Learning One-to-One: Student worksheet 2 Skills self-evaluation

A Think about your skills at work or in a free-time activity. How would you evaluate yourself in each of the following areas? ( = not so good, 5 = excellent) How well do you manage your time? How well do you deal with problems? How conscientious are you? How creative are you? Are you good at showing initiative? Are you good at trying out new ideas? Are you good at setting goals? Are you good at communicating? 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5

Strongest skill . Skill that needs most improvement B Think about your skills as a language learner. How would you evaluate yourself in each of the following areas? (=not so good, 5 = excellent) How well do you manage your time? How well do you deal with problems? How conscientious are you? How creative are you? Are you good at showing initiative? Are you good at trying out new ideas? Are you good at setting goals? Are you good at communicating? 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5

Strongest skill . Skill that needs most improvement

www.cambridge.org/elt/learningonetoone Learning One-to-One Cambridge University Press 200

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Learning One-to-One: Student worksheet 2

Teachers notes: Skills self-evaluation
Aim This activity encourages students to reflect on how their skills outside class can help them in their

language learning and to develop skills of critical self-evaluation.

Note Ask students who are not currently employed to think about a job they have had in the past, or

about their skills in a free-time activity, e.g. sport.

Lead-in Brainstorm the top three important skills in your students work or free-time activity. Ask them

to explain these skills and give examples of why they are important.

Procedure Explain that you are going to help your student to evaluate their skills. Your student will rate themselves on a scale of to 5 ( = not so good, 5 = excellent). Ask each question in turn, prompting with hints or suggestions to help your student reach a decision. Finish by asking about what they feel is their strongest skill and what they would most like to improve. 2 Repeat the process, but this time focus on language learning skills. Give prompts for each one, e.g. How much time do they spend on homework? How do they prepare for their lessons? How do they give you feedback? Finish by asking about what they feel is their strongest skill and what they would most like to improve. 3 Finally, discuss which of their work or free-time activity skills they feel transfer best to their language learning, and which ones they could transfer more. You may want to number these skills in order of importance for work/free-time activities and for language learning. You could then discuss and agree on other skills that could be included in each list. For other activities that will help you to guide your student to improve their language learning skills, see Learning One-to-One by Ingrid Wisniewska (Cambridge University Press 200).

www.cambridge.org/elt/learningonetoone Learning One-to-One Cambridge University Press 200

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