miércoles, 15 de enero de 2020

Presentations Calendar

Feb 3
8. Common Test Techniques: Marta & Elisabet
9. Testing Writing: Irene & Elena
10. Testing Oral Abilities: Thu & Ana
15. Tests for Young Learners: Julia & Laura
Feb 4
12. Testing Listening: Claudia & Sara
13. Testing Grammar and Vocabulary: Beatriz & Sabrina
14. Testing Overall Ability: Omra & Tim
11. Testing Reading: Lizt & Lucía

domingo, 10 de noviembre de 2019

Assessment for this subject

Continuous assessment based on
  • Attendance and participation (10%)
  • Self-Assessment tools (10 %): - e-PEL: Passport and Biography (all sections). If you have any documents that you want to add in the Dossier, that's fine, too. When you have finished, you have to generate two pdf documents, "Generate Passport", and "Generate Portfolio". Include as many languages as possible. - Dialang test - Teaching Portfolios Self-Assessment: Either add EPOSTL descriptors / Or fill in Profiling Grid (justfying self-assessment)
  • Reading and reporting of a short article about assessment. (15-20’, add from other sources and personal opinion) (30%)
  • Final short paper (critical assessment of the CEFR in general; of Dialang and e-PEL as instruments of (self-)assessment; and of the rest of resources used in class, 4-6 pages, 1,200-2,000 words) (50 %)

Deadline: Feb 24

jueves, 11 de octubre de 2018

Chapters from Hughes’ Testing for Language Teachers (2018-2019)

Nov 7
8. Common Test Techniques: Tania
9. Testing Writing: Laura G. and Mario
10. Testing Oral Abilities: Elisabet and Alicia
11. Testing Reading: Paula

Nov 8
12. Testing Listening: Claudia
13. Testing Grammar and Vocabulary: Daniel
14. Testing Overall Ability: Lara
15. Tests for Young Learners: Laura M. and María

martes, 2 de octubre de 2018

Líneas de investigación TFM/ MA Thesis Research Lines

  • Aplicaciones prácticas del marco de referencia: utilización del Portfolio Europeo de las Lenguas, desarrollo de actividades complementarias al Portfolio Europeo de las Lenguas, utilización de Dialang 
  • Utilización de portfolios docentes en la enseñanza de idiomas 
  • Autoevaluación y evaluación de idiomas 
  • El componente cultural en la enseñanza de idiomas 

miércoles, 7 de octubre de 2015

Chapters from Hughes’ Testing for Language Teachers

Chapters from Hughes’ Testing for Language Teachers


8. Common Test techniques:
9. Testing Writing: Idoia, Marta. 
10. Testing Oral Abilities: Paula, Ángela
11. Testing Reading: Lucía
12. Testing Listening: Lorena
13. Testing Grammar and Vocabulary: Clara, Cristina
14. Testing Overall Ability: Jefferson
15. Tests for Young Learners: 


8. Common Test techniques: Nerea, Nina:
9. Testing Writing: Sara Gómez, Laura Abascal, Marta Prieto: 
10. Testing Oral Abilities: Andrea, Cristina Molino: http://www.slideshare.net/CristinaMolinoFdez/testing-oral-ability-54749447
11. Testing Reading: Natalia, Miriam, Sara Falagán
12. Testing Listening: Mario, Luis,
13. Testing Grammar and Vocabulary:  Cristina Gordaliza, Noemí, Elena González
14. Testing Overall Ability:  Laura Revuelta, Elena de las Heras, Isabel
15. Tests for Young Learners: Sonia, Pilar, Patricia


Experts from the Council of Europe are working on new descriptors for mediation (including intercultural mediation). If you want to take part in the survey, or just take a look at the way descriptors are developed, you can follow the link:


jueves, 1 de enero de 2015

EPOSTL Descriptors


  1. Context

1.        Curriculum
g. I can understand the requirements set in national and local curricula.


2.        Aims and Needs 
m. I can take into account differing motivations for learning another language.

3.        The Role of the Language Teacher
b. I can critically assess my teaching in relation to theoretical principles.

4.        Institutional Resources and Constraints
d.       I can recognize the organizational constraints and resource limitations existent at my school and adapt my teaching accordingly.

