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Unit 3 deals with course development. The first step is to determine the level of the student or group by administering a level test. Level tests are usually graded, which means that they start with easy questions that progressively become harder. For the purpose of this course, a five-level scale will be adopted: starter - elementary - pre-intermediate - intermediate - upper intermediate.Once the student's level has been determined, a needs analysis is done, during which we look at the student's previous learning experience, what they will be using English for, and what areas of study they feel would be most beneficial to them. We then looked at some limiting factors that may arise when creating a course, such as time constraints, what our employer expects us to teach, what resources we have access to, students' motivation (reason for studying) as well as possible cultural difficulties we may encounter. Next, we studied syllabus design and the information needed such as the level (ability and age range) of the group, the length of the course, the structure of the course (how many progress tests, achievement tests, revision lessons) and finally, what language points I want to cover in the syllabus. Then, we looked at the testing and assessment of students during and at the end of the course, and at preparing students for specific examinations in English, of which the Cambridge Examinations are the most well-known. For the purposes of this course, we will mainly be concerned with the CYLE (Cambridge Young Learners for English) tests. These tests are at three levels: starters (7-year-olds, 100 hours of study), movers (8-11 year old with about 175 hours of study) and flyers (ages 9-12 with about 250 hours of learning). Finally, we learnt about the importance of conducting a course evaluation at the end of each course.
