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Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments from a number of sources.
Can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions.
Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence.
Can read with a large degree of independence, adapting style and speed of reading to different texts and
purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may
Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally
encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate
Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships
with native speakers quite possible without imposing strain on either party.
Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches
for patterns and expressions, there are few noticeably long pauses.
Has acquired a clear, natural, pronunciation and intonation.
Can develop a clear description or narrative, expanding and supporting his/her main points with relevant
supporting detail and examples.
Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of
significant points, and relevant supporting detail.
Good grammatical control; occasional slips or non-systematic errors and minor flaws in sentence structure may
still occur, but they are rare and can often be corrected in retrospect. Does not make mistakes which lead to
Has a good range of vocabulary for matters connected to his/her field and most general topics.
Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering
Coursebook: English for Human Resources
Supplementary
materials: Various Materials and handouts
Listening to the
Negotiating withpersonnel
the unionmanager
representatives role play a negotiation
Describing experiences of
An e-mail to the management committee negotiation
Improvising an interview
Observations
Strengths: As the student continued the
course from an Upper-Intermediate level
without a pause, the information and
correlations are still fresh in their minds. This
makes it possible for a better understanding of
reviews and new grammar structures.
Strengths:
Action points:
Overall assessment:
Action points:
Overall assessment:
Strengths:
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Overall assessment:
Strengths:
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Overall assessment:
Strengths:
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Overall assessment:
Strengths:
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General level description - Advanced
Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching for expressions.
Can use language flexibly and effectively for social, academic and professional purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.
ATTENDANCE
EVALUATION CHECKLIST
Can write clear, well-structured texts of complex subjects, underlining the
relevant salient issues, expanding and supporting points of view at some
Overall written production length with subsidiary points, reasons and relevant examples, and rounding off
with an appropriate conclusion.
Ortographic control Layout, paragraphing and punctuation are consistent and helpful.
Spelling is accurate, apart from occasional slips of the pen.
Overall reading comprehension Can understand in detail lengthy, complex texts, whether or not they relate to
his/her own area of speciality, provided he/she can reread difficult sections.
Can understand enough to follow extended speech on abstract and complex
topics beyond his/her own field, though he/she may need to confirm
occasional details, especially if the accent is unfamiliar.
Can recognise a wide range of idiomatic expressions and colloquialisms,
Overall listening comprehension appreciating register shifts.
Can follow extended speech even when it is not clearly structured and when
relationships are only implied and not signalled explicitly.
Overall spoken interaction Can express him/herself fluently and spontaneously, almost effortlessly. Has a
good command of a broad lexical repertoire allowing gaps to be readily
Spoken fluency Can express him/herself fluently and spontaneously, almost effortlessly. Only a
conceptually difficult subject can hinder a natural, smooth flow of language.
Phonological control Can vary intonation and place sentence stress correctly in order to express
Thematic development / Coherence finer shades of meaning.
Can give elaborate descriptions and narratives, integrating sub-themes,
& Cohesion developing particular points and rounding off with an appropriate conclusion
Overall Oral Production Can give clear, detailed descriptions and presentations on complex subjects,
integrating sub-themes, developing particular points and rounding off with an
Grammatical accuracy Consistently maintains a high degree of grammatical accuracy; errors are rare
and difficult to spot.
Vocabulary range / control Has a good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions; little obvious searching for expressions or
Course engagement Level of participation and intrinsic interest shown by the participant in the
course.
Participation & collaboration The participant is active throughout the course supporting both his/her
colleagues and the teacher trainer by providing authentic materials to
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)
All evaluation results are valid at the given date of the evaluation and are likely to
change in 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
Note: 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.
ecognise implicit meaning.
ch obvious searching for expressions.
d professional purposes.
bjects, showing controlled use of organisational
*The evaluation system starts from 1 to 10. N/A = Not evaluated for this period / Absent
3/ total sessions / month 6/ total sessions / month 4 / total sessions / month 5 / total sessions / month
2016-10-01 2016-11-01 2016-12-01 2017-01-01
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
5 6 6 6
10 10 10 10
10 10 10 10
0
2016-10-01 2016-11-01 2016-12-01 2017-01-01 2017-02-01 2017-
4 / total sessions / month 7 / total sessions / month 3/ total sessions / month 3/ total sessions / month
2017-02-01 2017-03-01 2017-04-01 2017-05-01
7 8 8 9
7 8 8 8
8 8 8 8
8 8 8 8
7 8 8 9
7 8 8 9
7 8 8 8
7 8 8 8
7 8 8 8
7 8 8 8
7 8 8 8
10 10 10 10
10 10 10 10
10
9
9
10
10
9
9
9
9
9
11
11
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