Vous êtes sur la page 1sur 13

INTRO:

-- actively participated in class and did well in the lesson 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 great 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.
-- decided to have a free talk, because she/he didnt have her/his book.
-- showed eagerness to start the days lessons.
-- took the initiative to do free talking.
--- 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.
-- was quite shy during the conversation.
--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.
-- could 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.
-- 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 -- doesnt have the book yet.
was very participative and attentive during the conversation.
The teacher didnt have difficulties handling todays class because -- was cooperative and
enthusiastic.
-- was able to tell the teacher a brief description of herself/himself as well as what she/he
does during her/his free time.
-- was 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.
was responsive and talked pleasantly in class.

LISTENING & COMPREHENSION:

He/She 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.
He/She was able to follow simple instructions after several repetitions.
He/She easily comprehended questions and instructions.
Korean translations were still needed to be given at times.
He/She was able to express his/her ideas well without hesitations.
Questions and 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 needs minimal or occasional repetition.
He/She understood questions immediately and answered them correctly.
He/She answered the exercises with good comprehension and eagerness.
Spoon-feeding of answers is required.
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 was having a slight problem understanding questions.
Teacher had to explain/define most words/phrases/questions.
His/Her comprehension may be influenced by the local culture.
He/
Repetitions of some questions were done more than twice.
He/She was good in answering the teacher's questions regarding the lesson.
He/She was able to respond to situational questions.
He/She answered the exercises with good comprehension and eagerness.
He/She usually answered with a yes and no, or sometimes did not understand the teachers
inquiries at all.
He/She didn't have problems with answering questions and following instructions.
He/She was able to understand the teacher's questions and he/she answered mostly in
phrases and sometimes sentences.
He/She was a good listener because he/she understood most of 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 some 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.
His/Her demeanor was very good and he/she paid keen attention to the teacher.
He/She listened attentively although there were times when questions had to be simplified
or repeated for better comprehension.
He/She was able to create a conversation. He/She listened well and followed instructions
easily.
He/She understood questions quickly, though some instructions or words had to be
repeated once.
He/She listened well to the teachers questions although sometimes repetitions were
necessary to be understood.
He/She was able to comprehend the words and expressions used by the teacher, though
he/she 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 difficulty grasping the flow of the conversation and understanding the teacher's
directions.
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 instructions
but was able to understand after wards.
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 needs a lot of keywords and key situations to understand a question.
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 can also identify jokes, figures of speech, and could initiate and sustain a
conversation.

Teacher must aid him/her all the time. He/She can maintain simple conversations on a
variety of familiar topics.
He/She 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 understood instructions immediately and answered correctly to most of the
questions.
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 instructions had to be repeated a few times though, before he/she 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 as well 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 because he/she understood the teacher well he/she
was able to understand most of what the teacher asked or said.

VOCABULARY & EXPRESSIONS:

He/She knew and used basic and simple words that are most commonly used.
He/She answered mostly in mere words and phrases.
His/Her vocabulary and sentence construction was quite good.
He/She was familiar with Basic English expressions and questions.
The words and expressions used were appropriate.
He/She managed to talk spontaneously and words flowed naturally.
He/She monitored his/her speech, and was able to self-correct.
He/She responds with individual words, Korean phrases, or silence.
He/She could express his/her ideas without giving ambiguous statements.
Occasional pauses and delayed responses due to uncertainty are observed.
He/She is equipped with Basic English skills that could be easily honed.
Many times, however, he/she did not answer.
He/She sometimes had to ask for the spelling of some words.
His/Her choice/use of words showed good vocabulary.
Conversations flow was quite smooth with only a few significant pauses.
He/She was spontaneous and was able to elaborate answers.
He/She needed a bit of help in using some words in the right context.
He/She had no difficulty expressing his/her ideas and opinions.
He/She could distinguish very simple vocabulary words and basic expressions.

He/She could only use and understand very few words. Sometimes he/she respond yes/no
if he/she didnt understand the questions.

He/She didn't seem to be expressing himself/herself well, due to vocabulary limitations.


He/She was able to respond in complete sentences and was able to exchange thoughts and
ideas with the teacher.

He/She needs to learn more vocabulary words so he/she could use the appropriate words
in his/her sentences.

He/She had a broad vocabulary; can understand figurative expressions and idioms used by
a native speaker.

He/She speaks carefully and rather slowly to better deliver his/her thoughts and avoid

