DEMO CLASS (Teacher’s copy)

INTRODUCTION (2 minutes)

Hi! I’m looking for ______. / Is this _______? Nice to meet you! This is __________ fro
m Dayoung. I’m calling for our demo class today. How are you doing?
Questions (Ask for student’s English name if he/she has one before proceeding to thes
e):
1. Where is your hometown? What is it like?
2. Are you working or are you still a student?
3. Why do you want to study English?
(Ask more related questions but keep track of the 1-2 minute rapport building time limi
t.)

Thank you for answering my questions. I look forward to getting to know you more. But
first, we will be doing some activities to check your speaking skills.

Item 1 - Describing the picture (4 minutes)

For our first activity, please describe this picture.
That was great! Just remember to-- (give 1-2 simple suggestion/correction. If time is run
ning out, just move on to the next item). Let’s move on to the next one.

Item 2 - Question and Answer (4 minutes)

I’d like to get to know you more, (student’s name).
*Teachers, be mindful of the time. If the student takes too much time to compose his/h
er answer, you may ask at least one question.
1. What’s your family like? Tell me about your family.
(Follow-up questions should depend on student’s capability)
Sample guide if beginner:
- Do you have siblings? A brother or a sister?
- What do your parents do?
2. Describe your typical day.
Sample guide if beginner:
- What do you usually do in the morning?
- How do you spend your time?
- What do you do after work/school?
 - Do you go to work/school?

3. If you could go anywhere, where would you go and why?

PLOTTING SCHEDULE (5 minutes)

We’re off to a great start, ______. I just need to ask about the schedule that you’d like
to have. You want to have a class at (time) on (days) for (minutes), right? What kind of
lesson would you like to study?
*Teachers may suggest the material based on the student’s skill/level, unless student su
ggests his/her own preferred material.
If schedule needs adjustment:
I would love to have you on my schedule, but unfortunately, I can only accom
modate/have you at __________. Is this ok with you?
The closest time to the schedule that you like and my availability is at ______.

Does this schedule sit well with you? / Are you okay with this schedule? If no
t, I’m afraid I have to let you go with another teacher. But I assure you that all te
achers from Dayoung will be of great help to you / I’m sure whoever your teacher
is, he/she will be a great help to you.
Thank you so much, ________. I will send a copy of our class schedule and my feedb
ack about your performance today to our Dayoung Group Chat so you can review them
after this call. Again, my name is _______ and I look forward to our official class toget
her! Have a great day! Bye!
<Demo Class Feedback>
NAME:
1. Overall level (CEFR)
-

2. Grammar
Incorrect:
Correct:

Incorrect:
Correct:

3. Vocabulary / Expression
-

4. Pronunciation
 -

5. Teacher's comment
-

< R e g u l a r C l a s s F e e d b a c k >
N A M E :
1 . G r a m m a r
Incorrect:
Correct:

Incorrect:
Correct:

