Teachers— Part 1 Relatório

Sugestão: Be more natural and accurate: begin with a clear topic sentence, correct grammar (use 'patient' not 'patience', 'every child' not 'every children'), and avoid redundancy. Limit to about 2–4 sentences and add one specific detail about what makes him great. Use a linking word before the example (e.g., 'for example' or 'because').

Exemplo: Yes. My favorite teacher is my Chinese history teacher because he explains difficult topics clearly and always stays after class to help students. For example, when we struggled with a timeline, he gave us a clear summary and extra materials to practice.

Sugestão: Start with a direct topic sentence and give a concise reason using correct grammar and coherent linking words. Replace vague phrases ('do some academic things') with specific activities and be concise. Keep to 2–3 sentences.

Exemplo: No, I don't. I don't think I could be patient enough to teach others, because I tend to focus on my own studies and get impatient with daily tasks. For example, I often rush homework and lose patience when explaining it to others.

Sugestão: Be consistent and accurate (use present tense if the memory is still vivid; match genders and pronouns). Use clear descriptions and one specific example of a memorable method. Avoid contradictory pronouns and unclear phrasing.

Exemplo: Yes, I do. I remember my secondary school Chinese history teacher because she used humour and creative activities to make lessons memorable. For example, she created role-play exercises so we could act out historical events.

Sugestão: Provide a direct, coherent answer. Fix grammar and unclear phrases: explain why you are not in touch with a clear reason and one plan if you intend to reconnect. Avoid irrelevant or broken sentences.

Exemplo: No, I'm not. I haven't kept in touch because I moved away after primary school and we lost contact. However, I plan to visit my old school since I still live nearby and hope to reconnect with the teachers.

Sugestão: Start with a clear topic sentence stating how the teacher helped you. Use accurate vocabulary (e.g., 'ideas', 'engaging activities') and explain one specific method and its result. Remove confusing lines like 'I can't catch up easily' or clarify them positively.

Exemplo: My favorite teacher boosted my motivation by making lessons engaging and relevant. For example, he told interesting stories that linked different topics, which helped me remember facts and enjoy studying more.

Sugestão: Give a direct comparison and use clearer wording: explain why high school teachers are preferred (e.g., focus on study skills, guidance). Use linking words ('because', 'for example') and avoid vague statements like 'guidance direction'.

Exemplo: I prefer my high school teachers because they focused more on study skills and personal development, not just exam results. For example, they taught time management and critical thinking, which helped me become a better student.

× He is a great teacher and patience to teach every children.

✓ He is a great teacher and patient with every child.

The student used the noun 'patience' where the adjective 'patient' is required to describe a person. Also 'every children' mixes singular 'every' with plural 'children' — use the singular 'child'. Suggestion: use 'patient' to describe people and pair 'every' with singular nouns ('every child').

× For example when we have any problems we can look for him anytime even.

✓ For example, when we have any problems we can go to him anytime.

The phrasal verb 'look for' implies searching; a teacher is usually 'gone to' or 'asked' for help. The adverb 'even' is misplaced. Suggestion: use 'go to him' or 'ask him' and place adverbs where they clearly modify the verb (e.g., 'anytime').

× No I don't because it's hard for me to be more patient to teach others or guide others to do something good.

✓ No, I don't because it's hard for me to be patient enough to teach or guide others to do good things.

The phrase 'be more patient' is grammatically okay but awkward in context; 'patient enough' is clearer. Also 'to teach others or guide others to do something good' is repetitive; simplify to 'teach or guide others to do good things.' Suggestion: use concise parallel structures and correct modifiers ('patient enough').

× For example, I always do some academic things and not be patient in daily.

✓ For example, I always do academic tasks and am not patient in daily life.

'Do some academic things' is informal; 'academic tasks' is clearer. 'Not be patient' lacks the auxiliary verb 'am'. 'In daily' is incomplete — use 'in daily life'. Suggestion: use correct auxiliary verbs and standard collocations ('daily life').

× Yes, I did.

✓ Yes, I did.

This short answer is acceptable in context; however, normally the examiner asked 'Do you have a teacher from your past that you still remember?' and a simple 'Yes, I do' or 'Yes, I did' both can work depending on intended tense. No grammatical change required. (Included for completeness.)

