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When first starting a lesson with a new group of students, it is important to do a level test followed by a needs analysis. Once taking the level test, the students will be put into their recommended categories (elementary, pre-intermediate, intermediate, lower advanced, advanced). Needs analysis is to help the teacher have an idea of the students' previous learning experiences, what they use English for in their job and what the students will feel is most beneficial for them to study. Once doing the needs analysis, this will allow the teacher to create the syllabus. The first lesson are two are going to be based on doing the level test, needs analysis, and discussion of what will happen throughout the semester/ time of studying English. When creating a syllabus, there are many different theories including the structural syllabus which is based on sequencing by grammar complexity, the functional/ notational syllabus which is for communicative purposes, the learner-led syllabus for students to have input to the design, and situational syllabus which is based on situational needs rather than grammar. At the end of a course, it is important that an assessment or testing take place. This will be able to provide the teacher with information on how to improve the course. There are different tests such as diagnostic, placement, aptitude, achievement, proficiency, and progress. Diagnostic tests assess the student's current knowledge in specific areas due to past learning experiences. Placement tests are designed for group students and their current ability in anything specific. Aptitude tests predict students' probable future performance on the course. Achievement tests are designed to see what the student's have learnt from previous lessons based on the syllabus. Proficiency tests are able to assess students' current knowledge and reference this forward to some future task. Progress tests are to see progress in specific areas taught in class. Once the course is completed, it is advised to do some form of evaluation to see what the teacher can improve on. This is a great way to get some positive and negative feedback from the students. Also, the teacher should keep track of students progress, attendance, achievement grades, etc. Even if it is not required, it is still good to keep evidence.
