INTRO:

spoke very well today. did great in class today. displayed dedication to learn English. was responsive and answered the teachers questions well. was very responsive to the teacher. was confident to talk about any topic. did well for this lesson. was attentive and polite today. showed good disposition today. was a very talkative and well-versed person. participated well in class today. showed effort in learning the English language. showed eagerness to start the days lessons. decided to have free talk, because she/he didnt have her/his book. took the initiative to do free talking. actively participated in class today. was able to maintain a good conversation with the teacher. could keep a spontaneous conversation. was a really bright student. was eager to respond and even cracked jokes. was very enthusiastic and pleasant in class.

actively participated in class and did well in the lesson today.

was quite shy during the conversation.

has always been lively in the classes, like today. s ability to speak English was impressive. showed great interest in the lesson. was very active in class. showed enthusiasm to begin the lesson for today. can sustain, even initiate, a spontaneous conversation. was very active in the discussion. learned fast and had always been very participative in class. was very conversant, even initiating topics for free talk. was prepared for the lesson. was interactive in class. was attentive and cheerful during the class. was very polite and active in class today. spoke English in a confident manner. was very cheerful and communicative on his/her first day of class. was very talkative in class. can keep a spontaneous conversation. put a lot of effort to participate in class today. showed enthusiasm to participate in class. actively engaged in conversation with the teacher. was confident and talked freely during the class. was very conversant. was very participative during the class. was the one who chose the topic to be discussed in class. As always, -- had a cheerful disposition in class. was very cheerful and tried her/his best to communicate with the teacher. There was only free talking tonight because -- was out drinking.

showed enthusiasm to engage the teacher in a free flowing conversation. There was only free talking today because did not have the book. was very participative and attentive during the conversation.

The teacher didnt have difficulties handling todays class because -- was cooperative and enthusiastic.
was very enthusiastic and participative today, although he/she sounded tired/sick. was very attentive, cheerful and polite today and tried his/her best to communicate. was very responsive to the teacher even if there were some misunderstandings at first.

LISTENING & COMPREHENSION:

She/He managed to answer most of the teacher's questions very well. He/She gave quick responses and replied without difficulty. Questions had to be simplified or repeated for better comprehension. Instructions for the exercises were also understood without any problems. She/He was able to follow simple instructions after several repetitions. He/She easily comprehended questions and directions/instructions. Korean translations still need to be given at times. He/She was able to express his/her ideas well without hesitations. Questions/Instructions still have to be repeated once or twice. Teacher must adjust his/her speech or speak very slowly and clearly. Korean translations must be given to help the students comprehension. He/She gave quick responses and reacted without much difficulty. He/She only needed minimal or occasional repetition. He/She understood questions immediately and answered them correctly. He/She answered the exercises with good comprehension and eagerness. He/She gave good answers to the teachers questions. He/She showed effort in answering all the teachers questions correctly. He/She was able to reply properly/quickly to the teachers inquiries. He/She had a slight problem understanding questions. Teacher had to explain/define most words/phrases/questions. He/She recognized ideas or messages delivered by the teacher. Repetitions of some questions were done more than twice. He/She was good in answering the teacher's questions regarding the lesson. She/He was able to respond to situational questions. She/He could give quick responses and reacted without much difficulty.

He/She quickly understood the teacher's questions, and responded accordingly. He/She needed a lot of keywords and key situations to understand a question. He/She gave appropriate responses to the teacher's questions, and asked his/her own questions on occasions. put a lot of effort to participate in class today. He/She usually answered with a yes and no, or sometimes did not understand the teachers inquiries at all. put a lot of effort to participate in class today. He/She was able to understand the teacher's questions and the student answered mostly in complete sentences. He/She was a good listener because he/she understood the questions and he/she answered without hesitation or difficulty. He/She was able to express his/her thoughts in compound sentences and did well in the exercise today. He/She needed more time to process the statements and questions of the teacher. He/She was able to follow simple instructions, but questions needed to be repeated and rephrased more than once. He/She understood most of the questions and directions given to him/her, even eagerly expounding on his/her answers. He/She listened attentively although there were times when questions had to be simplified or repeated for better comprehension. She/He was able to create a conversation. She/He listened well and followed instructions easily. He/She understood instructions quickly, though some questions or words had to be repeated once. showed enthusiasm to participate in class. He/She was able to comprehend the words and expressions used by the teacher, though she/he frequently asked for repetitions. He/She was able to respond to questions appropriately although there was a need for some repetitions at times. At times there was a need for some repetitions; nonetheless, he/she was able to express his/her thoughts with enough clarity. He/She had no difficulty grasping the flow of the conversation and understanding the teacher's questions. He/She was able to follow the teacher's directions, although he/she either silent or mimicking during the better part of the conversation. He/She requires the questions to be repeated more than twice before he/she can understand.

