Teach English in Gucheng Zhen - Wuwei Shi

This unit went over how to approach the first day of teaching a new group of Business English learners. This includes the tests that should be conducted prior to the start of the course, the tests that must be completed during the duration of the course, and final examinations. This unit also went over Needs Analysis, syllabus design, and the different types of tests related to learning English. During the first meeting of your students, a teacher must make an assessment of what students know and what they need to know (i.e. initial level tests (placement tests) followed by a needs analysis). If you have fifty or more students, it makes better sense to conduct both the initial testing and needs analysis at the same time. Several teachers test for level first then group your students according and then conduct a needs analysis, however, this unit mentioned that it is more efficient to do a needs analysis first and then test for level. Groups should be made up based on needs and level together (General English Test). The different levels of English are as follows: elementary, pre-intermediate, intermediate, lower advanced, and advanced. Descriptions of these levels are provided for in the unit, and these levels are based on the European 5 scale established by ALTE. A needs analysis gives an idea of previous learning and is generally a quqestionnaire (electronic based or written). A needs analysis will give the teacher vital information that will direct the course, such as what they use (will use) English for in their jobs, and what they feel will be most beneficial for them to study (i.e. What are the needs of the students!). The Human Resources manager can translate into students' Native language for lower level students who do not yet have strong English skills. Making groups should be done in advance with the human resource department (company may have their own requirements for groups). Furthermore, the first lesson should have some time allotted to a needs negotiation (with each group) in the form of class discussion, focusing on areas that students feel will be most useful to them as a whole group. Prior to this, a teacher should already have a preliminary syllabus made. This will help direct discussion to show how needs are/will be addressed. If your group is at a basic English level, it is best to leave a needs negotiation out of the first lesson. Any individual needs that differ from the group as a whole will be/can be addressed through homework and various assignments highlighting the individual needs. The syllabus design process requires that groups are arranged by level and that a teacher has looked at what the needs analysis shows. There are four main areas of need: writing job descriptions, presenting information to clients, describing new products, and describing the company to clients. If you have a one hour classes, you should start by removing any time that is not for teaching or practice. For example, this includes the first lesson (level testing, needs analysis/negotiation, explaining syllabus and course). The first session should be for assessment, and the very last lesson should be for examinations/final assessment. It is also important to leave flexibility in your syllabus for review or other scenarios that may come up. The syllabus gives the following information to students: what each unit is called, what skills each unit covers, grammar and vocabulary involved, tasks and functions the language has, and resources used. The end of the course assessment is vital, as is some regular form of testing or assessment of learning throughout the duration of the course. Assessment as learning helps a teacher see how effective his or her program is and helps students monitor their progress. Assessments while learning give information that will guide any modifications in the course that are needed (i.e. extra practice). Lastly, there are six main types of tests. Diagnostic (before course) assesses knowledge/skill in specific areas that have accrued due to past learning experiences. Placement tests group students by current ability in a range of areas. Apitude tests predict future performance and try to assess if a student will be able to use the language. Achievement tests assess learning of a body of work and are made to give maximum discrimination between students so individual progress can be monitored. Proficiency tests assess students current knowledge and reference this forward to some future tasks. Finally, progress tests assess progress in learning specific areas taught in class. Regardless if it is asked of a teacher or not, it is very advised that a teacher keeps a record of assessment and student learning in case it is needed for reference by the student or company. Keeping records are also a helpful way for teachers to continue to reflect upon and improve their own teaching and lessons.