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The unit defines the characteristics of a good teacher and those of a good learner, as well as the differences between each group of learners. Regardless of whether the teacher?s preference is for student-oriented lessons or teacher-focused lessons, it is ideal for the teacher to adopt a wide array of roles into his/her teaching style. The roles needed are reflective of the activities the teacher plans to incorporate during the lessons. Thus, the teacher should able to assess when each role is appropriate to use. A good teacher should be able to switch between roles and find a balance between the roles he/she uses during the lessons. Learners can be categorized into two groups: young learners and adults. The former group can be further categorized into three sub-groups: very young learners (7 years of age or less), pre-puberty learners (8 to 12 years of age), and post-puberty learners (13 to 18 years of age). It should be taken into account that each group of learners brings a diverse range of abilities, life and learning experiences, reasons/motivation, and behavioral challenges, thereby affecting the structure, content, and aims of the class. Good learners, whether young or adult, exhibit willingness and desire ? e.g., willingness to experiment and inquire about the language of interest, desire to learn, and willingness to accept errors corrections.