2. Vocabulary / Expression
-

3. Pronunciation
-

4. Teacher's comment
-

The Common European Framework of Reference for Languages (CEFR) is an international standard for de
scribing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2
for those who have mastered a language. This makes it easy for anyone involved in language teaching a
nd testing, such as teachers or learners, to see the level of different qualifications.
Level
Level group
grou Level Level name Description
name
p
 Can understand and use familiar everyday expressions and very basi
c phrases aimed at the satisfaction of needs of a concrete type.
Can introduce themselves and others and can ask and answer questi
A1 Beginner ons about personal details such as where he/she lives, people they k
now and things they have.
Can interact in a simple way provided the other person talks slowly a
nd clearly and is prepared to help.
A Basic user
Can understand sentences and frequently used expressions related t
o areas of most immediate relevance (e.g. very basic personal and f
amily information, shopping, local geography, employment).
A2 Elementary Can communicate in simple and routine tasks requiring a simple and
direct exchange of information on familiar and routine matters.
Can describe in simple terms aspects of their background, immediate
environment and matters in areas of immediate need.
Can understand the main points of clear standard input on familiar m
atters regularly encountered in work, school, leisure, etc.
Can deal with most situations likely to arise while travelling in an are
a where the language is spoken.
B1 Intermediate
Can produce simple connected text on topics that are familiar or of p
ersonal interest.
Can describe experiences and events, dreams, hopes and ambitions
and briefly give reasons and explanations for opinions and plans.
Independent
B Can understand the main ideas of complex text on both concrete an
user
d abstract topics, including technical discussions in their field of speci
alization.
Can interact with a degree of fluency and spontaneity that makes reg
Upper Inter
B2 ular interaction with native speakers quite possible without strain for
mediate
either party.
Can produce clear, detailed text on a wide range of subjects and exp
lain a viewpoint on a topical issue giving the advantages and disadva
ntages of various options.
Can understand a wide range of demanding, longer clauses, and rec
ognize implicit meaning.
Can express ideas fluently and spontaneously without much obvious
searching for expressions.
C1 Advanced Can use language flexibly and effectively for social, academic and pr
ofessional purposes.
Can produce clear, well-structured, detailed text on complex subjects,
Proficient u
C showing controlled use of organizational patterns, connectors and co
ser
hesive devices.
Can understand with ease virtually everything heard or read.
Can summarize information from different spoken and written source
Upper Adva s, reconstructing arguments and accounts in a coherent presentation.
C2
nced Can express themselves spontaneously, very fluently and precisely, d
ifferentiating finer shades of meaning even in the most complex situat
ions.
 Rate the student’s skills based on his grammar, pronunciation, vocabulary, comprehension and fluency.
1 2 3 4
NEEDS IMPROVE
MENT SATISFACTORY GOOD EXCELLENT

Student is able to exp

Student has a hard tim Student is able to expre ress his ideas and res Student is able to e
e communicating his ide ss his ideas and respon ponses fairly well but xpress his ideas and
GRAMMAR ses adequately but ofte
as and responses becau makes mistakes with responses with ease
se of grammar mistake n displays inconsistencie his tenses, however is in proper sentence
s. s with his sentence stru able to correct himsel structure and tenses.
cture and tenses. f.

Student is difficult to un Student is slightly uncle

Pronunciation is good Pronunciation is very
derstand, quiet in speak ar with pronunciation at
PRONUNCIATION and does not interfere clear and easy to u
ing, unclear in pronunci times, but generally is
with communication. nderstand.
ation. fair.

Student is able to use b

Student has inadequate Student utilizes the w
road vocabulary words. Precise and impressi
vocabulary words to exp ords in an accurate m
VOCABULARY Sometimes, he is repeti ve usage of vocabul
ress his ideas properly, anner for the given sit
tive and cannot expand ary words.
which hinders him in re uation.
on his ideas.
sponding.
Student is able to co
Student is able to co
mprehend and respo
Student fairly grasps so mprehend and respon
Student has difficulty un nd to all of the ques
COMPREHENSION me of the questions an d to most of the ques
derstanding the questio tions and the topics
d topics that are being tions and topics that a
ns and topics. that are being discus
discussed. re being discussed.
sed with ease.

Speech is very slow, stu

Speech is slow and ofte Speech is mostly smo
mbling, nervous, and un Speech is effortless
n hesitant and irregular. oth but with some hes
certain with response, e and smooth with spe
FLUENCY Sentences may be left itation and unevennes
xcept for short or mem ed that comes close
uncompleted, but the st s caused primarily by
orized expressions. Diffi to that of a native s
udent is able to continu rephrasing and gropin
cult for a listener to un peaker.
e. g for words.
derstand.

SCORING:

C2 = 19-20

C1 = 17-18

B2 = 14-16

B1= 11-14

A2= 6-10

Á= 1-5
Other pictures you may like to use