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Unit 19 focuses on specialized types of classes. It introduces teaching beginners, individuals, children, or business students of English. There are different categories of beginners (absolute beginner, false beginner, adult beginner, young beginner, and beginners who are not familiar with the Roman alphabet). Unit 19 introduces important and effective methods and techniques for teaching beginners and improving motivations, as well as common problems that may arise. Teaching individual students, or teaching one-on-one, is usually less formal than a classroom setting and has the advantages of being able to focus on one individual?s specific needs and issues. Even when students want to focus on conversation practice, it is best to include vocabulary building exercises or use the time to address some common grammar issues that the student may have. This adds an objective and more structure to the lesson; it will also allow the students to review old information while learning new material. The unit provides a list of 1-1 activities and homework tips for individual students. Children learners are typically more ?rewarding? to teach. Children are often more curious and motivated. With children learners it is important to speak slowly and clearly, use lots of repetition, and to have positive responses while avoiding focusing on their mistakes. The unit provides a list of Do?s and Don?ts for teaching children. It also offers tips for maintaining class discipline and management for this age group. There are also Business English or English for Specific Purposes (ESP) students. A teacher does not necessarily have to have experience in their related field to teach these students English. Most often a teacher will work to improve skills in areas such as speaking on the phone, giving introductions, or presentations in English. Students of this class type may have mixed language abilities, come from different background or experiences, or even be different ages. Some students may also not necessarily be motivated but ?required? to learn English for their jobs. Since these students are more likely to be tired after a long day of work, lesson plans will have to work around this; it may not be possible to get through as much material as a teacher might in a typical English class. It is important to find out their individual needs early on in the course and create a course plan that will target these areas, especially where students? needs overlap. The unit provides a sample Needs Analysis questionnaire and tips on planning the course. Unit 19 also goes over monolingual versus multilingual classes and the advantages to each of these classes. It also provides some tips for how to avoid the use of the students? native language in the class.