He/She understood questions quickly, but had some instructions repeated to him/her. He/She had impressive reading comprehension for he/she answered all of the questions from the book correctly. He/She was able to follow instructions and went through the exercises with ease. He/She responded to questions appropriately, which showed his/her comprehension of the lesson at hand. He/She understood instructions immediately and correctly answered majority of the questions. He/She participated well in the Basic Conversations part and he/she answered correctly the exercises for that lesson. He/She was able to understand most questions and she/he answered mostly in complete sentences. There were times when he/she had to ask the teacher to repeat or clarify some questions but was able to understand afterwards. He/She had to ask the teacher to repeat some of the questions but he/she was able to comprehend after a few repetitions. He/She showed an improved listening skill by answering the questions promptly. He/She asked many questions and was very receptive to new ideas. He/She understood questions/statements quickly and responded appropriately. He/She had a few clarifications with regard to todays lesson but nonetheless he/she was receptive to the explanations given by the teacher. He/She shared different stories related to the topic. He/She also initiated the talking most of the time. He/She also identified jokes, figures of speech, and could initiate and sustain a conversation. Teacher must aid the student all the time. Student can maintain simple conversations on a variety of familiar topics. She/He understood questions immediately and answered appropriately to all of the questions. He/She understood the instructions given by the teacher, though some of them had to be repeated. He/She listened to the teachers questions and tried to answer but was hindered by limited English speaking skills. He/She listened to the teachers questions and answered at times, but mostly with yes, no, or I don't know. He/She was a good listener because he/she understood most of the questions, although he/she only answered with yes and no. He/She answered most of the exercises in the book correctly with little help from the teacher.

Some questions had to be repeated a few times though, before the student understood. He/She was able to provide instant responses to questions and recognized ideas and messages given by the teacher quickly. His/Her comprehension showed continuous improvement and he/she was able to understand what the teacher was saying without too much difficulty. The teacher needed to speak slower and repeat some questions before he/she could answer but he/she was able to understand and tried to answer immediately. Comprehension skills were excellent/fair because he/she understood the teacher well/ he/she was able to understand most of what the teacher asked or said.

VOCABULARY & EXPRESSIONS:

The student answered mostly in mere words and phrases. The students vocabulary and sentence construction were quite good. The student was familiar with Basic English expressions and questions. The words and expressions used were appropriate. She/He managed to talk spontaneously and words flowed naturally. The student monitored his/her speech, and was able to self-correct. The student responds with individual words, Korean phrases, or silence. The student expressed his/her ideas without giving ambiguous statements. Occasional pauses and delayed responses due to uncertainty were observed. The student was equipped with Basic English skills that could be easily honed. He/She sometimes had to ask for the spelling of some words. The students choice/use of words showed good vocabulary. Conversations flow was quite smooth with only a few significant pauses. The student was spontaneous and was able to elaborate answers. The student needed a bit of help in using some words in the right context. She/He had no difficulty expressing his/her ideas and opinions. The student could distinguish simple vocabulary words and basic expressions. The student knew and used basic and simple words that were commonly
used.

She/He could only use and understand very few words. Sometimes he/she respond yes/no if he/she didnt understand the questions. However, she/he didn't seem to be expressing herself/himself well, due to vocabulary limitations. The student was able to respond in complete sentences and was able to exchange thoughts and ideas with the teacher.

