Kit Worksheets

  Type of worksheet Type of worksheet

Key concepts and paradigm
A
  X        
Communicative and action-oriented approach
A
B
         
Methodological spectrum
A
B
X X      
Situation and situational context
A
B
  X X    
Professional competences and development
A
B
X X      
Personal theory of teaching
A
B
  X X    
Learners' needs and learning objectives
A
B
  X      
General competences
A
B
  X   X  
Reflection on types of competences
A
B
      X  
Plurilingual profiles and partial competences
A
B
    X    
Pragmatic competence
A
B
      X  
Sociolinguistic competence
A
B
      X  
Sociocultural competence
A
B
      X  
Lexical and semantic competence
A
B
      X  
Communicative language competence
A
B
      X  
Plurilingual (and pluricultural) competence
A
B
  X X    
Plurilingualism vs multilingualism
A
B
    X    
Role of previous knowledge and experiences in learning
A
B
    X X  
Curriculum and curricular scenarios
A
      X X  
Branching approach
A
B
  X      
Construction of teachers’ professional competences
A
B
  X      
Successful teachers and successful learners
A
B
  X      
Critical thinking and relation to norms
A
B
    X    
Individual/social dimensions in learning
A
B
  X X    
Reflexivity and autonomy in the professional practice
A
B
  X X    
The users/learners and their strategies
A
B
  X      
Learning to learn
A
B
  X      
Language biography
A
B
  X X    
CEFR and ELP
A
B
X        
Existential competence and the user/learner's mental context
A
B
      X  
Home and target cultures
A
B
    X    
Domains: the context of language use
A
B
    X X  
Literature and aestetic uses of the language
A
B
    X    
Reception and production
A
B
    X X  
Interaction
A
B
    X X  
Mediation
A
B
    X X  
Intercultural awareness
A
B
    X X  
Tasks
A
B
      X  
Intercultural tasks
A
B
      X  
Successful task completion
A
B
      X  
Constraints
A
B
    X X  
Level scales, checklists, grids
A
B
        X
Fundamental principles of assessment
A
B
        X
Descriptors of communicative activities and competences
A
B
      X X
Assessment traditions
A
B
    X   X
Curriculum objectives and linguistic competences
A
B
X X X X  
Curriculum objectives and communicative activities
A
B
X X X X  
Curriculum objectives and domains/strategies/tasks  
B
X X X X  
Responsibilities in assessment
A
          X
Assessment pairs
A
B
        X
Error (vs mistake)
A
B
  X     X
Personal experience of assessment
A
    X      
The issue of objectivity in assessment
A
B
  X X X X
Assessing and classifying: when and how?
A
B
        X
Assessment: from competence to action
A
B
        X
Assessment: actors, modalities and reasons
A
B
        X

Kit Worksheets

  Type of worksheet Type of worksheet

Key concepts and paradigm
A
  X        
Communicative and action-oriented approach
A
B
         
Methodological spectrum
A
B
X X      
Situation and situational context
A
B
  X X    
Professional competences and development
A
B
X X      
Personal theory of teaching
A
B
  X X    
Learners' needs and learning objectives
A
B
  X      
General competences
A
B
  X   X  
Reflection on types of competences
A
B
      X  
Plurilingual profiles and partial competences
A
B
    X    
Pragmatic competence
A
B
      X  
Sociolinguistic competence
A
B
      X  
Sociocultural competence
A
B
      X  
Lexical and semantic competence
A
B
      X  
Communicative language competence
A
B
      X  
Plurilingual (and pluricultural) competence
A
B
  X X    
Plurilingualism vs multilingualism
A
B
    X    
Role of previous knowledge and experiences in learning
A
B
    X X  
Curriculum and curricular scenarios
A
      X X  
Branching approach
A
B
  X      
Construction of teachers’ professional competences
A
B
  X      
Successful teachers and successful learners
A
B
  X      
Critical thinking and relation to norms
A
B
    X    
Individual/social dimensions in learning
A
B
  X X    
Reflexivity and autonomy in the professional practice
A
B
  X X    
The users/learners and their strategies
A
B
  X      
Learning to learn
A
B
  X      
Language biography
A
B
  X X    
CEFR and ELP
A
B
X        
Existential competence and the user/learner's mental context
A
B
      X  
Home and target cultures
A
B
    X    
Domains: the context of language use
A
B
    X X  
Literature and aestetic uses of the language
A
B
    X    
Reception and production
A
B
    X X  
Interaction
A
B
    X X  
Mediation
A
B
    X X  
Intercultural awareness
A
B
    X X  
Tasks
A
B
      X  
Intercultural tasks
A
B
      X  
Successful task completion
A
B
      X  
Constraints
A
B
    X X  
Level scales, checklists, grids
A
B
        X
Fundamental principles of assessment
A
B
        X
Descriptors of communicative activities and competences
A
B
      X X
Assessment traditions
A
B
    X   X
Curriculum objectives and linguistic competences
A
B
X X X X  
Curriculum objectives and communicative activities
A
B
X X X X  
Curriculum objectives and domains/strategies/tasks  
B
X X X X  
Responsibilities in assessment
A
          X
Assessment pairs
A
B
        X
Error (vs mistake)
A
B
  X     X
Personal experience of assessment
A
    X      
The issue of objectivity in assessment
A
B
  X X X X
Assessing and classifying: when and how?
A
B
        X
Assessment: from competence to action
A
B
        X
Assessment: actors, modalities and reasons
A
B
        X
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