老师— Part 1 評分報告

建議: Be more concise and correct grammar. Start with a clear topic sentence naming one favourite teacher, correct verb forms and possessive/pronoun use, then add a brief reason using a linking word. Keep it within 2–3 sentences.

範例: Yes. My favourite teacher is Sashik Bilal, who taught me the ACCA SPL paper and became my mentor. He supported me academically and guided my exam preparation, which is why I admire him.

建議: Reduce hesitation and redundancy, use linking words to organize details (for example, 'some... while others...'). Use precise frequency words and avoid filler sounds. Keep to 2–3 sentences.

範例: Yes, I'm still in touch with a few of my primary school teachers. Some of them and I meet on weekends, while others send occasional text messages to check on me.

建議: Avoid repetition and improve grammatical accuracy. Start with a topic sentence summarizing the help, then give two specific examples connected with linking words (e.g., 'for example', 'also'). Limit to 2–3 sentences.

範例: He helped me in two important ways. First, he clarified difficult concepts I was stuck on, and second, he boosted my confidence through regular practice and mock exams so I felt ready for the real test.

建議: Make your answer more direct and grammatically correct, and give a brief specific example of teaching experience or motivation. Use a linking word to state reason and keep to 2 sentences.

範例: Yes, I would like to be a teacher because I enjoy teaching theoretical subjects. For example, I often help friends with theory papers and they tell me my explanations are clear, which encourages me to consider teaching professionally.

× Yes of course I have many different favorite teachers but the teacher I'm admire the most and I look up to is Sashik Bilal who taught me ACCA paper SPL and he's my mentor also.

✓ Yes, of course I have many different favorite teachers, but the teacher I admire the most and look up to is Sashik Bilal, who taught me the ACCA SPL paper and is also my mentor.

The original sentence uses the incorrect pronoun/verb combination 'I'm admire' instead of the correct verb form 'I admire'. Remove the contraction 'I'm' before 'admire' because 'admire' should be a simple present verb agreeing with the subject 'I'. Also streamline 'and I look up to' to 'and look up to' to avoid repetition of the subject. Add commas for clarity and include the definite article 'the' before 'ACCA SPL paper'. Suggestion: use simple present 'I admire' and avoid redundant subject repetition.

× Yes, of course, I'm still in touch with few of my primary teachers, which are my favorite teachers as well.

✓ Yes, of course, I'm still in touch with a few of my primary teachers, who are my favorite teachers as well.

The phrase 'few of my primary teachers' is missing the article 'a' when referring to some but not many; use 'a few'. Also 'which' is incorrect for people; use the relative pronoun 'who'. Suggestion: use 'a few' for positive quantity and 'who' for people.

× Uh, some of them, we usually catch up on weekends and some of them send me text messages occasionally and I do check up on them, yes.

✓ Some of them usually catch up with me on weekends, some send me text messages occasionally, and I do check up on them.

The original sentence has awkward word order and unnecessary pronoun repetition ('some of them, we'). Use natural English word order: 'Some of them usually catch up with me', place actions together with commas, and remove filler 'yes'. Also use 'catch up with me' rather than 'we usually catch up' for clarity. Suggestion: keep subject-action-object order and avoid redundant pronouns.

× Well, my favorite teacher helped me in many ways.

✓ Well, my favorite teacher helped me in many ways.

This sentence is grammatically correct; the past tense 'helped' is appropriate because it refers to actions done before the exam. No change needed.

× I was very under confident about the papers.

✓ I was very underconfident about the papers.

The adjective should be 'underconfident' as a single word; alternatively, use 'lacked confidence' or 'was very lacking in confidence'. 'Under confident' is not standard. Suggestion: use 'underconfident' or 'not confident' or 'lacked confidence'.

× So my teacher helped me boost my confidence and I was really stuck in some concepts.

✓ So my teacher helped me boost my confidence when I was really stuck on some concepts.

Use 'stuck on' rather than 'stuck in' when referring to difficulties with concepts. 'When I was' clarifies time. Tense 'was' is correct for past. Suggestion: use correct preposition 'on' after 'stuck'.

× So he helped me through that and just boosted my confidence and making sure that I'm ready for the exam.

✓ So he helped me through that, boosted my confidence, and made sure that I was ready for the exam.

The original mixes past tense verbs with a present participle 'making', causing tense inconsistency. Use past tense consistently: 'helped', 'boosted', 'made sure'. Also change 'I'm ready' to 'I was ready' to match past timeframe. Suggestion: keep consistent tense across coordinated verbs.

× Well, I would love to be a teacher because I love teaching theoretical papers.

✓ Well, I would love to be a teacher because I love teaching theoretical papers.

This sentence is grammatically correct: 'would love' appropriately expresses a future desire and 'love teaching' correctly uses the gerund. No change needed.

× I do teach to some of my friends theory paper and they say I'm good at it.

✓ I do teach some of my friends theory papers, and they say I'm good at it.

Do not use the preposition 'to' after 'teach' in this context: the correct structure is 'teach someone something' (teach my friends theory papers). Also 'theory paper' should be plural 'theory papers' or 'a theory paper' depending on meaning. Add a comma before the conjunction for clarity. Suggestion: use 'teach someone something' word order and correct plurality.

× So yeah, I can be a teacher someday.

✓ So yeah, I could be a teacher someday.

Both 'can' and 'could' may be used, but 'could' is more polite and conditional when expressing a future possibility or intention. If the student means ability, 'can' is acceptable; if they mean possibility in the future, 'could' fits better. Suggestion: use 'could' for tentative future possibility or 'can' if expressing ability.