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.

1. Certificación de tutores de docentes de idiomas
Abdias Gavilla Hernández
abgaher@hotmail.com
Content area: Language Awareness
My evaluation
Target Skills and Competencies
(Please tick the spaces with an “X”, if the statement is true for the person you are evaluating.)
__X__ The teacher is completely familiar with the basic tools for language analysis.
__X__ The teacher is able to make general comparisons between the source language of the learners
and the target language.
__X__ The teacher can deploy this knowledge in his/her teaching, using it in particular for the
planning of language lessons and language courses.
__X__ The teacher is able to check his/her knowledge of the language system and to further develop
it, using relevant reference sources.
There is clear evidence of the mastery of the following skills and competencies in the candidate's
certification dossier.
The teacher is able to:
__x__ use correct and appropriate terminology to describe language.
__x__ formulate learning objectives clearly and comprehensibly for language lessons and parts of
language lessons
__x__ analyse language and help learners to understand language structures
__x__ perceive and understand difficulties related to the structures of the target language which
learners encounter and to provide appropriate didactical and methodological measures to deal
with such problems
__x__ provide grammatical explanations which are readily comprehensible and accessible to his/her
learners
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2. Certificación de tutores de docentes de idiomas
In this lesson the teacher shows a good management of teaching-learning strategies to
make students be interested in the new topics. He bends for flashcards, slides and
colours. Example, he uses colours to make students find out the difference between
auxiliaries.
All the material goals are to make students produce the target language. It was a good
idea to use the classroom management and interaction for students get autonomy and
give their creativity away to other classmates.
The teacher here, made use of the correct terminology in his explanations and
understandings of the topics, that´s why he is able to use the material in class.
Original evaluation
This is a (translated) copy of the evaluation sheet completed by the teacher trainer appointed to
evaluate SB’s work, both what she wrote in her dossier and her performance in the classroom.
Target Skills and Competencies
__X__ The teacher is completely familiar with the basic tools for language analysis.
__X__ The teacher is able to make general comparisons between the source language of the learners
and the target language.
__X__ The teacher can deploy this knowledge in his/her teaching, using it in particular for the
planning of language lessons and language courses.
__X__ The teacher is able to check his/her knowledge of the language system and to further develop
it, using relevant reference sources.
There is clear evidence of the mastery of the following skills and competencies in the candidate's
certification dossier.
The teacher is able to:
__X__ use correct and appropriate terminology to describe language.
__X__ formulate learning objectives clearly and comprehensibly for language lessons and parts of
language lessons
__X__ analyse language and help learners to understand language structures
__X__ perceive and understand difficulties related to the structures of the target language which
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3. Certificación de tutores de docentes de idiomas
learners encounter and to provide appropriate didactical and methodological
measures to deal with such problems
__X__ provide grammatical explanations which are readily comprehensible and accessible to his/her
learners
Remarks
SB shows that she is able to analyse language and teach a successful grammar revision lesson with a balance, variety
and communicative focus in materials, tasks and activities. She uses correct terminology and adjusts her own use of
language to describe the grammar (grammar tables) according to her learner group.
The overall aim was appropriate, whereas some of the sub-aims were not altogether appropriate for a class of senior
learners, i.e. to talk and ask about students’ own jobs using the present simple. In “Procedure” on page 4, SB says she
asked students to imagine they were still at work. This was not on the lesson plan, page 7, but solved the problem
successfully!
Page 3/7 of the relevant organisational forms was, unfortunately, not attached to the lesson plan, so that it is not at
first clear which language problems in a lesson which revises questions in the present (present simple, can you?, and
have you got?). SB anticipated, and how she intended to deal with them in the actual lesson. She does, however,
mention the problem of question forms and L1 interference in “Procedure” on page 3, and use the transparency (page
14) to check understanding of the forms, and thus helped her learners to deal with the problems.
Compared to the original
Some ideas were similar in both comments. Both show that the teacher is able to use and teach the
class to a group that has different students and different necessities. Both mention the correct use of
the terminology and understanding of the course and objectives.
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