× He was a funny guy and patience teacher.

✓ He was a funny and patient teacher.

As before, 'patience' (noun) should be 'patient' (adjective). Also combine adjectives properly: 'funny and patient teacher' or 'a funny, patient teacher.' Suggestion: use adjectives rather than nouns when modifying nouns.

× For example, she knew you took some interesting methods to let students know about it.

✓ For example, he used some interesting methods to help students understand the material.

Pronoun mismatch: earlier the teacher was referred to as 'he' but the sentence used 'she'. Also 'knew you took' is unclear and unnatural. 'Used methods to help students understand the material' is clearer. Suggestion: keep pronouns consistent and use clearer verbs like 'used' and 'help students understand.'

× No, Kaijin nods.

✓ No, I'm not in touch.

'Kaijin nods' is nonsensical here. The intended meaning is likely that the student is not in contact with primary school teachers. Use a clear subject 'I' and verb 'am not in touch' or 'I am not in contact with them.' Suggestion: state the subject and verb clearly and use the correct phrase for 'in contact.'

× Because I live from primary school for a long time, so with discord matters.

✓ I have been away from primary school for a long time, so we have lost contact.

The original sentence has several structural issues: 'live from primary school' is incorrect for 'been away from,' and 'so with discord matters' is unclear. Use a clear cause-result structure: 'I have been away... so we have lost contact.' Suggestion: use present perfect for actions that started in the past and continue (have been away) and clear expressions for loss of contact.

× But I will try to go back to my publishing.

✓ But I will try to visit my old school.

'Go back to my publishing' is nonsensical. The intended meaning is likely visiting the school. Use 'visit my old school' or 'go back to my primary school.' Suggestion: choose vocabulary that matches the intended action ('visit', 'go back to').

× For example, my home is near to primary school and I will try to miss out much.

✓ For example, my home is near the primary school and I will try to visit often.

Use 'near the primary school' (no 'to' after 'near'). 'Miss out much' is incorrect for 'visit often'; replace with 'visit often' or 'go there often.' Suggestion: learn common preposition collocations ('near the school') and correct verbs for intended meaning ('visit often').

× My favorite teacher's views are inhabitants and fun labours to let me increase my motivation for learners.

✓ My favorite teacher's methods are engaging and enjoyable, which increased my motivation to learn.

Many word choices are incorrect: 'views are inhabitants' and 'fun labours' do not convey clear meaning. Likely intended 'methods' or 'approaches' and 'engaging'/'enjoyable.' Also 'motivation for learners' should be 'motivation to learn.' Suggestion: use 'methods/approaches' and adjectives like 'engaging' to describe teaching style, and 'motivation to learn' as the correct collocation.

× For example, he used interesting story to link up the different information what we need to do.

✓ For example, he used interesting stories to link the different pieces of information we needed to learn.

Article and count noun errors: use plural 'stories' or 'an interesting story.' 'Link up' is informal; 'link' suffices. 'What we need to do' should match past tense 'needed to learn' if referring to past teaching. Suggestion: match number and tense and use appropriate articles ('interesting stories').

× I can't catch up easily.

✓ I can't catch up easily.

This sentence is grammatically acceptable in present tense if the student means they find it hard to keep up. No change necessary. (Included for completeness.)

× Actually, I like my high school teacher rather than primary school teacher because their guidance direction will be different.

✓ Actually, I prefer my high school teachers to my primary school teachers because their guidance is different.

Use 'prefer A to B' rather than 'like A rather than B' for comparisons. Also maintain plural agreement ('teachers') and replace 'guidance direction will be different' with 'their guidance is different' for clarity and present habitual meaning. Suggestion: use 'prefer A to B' and keep subject-verb agreement.

× For example, high school teachers will teach us how to be a good student rather than the results.

✓ For example, high school teachers teach us how to be good students rather than just focusing on results.

Use plural 'students' to match 'us.' Replace 'rather than the results' with 'rather than just focusing on results' for clarity. Also present simple 'teach' is appropriate for habitual actions. Suggestion: use clear contrast phrasing and correct number agreement.