The student needed to learn more vocabulary words so she/he could use the appropriate words in her/his sentences. The student had a broad vocabulary; could understand figurative expressions and idioms used by a native speaker. The student spoke carefully and rather slowly to better deliver his/her thoughts and avoid mispronunciations. Some terms were not familiar to the student but when explained, the student easily got the meanings. He/She had slight difficulty expressing his/her ideas and opinions because sometimes he/she couldnt find the word that he/she was looking for. The student carefully constructed sentences because she/he had a difficult time finding the right words to say. He/She had no difficulty expressing his/her ideas and opinions, though at times he/she could not find the word that he/she was looking for. The student showed interest to improve his/her vocabulary as he/she asked the teacher about the meaning of some words. The student sometimes had to ask the teacher for assistance when looking for the right word/s to say. The student can communicate effectively and with ease, but may fumble under pressure. She/He expressed herself/himself well and had no trouble looking for the right words to say. His/Her vocabulary was fair and the teacher did not need to explain the questions about the article. The student understood very simple expressions but had difficulty using them in context. There were a few occasions when she/he had difficulty expressing what she/he was thinking. The student was observed to have limited vocabulary, thus it was difficult for the student to respond quickly in complete sentences. Significant pauses were noted as the student struggled to look for the right words to say. She/He was only able to respond to yes/no questions and it was difficult for him/her to answer in complete sentences without assistance. The student possessed good vocabulary as she/he usually used the right words in her/his sentences. He/She had a hard time looking for words sometimes and had to pause for a while to think of what he/she had to say. Inconsistencies may be apparent at times but the student can sustain a flow of thought.

The student recognized and was able to use very few words; may recognize basic and simple words that are most commonly heard. The student tends to resort to Korean often; expressions are difficult to understand. There is a lot of dead air and student makes insufficient responses during the class. Though there were times when he/she was unsure of the words he/she was to use, he/she still tried his/her best to express his/her ideas clearly. When the teacher gave corrections, he/she listened carefully and repeated the corrections and took note of the words/expressions changed and added. There is a lot of dead air and student makes insufficient responses during the class. He/She was able to answer many of the questions correctly, and showed a good vocabulary. The student spoke in a slow pace and sometimes paused before continuing with sentences. He/She was able to repeat words and sentences given by the teacher, after the teacher translated the instructions in Korean. He/She took time to construct sentences as he/she looked for the right words to say. In instances when she/he understood the teacher quickly, she/he usually answered in a word or broken sentences. He/She sometimes asked for the meaning of the words. He/She was able to understand the meaning after the teachers explanations/clarifications. Sometimes he/she had to explain in a sentence or phrase what he/she wants to say even though it can be summed up in one word. He/She had some difficulty sharing his/her stories to the teacher because at times he/she couldnt find the word that he/she was looking for. She/He expressed himself/herself well although she/he had to take some time to think of words to say. She/He expressed herself/himself well although he/she had to take some time to think of words to say before she/he conveyed her/his message. He/She was able to come up with good sentences although sometimes he/she had a hard time looking for the right word, but he/she was still able to convey the message he/she wanted to say.

GRAMMAR & SENTENCE CONSTRUCTION:

The student responded with simple phrases or broken sentences. The student committed grammar errors, but message was delivered. More appropriate words could also be used to make his/her sentences correct. Grammar errors may occur but the student quickly recognized them.

Errors in the use of verbs and articles were noted. Grammar is erratic and at times, incomprehensible. Most of the time, simple sentences were constructed correctly. Subject-verb agreement should also be taken into consideration. The student spoke in paragraph length but can stammer under pressure. He/She was aware of his/her grammar errors and made corrections right away. Grammar errors were minimal and the meaning was easy to understand. No obvious grammar errors for tonight. However the student's message was always put through with effort. Despite grammar errors, student was able to convey meaning well. Most answers were in lengthy and sensible sentences. The student lacks the ability to construct meaningful sentences. On rare occasions, the student can construct simple sentences. At this level, the student loves to talk but committed grammar errors. The student always answered in complete sentences. The student still has to work on her/his verb tenses and adjective use. He/She was able to construct good sentences by himself/herself. The student should be careful in the use of the proper tenses of the words. She/He had a difficult time expressing her/his ideas. The student was able to show good grammar, though there are some slips. Responses were in sentences with minor lapses on the use of articles. She/He answered in complete sentences, but few errors were noted. She/He was able to give answers in complete sentences. He/She could answer in complete sentences, but few errors were noted. He/She loved to talk, conveyed his/her meanings well, and he/she was able to use complete sentences, but few grammar errors were still noted. He/She was able to construct good sentences although some had grammar errors. The student answered using complete sentences and tried to elaborate responses. He/She was only able to respond to yes/no questions and it was difficult for her/him to answer in complete sentences without assistance. Most of his/her grammar errors were self-corrected except for one that stood out. Occasional pauses and delayed responses due to uncertainty were observed.

