Class: Teacher:
Grammar
Grammar was used to communicate effectively.
A few minor difficulties arose from not using the grammar rules.
Grammatical errors led to many minor difficulties or one major breakdown in communication.
Grammatical errors severely hampered communication.
  2
Vocabulary
Vocabulary studied in class was used to express ideas eloquently.
A few minor difficulties arose from not using appropriate vocabulary.
Some difficulties arose due to limited vocabulary andor bad diction.
!ommunication was severely hampered due to lack of vocabulary.
  3
Fluency
Student acted as a facilitator" helping the conversation flow and develop.
Some minor difficulties maintaining the conversation were evident.
Some effort was required to maintain the conversation. #here may have been a few long pauses.
$uch effort was required to maintain the conversation. #here may have been many long pauses.
  2
Listenin
Student responded to questions with appropriate answers" acknowledged all statements" and incorporated them into the discussion.
Student responded to most questions" acknowledged most statements" and incorporated many of these into the conversation.
Student failed to answer some questions appropriately %& failed to acknowledge some statements and incorporate these into the conversation.
Student didn't understand or ignored most questions and statements. Student may have been using notes.
  3
communication
(ronunciation was clear and inflection and expressions were used to enhance communication. Student sounded confident.
)o serious problems arose" but better pronunciation" could have made communication more efficient.
Some communication problems arose due to unclear pronunciation or expression. Student may have been difficult to hear.
(ronunciation" inflection" andor expression confused communication. Student may have been very difficult to hear.
  3
Comments:
Some areas to work on.
1. Grammar Student s!metimes has di""icult# a$$l#in% %rammar rules &!th in s$eakin%
and 'ritin%. These di""iculties can at times hinder c!mmunicati!n.
2. r!nunciati!n !" l!n%er '!rds: S!metimes there is di""icult# in the c!rrect
 $r!nunciati!n !" l!n%er '!rds 'hich ma# c!n"use the $ers!n 'h! is listenin%.
*am$les: acc!mm!date+ alternati,e+ din!saurs
T! hel$ im$r!,e this area+ Student c!uld &reak &i%%er '!rds int! s#lla&les and $ractice re$eatin% such '!rds !ut l!ud at h!me.
3. S$ellin% 'hile n!t im$erati,e t! !ral c!n,ersati!n+ durin% 'ritten e*ercises it is e,ident that Student has di""icult# 'ith s$ellin%. T! im$r!,e his s$ellin%+ Student c!uld
 $ractice 'ritin% !ut ne' ,!ca&ular# se,eral times and readin% n%lish at h!me.
 Some strengths:
 
1. Student-s "luenc# has increased c!nsidera&l#. There is a n!ta&le im$r!,ement in Student-s a&ilit# t! e*$ress himsel" in n%lish.
2. Student-s listenin% skills ha,e im$r!,ed his res$!nses are related t! the /uesti!ns asked+ re"lectin% that he has c!rrectl# heard the /uesti!ns.
3. Student-s c!n"idence and ,!ca&ular# ha,e im$r!,ed. Student-s is a&le t! use a 'ider ran%e !" '!rds t! e*$ress himsel" in a &usiness settin%.
0 ee$ u$ the %!!d '!rk
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