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There can clearly be no '1-size-fits-all' TEFL/TESOL syllabus: even 'beginners' come in a variety of distinct kinds such as the genuine, the 'false' etc. Another axis on which to gauge a mixed group of learners would be whether they share the same F1, or perhaps not this but that they are homogenous in some other way, by gender or interest or workplace or sector (but then, their knowledges of English might be more disparate: you might have a 'class know-all' blessed [?] with a perfect and extensive memory of English popular song since 1950 or whatever, in which case you'd need a strategy for keeping this an asset rather than a distraction). In many ways this human variety is what makes the work so intriging: making a communicative difference to a range of human beings, when who knows quite what they will end up achieving with the skills you have helped impart? Sometimes (e.g. within a company) the circumstances for learning may be well sub-optimal (obligation on them to take classes unpaid / after-hours / when work-based exigencies or family factors may cause sporadic absence and hence loss of continuity & cumulation in their language-learning). It is an extended part of the teacher's role, within professional reason, to maintain the momentum even then. O joy!
