EAL/ESL Report Comments: Speaking, Secondary
Speaking is producing spoken English to communicate needs and ideas, from gestures, single words and set phrases to full sentences and extended talk, in partner, group and class discussion: describing, explaining, retelling, giving reasons and asking questions.
Below are 13 sample sentences for Secondary (ages 11-18): two strengths and one next step for each of the 4 comment levels (Competent / fluent / Developing competence / Early acquisition / New to English), plus a tip for families. They are a small selection from the 188 speaking sentences in the full pack. Copy one, then add a detail only you know about the student.
Jump to: Competent / fluent · Developing competence · Early acquisition · New to English · Writing tips
Fills in the name and pronouns on this page. Nothing is sent anywhere.
Competent / fluent D
Strengths
- In geography, [Name] summarises a group discussion clearly for the class, picking out the main points and the reasons given for them.
- [Name] retells events in a clear order, adding relevant detail and linking ideas with phrases such as "as a result" and "shortly afterwards".
Next step
- Preparing for presentations by thinking ahead about questions the audience might ask would help [Name] answer with even more precision.
Developing competence C
Strengths
- [Name] is developing a set of formal phrases for discussion, such as "In my opinion" and "I disagree because", and uses them in most lessons.
- When a word is missing, [Name] finds another way to explain it, such as describing what an object looks like or what it does.
Next step
- [He/She/They] should practise giving short presentations from brief notes rather than full sentences, so that the talk sounds natural and eye contact is easier.
Early acquisition B
Strengths
- [Name] can describe a picture, map or diagram in simple sentences, for example saying where things are with "next to" and "under".
- [Name] speaks more and more in English during group tasks, using short phrases such as "I need help", "I finished" and "look at this".
Next step
- A good next step is for [Name] to link two points about a diagram with "and" or "but" when explaining it aloud.
New to English A
Strengths
- [Name] has learned short set phrases for the school day, such as asking where a room is or saying "I am ready".
- Using a picture card or a home-language word, [Name] lets adults know when [he/she/they] would like help.
Next step
- Working with a same-language buddy to prepare a one-word or short-phrase answer will help [Name] take part in class questions.
Support at home
- Ask your child to talk about a song in your home language, explain a favourite line or idea, and say why it matters to [him/her/them].
How to write speaking comments for Secondary (ages 11-18)
- Teenagers can feel self-conscious speaking a new language in front of peers. Credit small public contributions, such as a short answer or reading out a prepared sentence, and keep next steps a manageable size.
- Name the subject task: explaining a method in mathematics, giving a reason in a history discussion or presenting group findings in geography. This shows families where spoken English is growing and where it needs practice.
- At stages C and D, comment on preparation and range: rehearsing a presentation from notes, using subject terms aloud, correcting a tense mid-sentence, or adjusting tone between group work and a formal presentation.
Watch out: Avoid commenting on accent. Report whether the student is understood and how clearly they explain ideas; mention pronunciation only where it affects meaning, and then name the specific word or sound to practise.
Rate each skill separately, since many students understand more than they can say. At stage D, write about precision and range; at C, growing independence with errors still showing; at B, short phrases and visual support; at A, what the student does now and the support that helps. Show the stage through evidence rather than naming it.
What Speaking covers
In these comments, speaking covers these behaviours:
- communicates needs and ideas, from gestures and single words to extended talk
- takes part in partner, group and class discussion
- uses spoken English to describe, explain, give reasons and retell
- speaks clearly enough to be understood and self-corrects
More EAL/ESL comments
- Listening, Secondary (ages 11-18)
- Speaking, Primary (ages 5-11)
- Reading, Secondary (ages 11-18)
- Writing, Secondary (ages 11-18)
- Vocabulary and Grammar, Secondary (ages 11-18)
- Language-Learning Behaviours, Secondary (ages 11-18)
- Opening and closing sentences
- All EAL/ESL skills and grade bands
- For the same report: Subject Report Comments for Cambridge Primary and Lower Secondary, Stages 1-9
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How these sentences were made, and what has been checked: About these comments.