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In the unit 3 I have learned how to design syllabus for business clients and what to do before actually designing it.
During first meeting with a client we can assess the level of English Proficiency and what they need to know. It makes more sense if we test for level first and put students into groups. There are many level descriptors but the most common way is to use a five-level scale as follows:Elementary,Pre-intermediate,Intermediate,Lower-advanced,Advanced.
After we gained an understanding of students' level from level test, the next step is to do 'need analysis'. The needs analysis is to give a teacher and idea about her/hid clients learning backgrounds and in which areas they need to improve.
After that a teacher should design a syllabus. There are few types of it: the structural syllabus, the functional syllabus, the learner-led syllabus and the situational syllabus. So, the course plan should include: the first lesson which should be a need negotiation followed by explaining the designed syllabus and one lesson for students' assessment at the end.
It's important for teachers and students that some regular form of testing or assessment of learning takes place.Types of test include: Diagnostic, placement, aptitude, achievement, proficiency, progress.
Progress tests should be carried out a minimum of once in a course, probably at the end of it as students are always keen to put themselves in for examinations which gives them a more formal qualification, which may be useful for their own professional development.
