EVALUATION CHECKLIST

Overall written production

Ortographic control

Overall reading comprehension

Overall listening comprehension

Overall spoken interaction

Spoken fluency

Phonological control

Thematic development / Coherence &

Cohesion

Overall Oral Production

Grammatical accuracy

Vocabulary range / control

General level description - Upper-Intermediate
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation.
Can interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options.

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
experience some difficulty with low frequency idioms.

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
discourse structure and/or idiomatic usage influences the ability to understand.

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 highlight the personal significance of events and experiences, account for and sustain views clearly by
providing relevant explanations and arguments.

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.
Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite
possible without imposing strain on either party.

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 use a variety of linking words efficiently to mark clearly the relationships between ideas.

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
misunderstanding.

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
communication.
Coursebook: Various Materials and handouts
Supplementary
materials: Various Materials and handouts

Lesson number Date Reading Grammar

Revision of Present Simple/Present

Continuous/ Present Perfect
1 06/ 11/2015 First Impressions

Past Simple/Past Continuous

It all went wrong Revision
2 18/11/2015
Wealth Phrasal Verbs
3 24/11/2015
Making connections
4 5-Jan-16
Incentive schemes or cash
5 8-Jan-16
The art of small talk well/so
6 15-Jan-16

7 18-Jan-16
8 19-Jan-16 Question form review

Improving staff morale

9 26-Jan-16
Present Perfect vs Past Simple
On schedule
10 29-Jan-16 review

11
12
13
14
15
16
17
18
19
20

21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
 Vocabulary Listening
Introducing self by email Making a follow-up call
Listening to false sentences based on
the text that they read. They needed
prefixes and suffixes/ word formation to correct the sentences orally.
Participating in a discussion
Travel vocabulary
Making travel arrangements
Material and non-material benefits
Listening to conversations on a cruise
Showing interest Deciding upon which speaker has a
successful conversation
Follow-up phrases
Listening to a discussion: keeping
employees motivated
Speaking
We discussed on the topics
from the listening activities
and on the topic of making
phone calls at work and
speaking to foreigners.
Talking on topics that
encouraged the student to
use the two tenses discussed
during the lesson.
Making and responding to an
invitation
Preparing a 60-second
speech
Setting up your own
company
Socializing
Keeping a conversation going
Exiting a conversation
Reasons for low staff morale
Talk about managing projects
 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.

Action points: The most important thing at this

level is to consolidate the grammar structures
and to work on the oral and expressing part.

Overall assessment: Overall, the student is

doing well, but more work needs to be done,
especially in terms of homework and her own
effort at home, as 2 sessions per week are not
enough in order for her to achieve her goals.

Strengths:

Action points:

Overall assessment:

Strengths:
Action points:

Overall assessment:

Action points:

Overall assessment:
Overall assessment:

Action points:

Overall assessment:

Strengths:

Action points:

Overall assessment:

Strengths:

Action points:

Overall assessment:

Strengths:

Action points:

Overall assessment:

Strengths:

Action points:

Overall assessment:
Overall assessment:
 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.

Trainer Anca Budeanu

Language English
TRAINING NEEDS Advanced
start date: 20/02/2015

Company Carpat Sticks

Participant Alina Iana
Learning style

TESTS Date / Score

placement test
partial test 1 66
partial test 2 78
partial test 3 82
final test 91

EVALUATION CHECKLIST
Overall written production
ATTENDANCE
Can write clear, well-structured texts of complex subjects, underlining the
relevant salient issues, expanding and supporting points of view at some
length with subsidiary points, reasons and relevant examples, and rounding off
with an appropriate conclusion.

Layout, paragraphing and punctuation are consistent and helpful.

Ortographic control Spelling is accurate, apart from occasional slips of the pen.
Can understand in detail lengthy, complex texts, whether or not they relate to
Overall reading comprehension his/her own area of speciality, provided he/she can reread difficult sections.

Can understand enough to follow extended speech on abstract and complex

Overall listening comprehension
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,
appreciating register shifts.
Can follow extended speech even when it is not clearly structured and when
relationships are only implied and not signalled explicitly.

Can express him/herself fluently and spontaneously, almost effortlessly. Has a

good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions.
Overall spoken interaction There is little obvious searching for expressions or avoidance strategies; only a
conceptually difficult subject can hinder a natural, smooth flow of language.

Can express him/herself fluently and spontaneously, almost effortlessly. Only a

Spoken fluency conceptually difficult subject can hinder a natural, smooth flow of language.

Phonological control
Thematic development / Coherence
& Cohesion
Can vary intonation and place sentence stress correctly in order to express
finer shades of meaning.
Can give elaborate descriptions and narratives, integrating sub-themes,
developing particular points and rounding off with an appropriate conclusion

Overall Oral Production
Grammatical accuracy
Vocabulary range / control
Course engagement
Participation & collaboration
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)
Note:
Can give clear, detailed descriptions and presentations on complex subjects,
integrating sub-themes, developing particular points and rounding off with an
appropriate conclusion.
Consistently maintains a high degree of grammatical accuracy; errors are rare
and difficult to spot.
Has a good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions; little obvious searching for expressions or
avoidance strategies. Good command of idiomatic expressions and
colloquialisms.
Occasional minor slips, but no significant vocabulary errors.
Level of participation and intrinsic interest shown by the participant in the
course.
It involves both behaviours (such as persistence, effort, attention) and
attitudes (such as motivation, positive learning values, enthusiasm, interest,
pride in success)
The participant is active throughout the course supporting both his/her
colleagues and the teacher trainer by providing authentic materials to
complement the entire course (videos / audio tracks / various links to
dedicated websites / topic-related documents of interest to the participants /
etc.).
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
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

1 = almost never (aproape niciodata)

2 = rarely (foarte rar)
3 = seldom (rareori)
4 = once in a while (din cand in cand)
5 = occasionally (ocazional)
6 = sometimes (uneori)
7 = fairly often (destul de des)
8 = usually (de obicei)
9 = very frequently (foarte frecvent)
10 = almost always (aproape intotdeauna)

3/ total sessions / month 6/ total sessions / month 4 / total sessions / month 5 / total sessions / month
2015-02-01 2015-03-01 2015-04-01 2015-05-01

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

5.7692307692 6.6153846154 6.6153846154 6.6153846154

European Framework of Reference for

)

te of the evaluation and are likely to

ure to the languages changes (for
t with daily exposure to the

ed if more than 6 months pass

10
g of a training module.

