General Level Description - Beginner
Can understand and use familiar everyday expressions and very basic phrases aimed at the
EVALUATION CHECKLIST
Overall written production
Ortographic control
Overall reading comprehension
Overall listening comprehension
Overall spoken interaction
Spoken fluency
Phonological control
Thematic development / Coherence &
Cohesion
Overall Oral Production
Grammatical accuracy
Vocabulary range / control
satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is
prepared to help..
Can write simple isolated phrases and sentences.
Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects,
names of shops and set phrases used regularly.
Can spell his/her address, nationality and other personal details.
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and
basic phrases and rereading as required.
Can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate
meaning.
Can interact in a simple way but communication is totally dependent on repetition at a slower rate of
speech, rephrasing and repair.
Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate
need or on very familiar topics.
Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for
expressions, to articulate less familiar words, and to repair communication.
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some
effort by native speakers used to dealing with speakers of his/her language group.
Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’.
Can give a simple description or presentation of people, living or working conditions, daily routines,
likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list.
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt
repertoire.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
Coursebook: Business Result Pre-Intermediate Student's Book and Practice Files
Supplementary
materials: New Market Leader Pre-Intermediate

Lesson number Date Reading Grammar

1 30/06/2015

Company facts Present Simple Revision

2 1/7/2015
Present Simple vs Present
Controlling a discussion
3 10/07/15 Continuous Revision

4 31/07/2015 The idea of time

have to vs must

5 7/8/2015 The benefits of business coaching

Verb and noun combinations

6 18/09/2015 Great Ideas

Past Simple vs Past Continuous

Revision

7 25/09/2015 Case Study: Fabtek

Past Simple vs Present Perfect

8 09/10/15 Stress

9 13/10/2015 Slow down, you move too fast

 Past Simple vs Present Perfect
10 16/10/2015 Consolidation

11 6/11/2015 Recruiting talent fast

12 17/11/2015 Six rules for good customer service The adjective
13 24/11/2015 Comparisons
14 8/1/2016
15 26/01/2016 The WOW Awards
16 29/01/2016 Yotel: the ultimate experience Countable vs uncountable nouns
17
18
19
20

21

22

23
24
25
26
27

28
29
30
31
32
33

34
35
36
37
38
39
40
 Vocabulary Listening

Introducing yourself and others

Listening to an employee talk

about his company
Listening to a phone call from a
Negotiation vocabulary foreign supplier

Skills

Useful language: The Innovation Works

chairperson/participants

Listening to a meeting

Exercises with collocation

Listening to a stress management

consultant
Collocations
 Listening to a Human Resources
Stress in the workplace Manager

Jobs vocabulary

Negative prefixes Discussing problems related to charity organizati

Using adjectives to describe people
How to respond to complaints
Giving opinions
Travel vocabulary
 Speaking Observations
Strengths: As Jeremy continued the course
from an Elementary level without a pause,
the information and correlations are still
As this is the continuation of an Elementary fresh in his mind. This makes it possible
level, no introductions were needed. We did, for a better understanding of reviews and
however, discuss the planning of the course, new grammar structures.
the needs, objectives and expectations of the
student, as well as the coursebook
Action points: The most important thing at
this point is to work more on the oral and
written expression, while consolidating
the knowledge acquired so far.

talk about what companies do

Overall assessment: Overall, the student is
talk about your company; make polite doing well, but more work needs to be
requests done, especially in terms of homework
and his own effort at home, as 2 sessions
per week are not enough in order for him
Negotiating conditions to achieve his goals.

Talking about personal development

Expressing opinions based on the three ideas

presented in the articles that the student had
read.

What do you do to relax?

Ranking the most stressful situations

 How do you manage pressure in the
workplace?

Discussing problems related to charity organizations

Discussing ways of expressing progress
Dealing with complaints

Experiences while travelling abroad

 Level description - Elementary
Can understand sentences and frequently used expressions related to areas of most immediate relevan
personal and family information, shopping, local geography, employment).
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
matters.
Can describe in simple terms aspects of his/her background, immediate environment and matters in ar

Trainer Anca Budeanu

Language English
TRAINING NEEDS Pre-Intermediate
start date: 1/7/2015

Company CARPAT STICKS

Participant Jeremy SCARAMOZZINO

TESTS Date / Score

placement test
partial test 1
partial test 2
partial test 3
final test

ATTENDANCE
EVALUATION CHECKLIST

Overall written production

Ortographic control
Can write a series of simple phrases and sentences linked with
simple connectors like ‘and’, ‘but’ and ‘because’.
Can copy short sentences on everyday subjects – e.g. directions
how to get somewhere. Can write with reasonable phonetic
accuracy (but not necessarily fully standard spelling) short words
that are in his/her oral vocabulary.

