Ideally you are expected to meet your students at each stage of their projects. This suggestive procedure is designed with this ideal as the default arrangement.

The first thing you do is to work out a timetable of appointments with each of your students. Note that this is the timetable of you meeting your students, not the timetable of your students' projects. The two timetables are totally different in function.

You can summon all the students you are going to supervise together for the first meeting. But ideally, if possible, you meet them on the individual basis. The items on the first meeting's agenda will include the following.

	Check to see if they have done (1) a quick survey of the course book to get an overall picture of what they are expected to do; (2) a close study of Unit 1 so they know that their project will take 6 stages to complete.
	Check to see if they are familiar with how the course is going to be assessed.
	Help them draw an initial project timetable according to the University academic calendar, e.g. by what date students should reach what stage, etc.
	Discuss the list of problems your students have prepared, and help them choose one that is suitable.
	Assess the performance of your students against this checklist.

Student's name¡¡¡_____________ Appointment Date¡¡____________ Stardard marks Actual scores Stage 1 5% The learner has --     decided on a problem to be researched, and discussed and agreed the problem with the tutor 1 point   chosen a relevant problem from his/her own teaching experience 1 point   chosen a problem that can be researched within such a project 1 point   expressed the problem in clear, accurate and unambiguous English 1 point   demonstrated that Stage One has been fully understood and worked out a project timetable 1 point   Total possible points 5 points

It might be a very good idea to have a copy of the checklist for each student and put it into their portfolio. This helps you monitor their project process.

At the end of the tutorial, you must make it absolutely clear to your students what you would expect them to do before the next appointment. In other words, you help students work out a list of actions to be taken before the next appointment. You may even design a standard form to keep tracking. It may look like this:

Up to this point we have outlined a general procedure for your first tutorial. The same operation principle applies to the remaining stages of the project, with the details, of course, being varied from stage to stage.

For the ease of your reference, the performance checklists for stages 2-6 are reproduced below.

Student's name¡¡¡_____________ Appointment Date¡¡____________ Stardard marks Actual scores Stage 2 10% The learner has --     chosen one or more methods of problem analysis 1 point   selected methods suitable to the problem 1 point   applied the problem analysis correctly to his/her own problem 1 point   written in full the stages that the problem analysis took 1 point   demonstrated that the methods of problem analysis have been understood 1 point   reached sensible conclusions about the nature of the problem 1 point defined the problem more clearly 1 point   demonstrated that the problem can be researched in this project 1 point   expressed this stage in clear, accurate and unambiguous English 2 points   Total possible points 10 points

Student's name¡¡¡_____________ Appointment Date¡¡____________ Stardard marks Actual scores Stage 3 20%   The learner has --     formulated a clear, relevant and realistic project objective 1 point   formulated a clear, relevant and provable project hypothesis 1 point   written the rationale for his/her own project 1 point   expressed the rationale in clear, accurate and unambiguous English 1 point   designed activities to test the hypothesis 1 point   designed an adequate amount of activities (to cover 3-4 weeks of teaching) 2 points   designed original activities relevant to the teaching material used (i.e. based on the relevant units of the school textbook being taught) 4 points   written out the activities in clear, accurate and unambiguous English 2 points   stated clearly the objectives of the activities and their relationship to the hypothesis 2 points   included a detailed description of the procedure of how the activities will be used by the teacher and the students 2 points   applied the Communicative Approach learnt from the previous courses in the design of the activities 2 points   included a detailed timetable of how and when the activities will be used in the classroom 1 point   Total possible points 20 points

Student's name¡¡¡_____________ Appointment Date¡¡____________ Stardard marks Actual scores Stage 4 30%   The learner has --     designed the title page of the project and written it out clearly 1 point   listed the contents of the project report in an adequate order 1 point   designed the timetable of the whole project and written it out clearly 1 point   included the stages to be followed and listed all the methods and materials used 1 point   implemented the project by using the specially-designed activities in class 5 points   collected the results, such as students' response and feedback, teachers' observation, etc. (on paper, on tape, etc.) 5 points   proved the project was indeed implemented according to the given stages 2 points   kept a written record of the project implementation 3 points   collected the results in an acceptable scientific way 3 points   interpreted the results in the light of the hypothesis 3 points   shown the hypothesis has been proved or disproved 2 points   come to an intelligent conclusion regarding the research done on the problem identified 3 points   Total possible points 30 points

Student's name¡¡¡_____________ Appointment Date¡¡____________ Stardard marks Actual scores Stage 5 5% The learner has --     evaluated the project by asking and answering relevant questions on every aspect of it 2 point   examined the project critically and objectively 1 point   shown that he/she has understood the nature of evaluation 1 point   expressed the evaluation in clear, accurate and unambiguous English 1 point   Total possible points 5 points

Student's name¡¡¡_____________ Appointment Date¡¡____________ Stardard marks Actual scores Stage 6 30%   The learner has --     given a title page 1 point   given an accurate abstract of the report 1 point   included a correct and appropriate list of contents 1 point   included the project objective 1 point   included the project hypothesis 1 point   included the project rationale 1 point   written the report legibly in clear, accurate and unambiguous English 5 points   written the report in an appropriate formal style 2 points   arranged the text of the report in a logical and comprehensible manner 2 points   given all the relevant facts of the planning, implementation and evaluation of the project 6 points   expressed sensible and intelligent conclusions 2 points   included a bibliography 1 point   written the bibliography correctly (in alphabetical order under the surname of the author or editor, included full title, date of publication, publisher) 2 points included all the relevant materials (questionnaires if used, teaching materials, tables of results, etc.) as appendices correctly numbered and placed at the back of the report 3 points   referred to the appendices correctly in the text of the report 1 point   Total possible points 30 points