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This unit covers the topic of teaching different types of students including beginners, individuals, corporate professionals, and multilingual and monolingual classes. Beginners fall into 5 categories, the beginner with absolutely no exposure to English, the beginner who may have studied before but retained only a little English, the adult beginner, the young beginner and the beginner without Roman alphabet such as Korean or Thai students. Even though all these groups have different abilities and motivations for learning English, the methods used to teach them remain the same such as having clear and realistic aims, giving clear and simple instructions, asking lots of questions, and enouraging the students to speak English as much as possible. Teaching individual students has increased in demand, particularly with corporate students who are usually more highly motivated to learn. These students often feel that the course can be more geared towards their needs rather than a course directed at a larger group. Activities that would be suited to a one on one class could include short stories, quizzes, pronunciation and goal oriented activities. It is important to understand the different types of situations that can be present when teaching corporate clients. Classes may take before work, during work or after work so the output expcted will also depend on when these classes occur. If the class takes place after work, the clients will be tired after a long day so what may be expected to be completed may not because of this factor, if the class takes place during work hours attendence may be affected due to clients being called out due to being needed for work related events. I am lucky to have experienced teaching young children when I was in Vietnam. These children were aged between 7 and 9 and I found it a very enjoyable experience. I used flash cards to teach colours, shapes and different objects. Class sizes varied from 10 students to 25 students so with the larger classes I used a question and answer scenario based around everyday things they do, routines they follow, food they ate and colours of the clothing they were wearing.