Can understand short, simple texts containing the highest

Overall reading comprehension frequency vocabulary, including a proportion of shared international
vocabulary items.

Can understand enough to be able to meet needs of a concrete

type provided speech is clearly and slowly articulated.
Overall listening comprehension
Can understand phrases and expressions related to areas of most
immediate priority (e.g. very basic personal and family information,
shopping, local geography, employment) provided speech is clearly
and slowly articulated.

Can communicate in simple and routine tasks requiring a simple and

direct exchange of information on familiar and routine matters to
Overall spoken interaction do with work and free time. Can handle very short social exchanges
but is rarely able to understand enough to keep conversation going
of his/her own accord.

Spoken fluency
Phonological control
Thematic development / Coherence &
Cohesion
Overall Oral Production
Grammatical accuracy
Vocabulary range / control
Course engagement
Participation & collaboration
TOTAL / MONTH
The indicators and their description are in respect of the provisions of the Common European Framework of Reference for Foreign
Languages (http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf)
Can make him/herself understood in short contributions, even
though pauses, false starts and reformulation are very evident.
Can construct phrases on familiar topics with sufficient ease to
handle short exchanges, despite very noticeable hesitation and false
starts.
Pronunciation is generally clear enough to be understood despite a
noticeable foreign accent, but conversational partners will need to
ask for repetition from time to time.
Can tell a story or describe something in a simple list of points.
Can link groups of words with simple connectors like ‘and’, ‘but’ and
‘because’.
Can give a simple description or presentation of people, living or
working conditions, daily routines, likes/dislikes, etc. as a short
series of simple phrases and sentences linked into a list.
Uses some simple structures correctly, but still systematically makes
basic mistakes – for example tends to mix up tenses and forget to
mark agreement; nevertheless, it is usually clear what he/she is
trying to say.
Has a sufficient vocabulary for the expression of basic
communicative needs.
Has a sufficient vocabulary for coping with simple survival needs.
Can control a narrow repertoire dealing with concrete everyday
needs.
Level of participation and intrinsic interest shown by the participant
in the course.
It involves both behaviours (such as persistence, effort, attention)
and attitudes (such as motivation, positive learning values,
enthusiasm, interest, pride in success)
The participant is active throughout the course supporting both
his/her colleagues and the teacher trainer by providing authentic
materials to complement the entire course (videos / audio tracks /
various links to dedicated websites / topic-related documents of
interest to the participants / etc.).
 All evaluation results are valid at the given date of the evaluation and are likely to change in
Note: time, especially if the level of exposure to the languages changes (for example: participant
works or lives in a context with daily exposure to the language)
In such cases, additional testing is recommended if more than 6 months pass between the
evaluation date and the beginning of a training module.
ated to areas of most immediate relevance (e.g. very basic
mployment).
e and direct exchange of information on familiar and routine

mmediate environment and matters in areas of immediate need.

*The evaluation system starts from 1 to 10. N/A = Not evaluated for this period / Absent

1 = almost never (aproape niciodata)

2 = rarely (foarte rar)
3 = seldom (rareori)
4 = once in a while (din cand in cand)
5 = occasionally (ocazional)
6 = sometimes (uneori)
7 = fairly often (destul de des)
8 = usually (de obicei)
9 = very frequently (foarte frecvent)
10 = almost always (aproape intotdeauna)

1/1 sessions 3/3 sessions 1/1 sessions 2/2 sessions

Jun-15 Jul-15 Aug-15 Sep-15

4 4 4 5

4 4 4 4

4 4 4 4

4 4 3 4

2 3 3 4
 3 3 4 5

3 3 4 4

3 3 3 4

3 3 4 5

3 3 4 5

4 4 5 6

10 10 10 8

10 10 10 10

4.3846153846 4.4615384615 4.7692307692 5.2307692308

mework of Reference for Foreign

aluation and are likely to change in
hanges (for example: participant
uage)
than 6 months pass between the
ted for this period / Absent

1/1 sessions 3 /3 sessions 7/7 sessions

Oct-15 11/01/15 Dec-15

4
 5

10

5.4615384615 #DIV/0!