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Unit 20 covered troubleshooting and potential problems. The first lesson should focus on getting to know students and building rapport, rather than getting straight down to lesson 1 of the course book. By establishing a connection, students will feel more comfortable with one another and it could define the atmosphere of the class for the rest of the semester. Teachers can use questionnaires, surveys, \"tell us about\" activities, pass the ball game, and/or conduct a \"needs analysis\". Second, warmers are important. They help non-native speakers get motivated and back into the English speaking/learning mode. These should be short, yet fun. Examples include: hangman, Pictionary, tongue twisters, and memory games. A third problem, might be different levels of students in one class. Teachers can use different materials, the same material but assign different tasks, pair a strong student with a weak student, or just leave it be. A fourth problem discussed in the text is large classes. Teachers can overcome difficulties managing large classes by giving out worksheets, doing a lot of pair/group activities, and appointing group leaders. Next, some teachers might face students using their mother tongue in the classroom. In this case, teachers should continuously encourage students to use only English and choose not respond unless English is spoken to them. All directions should be simple and easy to understand, so that students don't have to ask for clarification (in their native language). Another problem could be dealing with students that are reluctant to participate. Teachers should give plenty of pair work, role plays, and allow students to feel comfortable enough (with enough practice) that they can participate on their own. Lastly, some problems may arise with listening texts. In this case, teachers may choose to read the text more slowly or play the file multiple times. Overall, unit 20 was a good end to the course. It gave examples of problematic areas and how to overcome them if they come up in the classroom.