mispronunciations.
Some terms were not familiar to him/her but when explained, he/she easily got the
meanings.
He/She had a slight difficulty expressing his/her ideas and opinions because sometimes
he/she couldnt find the word that he/she was looking for.
He/She carefully constructed sentences because he/she 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
cannot find the word that he/she was looking for.
He/She showed interest to improve his/her vocabulary as he/she asked the teacher about
the meaning of some words.
He/She sometimes had to ask the teacher for assistance when looking for the right word/s
to say.
Words or phrases were always taken out of context or misconstrued by him/her.
He/She can communicate effectively and with ease, but may fumble under pressure.
He/She could expressed himself/herself well and had no trouble looking for the right words
to say.
His/Her vocabulary was fair and the teacher doesnt need to explain the questions about
the article.
He/She was able to answer many of the questions correctly, and showed a good vocabulary.
He/She understood very simple expressions but had difficulty using them in context.
He/She was observed to have very limited vocabulary, thus it was difficult for him/her to
respond quickly in complete sentences.
Significant pauses were noted he/she struggled to look for the right words to say.
He/She was only able to respond to yes or no questions and it was difficult for him/her to
answer in complete sentences without assistance.
He/She possessed good vocabulary as he/she usually used the right words in his/her
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 he/she can sustain a flow of thought.
He/She recognized and was able to use very few words; may recognize basic and simple
words that are most commonly heard.
He/She tends to resort to Korean often; expressions are difficult to understand.
He/She also immediately realized his/her mistakes and tried to amend them by
himself/herself first.

He/She displayed a fair vocabulary as he/she sometimes had a difficult time looking for the
right words to say.

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.


He/She also used accurate words and expressions while he/she spoke. Most of his/her
sentences were comprehensible.
When the teacher gave corrections, he/she listened carefully and repeated the corrections
and took note of the words/expressions changed and added.
There was a lot of dead air and he/she made insufficient responses during the class.
He/She was able to answer many of the questions correctly, and showed a good vocabulary.
He/She 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.
For the free talk, he/she answered mostly in phrases or one word or sentence fragments.
He/She took time to construct sentences as he/she looked for the right words to say.
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
cannot find the word that he/she was looking for.
He/She could expressed himself/herself well although she/he had to take some time to
think of words to say.
He/She expressed himself/herself well although he/she had to take some time to think of
words to say before he/she conveyed his/her message.
He/She answered using complete sentences and tried to elaborate responses.
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:

He/She responds with simple phrases or broken sentences.


He/She committed grammar errors, but message was delivered.
More appropriate words should be used to make his/her sentences correct.
Grammar errors may occur but he/she quickly recognized them.
Grammar was erratic and at times, incomprehensible.
Despite grammar errors, he/she was able to convey meaning well.
Most of the time, simple sentences were constructed correctly.
Subject-verb agreement should also be taken into consideration.
He/She speaks 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 his/her message was always put through with effort.
Most answers were in lengthy and sensible sentences.
He/She lacks the ability to construct meaningful sentences.
On rare occasions, he/she can construct simple sentences.

He/She used formulaic speech, as he/she tend to mimic the teacher.


At this level, he/she loves to talk but commits grammar errors.
He/She always answered in complete sentences.
He/She still has to work on his/her verb tenses and adjective use.
The teacher did not notice any errors in his/her grammar.
He/She was able to construct good sentences by himself/herself.
He/She should be careful in the use of the proper tenses of the words.
He/She had a difficult time expressing his/her ideas.
He/She was able to show good grammar, though there are some slips.
Responses were in sentences with minor lapses on the use of articles.
He/She could answer in complete sentences, but few errors were noted.
He/She 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 simple sentences although some had grammar errors.
He/She was only able to respond to yes or no questions and it was difficult for him/her to
answer in complete sentences without assistance.
Most of his/her grammar errors were self-corrected except for one that stood out.
His/Her grammar errors were mostly on wrong choice of words and improper tenses but
he/she was very expressive.
Although there were a few grammar lapses noted, he/she answered in lengthy sentences
and was able to share his/her thoughts well.
He/She made frequent grammar errors, especially with word order and function words.
Responses were in sentences with lapses on the use of articles and subject-verb agreement.
When he/she would construct sentences the sentences would be at times incomplete.
He/She was able to construct sentences but had some errors in his/her choice of words.
He/She could easily self-correct and improve a lot in his/her 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 words were better to use.
He/She was able to construct simple 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.
He/She 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.
He/She did his/her best to construct sentences by himself/herself 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 simple sentences, but made grammar errors, particularly in
the use of verbs and prepositions.
He/She could form simple sentences, although with some grammar slips, e.g. article use.

His/Her sentence construction needed some work but every time he/she tried to speak,
he/she would succeed in conveying messages well.
He/She showed a good knowledge of grammar and vocabulary, and took time to carefully
construct his/her sentences.
He/She sometimes answered in phrases, but was also able to construct simple sentences.
A good grasp of grammar and 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.
Student also did her/his best to answer, but appeared hindered by a limited vocabulary and
knowledge of grammar.
Student was also able to construct simple sentences, with minor grammatical lapses.
The student was able to make simple 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.
When the student would construct sentences the sentences would be at times incomplete.
She/He also asked for the teachers assistance on how to construct a sentence better.
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.
In instances when she/he understood the teacher quickly, she/he usually answered in a
word or broken sentences.
His/Her grammar appeared to be good and he/she was able to correct himself/herself
whenever he/she committed simple grammar lapses.
He/She just needs to be aware of the uses of articles and some subject and verb agreement
rules to avoid grammar slips.
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.
He/She still had grammar errors on tenses and function words, but most of the time, he/she
replied in lengthy sentences, which were constructed correctly.

