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Level tests are designed to show the ability of the participant to use the language. These level tests are graded which means they start easy and get progressively harder. The Common European framework scales different level descriptors into different categories: 1. A1 Breakthrough (Starter): Has a basic command of the language required for a range of familiar situations. 2. A2 Waystage (Elementary): Has an effective, but limited command of the language in a range of familiar situations. 3. B1 Threshold (Pre-intermediate): Has a generally effective command of the language, in a range of situations, can take part in discussions. 4. B1 Threshold (Intermediate): Has a good operational command of the language, in a wide range of real world situations and can participate effectively in discussions and meetings. 5. B2 vantage (Upper intermediate): Has full operational command of the language. 6. Levels C1 (upper Intermediate): Has full command of the language for effective operational efficiency. 7. Level C2 (upper intermediate): Has full mastery over the language and can present an argument. Needs analysis gives a idea of a student?s previous learning experiences and can be taken in the form of a simple questionnaire. Using results of level tests and needs analysis, students are arranged into groups. The first lesson for each group is devoted to needs negotiation. For younger age group, the negotiation can be based around the class rules rather than syllabus content. For older students, the negotiation should focus on the areas of learning that students feel would be most useful to them as a group. There are limitation factors as there are generally mismatch between what we would ideally like to do and what we have to do. The limiting factors are discussed as follows: 1. Employer: The school or company you are being taught decides the curriculum. 2. Time constraints: The contract time is decided before entering a school. Some schools decide what to tell and when. Other teacher in the department should be consulted regarding what they do. 3. Resources: What resources you have access to can affect what you teach. It is important to get to know the administrative staff at school for required elp regarding resources. 4. Cultural issues: Teachers need to be sensitive to certain issues which relate to cultural norms and taboos. 5. Students: Students? account must be taken in designing the syllabus. If the teaching style is radically different to the normal practices, then the parents or the teaching staff should be explained why the methods are different. Course syllabus is usually given in most schools. Syllabus is usually designed based on a few factors as follows: 1. The structural syllabus (based on sequencing by grammar complexity) 2. The functional-notional syllabus (based around communicative purpose) 3. The learner-led syllabus (students have input to the design) 4. The situational syllabus (based on the situational needs rather that the grammar) It is important for the teacher and student that the student takes regular tests. These tests include diagnostic test, placement test, aptitude test, Achievement test, proficiency test and progress test. Students also prepare for some specific exams in English. The best known examinations at this level are the Cambridge examinations. The CYLE (Cambridge Young Learners of English) tests are at three levels: 1. Starters: Designed originally for seven year olds with about 100 hours of study in the English language. 2. Movers: designed for eight year olds to eleven year olds with about 175 hours of study in the English language. 3. Flyers: designed for nine year olds to twelve year olds with about 250 hours of study in the English language. There are three separate tests for each level, in speaking, reading/writing and listening. These examinations are designed to lead into the higher, adult examinations of KET and PET. KET is the Key English Test and is designed for students over thirteen years of age at the elementary level. PET is the Preliminary English Test designed for lower intermediate students. On completion of the course it is advisable to do some form of evaluation for a few reasons such as: 1. It will help you evaluate your material and suggest improvements that you can make to it. 2. It gives students an opportunity to evaluate the course against the initial stated aims. 3. It provides you with useful information that can form the basis of report to give the employer. An efficient way to gather this information is through the use of an end of course questionnaire which includes syllabus, materials and teaching style.