Professional Documents
Culture Documents
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 didn�t 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 couldn�t 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 doesn�t 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 teacher�s 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.
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.
Student�s native tongue is still apparent, making some English words unclear.
Student�s 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 didn�t 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 teacher�s 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 teacher�s 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 student�s 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:
RECOMMENDATION:
The teacher recommends that he should be exposed to various English mediums like
T.V. or Radio programs. This will be essential in improving his grammar and
pronunciation. The teacher suggests that he practice words with letters /r/ and /l/
sounds. It would be beneficial for him to enroll in a video English class.
The teacher recommends that she should be exposed to various English mediums like
T.V. or Radio programs and newspaper or magazines. This will be essential in
improving her grammar and pronunciation. The teacher suggests that she practice
words with letters /r/ and /l/ sounds. It would be beneficial for her to enroll in
a video English class.