IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE TEACHING
COMPONENT 1 – LANGUAGE FOR TEACHERS
TASK 2 - EVALUATION OF THE LEARNER’S SPOKEN LANGUAGE
I was required to observe a class in which I had to focus on the different aspects of abilities in “English Language” as a whole. The main aim was to observe if the students were using the language properly and to identify which aspects of language development the class needs to focus on.
As evidence of how I reached my conclusions on the classes’ English Language ability, I am presenting a set of ten examples of spoken language provided by the learners and the contexts in which they were used. I will try to analyse each of my examples and also give you the information I used to evaluate them.
II. Student’s Profile
First a description of the class, there are 26 students in the class, nineteen females and seven males. All students are in 9th grade and attend “Colegio Quetzalli” (their ages range from fourteen to fifteen years). Their English level is B1, up to 360 hours, intermediate level; their main goal is to get their “First Certificate”, at the end of the school year.
The topic of this class was “The Tricks of Food Photographers”, the students had to find different kinds of recipes and do an additional reading task. The students were able to practice their reading comprehension and their oral skills using the syllabus as a guide.
The students looked tired but interested at the beginning of the class, before the actual lesson started; later they lost interest. They felt uncomfortable; they seem not very fond of the teacher. The teacher spoke Spanglish, some words in Spanish and some in English. All these facts affected the teacher and the learners’ performance.
III. Selection of accurate/ appropriate and inaccurate/ inappropriate
1. Accurate Grammar “…we have already talked about that…”
Context: the teacher started the class with a question about the twin towers attack; a...