Although there were a few grammar lapses noted, the student answered in lengthy sentences and was able to share her/his thoughts well. The student made frequent grammar errors, especially with word order and function words. Responses were in sentences with lapses on the use of articles and subjectverb agreement. When the student would construct sentences the sentences would be at times incomplete. She/He had no difficulty expressing his/her ideas and opinions. The student could easily self-correct and improve a lot in her/his sentence construction when further encouraged. Some grammatical lapses were noted, but in many instances, student was able to make his/her meaning clear. He/She mostly answered in phrases and simple sentences, with a few minor grammatical lapses. Sometimes the teacher had to assist the student on how to construct a sentence better or what word/s is/are better to use. He/She was able to construct good sentences, with few grammatical lapses and limitations in vocabulary. His/Her grammar improved a lot and he/she was able to express himself/herself in sensible sentences. For grammar, she/he should observe proper sentence construction to avoid the slips. Lapses on verb and function words was encountered but aside from that, his/her sentences were lengthy and meaningful. She/He did her/his best to construct sentences by herself/himself but usually asked the teacher for assistance. He/She paused at times to think of the right words to fit his sentences but his/her sentences were perfect. He/She also made good sentences and tried to avoid the mistakes he/she committed in previous classes. He/She was able to construct good sentences, but made grammar errors, particularly in the use of verbs and prepositions. The student's sentence construction needed some work but every time the student tried to speak, the student would succeed in conveying messages well. She/He showed a good knowledge of grammar and vocabulary, and took time to carefully construct her/his sentences. The student sometimes answered in phrases, but was also able to construct simple sentences. He/She generally expressed herself/himself well, with only some grammatical and vocabulary lapses.

He/She conversed well with the teacher and expressed himself/herself in complete sentences as much as possible. He/She conversed well with the teacher and expressed himself/herself in complete sentences. The student also did her/his best to answer, but appeared hindered by a limited vocabulary and knowledge of grammar. The student was also able to construct good sentences, with minor grammatical lapses. The student was able to make good sentences, although errors on tenses of verbs, use of preposition and articles, and word order were evident. There were some pauses between the sentences but he/she was able to come up with good sentences. She/He also asked for the teachers assistance on how to construct a sentence better. The student sometimes answered in phrases, but was also able to construct simple sentences, with some grammatical lapses. She/He was able to come up with good simple sentences but there were some grammar errors noted. He/She tried to express his/her thoughts in simple and complete sentences however, his/her responses needed to be rephrased at times. He/She was able to express himself/herself in long and sensible sentences with a few grammar lapses. His/Her grammar appeared to be good and he/she was able to correct himself/herself whenever he/she committed simple grammar lapses. She/He was able to use long sentences and was able to sustain an interesting conversation. She/He had some grammar lapses and mispronounced some words, but she/he was very receptive to corrections. However, still gave one-word answers or phrases. Although the student can construct sentences on his/her own, he/she sometimes still asked help from the teacher, especially on how to express himself/herself better. There were also times when the teacher had to assist the student on how to construct a sentence better or what word/s is/are better to use. This demonstrated his/her desire to converse better in English. The student still had grammar errors on tenses and function words, but most of the time, the student replied in lengthy sentences, which were constructed correctly.

PRONUNCIATION:

She/He had trouble pronouncing words with the /_/ and /_/ sound. The student had great difficulty pronouncing words with /_/ and /_/ sound.

