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Oman-Arabic
| Sample German Teacher Profile | |
|---|---|
| NAME | Ms Xxxxxx Xxxxx |
| NATIONALITY | German |
| LANGUAGES | German (Native) English (Fluent) French (B2) |
| YEARS OF EXPERIENCE | 7 years of teaching / assessing experience |
| QUALIFICATIONS | - DAAD Teaching German as a Foreign Language - Master Degree - Education - ALPT qualified assessor issued by ICCI - Qualified Translator; German & English |
| Sample Arabic Teacher Profile | |
|---|---|
| NAME | Mrs Xxxxxx Xxxxxxx |
| NATIONALITY | Jordanian |
| LANGUAGES | Arabic (native) English (Fluent) French (Fluent) |
| YEARS OF EXPERIENCE | 16 years of teaching / Assessing experience |
| QUALIFICATIONS | - TAFL-Teaching Arabic as a Foreign Language - Diploma in Business Administration- Jordan - ALPT qualified assessor issued by ICCI - Qualified Translator; Arabic, English & French |
| Sample Italian Teacher Profile | |
|---|---|
| NAME | Mr Xxxxx Xxxxxxxx |
| NATIONALITY | Italian |
| LANGUAGES | Italian (Native) English (Advanced) Russian (Advanced) |
| YEARS OF EXPERIENCE | 8 years of teaching / assessing experience |
| QUALIFICATIONS | - CEDILS - certificazione in didattica dell'italiano a stranieri. - BA in Literature - Diploma in Linguistics - Qualified translator Italian, English & Russian. |
| Sample Spanish Teacher Profile | |
|---|---|
| NAME | Mrs xxxxxx xxxxxx |
| NATIONALITY | Spanish |
| LANGUAGES | Spanish (Native) English (Fluent) |
| YEARS OF EXPERIENCE | 14 years of teaching / Assessing Experience. |
| QUALIFICATIONS | - Pedagogical Aptitud Certificate - CAP - Intensive Course in Spanish as a Foreign Language Teacher Training Course by International House Madrid - Postgraduate in Spanish as a Foreign Language Teacher by Universidad Virtual de Barcelona |
| EXPERIENCE | - Provision of tailor-made group /one to one online and face to face sessions that focus on developing the professional skills needed in the workplace. - Creation and delivery of training in developing critical thinking skills, presentation skills, negotiation skills and pitching skills. - Delivery of blended courses that use online tools such as google/zoom classroom. - Creation and delivery of professional development courses to business professionals in numerous sectors including customer service, medical, aviation and telecommunications. |
| Sample French Teacher Profile | |
|---|---|
| NAME | Ms xxxxxx xxxxxx |
| NATIONALITY | French |
| LANGUAGES | French (Native) English (Fluent) |
| YEARS OF EXPERIENCE | 7 years of teaching / assessing experience |
| QUALIFICATIONS | - DAEFLE (Teaching French as a foreign language) - Bachelor's degree in business - 7 years teaching the French language |
| Sample English Teacher Profile | |
|---|---|
| NAME | Mr. xxxxxx xxxxx |
| NATIONALITY | British |
| LANGUAGES | English (Native) |
| YEARS OF EXPERIENCE | 10 years of teaching / assessing experience |
| QUALIFICATIONS | - Postgraduate degree in English Literature - IBT Teacher Trainer - Experience in Corporate Banking, HR , - CELTA - IELTS qualified trainer |
| General Evaluation In general, XXXXX was extremely fluent and gave in-depth answers to the questions posed using a wide variety of language. His arguments demonstrated an in-depth understanding by crafting meaningful, analytical and relevant answers in direct response to the chosen question. These responses also demonstrated a skilful weaving of knowledge and mastery of the language based on the analysis of the question. Fluency XXXXX is an outstanding oral communicator who showed great use of the language throughout the whole interview. He is quite talkative and can hold a conversation pretty well as he kept the conversation fluid and would rarely pause due to hesitation or lack of confidence. He used several diverse linkers to connect sentences and used various forms of the passive form to create more dynamic sentence structures making the conversation more interesting. Great care was taken to minimize mistakes whilst maintaining a beautifully fluent style at the same time. Emphasis was given to producing appropriate, relevant answers and exploring the context of the subject, not just the question at face value. He had some difficulty when talking about what he would have studied if he had the opportunity to study something else, so some general research on other topics would help. Grammar XXXXX showed a strong command of grammar and an in-depth knowledge of many grammatical rules and constructions. Near perfect use of certain tenses such as present/past perfect and continuous. Even though he made a few mistakes with the past participle of fly and get he was quick to self-correct and on second query he used the correct form. As mentioned before, his use of diverse linkers helped and when questioned about conditionals, he was quick to use the first and second. He had a little difficulty with the third, using the past perfect rather than the present perfect modal in the second clause, although when he was informed of his mistake, he was quick to self-correct. Pronunciation Pronunciation was generally on point. It was clear that the student has been speaking English for quite some time. Seldomly, a few words were mispronounced, especially in terms of the medical field such as pharmaceutical and several others. He also had a little difficulty