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A range of beginners exist: absolute beginner, false beginner, adult beginner, young beginner, and beginner without Roman alphabet. Some techniques for teaching beginners include: being aware of students? needs, having clear and realistic goals, being flexible, use visuals, control your language, use choral repetition, and encourage students to speak English in class as much as possible. Some problems that may occur include a range of different beginner level students together and not completing all planned material in a lesson. It?s important to not over-correct, be sensitive to students and encourage them, and create a supportive and relaxed atmosphere. For teaching individual students, it?s good to find out the students? specific language problems, maximize on their interests and experience, and use a variety of activities and techniques. Some useful activities include short stories, quizzes, idioms, discussion relevant news, pronunciation practice, videos, and using photos. Useful techniques for teaching children include: slower speech, higher pitch and exaggerated intonation, repetition, positive responses to the child, be visual and physical, play simple games, and give small rewards for good work or behavior. Business English or English for Specific Purposes is a growing field and may be done one-to-one, in-company group, or in-school group. The typical clients are between early 20s to mid-50s and may have little to no pervious language experience if they?re older. Problems with teaching business people include they may be often tired, attendance may be sporadic, homework may not always be completed, not everyone will be motivated to study, and classes may often be with a variety of language levels together. Before beginning the course, it?s important to find out what the students want and need, and balance that with those of the company. Next, give them a ?needs analysis,? which can be a written questionnaire or informal chat to learn about past learning experiences as well as specific objectives. A ?needs negotiation? may be good to establish priorities together as a class. This should include each student to state what they use English for in their work and what they will need it for in the future, a feedback session, a discussion of findings and agreement on common needs, and finally telling students that you?ll give them a course outline with as much attention to individual needs as possible while still focusing on the basic group objectives. After planning a draft schedule for the next lessons, show the relevance of each activity to the students? needs but stress that the timetable is flexible. A mid-course evaluation, or a short conversation individually with students, will be good to check up on each student?s progress. Multilingual classes have students from different countries that have no common language except English. Monolingual classes usually take place in the students? home country where English is not the native language. I learned that it's important to keep in mind the students' backgrounds as well as to balance their needs and wants. For beginners, it's important to encourage them, use as many visuals as possible, and to keep the classroom language simple. When teaching kids, be ready to be physical and silly, but also clear and positive with the language. Teaching business people may require more detailed preparation before the course can begin. It's important to gather as much information about the students' needs and wants as well as the company's goals for the students and carefully plan the course specifically for that set of students.