0
2015-02-01 2015-03-01 2015-04-01 2015-05-01 2015-06-01 2015-0
4 / total sessions / month 7 / total sessions / month 3/ total sessions / month 3/ total sessions / month
2015-06-01 2015-07-01 2015-08-01 2015-09-01

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

7.6153846154 8.3076923077 8.3076923077 8.5384615385

4-01 2015-05-01 2015-06-01 2015-07-01 2015-08-01 2015-09-01 2015-10-01

4/ total sessions / month
2015-10-01

10

10

10

9
 9

11

11

9.5384615385
 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.

Trainer Anca Budeanu

Language English
TRAINING NEEDS Advanced
start date: 20/02/2015

Company Carpat Sticks

Participant Cristian Ilea
Learning style

TESTS Date / Score

placement test
partial test 1 67
partial test 2 75
partial test 3 89
final test

EVALUATION CHECKLIST
Overall written production
ATTENDANCE
Can write clear, well-structured texts of complex subjects, underlining the
relevant salient issues, expanding and supporting points of view at some
length with subsidiary points, reasons and relevant examples, and rounding off
with an appropriate conclusion.

Layout, paragraphing and punctuation are consistent and helpful.

Ortographic control Spelling is accurate, apart from occasional slips of the pen.
Can understand in detail lengthy, complex texts, whether or not they relate to
Overall reading comprehension his/her own area of speciality, provided he/she can reread difficult sections.

Can understand enough to follow extended speech on abstract and complex

Overall listening comprehension
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,
appreciating register shifts.
Can follow extended speech even when it is not clearly structured and when
relationships are only implied and not signalled explicitly.

Can express him/herself fluently and spontaneously, almost effortlessly. Has a

good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions.
Overall spoken interaction There is little obvious searching for expressions or avoidance strategies; only a
conceptually difficult subject can hinder a natural, smooth flow of language.

Can express him/herself fluently and spontaneously, almost effortlessly. Only a

Spoken fluency conceptually difficult subject can hinder a natural, smooth flow of language.

Can vary intonation and place sentence stress correctly in order to express
Phonological control finer shades of meaning.

Thematic development / Coherence
& Cohesion
Overall Oral Production
Grammatical accuracy
Vocabulary range / control
Course engagement
Participation & collaboration
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)
Note:
Can give elaborate descriptions and narratives, integrating sub-themes,
developing particular points and rounding off with an appropriate conclusion
Can give clear, detailed descriptions and presentations on complex subjects,
integrating sub-themes, developing particular points and rounding off with an
appropriate conclusion.
Consistently maintains a high degree of grammatical accuracy; errors are rare
and difficult to spot.
Has a good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions; little obvious searching for expressions or
avoidance strategies. Good command of idiomatic expressions and
colloquialisms.
Occasional minor slips, but no significant vocabulary errors.
Level of participation and intrinsic interest shown by the participant in the
course.
It involves both behaviours (such as persistence, effort, attention) and
attitudes (such as motivation, positive learning values, enthusiasm, interest,
pride in success)
The participant is active throughout the course supporting both his/her
colleagues and the teacher trainer by providing authentic materials to
complement the entire course (videos / audio tracks / various links to
dedicated websites / topic-related documents of interest to the participants /
etc.).
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
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

1 = almost never (aproape niciodata)

2 = rarely (foarte rar)
3 = seldom (rareori)
4 = once in a while (din cand in cand)
5 = occasionally (ocazional)
6 = sometimes (uneori)
7 = fairly often (destul de des)
8 = usually (de obicei)
9 = very frequently (foarte frecvent)
10 = almost always (aproape intotdeauna)

3/ total sessions / month 6/ total sessions / month 4 / total sessions / month 5 / total sessions / month
2015-02-01 2015-03-01 2015-04-01 2015-05-01

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

5.7692307692 6.6153846154 6.6153846154 6.6153846154

European Framework of Reference for

)

te of the evaluation and are likely to

ure to the languages changes (for
t with daily exposure to the 10
ed if more than 6 months pass
g of a training module. 9

0
2015-02-01 2015-03-01 2015-04-01 2015-05-01 2015-06-01 2015-0
4 / total sessions / month 7 / total sessions / month 3/ total sessions / month x / total sessions / month
2015-06-01 2015-07-01 2015-08-01 2015-09-01

7 7 7 N/A

7 7 7 N/A

8 8 8 N/A

8 8 8 N/A

7 7 7 N/A

7 7 7 N/A

7 7 7 N/A
 7 7 7 N/A

7 7 7 N/A

7 7 7 N/A

7 7 7 N/A

10 10 10 N/A

10 10 10 1N/A

7.6153846154 7.6153846154 7.6153846154 #DIV/0!

4-01 2015-05-01 2015-06-01 2015-07-01 2015-08-01 2015-09-01 2015-10-01

x / total sessions / month
2015-10-01

N/A

N/A

N/A

N/A

N/A

N/A

N/A
 N/A

N/A

N/A

N/A

N/A

2N/A

#DIV/0!