pronouncing past simple forms, specifically between the (id) and (d) sounds; however, these were very few and far between. Vocabulary Great use of diverse vocabulary and adept at implementing them through several topics. Has a diverse range of words and used them throughout, especially when replacing basic generic adjectives. He used a wide variety of absolute adjectives and limited the use of adjectives, therefore creating more interesting answers. Writing He was also extremely adept at writing, and did not generally make the mistakes that he made during the speaking assessment. In general, grammatically most tenses were used but more often than not the student would revert to a basic form when a more advanced form could have been used. Especially in this case, the future simple was used when the future continuous would have been more appropriate, but that does not distract from the objective of the essay. Suggestions: As mentioned before, XXXXX seems to be extremely good with the language; however, some minor mistakes could definitely be improved. He seemed very responsive to my comments during the interview and that shows willingness to learn and self-correct. He should focus on identifying tone and delivery in terms of added effect of emphasis such as pauses, sighs, hesitations, etc. He is encouraged to listen, in English, to anything that interests him: Current affairs, news, documentaries and podcasts can all be useful specifically in the medical field and in the areas where his vocabulary is lacking. |
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| 4 Skills Assessment Full Detailed Report |
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| General Evaluation |
| Xxxxxxx has a great grasp of the English Language; however, there is definitely room for improvement. Specifically, in terms of grammar, some tenses need a brush-up to further emphasise their use and placement within a sentence. |
| Recommended Program: B1.4 |
| The use of advanced vocabulary should be encouraged, followed by tips and tricks on how to avoid using basic vocabulary. In general, all areas could be improved, and reading/listening to certain media types, such as: articles, journals, e-books etc., would help to improve that. |
| Fluency |
| xxxxxxx is a confident speaker and is proficient at using the target language. He is talkative and can 'hold his own' during a conversation. He tries to answer in as much detail as possible, although he could be more informative. The conversation often fell short, with just a few short-phrase answers or awkward silences, between topics. There were some issues when linking sentences to each other, such as his heavy usage of 'and' and 'but' without using other linking words. Passive forms were also ok, but when posed to ask a question in the passive form he had some difficulty. Despite making a few mistakes here and there he tried his best to keep the conversation going and he did not let his mistakes ruin the flow of the conversation. He has limited knowledge on certain topics such as education, law and history in terms of vocabulary and his lack of knowledge in these subjects was quite noticeable. |
| Grammar |
| xxxxxxx showed a great use of grammatical rules and construction. He has a very good grasp of certain tenses, such as simple present / past perfect and past continuous tenses. He made a few mistakes with the past perfect simple / continuous, as he sometimes misused them. He also had some issues with the future continuous tense, not always using it when it was appropriate to do so. In general, he used passive structures correctly and also used inquisitive tags and phrasal verbs properly. In some cases, he did put the pronoun after the verb but once the structure was explained he was always quick to self-correct. |
| Pronunciation |
| His pronunciations were great overall; however, it should be mentioned that he has a strong accent and this does sometimes affect the clarity of his speech. Even though this was the case, it was not always so noticeable and he did not make many mistakes. The biggest issues are with certain advanced vocabulary related to certain themes and with adjectives such as 'reputable', 'overshadowed', etc. He also had several issues with the pronunciation of the past simple tense, especially with the (t) sound. |
| Vocabulary |
| He exhibited a great command of a broad range of vocabulary and its use during a variety of topics. He used extensive words and absolute adjectives, although he would more often than not use more simple vocabulary. The use of advanced adverbs was a little sparse, and words like 'very' and 'a lot' were used to replace them. |
| Writing |
| His writing skills are very good although, as with his speaking assessment, similar mistakes were made. In general, tense use was ok, but he was unable to use more advanced tenses in writing or speaking. He therefore didn't use them to their full potential and ended up using more basic tenses instead. The third and second conditional were not used to their full effect, especially considering the essay topic was about where he sees himself in the future. |
| Suggestions: |
