File 01 lesson: Where do we stand now?
visual aids: textbooks, BB
Objective: This section gives the opportunity for PP to check their progress through a series of revision
exercises. An assessment sheet is provided to this end. It allows both PP and teacher to monitor progress and
to decide whether remedial work is necessary or not before moving on to the next file.






Procedure

The aim of the section as a whole is to check the progress that the learners have made in the file.

Test yourself
This sub- section consists of types of exercises that are not time consuming: PP can cover them within a time span that will allow them to check their answers in class .

T. allocates approximately twelve minutes for each of the exercises..

 ( 1 page 45)The aim of this task is to check out whether the learners can respond appropriately to prompts in selected reciprocal exchanges using functions, language forms and strategies developed all through the file.
The keys to the exercise are as follows:
A. How do you do? B. How do you do?
A. Thank you. B. You are welcome.
A. Can I speak to Lydia, please? B. I’m sorry. She isn’t here at the moment.
A. Three pounds twenty. B. Pardon? (I can’t hear you)
A. I’ve got a headache? B. Would you like an aspirin.
A. See you on Wednesday. B. Goodbye.
A. Would you like to come to B. No, thank you. I’m doing a concert tonight ? my homework.

 (2 ) The adjectives which can be used to describe personality features are: polite, lazy, funny and timid.

 ( 3 ) By doing this task, the learners will check whether they can use reading strategies according to the reading material at hand.
Here are the keys to the task:
A newspaper (strategy b) A postcard ( strategy a) A telephone directory(strategy b) A letter (strategy a)

 (4) The text is a short note for expressing apology. It will be completed as follows : «I had a terrible headache». The second text is an invitation. The learners will use «Would you like to come to my party?» to complete it.


Questionnaire
There is no need to make PP feel that the teacher is making “judgement” over them . On the contrary, he makes them feel that it is a potentially useful part of learning.







T. explains to PP that the purpose of filling in the questionnaire isnot to pass judgement over them, but to check how they are getting along. To dissipate the fear that generally accompanies traditional somative testing i.e.,
testing determining the passage from one grade to another, make it clear right at the outset that there is no need to write their names on the questionnaires.

It is not necessary to make PP copy down all the questionnaire. T.asks them to write only the alphabetical letters and assess their performance in each of the listed skills and functions as indicated in the textbook (e.g., a. very good; b. not good ; c. good etc…)

«How many learners think that their performance is not good, good or very good in each of the functions and skills?»
T. gives the survey form on the next page to PP and asks them to read their peers’ questionnaires and to tick in the boxes according to the response of the PP to each of the questions in the checklist and tells them to count the ratio
of performance for each of the skills and functions and let them decide where it is necessary to have remedial class work before moving on to the next file.

There is another way of making the PP express what they think about how well they have worked in the file. It is by asking them to fill in assessment sheets and to hand them to you without any signatures. It is for the teacher to collate information about remedial work by at the weaknesses mentioned by the learners.