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In order to design a syllabus which meets the needs of any class, a teacher must analyze the degree to which students understand English. With this analysis the teacher can make an appropriate selection of materials which meet the demands of the class. The level test is the best choice for this process, because it monitors the level of language the students have. The test grades are rated in five levels, with which the teacher can proceed to define the needs of the class. To finalize this analysis a short needs negotiation with the class is suggested. Students can discuss the desired content of the class, and what they think would benefit their language learning most. Only if the students are too young should the negotiation of their needs be reduced to a general discussion, for instance, about class rules. In any case, the teacher should have worked out a preliminary syllabus at this point to set a definition of the needs of the class. Thus, syllabus design for mature students requires more attention, because classes of young learners are likely situated in an educational institution which may have a prepared syllabus. In contrast, a business English class normally will be for a specific company or a group with the same specific interest. The usual goal of an English course for an employee of any given company is the ability to present their company or product in English, and furthermore, to be able to introduce themselves in a formal manner. For example, this may include detailed information about skills and professional experience, unlike the goal for a class of Young Learners which usually consists of a general set of knowledge, like numbers, days of the week, or introducing yourself in an informal manner. Receiving an evaluation from students will deliver suggestions of how to improve the class to the teacher. This is a great time for the student to give feedback. On the other hand, a teacher ought to evaluate students individually. An evaluation of this kind provides material for a report which can be useful for future purposes. Mature students often look for an official proof of their language proficiency. Evaluation of the course by the students and evaluation of the students by the teacher is advisable only for mature students. A child easily feels overwhelmed by this judgment, or respectively, by this task. Evaluation and testing of Young Learners compared to Business English students shows a difference in the purpose of learning a second language. Generally speaking, Business English classes and more mature classes of Young Learners require a basic knowledge of the language. A mature class is able to define their goals and tell reasons why they learn a second language, while children need a different approach in order to learn the basics. For children the teacher must understand and determine the needs of the class without the discourse with the pupil. Hence, testing and evaluating requires specific preparation by the teacher. Children call for a clear perspective which must be determined by the teacher beforehand. Students should have reached a certain level of maturity and knowledge of the second language in order to be involved in the process of the creation of a syllabus, unlike a mature group of students which normally is very specific. Thus, the dialogue between students and teacher is necessary.