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This unit covered dealing with problem situations that commonly arise in an ESL classroom. First, in first lessons, it is more important to establish rapport, get to know the class (their levels and objectives ? needs analysis), and to break the ice with games ? this is not the time for drilling course book exercises. Warmers are also a good way to get things started. When dealing with different levels of students in a class, different material can be given to the higher and lower level students, or the same materials can be given to both groups, but they can complete differing tasks; or, the teacher can use his or her judgement and decide not to address the issue and let it develop naturally, as long as the gap doesn?t increase. Weaker students can also be paired with stronger ones. In larger classes, more worksheets, and pair and group work can be emphasized. Group leaders can also make the class operate more efficiently. Students will sometimes use their native language in class, but it is rarely for confrontational/malicious reasons, and the teacher should consistently remind students to use English in class. Pair work, controlled practice, and roleplays can help reluctant students participate and practice more. When using listening texts, the audio should be clear and high quality, and be level-appropriate material. It is usually best to go at the pace of the majority of the class, having extra material available for students that finish faster also helps.
