TEACHER EVALUATION

Tema: ESCRIBE DIVERSOS TIPOS DE TEXTOS EN INGLÉS

INTENSIVE COURSE
Área: ENGLISH

BY MARGARITA ELSI GIRÓN VILLAR

 LET’S REMEMBER THE AGREEMENT

TURN OFF THE RAISE YOUR HANDS WRITE YOUR RESPECT TURN ON YOUR
MICROPHONE TO PARTICIPATE. ATTENDANCE IN THE EACH CAMERA TO
CHATBOX OTHER PARTICIPATE
Didáctica de la producción de textos escritos: Writing
Didáctica del product writing
Didáctica para el desarrollo de las siguientes
capacidades de producción de textos escritos en inglés:
oPlanning
oDrafting
o Revising
Producción de textos escritos formales e informales
THE STAGES OF THE WRITING
PROCESS
BEFORE WRITING

WHILE WRITING

AFTER WRITING
READ THE FOLLOWING SITUATION AND ANSWER QUESTIONS 62, 63 ,64
AND 65

Ximena’s students have written an e-mail inviting

someone to visit them to spend New Year’s Eve.
Now, Ximena is revising her students’ writings to
give them constructive feedback.
62. Tabata, one of her students, has handed in the following e-mail:
From: Tabata
To: Leonardo
Subject: New Year’s Eve
 
Hello, Leonardo
How is Canada? How is you? Last year my mother cooked in New Year’s Eve, she cooked delicius.
We has turkey, potatos, vegetables, chocolate, chicha. I liked it and my mom were happy. In 2019
we will have food, drinks, gifts, music. Come visit me in New Year’s Eve.
 
See you.
Greetings from Peru. Tabata
Here is the feedback Ximena has written for
Tabata:
 
“Dear Tabata, there are some problems in your writing. Check verb agreement, spelling and
punctuation, please. Write a new version of your e-mail and hand it in to me next week. You
can do it better.”
Considering the teacher’s purpose of giving the students constructive
feedback, which of the following criticisms is appropriate?

a) The teacher has given a shallow feedback. She should have given
examples of the errors the student made.
b) The teacher has mainly corrected mechanics. She should have
focused on the purpose of the task instead.
c) The teacher has used complex language. She should have used
familiar words so that the student understands the feedback easily.
 Planning

Draft - first vertion

Check and correct the mistakes

 1. Hugo wants his students improve their writing skills through the following sequence:

• The teacher writes “Poor air quality” on the board. Then he adds two questions: “What
do you know about this topic?” and “How could we solve this topic?”
• The students work in pairs answer both questions. Later, the students write some of
their pairs ideas on a wall paper.
• Then, the teacher asks the students to look for information to increase the solutions
they came up with. They go to the school library and take notes of some relevant ideas.
• Next, the students come back to the classroom and in pairs, they choose the best ideas
to solve the problem. Finally, the teacher asks them to work on a short text to present
their ideas to the class.
Based on the sequence above, which of the following teaching methods is involved in
Hugo’s sequence to develop writing?
a. Presentation-Practice-Production
b. Task-Based Learning
c. Problem-Based Learning
 4. Miguel’s students have been working on differents kind of writing issues during the
past few weeks. He has planned the following sequence to reinforce his students’
writing skills:
• The teacher shows some products that students did in the last three weeks about describing physical
appereances.
• Write a couple of sentences in present simple using describing adjectives.
• Paste pictures of people and write sentences under each person.
• Then tell students to write a short paragraph describing people physical appereances.
• Collect the papers once the students finish.