  1. Methodology

5.        Speaking/Spoken Interaction
w.  I can create a supportive atmosphere that invites learners to take part in speaking activities.

6.        Writing/Written Interaction
e. I can evaluate and select meaningful activities to encourage learners to develop their creative potential.

7.        Listening
k. I can help learners to apply strategies to cope with typical aspects of spoken language (background noise, redundancy etc.).

8.        Reading
f. I can recommend books appropriate to the needs, interests and language level of the learners.

9.        Grammar
h. I can deal with questions learners may ask about grammar and, if necessary, refer to appropriate grammar reference books.

10.     Vocabulary
c. I can evaluate and select a variety of activities which help learners to learn vocabulary.

11.     Culture
a. I can evaluate and select texts, source materials and activities to make the learners aware of stereotyped views and challenge these.


  1.  Lesson planning

12.     Identification of Learning Objectives
j. I can set objectives which challenge learners to reach their full potential.

13.     Lesson Content
l. I can plan activities which link grammar and vocabulary with communication.

14.     Lesson Organization
s. I can select from and plan a variety of organizational forms (frontal, individual, pair, group work) as appropriate.


  1. Conducting a Lesson

15.     Using Lesson Plans
t. I can adjust my time schedule when unforeseen situations occur.

16.     Content
n. I can relate what I teach to current events in local and international contexts.

17.     Interaction with Learners
o. I can encourage learner participation whenever possible.

18.     Classroom Management
bb. I can take on different roles according to the needs of the learners and requirements of the activity (resource person, mediator, supervisor etc.).

19.     Classroom Language
q. I can use the target language as metalanguage.

  1. Independent learning

20.     Learner Autonomy
i. I can guide and assist learners in setting their own aims and objectives and in planning their own learning.

21.     Homework
v. I can evaluate and select tasks most suited to be carried out by learners at home.

22.     Projects
aa. I can plan and manage project work according to relevant aims and objectives.


23.     Portfolios
cc. I can supervise and give constructive feedback on portfolio work.


24.     Virtual Learning Environments
z. I can use various ICT resources (email, web sites, computer programmes etc.).

25.     Extra-curricular Activities
ee. I can set aims and objectives for school trips, exchanges and international cooperation programmes.

F.       Assessment
26.     Designing Assessment Tools
p. I can evaluate and select valid assessment procedures (tests, portfolios, self-assessment etc.) appropriate to learning aims and objectives.

27.     Evaluation
ff. I can identify strengths and areas for improvement in a learner’s performance.

28.     Self- and Peer Assessment
x. I can help learners to use the European Language Portfolio.

29.     Language Performance
r. I can assess a learner’s ability to produce a written text according to criteria such as content, range, accuracy, cohesion and coherence etc.

30.     Culture
dd. I can assess the learner’s ability to respond and act appropriately in encounters with the target language culture

31.     Error analysis
y. I can analyse learners’ errors and identify the processes that may cause them.

  1. Resources

32.     Resources
u. I can identify and evaluate a range of coursebooks/materials appropriate for the age, interests and the language level of the learners.


domingo, 14 de diciembre de 2014

English Vocabulary Profile

What is the English Vocabulary Profile?

The EVP shows, in both British and American English, which words and phrases learners around the world know at each level - A1 to C2 - of the CEFR. Rather than providing a syllabus of the vocabulary that learners should know, the EVP project verifies what they do know at each level. CEFR levels are assigned not just to the words themselves, but to each individual meaning of these words. So, for instance, the word degree is assigned level A2 for the sense TEMPERATURE, B1 for QUALIFICATION, B2 for AMOUNT and C2 for the phrase a/some degree of (sth). The capitalized guidewords help the user to navigate longer entries, and phrases are listed separately within an entry.


Username: englishprofile
Password: vocabulary

Another example with the word BANK

Advantages of the the Non-Native Teacher