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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
In unit 3 we covered how one should go about assessing students, testing and course development.
I learnt that on the first encounter with the student I would need to determine the level of English proficiency. To do that I would need to conduct a general English level test.
Following that I would need to do a needs analysis to find out the students pervious English learning experience, how they intend to use the language at work and what areas they would need the most work in.
To structure a syllabus for the students it will be best to allocate at least one hour for needs negotiation and explanation of the syllabus. One hour for discussion related to unforeseen problems and one hour for student assessment. The rest of the time should be divided accordingly among the rest of the topics that needs covering.