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Course development summarises how best to build and execute the most beneficial set of lessons possible for the type of young students you are teaching. We can do this by following a number of stages pre, during and following the course itself. This ensures that the lessons context and structure is relevant and appropriate throughout. To begin, testing the students current level of language knowledge and conversation strength is necessary. The next step is to analyse the students needs such as what they have already experienced, what they will use the language for in the future and any areas that are particularly relevant and beneficial to them specifically. Combining these can then allow for group arrangements to be made. These groups can then be approached and introduced to you and the course in the most appropriate manner ie. expectations and approach will differ. It can be limiting if you are working for a school or organisation that pre-arranges/decides upon time limits (how long to teach areas in the lesson and lesson itself) and the semester/course syllabus. It may be challenging if you feel more/less time is needed for certain areas and also if the subject matter is not very relevant. Equipment may not be readily available depending on where and who you work for also. Whether you work for an employer or yourself, you will need to always be aware of differing approaches and sensitivity needed for varying cultures, language purposes and the sex of students. As mentioned the syllabus may well be provided for you but if not, it is useful to determine which design theory is best for your class. These can range from student led to grammar focussed. Assessing students is very beneficial to both teacher and student. By testing students regularly and in a range of ways, it can ensure the course is working well and also motivate the students. Student and teacher are both motivated to make improvements if needed. Final exams will show whether the students have passed the course and thus placing them at a higher level. The most common and significant exams for English are CYLE. The final stage is the evaluation of the course on the whole. Generally, this takes the form of simple questionnaires. It provides student feedback regarding everything from teaching style to materials provided. This is insightful and can alert the teacher to improvements and modifications needed in the future. It is also good to have a report such as this for your employer if you have one.
