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This unit covered the process of course design from the first meetings, level testing, needs analysis, syllabus creation, and course evaluation. In the first meeting of students, it?s important to assess what they know and what they need to know. It?s best to do a level test first, followed by a needs analysis, and finally dividing the students into class groups. The purpose of a level test is to see the students? English proficiency level, not necessarily any specific business knowledge. The five-level scale is as follows: elementary, pre-intermediate, intermediate, lower advanced, and advanced. A needs analysis will give an idea of the students? previous learning experiences, what they use English for in their job, and what they feel would be the most beneficial areas for them to study. It can be done in a questionnaire. A needs negotiation should take place in the first lesson. This is a class discussion that focuses on areas the students feel would be most useful to the group. There are many ways to create a syllabus, but the easiest way is to take the needs analysis complete by the students and bring the concepts together forming a logical sequence. Assessments allow you to measure both the effectiveness of the course as well as the students? progress. These tests include: diagnostic, placement, aptitude, achievement, proficiency, and progress. Course evaluations help you evaluate your material, gives students an opportunity to provide feedback, and provides you with useful information that can form the basis of a report that you can give to your employer. What I took away the most was the simple way in which to create a syllabus for a business English class: use the needs analysis to bring concepts together and form them in a logical sequence. This may vary the most compared to general English courses and even young learners due to the businesses and needs of the vary companies and different industries. It's important to know both the goals of the students as well as the employer.
