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This unit considers the processes required when embarking on a course with a group of students from the initial levels test, followed by the needs analysis, then needs negotiation (if applicable), through to the choice of syllabus structured specifically for that particular group. Teachers need to know the difference between the types of tests available and when to use them. Advanced students who need help with exam preparation usually work from an official syllabus e.g. CEIBT, SEFIC or LCCI. Lessons need to be allocated for needs analysis and course content explanation, pre-planned lessons on different topics, one flexible review lesson, plus one final assessment lesson. It is imperative, on completion of a course to have the students give feedback on the merits of the course, the teaching material and the teacher's teaching style. As a teacher, one could be required to submit a report to the employer including records of students' attendance, progress grades and /or achievement grades, as well as a course report. The ALTE 'Can Do' programme aims to develop and validate a set of performance-related scales, describing what learners can actually do in a foreign language. ALTE provides a helpful guide to determine the stage at which each student is; a basis for developing diagnostic test tasks, activity-based curricula and teaching materials, and a means of carrying out an activity-based linguistic audit. Armed with these tools, a teacher can make informed choices between structural or situational syllabi, or when to use norm referencing or criteria referencing in a test or exam.