Most errors were committed with the /_/ sound when the student spoke fast. Pronunciation was usually good but corrections on the /_/ sound were made. English words were pronounced with a local accent. Tail tones were prevalent. The students pronunciation was fair and some slips were noted. Some mistakes were noticed when the student talked fast and lost control. Local accent and tail tones were noticed. However, he/she can speak the corrected words better after a few repetitions. There was also very minimal mispronunciation. Pronunciation was better, but native tongue was still evident at times. His/Her pronunciation was good but he/she had to stress on some sounds. Native intonation was noted but acceptable. Speech is choppy and meanings are sometimes unclear. The student u His/Her pronunciation improved a lot and his/her tail tones were less obvious. He/She had very good pronunciation and intonation. Pronunciation was improved quickly upon correction. Just a tinge of the native tongue is noticeable. Native intonation was still apparent but arose only on some occasions. Tail tones are very noticeable. The student had good pronunciation and intonation, too. Her/His pronunciation was good but should be consistent with the /_/ sound. English words are pronounced with the correct accent and natural rhythm. Slight difficulty in making the /_/ sound was also encountered. Tail tones were also noted in some of his/her words. He/She had good pronunciation throughout the class. The students pronunciation lacks proper blending and intonation. Pronunciation is still heavily marked with the native accent. Pronunciation is quickly corrected, after only one or two repetitions. There were no mispronounced words noticed. The student's pronunciation has improved but inconsistencies were noted. His/Her native accents were still noted, but her/his meanings were clear. Her/His pronunciation was good except for a few slips noted. Errors in pronouncing some consonant and vowel sounds were also noted. The student had good pronunciation in class, and the teacher didnt have difficulty understanding the student's speech. The student usually monitored his/her pronunciation and strived to selfcorrect. His/her tail tones and native accent were still noted, but his/her meanings were clear. He/She was good in pronouncing a lot of words, but had some problems with /_/ sound. Her/His pronunciation improved greatly when she/he repeated the teachers corrected words. Just watch out when saying the /_/ sound. Intonations should also be practiced and tail tones should be avoided for better pronunciation. The student's pronunciation lapses were noted but were also spoken properly upon the teachers corrections.

There were some grammar and pronunciation lapses but the student was very easy to understand. Local intonation was slightly evident but she/he pronounced most words clearly. The student's pronunciation lapses include the difficulty in pronouncing words with the /_/ and /_/ sounds. He/She was able to pronounce simple and short English words correctly after occasional repetitions and practice. He/She should just be careful in saying the /_/ sound, but overall pronunciation was good. The student expressed views and opinions well but had tendency to talk fast. In a fast pace, speech was harder to understand because of the local accent. He/She pronounced most of the words correctly but he/she should be conscious of tail tones. The student had minimal pronunciation lapses that were especially hard to catch. Tail tones were prevalent while talking but had improved when the student repeated the words as teacher guides the student. He/She mispronounced words with the /_/ and /_/ sound, but was very receptive to corrections. He/She did not display much pronunciation errors though a hint of local accent was observed. The student's native tongue influenced speech, but nearly all of the student's words were comprehensible. Lapses in pronunciation occurred but the student was able to imitate the teacher. The student had minimal pronunciation lapses and once corrections were given, the student was able to speak them fittingly. The students intonation was good and so was the students pronunciation except for a few slips noted. Native accent was noticeable which made it a little hard to understand him/her. Native tongue may arise when encountering complex, polysyllabic and unfamiliar words. He/She pronounced many words correctly, but had trouble saying others, specifically those containing /_/ and /_/ sounds. Although he/she generally spoke audibly, he/she interchanged the /r/ and /l/ sounds a number of times. She/He was successful in imitating the teacher regarding the correct pronunciation. Some words were misspoken however, most of the times the student spoke clearly with little or no hint of the local intonation. He/She had very good pronunciation and intonation. She/He should just be careful in saying words with /_/ sound. Teacher has to guide the student several times before the correct pronunciation is attained. His/Her pronunciation was good as he/she said most of the words correctly, except that he/she should work more on producing the /_/ sound. He/She had very good pronunciation, with some difficulty in pronouncing the /_/ sound. He/She was able to express himself/herself well but he/she spoke fast and failed to enunciate the words properly.