Which teaching method to writing is developed in the sequence above?

a. Presentation-Practice-Production.
b. Task-Based Learning.
c. Total-Physical-Response.
Jose’s students are going to write a short essay on “the advantages and
disadvantages of having a pet.” He has designed the following sequence:

• On the board, the teacher draws a chart and divides it into the
following categories: “advantages of having a pet” and
“disadvantages of having a pet.” In their notebooks, the students
write some ideas under each category.
• After that, the teacher tells the students that they have to make an
outline using the ideas in the chart.
• Then, using their outlines, the students write their first version of the
essay.
• Next, the teacher asks them to improve their first version by adding
topic sentences and supporting ideas in each paragraph.
• Later, the students exchange their essays and correct all the
mistakes they find. Finally, the teacher collects the essays.
Which approach to writing is Jose promoting?

a- Genre approach
b- Product approach
C- Process approach
https://www.youtube.com/watch?v=aS4lOVUdzWE
 Ariana is going to teach her fifth graders how to write a formal letter. She has
planned the
following teaching sequence:
• First, the teacher shows the students a formal letter. Based on this
sample, they analyze the format and the kind of language used in
formal letters.
• Next, the teacher gives the students a letter they have to improve,
using the language conventions and the format learned.
• Then the teacher tells the students to write a formal letter
following the model shown at the beginning.
• The students organize their ideas and write down the letter.
• Finally, the teacher collects the letters for correction.
What teaching approach did the teacher
follow?
a- Genre approach
b- Product approach
C- Process approach
 4. Emerson will get his students involved in writing by having them email a contemporary writer
they admire. He has designed the following sequence:
•The teacher asks for the students’ favorite young adult contemporary books and
takes notes on the board.
•After that, the teacher asks the students to do some research on the writer of
their favorite book. They go to the computer lab to make a brief search on the
web.
•Later, the teacher tells them that they are going to write an email to their
favorite young adult contemporary writer to comment on his/her work.
•In their notebooks, they list the comments they would like to send. Using their
lists, the students write an email draft while the teacher monitors the activity
helping out when necessary.
•Then the teacher pairs up the students and asks them to share the comments
they wrote. They analyze the language included in their drafts.
•Finally, the students look for the author’s contact information and send him/her
the final version of their email.
In the teaching sequence above, what is the teaching method applied?

a- Task-Based Learning.
b- Presentation-Practice-Production.
c- Content-Based Learning.
Alonso wants to assess the written production of his third graders. Since Father’s Day was celebrated last week, he tells
them to write a paragraph about the activities they did during that day. The best paragraphs will be published on the
bulletin board.
Jessica handed in the first draft of her text

On the last Father’s Day my family and I prepared a delicious lunch. We spend
a good day, we invite our relatives. On the morning we clean the house, do
the shopping and cooked. On the afternoon we eat and danced. It was nice.

Which of the following aspects should the teacher prioritize in the revision of this text

a- Verb tense.
b- Punctuation.
c- Prepositions
 David also handed in the first draft of his text:

On Father’s Day, I did many things . I bought my dad a shirt blu. Then we
went to a restaurant near my house and we ate food delicius. Then we ate
cake chocolate

Which of the following aspects should the teacher prioritize in the revision of this text

a- Spelling.
b- Word order
c- linking words
 Alejandro is going to teach his students how to write a formal letter using the
Product approach. He has planned the following teaching sequence
• First, the teacher puts the students in groups and gives each group a sample
formal letter. Based on this sample, the groups analyze the format and the
expressions used in formal letters.
• Then the teacher elicits from the students the parts of a formal letter:
salutation, body and closure, and writes them on the board.
• In their notebooks, the students make an outline of their letter taking into
account the parts of a formal letter.
• Then, individually, the students write a formal letter considering the sample
analyzed at the beginning, as well as their outlines.
• Finally, the teacher collects the letters for correction
Which of the following Product approach stages is missing in Alejandro’s
teaching sequence?

a- Modeling
b- Controlled practice
c- Organization of ideas
 METACOGNITION
1. WHAT DID YOU LEARN?
…………………………………………………

2. HOW DID YOU LEARN?

…………………………………………
  
3. IS IT IMPORTANT TO WRITE IN ENGLISH ?
…………………………………………………………………………
…………………………………………………………
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