GUIDELINES (assignment broken down into 4 steps) 1. Choose one client group (EAP, ESP, ESOL, YL’s, Advanced level English…) and outline some of the main defining characteristics of this client group (Age, social background, needs, goals, financial situation, study skills, expectations to the teacher, cultural background etc). 2. Say how you would go about conducting a needs analysis for this group in preparation for designing a course for this group (give examples, use questionnaires, investigation procedures, learning background history and file in an appendix). 3. Discuss and critically evaluate what you consider to be some of the principal considerations in choices made concerning course design and methodology when teaching this group. You may wish to restrict this to one area of language competence/skills OR you may wish to discuss several areas of language competence/skills (synthetic or analytic syllabus, product or process, implicit or explicit grammar, learning strategies...) 4. Suggest and evaluate ways in which communicative assessments procedures can be designed to monitor the progress of the group and, by implication, the overall success of the course (Pen and paper assessment, teacher feedback, observation, school’s obligations...). To the attention of the writer Evidence based argumentation (Second Language Acquisition Litterature, and English Language Teaching litterature etc). Areas of language competence=4 skills:Reading/Writing/Speaking/Listening. This paper requires to be creative in the way the potential group of students is chosen, described, and in the way an analysis of their needs must be carried out, using appropriate references and English as a Second Language theories. For the last part, communicative assessment procedures refer to the rather recent CLT (communicative language teaching) theory of second language acquisition.