Native tongue completely influences pronunciation and intonation, making English words difficult to comprehend. Simple words may be uttered correctly by pronouncing them very slowly or repeating them once or twice. Pronunciation was generally good; words were said clearly and with the right intonation. The student had very good pronunciation, his/her only drawback being that he/she tended to talk quite fast. The students pronunciation was good except for a few slips noted on some occasion. He/She had good pronunciation in general, but should be consistent with /_/ sound. The student spoke carefully and rather slowly to better deliver his/her thoughts and avoid mispronunciations. His/Her native intonation was apparent and she/he had problems with /_/ and /_/ sound. He/She monitored his/her pronunciation, usually corrected himself/herself and was very receptive to corrections. Tail tones on her/his pronunciation were apparent, native accent was also noted but was easily corrected with practice. He/She generally had good pronunciation but should be consistent in putting stress on the right syllable. His/Her pronunciation was good and he/she pronounced most of the words correctly, except that he/she should work more on producing the /_/ sound. Pronunciation errors involving some consonant sounds, and the vowel sound /_/ were noted as well, but he was able to correct them after one or two repetitions.

FLUENCY:

Overall, he/she did a great job today. Keep it up! Overall the student was a pleasure to speak with. Good job! Overall, the student was able to communicate well in English. Nevertheless, the student was able to communicate. He/She was able to follow the corrections though. Perfect job! The student can easily converse with the teacher about any topic. But the student showed a good amount of effort with tonights lesson. He/She had fun while answering the lesson in the book. He/She did very well in todays lesson, keep up the good work! She/He expressed himself/herself well today. She/He did a really good job! She/He was already confident in expressing himself/herself in English. Great job! Overall, the student's fluency showed a continuous improvement and he/she was able to converse and understand the teacher better now. She/He was very eager to learn and showed a positive attitude when correcting her/his errors. Overall, his/her fluency showed a continuous improvement and he/she was very receptive to corrections. She/He was also very receptive to instruction on correcting her/his grammar and pronunciation, which indicated an excellent attitude toward learning. He/She listened well to the teachers corrections and was able to improve most of his/her errors with some repetition.

His/Her fluency improved as she/he became more at ease in conversing in English. The teacher was very impressed! He/She was also able to answer some of the teachers socializing questions in Korean, and at times answered in English. He/She was open to corrections from the teacher although sometimes he/she can correct himself/herself. He/She had a few clarifications with regard to todays lesson but nonetheless he/she was receptive to the explanations given by the teacher. Overall, the student's fluency showed a continuous improvement and will definitely improve more with practice. He/She received corrections very well and tried to practice most of the words/phrases/sentences the teacher asked him/her to repeat. She/He answered the exercises confidently and Basic Conversations were done correctly with minimal corrections. He/She showed eagerness to learn the English language, though, and he/she will improve a lot with constant practice. Great job! The student spoke audibly and correctly and learned quickly especially with further encouragement. The student showed the potentials of being very conversant and learning English quickly. But overall, she/he could maintain a pleasant conversation without much difficulty. Well done! Overall, he/she analyzed the lesson carefully and was able to answer the exercises correctly. He/She was open to the teachers corrections and was able to repeat what the teacher had to correct. But overall, he/she was able to sustain a spontaneous, and lively conversation with the teacher. The student was very receptive to the teachers corrections and practiced/used the new concepts eagerly. The student was receptive and tried to apply suggestions made by the teacher to help her/him enhance her/his speaking skill. Overall, he/she maintained a smooth conversation and expressed himself/herself very well. But the student showed a good amount of effort in expressing views and opinions. Keep it up! He/She listened well to the teachers corrections and was able to improve most of his/her errors with some repetition. Overall, he/she maintained a smooth conversation ls. with the teacher and expressed himself/herself in a confident manner. Lastly, the student could express her/his ideas without giving ambiguous statements and was willing to learn. Overall, the student's fluency showed a continuous improvement and will definitely improve more if she/he continued to be diligent in attending her/his classes. Good job! He/She only needed minimal or occasional repetition. The student asked the teacher for assistance on how to say a particular sentence/word better. This showed the students diligence and eagerness to learn.

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