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This unit covers some aspects of troubleshooting. For first lessons, there is a new group, where the students don't know one another and an existing group where students are familiar with each other. The teacher must establish rapport between the students so that they are all comfortable with communicating in the classroom. To achieve this, the teacher may do warm-up activities. Where the difference in ability is wide, the teacher also may split the students into two groups. Sometimes it is also useful to pair stronger students with weaker students, as the stronger students may provide help to the weaker students. In large classes, the teacher may use choral activities, worksheets, or pair/group work. At times the students may revert to using their native language, which is a problem. The teacher must guide students into using the maximum amount of English in class. However, when students do not understand the task at hand or are communicating among themselves, they may turn to speaking in their native tongue. The teacher may fix this by making all explanations as clear as possible or by only responding to questions in English. As for reluctant students, pair work and role-play are effective methods in encouraging contribution. Finally, I learned that with students that have difficulties with English listening, it is important to always do listening activities as listening is essential to language learning.
