Reports the procedure followed by members of the Testing and Evaluation Section, Schools Council Modern Languages Project, York, in producing test batteries to accompany the Nuffield/Schools Council language courses, the French course "En Avant" in particular. (RM)

Discusses various uses of testing in language teaching as well as testing that occurs in normal language use. (RM)

Some of the methods used in teaching a French class composed of about 20 children classified as slow learners with an average reading age of 6 plus are described. Emphasis was on listening skills and background knowledge. (RM)

An alternative model for the 16+ examinations presently being tested by examining boards is suggested which would allow for differing levels of achievement for different student populations. (RM)

Examines extent to which teacher control of syllabus content, examination papers and examining techniques is practiced in the Yorkshire Regional Examinations Board's region. (RM)

The typical day of a student travelling in France is outlined, with discussion of the different types of language he would be exposed to. Ways in which classroom teaching can provide similar experience are suggested, and abilities involved in listening and reading which are not language-specific are discussed. (RM)

The advantages of a defined syllabus in second language teaching, especially in relation to public examinations, are discussed. The origin and development of the York defined syllabuses are described, and extracts are given from the introductory document and the French and Russian syllabuses. (RM)