modales y funciones. Cada equipo presentará su sketch al grupo y será evaluado en el uso de vocabulario, la ambientación del escenario, la cooperación del equipo y
Clase para promover el trabajo en equipo y
Este documento presenta una serie de actividades para una clase diseñada para promover el trabajo en equipo y la solidaridad entre estudiantes. La clase incluye actividades como discutir gustos y disgustos, ver un video y practicar vocabulario, presentaciones en grupos sobre personas admiradas, y una encuesta final sobre sentimientos hacia el trabajo en equipo. El objetivo general es enseñar a los estudiantes habilidades de colaboración y compromiso mutuo a través de varias dinámicas grupales.
El idioma inglés
El idioma inglés surgió en los reinos anglosajones de Inglaterra y se extendió por Escocia bajo la influencia del reino de Northumbria. A través del Imperio Británico y los Estados Unidos, el inglés se difundió por todo el mundo desde el siglo XVIII, convirtiéndose en el idioma principal del discurso internacional y la lengua franca en muchas regiones. Actualmente, el inglés es la tercera lengua más hablada y se estudia ampliamente como segunda lengua.
More from Abdías GAvilla Hernandez (16)
B2 a3 abdias_gavilla
- 1. Certificación de tutores de docentes de idiomas Abdias Gavilla Hernández abgaher@hotmail.com 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. __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 The lesson plan has the appropriate activities and materials for the objective which is planning and evaluation and good timing. The teacher feels dissatisfied with herself because the activity took too much time and she covered only one exercise in the textbook, even though the students are able to use the language they met before. EUROCSYS © 2012 Página 1 de 3
- 2. Certificación de tutores de docentes de idiomas Original evaluation Target Skills and Competencies The teacher: __X__ is able to plan and evaluate language lessons within the context of a given curriculum/course of studies. __X__ understands the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution. __X__ understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations. In his/her certificate dossier the teacher has provided evidence that s/he is able to: __X__ state general aims and objectives for a course or a series of lessons __X__ define aims and objectives for a lesson and integrate them in the context of a course __X__ plan lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lesson Remarks The teacher’s “Planning and Evaluation” dossier presents a project. This is a series of integrated lessons - the last three lessons of the summer term - which lead up through organising and planning a menu to the learners and Susan cooking and eating a meal together - in English - as the finale. Well done! The individual lesson plans have clearly defined and appropriate aims and materials, but are obviously part of a whole. Vocabulary, for example, that students met in previous lessons is revised in the classroom and actually used in a real- life situation in lesson 3. Susan refers to the weak points in her reflection on page 5 and says that she was dissatisfied with herself with having covered only one exercise in the textbook. I disagree with her - she covered the correct exercise for the project, and also selected and ordered appropriate materials, tasks and activities to achieve her aims. The learners are much more likely to be able to use the language they met and used on this project than any of the language they met and used from the many exercises completed in their course book! An excellent dossier. EUROCSYS © 2012 Página 2 de 3
- 3. Certificación de tutores de docentes de idiomas Compared to the original This is an interesting and useful project because with the exercisesthe students were able to review previous material already seen. I mean they used the previus knowledge. They were involved in the whole production of the project, they had to communicate efficiently although it was too long. But in general the goal was achieved. EUROCSYS © 2012 Página 3 de 3