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There are many types of groups an ESL teacher may be asked to teach, and this unit focuses on a few of them. Teaching a beginner group can be extremely intimidating, especially for the inexperienced teacher. This type of group can mean students who have no English skill at all, students who have been exposed to the English language but did not retain much, adult beginners who are highly motivated, young beginners that lack motivation, and beginners without the knowledge of the Roman alphabet. Some tips for teaching beginner students is to have realistic aims, be as visual as possible, use vocal repetition, ask several questions, and do pair work. Some problems that teachers run into when teaching beginners can include have a mixture of false and real beginners in your class, not completing the intended lesson plan, and providing supplemental work to help the weaker students.
Teaching individual students is becoming more popular since one-on-one lessons allow the teacher to focus on one particular student's growth. However, this individual student will lose the sense of classroom dynamic and some activities will never be possible. Though some students may just want to engage in conversation, it is important that the teacher have lesson plans to follow so certain goals can be met in each meeting.
This unit also focuses on teaching children and how to approach students at such an early age. This includes slower and clearly pronounced speaking, higher pitches to exaggerate intonation, repetition, and lots of positive feedback. With all beginner classes, it is important to maintain a quick pace of short activities, but this is particularly true for children due to their short attention spans. When working with Business English clients, it is important that the teacher perform a needs assessment. This lets the teacher understand the business worker's goals and job requirements so that lesson plans can be catered to that. It can proved to be difficult teaching this clientele due to sporadic attendance and lack of motivation.
Multilingual classes contain students from different nationalities. The positive of this is that English is the only common language among them; therefore, students will have to use English if they wish to communicate with each other. Monolingual classes will not have the same type of advantage. Since they all speak the same native language, it is likely they will all share similar English issues. This allows the teacher to address a specific topic to a wider audience. The fact that monolingual classes share the same type of culture provides the teacher an idea on what topics will prove to be of interest.
