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This unit looks at specialized groups including: teaching beginners, individual students, children, English for specific purposes, monolingual and multilingual class.
In terms of teaching beginners, students will fall into 2 or 3 categories of these ones: the absolute beginner, the false beginner, the adult beginner, the young beginner, the beginner without Roman alphabet. To adapt the teacher’s approach to these students, we have some tips for the methodology and techniques such as: using simple and clear language, speak strongly and at a constant pace, ask many questions, use body language and many aids, give exercises and monitor the progress of the class. Predicted issues are also presented in order to help us solve the problems. In addition, motivation is very important to keep a happy atmosphere for the students.
Teaching individual students has its own pros and cons. Since it is different from other classes, we should prepare suitable 1-1 activities during class. Homework can be flexible with extensive reading.
Teacher’s role when teaching children is to keep the class fun, varied and at a good pace by relating activities to the children’s own interests. It is essential to create pleasant and welcoming atmosphere in the class. The mood of the class will be determined by many external factors and teachers’ behavior is the most important factor in a classroom.
A growing amount of English teaching world-wide is to business people, which is usually called English for Specific Purposes (ESP). There are numerous types of clients. As a result, we should identify what they use English for in their jobs and what they will need it for in the future by understanding the client’s job and the areas that they need. ‘Needs analysis’ and ‘Needs Negotiation’ will be a crucial part before planning next lessons.
The monolingual and multilingual class are quite interesting since English is a must for communicating. To avoid the use of the mother tongue in the classroom, we should describe our rationale clearly and get the support from the beginning, decide where we place ourselves in the classroom, monitor more overtly, make the work task-oriented, make sure the students are confident and understand what we are saying.
