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This lesson was about teaching various special groups of learners. There were tips for teaching absolute and false beginner students, individual students, small children and business students. Regarding beginning students, the tips I found most helpful regarding teaching techniques were to not move through lessons too quickly, use as many visuals and gestures as possible, use very simple language, and use pair and group work as it it less threatening than a whole-class setting when first learning a language. With regard to creating a non-threatening environment, it is also very important not to correct students too much, to be sensitive to individual students' needs, and to often find reasons to praise and encourage them. With regard to teaching individual students, teaching tips I found helpful were to do a needs analysis before starting the class, to find out what the student is interested in so as to better engage him or her in discussion, to maximize the use of course book activities, and to be sure to exchange phone numbers in case the student has to cancel a lesson. This unit suggests discussing newspaper and magazine articles, short stories and personal history during individual lessons. Another special group this unit talks about is teaching young children. It makes the point that, while this may be a challenging group to teach because of possible discipline problems, it can also be very rewarding. When teaching young children, it is important to always use English, speak in very simple sentences, use lots of visuals including silly gestures, move around frequently, praise them continuously and never put them on the spot or make them feel anxious. The main group this unit discusses is that of business English students. It makes an important point that it is not necessary for the teacher to know the details of the students' business, but rather use this lack of knowledge to get the students to explain in English the jobs they do. With these students, again, it is important to periodically perform a needs analysis for each individual to try to figure out what situations they encounter during their work where they need to speak English so that the teacher can steer the class in that direction. From the needs analyses, the teacher should focus in on the needs common to all the students in class, with supplementation for individual students to make sure everyone's needs are satisfied. Many times, students in these classes will come from one particular company with the company paying for them to take the class. It is therefore important for the teacher to keep good records regarding the students in order to report this back to the company, and the teacher will probably be asked for a report after completion of the class. The last special group referred to in this unit is that of monolingual versus multilingual classrooms. The main difference of course is the temptation to use L1 in the monolingual classroom, which would be impossible to use in the multilingual classroom, thus forcing those in the multilingual classroom to use more English.
