A selection of English ESL feedback - evaluation printables

This worksheet contains 18 conversation cards, a quotes box and a ´What makes a good teacher box´. The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (pre-int to upper-intermediate). Suitable for teens, university students and adults. THIS WORKSHEET COULD FUNCTION AS AN EVALUATION OR FEEDBACK FORM FOR TEACHERS as students will be answering a lot of questions concerning their English lessons.

Let's Talk about Learning English

You can use this form to evaluate yourself and your class.

Feedback Form - Teacher's Evaluation

You want to know whether what you're doing with your students matches their expectations. Use this grid to ask for their opinion. Students choose activities they need/ like and dislike/ don't need. Great way to check if you're going in the right direction with your teaching! 

Feedback form

The school year is almost over. Perhaps it is not such a bad idea to ask your students to look back and recall what they have done so far and provide you with feedback. You can use this chart or adapt it to suit your needs.                          Congrats to all of you for surviving another school year!!! 

English lessons assessment

A template for class reflection worksheet to be used at the end of a class/session or unit. Tips: Allow students time to complete the worksheet individually or with a partner. Provide goals/objectives for students to copy. Ask students to share with their partner/group/class. The teacher gets informative feedback and the students get to reflect on what they learned and evaluate what was easy or hard for them, as well as plan how they will practice the skills or words they learned.  

Class Reflection Sheet

The objective of this worksheet is to enable student's basic understanding about the usage of adverbs of frequency. It is an ideal for pair work and to test students' knowledge about grammar. it can take from 5 to 10 minutes depending on students level and understanding. 

Students can easily understand the usage of adverbs of frequency by just writing under the correct picture. It is a fun worksheet and it worked with many students. i always use it with all levels of students. It is suitable with all age groups too but it's ideal for adults.

Teacher should divide students in pairs and give simple instructions which is "write the correct adverbs of frequency under the picture" and then show them the worksheet". Regarding the feedback teacher can solve the worksheet by himself and give students a brief feedback. The worksheet does not have a solution in it so teacher can give feedback according to his convenience. I normally let students exchange their worksheets with each other pair and let them evaluate their peers. I give my brief feedback afterwards so that students can get the clear idea about it.

Students loved it so i decided to share it with everyone out there.  





Adverbs of Frequency

In this lesson, students will explore the use and form of the past continuous tense through guided discovery and communicative activities. The lesson begins with a short warm-up where students recall the past simple tense and compare it with the past continuous. Then, students analyze examples from a short story or dialogue to identify the structure “was/were + verb-ing” and its functions, such as describing actions in progress at a specific time in the past or setting the background for another action.

After that, students complete controlled practice exercises, including sentence transformations, gap-filling, and matching activities to consolidate their understanding. They then move to freer practice tasks, such as describing pictures, retelling stories, or creating role-plays about what people were doing at a certain moment. Finally, students complete a short writing or speaking task that encourages them to use the tense naturally in context, followed by peer feedback and teacher correction.

the past continuous tense

The Evolution of Academic Support Services: Paying for Research Papers in 2025

In the past decade, academic support services have undergone significant transformation, adapting to shifting educational demands, technological progress, and evolving student expectations. As an academic professional with years of experience in tutoring, consulting, and research mentoring, I have observed these changes closely, analyzing their implications for both educators and students. This reflection examines the current landscape of academic assistance, focusing particularly on the practice of paying for research paper writing, its operational frameworks, and its role within the broader context of education in 2025.

Shifting Dynamics in Academic Assistance
Traditionally, academic support centered on direct tutoring, workshops, and library resources. However, the digital revolution has introduced a broad array of online services, reshaping how students access help. Increasingly, students encounter complex assignments requiring advanced research skills, stringent formatting, and critical analysis. These demands coincide with growing time pressures and the necessity to balance academic, personal, and professional responsibilities.

Within this context, many learners opt for services where they can pay for research paper writing by using resources available at https://kingessays.com/pay-for-research-paper/. This approach functions as an auxiliary aid, assisting students in developing academic content or navigating particularly challenging research topics. From my professional vantage point, these services do not replace learning; rather, they supplement it by providing models of academic writing and research structuring that students can analyze and emulate.

Operational Structure and Quality Control
One of the critical concerns educators express relates to the quality and integrity of paid academic support. Through consultations with academic institutions and review of service models, I have identified that legitimate providers increasingly adhere to rigorous quality control protocols. These include expert vetting of writers, compliance with academic standards, and adherence to ethical guidelines that prohibit plagiarism.

A notable observation is the integration of personalized academic consultation within these services. This approach encourages student engagement, ensuring that the assistance provided aligns with individual research goals and academic requirements. The accessibility of these services, often available through dedicated portals such as https://kingessays.com/pay-for-research-paper/, offers students structured support while maintaining transparency and accountability.

Benefits and Limitations of Paid Academic Support
The advantages of utilizing paid academic support services are multifaceted. Firstly, they afford students timely assistance, which is crucial during peak academic periods. Additionally, students gain exposure to well-researched and properly formatted examples, enhancing their understanding of scholarly communication. These services can be especially beneficial for non-native English speakers, who may struggle with academic language conventions.

However, it is essential to recognize inherent limitations. Over-reliance on external assistance can impede the development of independent research skills and critical thinking. From a pedagogical perspective, educators must balance support with the cultivation of student autonomy. Thus, paid academic writing should be positioned as a supplementary resource rather than a substitute for rigorous academic effort.

Ethical Considerations and Institutional Policies
Ethics in academic support services remains a subject of ongoing debate. Many institutions now establish clear guidelines regarding acceptable use of paid services, emphasizing transparency and adherence to academic integrity policies. The evolving landscape demands that educators and students engage in open dialogue about ethical boundaries, intellectual property, and authorship.

From my consulting experience, institutions that incorporate educational workshops on responsible academic support usage witness improved student compliance and a more constructive utilization of available resources. This approach fosters an environment where paid services enhance learning outcomes without compromising academic standards.

Integration of Technology and Future Directions
The advancement of artificial intelligence and data analytics continues to shape academic support. Emerging platforms employ sophisticated algorithms to tailor research assistance and writing feedback, enhancing the efficacy of paid services. These technologies complement human expertise, offering scalable, personalized support to diverse student populations.

Looking ahead, the integration of interactive learning modules with paid academic support could further optimize educational outcomes. Real-time collaboration tools, virtual mentorship, and adaptive learning pathways represent promising avenues to harmonize technology with academic guidance.

In the realm of academic consultation, grounding decisions in research and institutional policy is paramount. Evaluating the broader educational landscape—including the availability of federal aid and grant-based support—helps contextualize students' choices regarding paid academic assistance. For example, understanding the scope of official resources such as government-issued academic grants, as outlined at https://studentaid.gov/understand-aid/types/grants allows educators and advisors to frame paid services within a realistic assessment of students’ financial and academic support systems.

By acknowledging the coexistence of institutional aid and private academic services, professionals can better assess the ethical and educational alignment of emerging support models and promote balanced, student-centered practices.

In conclusion, the evolution of academic support services reflects broader trends in higher education—demanding flexibility, quality, and ethical responsibility. Paying for research paper writing is no longer a marginal practice but a recognized component of academic ecosystems in 2025. By understanding its operational dynamics, benefits, and challenges through informed, professional observation, educators and students alike can navigate this landscape with clarity and integrity. The continuous engagement with the latest education research will be instrumental in shaping future developments and fostering an academic culture grounded in excellence and support.


The Evolution of Academic Support Services: Paying for Research Papers in 2025

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

8 Feedback - evaluation English ESL worksheets pdf & doc