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This unit dealt with troubleshooting common problem situations. First lessons can be broken into 2 categories: new group and existing group. The new group will take more time to establish a rapport with each other as well as the new teacher. An existing group will probably feel comfortable right away. It's important to ease into the first lesson and try to determine the English level of each student, their needs/aspirations, and their interests, while building a rapport. A survey or some type of game or \"tell us about...\" game could be helpful here. Warmers are used to get the class up and running when students might not be motivated at the beginning of class. Some examples would be Hangman, Pictionary, tongue twisters, memory games, etc. They should be fun and short. Sometimes there will be a variety of levels in a single class. Some techniques to use are: different materials, same materials but different tasks, don't do anything, or pair stronger students with weaker ones. Large classes can require more work to control. Some suggestions for large classes include: use worksheets, pair/group work, clarity, choral repetition, appoint group leaders, and dynamics. Use of native language can be a problem as well. Teachers should make sure activities are at the appropriate level, and explanations are clear. Teachers should encourage the use of only English, and remind the students often. Reluctant students will benefit from pair work, controlled practice, role play, and the use of a tape recorder. Difficulties with listening texts should not be solved by avoiding listening activities. The volume and tape quality should be checked, and problematic vocabulary should be discussed in advance.
