A selection of English ESL teacher evaluation form printables

This is a needs assessment form I created (but never used) to develop a Business English course. It includes a student questionnaire and an application form from the sponsor company. It can be edited according to students'/teachers' needs. It can be useful for students to self-evaluate, or teachers can use it as they create their own courses.

Needs Assessment (Business English)

This evaluation will help teachers to know the level of a student who has a very bad background in english, it is a written evaluation whixh also contains a space for making a dictation exercise

ENGLISH ELEMENTARY 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 first page, it is an agenda for the teachers and the students. It helps to organize different activities and assigments in the class. You can change it and suit it depending on your needs. In the second page there is a sample of a simple evaluation criteria for any activity. So I hope you can find these formats useful.  

Teacher's agenda and evaluation criteria 

The progress report is completed by the teacher with the material covered either at the end of the week or at the end of a unit. The self-evaluation form is completed by the student,(except the "topic" on the first table)some guidance the first time is needed though. The aim is to show what part of the material is covered so far as well as to help the teacher to understand in which areas the student feels more confident or he/she needs more help. This worksheet was created as a handout for an online lesson.

Progress Report/ Self-Evaluation form

Here is another worksheet of (( make questions)) series.  Learners and teachers can evaluate and practice question forms of English sentences. Ihope you use it your classrooms.

Make questions 

This is a handout to evaluate students knowledge about the simple past. with this handout teacher will recognize how much his/her students have acquire about the verbs in simple past form.

Simple past

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

This document shows the different grammatical structures used to create agreement and disagreement sentences. Teachers may find it particularly useful in presenting form and/or providing students with examples of agreement/disagreement sentences.

How to use Neither + Nor/Either + Or/Both/Too With Lemons and/or Limes

The test is prepared to evaluate learners of Jolly Phonics Pupil Book 2. Teachers may choose cvc words for the first part of the test and tricky words for test b. Test c includes  the picture for the word "spray" which comes with the next lesson. The test item for test c is only 11. The word "spray" is but a bonus.Test d is for long vowels. Test e is for reading and comprehension. The students are to read and complete the pictures with the missing items and or colors.  

Jolly Phonics Pupil Book 2 Midterm Test

Activity 1:
1. Teacher tells students about structure/grammar: relative clauses.

2. Teacher describes the usage of relatives clauses: who, that, which. 

3. Teacher writes 4 sentences on the board as follow as:

- The boy who won the race is my brother. 

- A band is a group that plays popular music. 

- Mick Jagger is a musician who plays with the Rolling Stones. 

- The Rolling Stones is a band that began in 1962. 

4. Teacher describes “who is relative pronoun that is part of relative clause - who won the race”. 

5. Volunteers underline relative pronoun in 3 sentences on the board. 

6. Teacher describes “who and that for people, that and which for things and animals” as follow as:

- The girl lives next door. She’s friendly. The girl who/that lives next door is friendly. 

- The dog bit me. It is dangerous. The dog that bit me is dangerous. 

7. Students do exercise in task 1. 2 about relative clauses. 8. Volunteers read the answer about relative clauses. 



Activity 2:



1. Teacher tells students about this topic: student is able to respond to questions with short answers forming questions to elicit information. 

2. Student will be talk presentation about facebook and anyone’s information who became rich at a young age. 

3. Students do task 1. 2 and teacher read direction and gives student listen. 

4. Students look at facebook picture and tell the advantage of facebook. 

5. Teacher reads 2 questions as follow as :

I. Do you use facebook? 

II. What information about yourself do you include? 

6. Students work in group (4-5 people per a group) and talk presentation about their facebook. 

7. Students work in group (4-5 people per a group) and read the questions “do you know anyone who became rich at a young age? ” and search the answer. 

8. Volunteers stand in front of the class room and talk presentation about anyone who became rich at a young age. 

9. Teacher evaluates the ability of english speaking of students in each group about talking presentation about facebook and anyone’s information who became rich at a young age by using the English speaking criteria.


Lesson 2 stories and events

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

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

12 Teacher evaluation form English ESL worksheets pdf & doc