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A teacher can be assigned to different teaching environments. It can be a state school or private institution, and the location may or may not provide a syllabus. As a teacher it can be up to you to design and develop a syllabus appropriate for the age group you are teaching. There are a few steps to take before during and after the course. A level test is used to show the ability of the student to use the language. Through this type of test, students are placed into the following categories; starter, elementary, pre-intermediate, intermediate, upper-intermediate. This is usually done through a written test. After you have a preliminary syllabus created, a needs analysis is performed after a level test, and is used to gage the students previous learning experiences, what areas they would like to study, and what they will actually be using English for. With younger learners the initial needs negation should be about class rules, whereas for older learners it could be a discussion about what they want to learn. When designing a syllabus, it is important to keep in mind how long your course is, how many progress tests you will have, what language points you want to cover, and what ability and age range the group of students is. For example, in a syllabus with 20 lessons planned in it, there should be at least one progress test, two revision days, and a final achievement test day. There are different types of syllabi, such as a structural syllabus that sequences grammar based on complexity. There is also learner-led syllabus, in which the students have input to the design, or a functional-notional syllabus that is based on communicative purpose. There can be a student syllabus, material syllabus, or an organizational syllabus. There are different assessments that can be performed to determine the course of a syllabus. A diagnostic test can be performed at the beginning of the course to determine the student’s current knowledge and skills. Progress tests can be used to assess the students’ knowledge in a specific area taught in the class and is usually taken in the middle of the course. A final achievement test is used to test the students’ knowledge of everything that they have learned in the course. All three of these types of assessments are important in the development, alteration, and future creation of a syllabus. At the end of a course there should be evaluations done of both the student and teacher. This will allow you to make improvements to your material, get feedback on the efficacy of the course, and provides useful information to your employer. This can be done through a questionnaire. During the duration of the course you may need to prepare students for an English examination. The exams cover reading, writing, listening, and speaking, and are divided into three different learning groups. Some limiting factors that can restrict your syllabus could be your employer, in which they may dictate everything you have to teach. There can also be time constraints, in which the institution decides how much time is spent on certain areas. Access to good resources can limit the effectiveness of your teaching. It is important to always be aware of culture issues. Also take into account the demographics of your students, what motivates them and what is normal teaching practices to them.
