Evaluation 

Evaluation is an attempt to appraise the quality/suitability of a resource. As a structured process of assessing the success of a project in meeting its goals and to reflect on the lessons learned. An evaluation should be structured so that there is some thought and intent as to what is to be captured, how best to capture it, and what the analysis of the captured data will tell us about the project. Evaluation is about placing a value judgement on the information gathered during a project.

There are many reasons why we might want to perform an evaluation.  The monitoring phase of project evaluation allows you to track progress and identify issues early during implementation, thus providing an opportunity to take corrective action or make proactive improvements as required.

End of project evaluation allows you to judge the success of the activities you undertake, and therefore provides accountability to those that fund projects. It also allows you to repeat activities that have been demonstrated to work, and you can improve on, or let go activities that do not work.

Types of evaluation. 

http://evaluationtoolbox.net.au/

Topics According with the CEFR levels.

What to teach? Any idea? Most of the schools have a syllabus, some other the coursebook, but here are some ideas according to the CEFR levels:

A1 Grammar topics

These are topics you need to study at A1 level.

• Adjectives: common and demonstrative

• Adverbs of frequency

• Comparatives and superlatives

• Going to

• How much/how many and very

• common uncountable nouns

• I’d like

• Imperatives (+/-)

• Intensifiers - very basic

• Modals: can/can’t/could/couldn’t

• Past simple of “to be”

• Past Simple

• Possessive adjectives 

• Possessive s

• Prepositions, common

• Prepositions of place

• Prepositions of time, including in/on/at

• Present continuous

• Present simple

• Pronouns: simple, personal

• Questions

• There is/are

• To be, including question+negatives

• Verb + ing: like/hate/love 

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A2 Grammar topics

These are topics you need to study to pass an exam at A2 level, such as Cambridge English KET, or PTE General level 1:

• Adjectives – comparative, – use of than and definite article

• Adjectives – superlative – use of definite article

• Adverbial phrases of time, place and frequency – including word order

• Adverbs of frequency

• Articles – with countable and uncountable nouns

• Countables and Uncountables: much/many

• Gerunds

• Going to

• Imperatives

• Modals – can/could

• Modals – have to

• Modals – should

• Past continuous

• Past simple

• Phrasal verbs – common

• Possessives – use of ‘s, s’

• Prepositional phrases (place, time and movement)

• Prepositions of time: on/in/at

• Present continuous

• Present continuous for future

• Present perfect

• How Questions

• Verb + ing/infinitive: like/

• want-would like

• Wh-questions in past

• Will / won't 

• Zero and 1st conditional

B1 Grammar topics

These are topics you need to study to pass an exam at B1 level, such as Cambridge English Preliminary:

• Adverbs

·         Both, either, neither

·         Broader range of intensifiers; So, such, too, enough

·         Comparatives and superlatives

·         Question tags

·         Conditionals, 2nd and 3rd

·         Connecting words expressing

·         cause and effect, contrast etc.

·         Embedded questions

·         Future continuous

·         Modals - must/can’t deduction

·         Modals – might, may, will, probably

·         Modals – should have/might have/etc

·         Modals: must/have to

·         Past continuous

·         Past perfect

·         Past simple

·         Past tense responses

·         Phrasal verbs, extended

·         Prepositions of place

·         Present perfect continuous

·         Present perfect/past simple

·         Reported speech (range of tenses)

·         Simple passive

·         Wh- questions in the past

·         Will and going to, for prediction

B2 Grammar topics

These are topics you need to study to pass an exam at B2 level, such as Cambridge English First:

·         Adjectives and adverbs

·         Future continuous

·         Future perfect

·         Future perfect continuous

·         Mixed conditionals

·         Modals – can’t have, needn’t have

·         Modals of deduction and speculation

·         Narrative tenses

·         Passives

·         Past perfect

·         Past perfect continuous

·         Phrasal verbs, extended

·         Relative clauses

·         Reported speech

·         Will and going to, for prediction

·         Wish

·         Would expressing habits, in the past

You can find a practice text here:

https://www.examenglish.com/grammar/

International language standards

About the Common European Framework of Reference for Languages (CEFR)

The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. It also means that employers and educational institutions can easily compare our qualifications to other exams in their country.