PRONUNCIATION:

She/He had slight difficulty pronouncing words with the /_/ and /_/ sound.

She/He had great difficulty pronouncing words with /_/ and /_/ sound.
Most errors are committed with the /_/ sound when he/she speaks fast.
His/Her pronunciation was usually good but corrections on the /_/ s ound were made.

English words were pronounced with a local accent. Tail tones were prevalent.
His/Her 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.
He/She could 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 has to stress on some sounds.
Native intonation was noted but acceptable.
His/Her speech was choppy and meanings were sometimes unclear.
The student was able to pronounce simple words correctly.
His/Her pronunciation improved a lot and his/her tail tones were less obvious.
He/She had very good pronunciation and intonation!
He/She was able to pronounce the words correctly.
Pronunciation is improved quickly upon correction.
Pronunciation was also good and knew intonation and stresses of words.
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.
His tail tones and native accent were still noted, but his meanings were clear.
Most of the time the student spoke clearly with no hint of the local intonation.
He/She had good pronunciation and intonation, too.
His/Her pronunciation was good but should be consistent with the /_/ sound.
Student is now able to speak words well and enunciate clearly.
English words were 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.
Students native tongue is still apparent, making some English words unclear.
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.
He/She usually monitored his/her pronunciation and strived to self-correct.
His/Her pronunciation improved a lot and his/her tail tones were less obvious.
There were no mispronounced words noticed.
He/She still has to work on his/her verb tenses and adjective use.
Her native accents were still noted, but her meanings were clear.
His/Her pronunciation was good except for a few slips noted on some occasion.
The student had good pronunciation in class, and the teacher didnt have difficulty
understanding the student's speech.
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
letter /_/ and /_/.
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.
He/She 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.
There were also a number of mispronounced words, especially ending consonant sounds.
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.
His/Her 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.
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.
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.
At times, the /_/ sound was omitted when it is found at the middle of the word.
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 is generally good; words are said clearly and with the right intonation.
Student had very good pronunciation, his/her only drawback being that he/she tended to
talk quite fast.
His/Her pronunciation was good except for a few slips noted on some occasion.

He/She had good pronunciation in general, but should be consistent with words having
an /_/ sound.
He/She speaks carefully and rather slowly to better deliver his/her thoughts and avoid
mispronunciations.
His/Her native intonation was still 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 were
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.

FLUENCY:

Overall, he/she did a great job today.


Overall, he/she was a pleasure to speak with.
Overall, he/she was able to communicate well in English.
Nevertheless, he/she was able to communicate.
He/She was able to follow the corrections though.
He/She could easily converse with the teacher about any topic.
But he/she 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.
He/She expressed himself/herself well today. He/She did a really good job!
He/She was already confident in expressing himself/herself in English.
Overall, his/her fluency showed a continuous improvement and he/she was able to
converse and understand the teacher better now.
He/She was very eager to learn and showed a positive attitude when correcting his/her
errors.
Overall, his/her fluency showed a continuous improvement especially that he/she was very
receptive to corrections.
He/She was also very receptive to instruction on correcting his/her grammar and
pronunciation, which indicates 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.
He/She was very receptive to the teacher's corrections and had a very positive learning
attitude.
His/Her fluency improved as she/he became more at ease in conversing in English.
He/She was very smart and talked in complete sentences. 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 spoke audibly and correctly and learned quickly especially with further
encouragement.
He/She showed the potentials of being very conversant and learning English quickly.
Overall, she/he could maintain a pleasant conversation without much difficulty.
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.
He/She was very receptive to the teachers corrections and practiced/used the new
concepts eagerly.
He/She was receptive and tried to apply suggestions made by the teacher to help her/him
enhance her/his speaking skills.
Overall, he/she maintained a smooth conversation and expressed himself/herself very well.
But he/she showed a good amount of effort in expressing views and opinions.
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 with the teacher and expressed
himself/herself in a confident manner.
Lastly, he/she could express her/him 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 continues to be diligent in attending her/his classes.
Overall, he/she was able to communicate well in English, and make his/her meaning clear,
though some of his/her responses were constrained by a limited grasp of vocabulary and
grammar.
He/She asked the teacher for assistance on how to say a particular sentence/word better.
This showed the students diligence and eagerness to learn.

RECOMMENDATION:

The teacher recommends that - - be exposed to various English mediums like T.V. or Radio
programs. This will be essential in improving his/her grammar and pronunciation. The
teacher suggests that he/she practice words with letters // and // sounds. It would be
beneficial for him/her to enroll in a phone/video English class.
The teacher recommends that - - be exposed to various English mediums like T.V. or Radio
programs and newspaper or magazines. This will be essential in improving his/her grammar
and pronunciation. The teacher suggests that he/she practice words with letters // and //
sounds. It would be beneficial for him/her to enroll in a phone/video English class.

Note:

Second interview attempt.

First interview attempt. (12/31/09): Teacher Pauie


[16:00 16:03] The teacher called thrice but nobody answered.

M.R.:

No slips noted because the student was either absent or class cancelled.

Class Memo:
Today's Class: Achievement Test (5/14)