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This unit deals with the teaching of special groups.
It begins with a quick overview of teaching beginners. There are several different "types" of beginner. Absolute beginners, the false beginner - someone who may have studied English already but doesn't remember much, the adult beginner (usually more motivated), young beginners (less motivated than adults), and beginners without the Roman alphabet.
The unit then provides tips for teaching beginners and looks at possible problems.
The unit then moves onto the task of teaching individual students. Lessons with individual students have both advantages and disadvantages. The advantage is that the student is often motivated and the teacher can focus directly on the individual's needs. The disadvantage is that the lesson lose the dynamic of a group lesson and certain activities are no longer options.
The unit suggests how to tackle individual lessons and suggest some activities - e.g. reading articles from newspapers or discussing relevant and current topics.
The unit then moves onto the hard area of teaching children. It points out how children and their parents interact and suggests parallel ways that a teacher might interact with a child -repetition, talking clearly and more slowly. It then follows up with a list of do's and don't for teaching children.
Finally the unit moves onto teaching business classes and points out that it doesn't matter if a teacher has no specialised knowledge of a student's business area. The teacher has the knowledge of english and that's what students are looking for. The unit discusses client's needs and makes a good suggestion for needs negotiations. I found this a very useful section. When teaching a group business english its a good idea for the teacher to try to get the students to explain their needs - each student probably has a different focus, one might want to practice presentations while another might be more interested in the language of sales and negotiations. The unit points out that at the start of a course it's a good idea for a teacher to collate the different students' needs and then a agree a plan to cover as many of them as possible.
The unit finishes this section with some guidance for running a lesson and how one should dress and behave in a customer's business.
The unit finishes with a brief overview of the difference between a multilingual and a monolingual class and includes suggestions about how to avoid the use of students' mother tongue in the classroom.
