lunes, 18 de noviembre de 2024
miércoles, 10 de enero de 2024
martes, 28 de noviembre de 2023
viernes, 24 de noviembre de 2023
Principio de clases Máster Secundaria
Las clases del módulo sobre el MCERL en el Máster de Secundaria empiezan el Martes 5 de Diciembre a las 15:45
viernes, 29 de septiembre de 2023
viernes, 3 de febrero de 2023
Learning Oriented Assessment
"The term Learning Oriented Assessment is one of several which have been used in recent years with a similar purpose in mind: to carve out a place for a form of assessment with different priorities and values from those of traditional assessment, with its focus on reliability and validity. Like the classroom-based assessment movement in the US, or the Assessment Reform Group’s promotion of formative assessment or Assessment for Learning in the UK, LOA proposes a form of assessment whose primary purpose is to promote learning"
https://www.cambridgeenglish.org/english-research-group/fitness-for-purpose/loa/
Videolunes, 9 de enero de 2023
viernes, 13 de mayo de 2022
Aligning language education with the CEFR
An updated version of the Manual for Relating Language Examinations to the CEFR (Council of Europe, 2009) taking account of the CEFR CV, and focusing on more than testing and assessment: http://www.ealta.eu.org/documents/resources/CEFR%20alignment%20handbook.pdf
There are also some editable forms at https://www.ealta.eu.org/ (under "News")
domingo, 1 de mayo de 2022
viernes, 18 de febrero de 2022
domingo, 19 de diciembre de 2021
viernes, 8 de enero de 2021
viernes, 1 de enero de 2021
sábado, 28 de noviembre de 2020
jueves, 1 de octubre de 2020
miércoles, 1 de abril de 2020
Oxford 3000/5000
This is a project developed by Oxford University Press to select the most important English words to learn at each different level. It looks quite similar to the English Profile:
- Position paper
- The Website
- Position paper
- The Website
lunes, 17 de febrero de 2020
sábado, 11 de enero de 2020
martes, 12 de noviembre de 2019
lunes, 25 de febrero de 2019
lunes, 5 de noviembre de 2018
martes, 30 de octubre de 2018
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
lunes, 26 de febrero de 2018
miércoles, 18 de octubre de 2017
miércoles, 20 de septiembre de 2017
viernes, 18 de noviembre de 2016
The New Extended Version of the CEFR illustrative descriptors
The Council of Europe is working on an extended version of the CEFR illustrative descriptors. The University of Cantabria is involved in the validation of these new descriptors, and a team of teachers from Cantabria is taking part in different surveys and trials. You can have a look at the new proposed descriptors here:
https://mycloud.coe.int/index.php/s/VLAnKuMxDDsHK03
https://mycloud.coe.int/index.php/s/VLAnKuMxDDsHK03
lunes, 14 de noviembre de 2016
martes, 3 de mayo de 2016
lunes, 25 de enero de 2016
miércoles, 16 de diciembre de 2015
miércoles, 7 de octubre de 2015
Chapters from Hughes’ Testing for Language Teachers
Chapters from Hughes’ Testing for Language Teachers
2016-20178. Common Test techniques:
9. Testing Writing: Idoia, Marta.
http://www.slideshare.net/MartaRibas5/testing-writing-69497734
10. Testing Oral Abilities: Paula, Ángela
http://es.slideshare.net/angelamartinezrebolledo/testing-oral-ability-ppt
11. Testing Reading: Lucía
http://www.slideshare.net/LucaRubioRubio/testing-reading-69568193
12. Testing Listening: Lorena
https://www.dropbox.com/s/rz3tadk68oorf11/Testing%20Listening.pptx?dl=0
13. Testing Grammar and Vocabulary: Clara, Cristina
https://www.slideshare.net/secret/ym8ad1ih4HhOY2
14. Testing Overall Ability: Jefferson
http://es.slideshare.net/JeffersonYactayo/testing-overall-ability-presentation-jefferson-yactayo
15. Tests for Young Learners:
2015-2016
8. Common Test techniques: Nerea, Nina:
http://www.slideshare.net/NinaCarral/test-techniques-nina-gammbarte-y-nerea-gonzlez
9. Testing Writing: Sara Gómez, Laura Abascal, Marta Prieto:
http://www.slideshare.net/caetuca90/prezi-assessment
10. Testing Oral Abilities: Andrea, Cristina Molino: http://www.slideshare.net/CristinaMolinoFdez/testing-oral-ability-54749447
11. Testing Reading: Natalia, Miriam, Sara Falagán
https://prezi.com/gupnixyg-bcf/testing/
12. Testing Listening: Mario, Luis,
https://prezi.com/p65c_yea4noj/idea-1/?utm_campaign=share&utm_medium=copy
13. Testing Grammar and Vocabulary: Cristina Gordaliza, Noemí, Elena González
.https://drive.google.com/file/d/0B_1N628UXtl2bklQTXVkVkpNMGM/view?ts=5645d092
14. Testing Overall Ability: Laura Revuelta, Elena de las Heras, Isabel
https://www.dropbox.com/s/3ur7boct8e0wouf/Presentaci%C3%B3n1.pptx?dl=0
15. Tests for Young Learners: Sonia, Pilar, Patricia
http://www.slideshare.net/prg09/test-for-young-leaners
NEW DESCRIPTORS FOR MEDIATION (CEFR)
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:
https://www.surveymonkey.com/r/CEFR_MEDIATION_SET_21
https://www.surveymonkey.com/r/CEFR_MEDIATION_SET_21
domingo, 19 de abril de 2015
C1 EOIs Catalonia
http://ensenyament.gencat.cat/web/.content/home/serveis_tramits/proves/ensenyaments_idiomes/convocat_ordinaria_idiomes/mostres_proves/angles/arxius/mostra_angles_c1_instruccions.pdf
http://ensenyament.gencat.cat/ca/serveis_i_tramits/proves/proves_lliures_obtencio_titols/convocat_ordinaria_idiomes/mostres_proves/angles
http://ensenyament.gencat.cat/web/.content/home/serveis_tramits/proves/ensenyaments_idiomes/convocat_ordinaria_idiomes/mostres_proves/angles/arxius/mostra_angles_c1_instruccions_prova_oral.pdf
http://ensenyament.gencat.cat/ca/serveis_i_tramits/proves/proves_lliures_obtencio_titols/convocat_ordinaria_idiomes/mostres_proves/angles
http://ensenyament.gencat.cat/web/.content/home/serveis_tramits/proves/ensenyaments_idiomes/convocat_ordinaria_idiomes/mostres_proves/angles/arxius/mostra_angles_c1_instruccions_prova_oral.pdf
jueves, 1 de enero de 2015
EPOSTL Descriptors
SUBCATEGORIES AND EXAMPLES OF
DESCRIPTORS (EPOSTL)
- 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.
*
- 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.
*
- 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.
*
- 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.
*
- 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.
*
- 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.
http://vocabulary.englishprofile.org/staticfiles/about.html
Username: englishprofile
Password: vocabulary
Another example with the word BANK
Another example with the word BANK
Advantages of the the Non-Native Teacher
http://www.elconfidencial.com/alma-corazon-vida/2014-10-26/por-que-un-espanol-puede-ser-mejor-profesor-de-ingles-que-un-nativo_407013/http://www.elconfidencial.com/alma-corazon-vida/2014-10-26/por-que-un-espanol-puede-ser-mejor-profesor-de-ingles-que-un-nativo_407013/
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