CEFR LEVELS:

CEFR CAN DO DESCRIPTION:

http://www.cambridgeenglish.org/exams-and-tests/cefr/

Word Order

Word order refers to the way words are arranged in a sentence. The standard word order in English is: Subject + Verb + Object. To determine the proper sequence of words, you need to understand what the subject, verb and object(s) are.

The sequence of words is critical when communicating in English because it can impact the meaning of what you’re trying to say. The sentence, “The chicken crossed the road” and “The road crossed the chicken” take on two different meanings because the subject and object are inverted. The same would be true if the verb was used out of order, for example: “Crossed the road the chicken.”

I guess teaching grammar, special the word order in sentence it is quite difficult because English Vs Spanish have some differences.

You can help the students sing the forma above: Subject + Verb + Object.

Use colors, which helps the student to identify the part of the speech, and makes it more attractive.

Use Cards with the words in a sentence and ask the students to unscramble the sentence. This kind of activities are usually found on course books, interactive pages.

This is one I used in class:

https://www.toeflgoanywhere.org/es/node/300

Teacher´s Resources

Most part of the time, teachers need to adapt the material to the student’s level or supplement with materials related to the lesson.

Teachers can do it by themselves, but I takes a lot of time and work to do it, however it could be fun.

Or teachers can find some suitable materials on line by typing on Google (or any other browser) the name of the lesson. It doesn’t not guaranties that the material fits 100% your lesson aim, but you can adapt it too, by cut and paste, or you can edit them using paintbrush (some computers still have it) or some other editor (maybe Photoshop)

These are some pages I use a lot for this purpose:

www.cambridgeenglish.org
https://www.britishcouncil.org.mx/
www.englishforeveryone.orgwww.educando.edu.do https://learnenglishteens.britishcouncil.org https://www.allthingsgrammar.com https://www.perfect-english-grammar.com www.esllibrary.com https://www.pinterest.com.mx/ https://www.teachingenglish.org.uk www.onestopenglish.com

www.onestopenglish.com

Shop online:

https://www.facebook.com/lanuevacasadelmaestro/

You can find:
posters
Flash Cards
Games
etc...

Oral Presentation

 An oral presentation is a short talk on a set topic given to a tutorial or seminar group. In an oral presentation one (or more) students give a talk to a tutorial group and present views on a topic based on their readings or research. The rest of the group then joins in a discussion of the topic.

Depending on your course, giving an oral presentation can involve:

• reading background material
• preparing and delivering a talk
• leading a group discussion
 • preparing handouts and visual aids
 • preparing relevant and thought-provoking questions
• submitting a written assignment based on the presentation topic.

https://www.youtube.com/watch?v=VPBo9mDTpqc&feature=youtu.be

I like these activities and project because they have the chance to talk and lose the fear bout it. they can use poppets too, animations, etc..

https://maths.ucd.ie/modules/sci10010/SCI10010%20-%2012%20Seminars%20and%20Presentations.pdf

Matching Activities

These kind of activities are very used for teachers and students, they are very easy, flexible and funny.

They require a lot of previous work, or the teacher can ask for help a couple of responsible students.

You can create your own, or look on the internet for some examples.

The most common activity is a worksheet, or to make it more interactive make some paper straps (big ones) so the whole class can see them and come to the board to answer the exercise.

I love them because you can do whatever you want. I mean:

a)        Word + definition

b)        Word + pictures

c)        Verbs (i.e. Present + past)

d)        Phrases (i.e. Conditionals)

If you have access to internet and invective programs, it will save you lot of work and time; that is even more attractive for the students.