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Unit 19 focuses on how to teach special groups of learners, namely, young and individual learners, clients, and beginners (who can be divided into several categories: absolute and false beginners, adult, young and beginners without Roman alphabet knowledge).
Further on, the lesson offers methodology and techniques on how to successfully teach beginners, as well as possible problems that may arise, and advice on how to solve them.
Next is teaching individual students, which has its advantages and drawbacks. It offers suggestions and suitable activities on how to make these lessons more dynamic and successful.
Teaching children can be one of the most rewarding experiences as kids have an innate curiosity, which is a great motivating factor. Patient repetition, positive encouragement and frequent praise help children to develop a sense of self-esteem, and they are less self-conscious about potential mistakes. Teacher should also be aware of children’s short span of attention or concentration, as well as seeking teacher’s approval. Teacher should keep the activities fun, varied and at good pace while relating them to kids own interests. The lesson gives some do’s and don’ts on the classroom lessons when teaching kids. Moreover, it gives tips on how to manage and discipline the class (the teacher has to consider why some of the problems appeared in the first place: due to problems at home, attention seeking, peer pressure, boredom, or lack of consistency from the teacher).
Teaching English for specific purposes (Business English) often comes down to teaching general English to professionals, or teaching business content and skills through medium of English to pre-professionals. This kind of teaching can be done one-to-one, in-company group, and in-school group. All require different approach. Types of clients (learners from a company) vary immensely. Common problem that ET will encounter is clients being tired, not attending classes regularly, not doing homework, as well as diversity of levels within a group, which, together with a group dynamic and students’ motivation, teacher must face and deal with.
Lesson offers a way how to find out what these students exactly need: after testing their level, teacher could have an informal chat with students or give them a form of written questionnaire to assess their needs (example of which is provided, and I find it really useful so will apply it from now on, as I have struggled with many of the previously mentioned issues when I’ve just started teaching business English). So on the first day teacher should negotiate some students’ needs, plus do introductions and some language input. After the students’ needs and abilities within the group have been assessed, teacher can start planning the course. There is an abundance of material on the market for this type of classes.
Last, the lesson takes a look at monolingual (usually taught at home-country), and multilingual classes (often in countries where English is native language), the advantages and disadvantages of each.
