Do you want to be TEFL or TESOL-certified and teach in ZhAngxiZhen? Are you interested in teaching English in Chaozhou Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
The rampant inclination of teaching Business English has become undoubtedly omnipresent. The rise of clients who are eager to learn Business English has become ubiquitous. In this sense, the process of teaching Business English requires the implementation of test levels, test types, syllabus design. Accordingly, there are five-level testing systems. These include elementary, pre-intermediate, intermediate, lower-advance and advanced levels. The aforementioned five-level test systems are literally introduced by The Association of Language Testers in Europe. Needs analysis is of paramount importance to teachers and students alike. It assists teachers to be acquainted with the students? previous knowledge and the needs of interest and contexts they want to further learn and improve. Before the course launches and immediately after the needs analysis completion, it is mandatory for teachers to design a syllabus accordingly. Syllabus design is substantially comprised of four patterns, including structural syllabus, situational syllabus, functional/notion syllabus, and the learner-led syllabus. As its name suggests, structural syllabus is designed to focus attention on grammar points of language. Functional syllabus emphasizes the significance of communicative and practical parts of language. For instance, expressing complaints, agreement, disagreement, opinion and the like are considered part of notional/functional syllabus. Situational syllabus focuses on the role of using English language in different vivid and concrete contexts. Lastly, the learner-led syllabus is a syllabus designed by primacy by students? needs and interests. In the same context, tests are regarded as compulsory step to be undertaken during, oftentimes, the initial, midst and end of the course. Accordingly, there are potentially six types of tests that are executed by teachers. Initially, students are required to take placement test in order to assess their general knowledge to group them in their righteous level. Diagnostic test is literally executed before the course begins in order to assess students? prior knowledge and skills about different contexts in English language. Oftentimes, teachers utilize aptitude test to assess students? prospective performance about the course with regard of using the already learnt language. Progress test is frequently used test by teachers in order to assess students? improvement about the leant language skills during the course. Proficiency test is basically referred to assessment of students? knowledge about particular field of study, including medicine, literature and the like. Finally, achievement test is a test used to assess and evaluated students? capacity of grasping and digesting the already covered language points throughout the course. Hence, a productive course is based on teachers? subtle ability of using the effective and appropriate syllabus design and test types for students.