| Xxxxxxx has a great grasp of the English Language; however, there is definitely room for improvement. Specifically, in terms of grammar, some tenses need a brush-up to further emphasise their use and placement within a sentence. In general, all areas could be improved, and reading/listening to certain media types, such as articles, journals, e-books etc., would help to improve that. The use of advanced vocabulary should be encouraged, followed by tips and tricks on how to avoid using basic vocabulary. |
| 4 Skills Assessment Spoken & Writing Listening & Reading | ||||||||
|---|---|---|---|---|---|---|---|---|
| Name of participant | ID No. | Date | Overall Grade | Oral Score | Written Score | Listening Score | Reading Score | Comments |
| A2.2 | A2.2 | B1.1 | A2.1 | A2.2 | Fluency is good. Accuracy is good. Tenses are OK. Does not use past tense. Vocabulary is OK. Understands questions asked, but struggles a little to speak due to lack of confidence. | |||
| A2.2 | A2.1 | A2.2 | A2.2 | A2.2 | Good sentence structure and good knowledge of the language. Fluency and accuracy are good. Speaks clearly. Some grammar gaps. | |||
| A1.2 | A1.1 | A1.2 | A1 | A1.2 | Has basic English skills. Sentence structure is OK. Fluency and accuracy are not very good. Bad habits from home language, does not use past tense (simple) | |||
| A1.2 | A1.2 | A1.2 | A1.2 | A1.2 | Has good fluency. Gets their point across easily. Tends to stick to the basics only. Lots of bad habits. e.g. continuous tense for everything. | |||
| B1.1 | B1.1 | B1.2 | B1.1 | A2.2 | Has good, clear sentence structure. Wide range of vocabulary. Has done English courses before. | |||
| A1.1 | A1.1 | A1.2 | A1.1 | A1.1 | Has some basic knowledge. Tends to use simple structure. No complex grammar. Their writing seems to be a bit better than their spoken. | |||
| B1.3 | B1.3 | B1.3 | A2.2 | B2.1 | Has very good fluency and OK accuracy. Tends to use continuous tense form for more structures. Bad habits and grammar gaps. | |||
| B1.2 | B1.2 | B1.3 | B1.1 | B1.2 | Shy, has good fluency. Wide range of vocabulary. Uses simple present and past tenses and sometimes past participles. | |||
| A1.1 | A2.2 | A2.1 | A1.2 | A1.2 | Spanish accent. Speaks very well. Sentence structure is good but not accurate, some grammar gaps and bad habits. Very chatty. | |||
| A1.2 | A1.1 | A1.2 | A1.2 | A1.1 | Speaks with an Ethiopian accent. Has good knowledge of the language. Sentence structure is good, has both good habits and grammar gaps. | |||
| 2 Skills Assessment Spoken & Writing | ||||||
|---|---|---|---|---|---|---|
| Name of participant | ID No. | Date | Overall Grade | Oral Score | Speaking | Comments |
| B2.2 | B2.2 | B2.2 | Excellent language range. Some minor bad habits due to limited exposure and practice. This is also confirmed in their writing. | |||
| B2.1 | B2.2 | B2.4 | Very good language range and ability. Some minor bad habits. Writing skills are somewhat weaker than speaking skills. | |||
| B1.4 | B1.4 | B1.4 | Is very fluent when speaking. Has very good range and accuracy. Has just returned from the USA after completing studies. Writing is very good. | |||
| B1.2 | B1.2 | B1.2 | Very good fluency and understanding of the language. Has travelled to Scotland, UK and USA. Uses present perfect tense and past simple tense very comfortably. | |||
| B1.2 | B1.2 | B1.1 | Has very good fluency and range. Some grammar gaps due to limited exposures. Not always totally confident. | |||
| A2.2 | A2.2 | A2.2 | Good fluency and range. Has lost some accuracy and confidence due to limited exposure to the target language. | |||
| A2.1 | A2.1 | A1.2 | Has good language ability and knowledge but does not always use it unless prompted. Tends to stick to simple and familiar language structures and grammar. Writing skills are somewhat weak. | |||
| A1.2 | A2.1 | A1.2 | Has good fluency and range. Struggles with using more complex grammar and structure. Writing skills are somewhat weak. | |||
| A1.2 | A1.2 | A1.2 | Has good fluency and range. Does not use correct structure or grammar and tends to translate mentally from Arabic before speaking. Writing and comprehension are weak. | |||
| Spoken Assessment | |||||
|---|---|---|---|---|---|
| Name of participant | ID No. | Date | Overall Grade | Speaking | Comments |
| B1.4 | B1.4 | Is relatively fluent in their speaking and can relay their message across clearly. However, they lack the professional ambience. | |||
| B1.4 | B1.4 | Two main weaknesses: pronunciation, and the need to learn to use short, precise, direct sentences which sound professional and accurate, rather than casual and inefficient. Also tends to speak quickly and thus articulate poorly because they want to show a strong command of the language, which is unfortunately reflecting negatively on their speaking abilities. | |||
| B1.2 | B1.2 | Has an elementary background of the target language. However, they need to practice more grammatical skills in order to strengthen verb tense and sentence structure knowledge in order to use the correct grammar in spoken language. | |||
| B1.2 | B1.2 | Has a sound basic background in communicating using the English language, but needs to be prompted to interact more frequently. Has not had much exposure to English whilst in Turkey, | |||
| A2.1 | A2.1 | Has good fluency and range, but structure and accuracy is weak. Tends to translate from Arabic to English. | |||
| A2.1 | A2.1 | Has good fluency and is able to get the point across very well. Lacking in range and structure. Has a lot of grammar gaps and bad habits. | |||