The teacher developed the criteria to monitor the use of language materials by…

Monitoring the use of teaching-learning material means tracking how learners actually engage with the material during and after a lesson, not how the material was designed or presented. Reliable monitoring relies on methods that generate ongoing, verifiable evidence of that engagement: watching learners as they use the material, gathering their feedback on it, and reviewing documented records of their work with it.

Applying this here, the criteria asked for must specifically support monitoring how learners use the language material, not how it was designed, introduced, or practised. The triad of observation, feedback sessions and written reports maps directly onto that need: observation lets the teacher see the material in use in real time, feedback sessions surface learners' own account of using it, and written reports leave a documented record the teacher can review later. Together these three give a rounded, verifiable picture of use.

Checking this against the other triads on offer:

• “Present, prepare and practice the material” names stages tied to introducing and getting language content ready for learners — presenting it, preparing it, and having learners practise it — it describes stages of preparing/teaching the material, not a way of monitoring learners' subsequent use of it.

• “Usability, repetition and production of utterances” names qualities and processes tied to the practice/production stage of language learning — how usable the material is, repeated exposure to it, and learner output from it — rather than techniques for monitoring ongoing use.

• “Checklist, assumptions and learning outcomes” mixes one monitoring tool (a checklist) with two planning-stage ideas (assumptions made while designing a lesson, and learning outcomes stated in advance); as a set it does not consistently name monitoring-of-use criteria the way observation, feedback sessions and written reports do.

So the criteria set that helps a teacher monitor how learners use the material is observation, feedback sessions and written reports.