Teach English in PeijiAying Zhen - Wuwei Shi

According to unit 19, there are a few different groups to whom I could be teaching to. The first group of people would be the beginner group. There are different categories where under these students could fall. namely, The absolute beginner (knowing nothing), the false beginner (maybe has been exposed to English but not retained), the adult beginner (they are usually more motivated), the young beginner (often lack motivation) and the beginner without the Roman alphabet. The following are some methodology and techniques for when teaching beginners, pacing your lessons, controlling your language, encouraging students to speak English, Revising constantly and being aware of the students' needs. Possible problems that could occur are not being able to getting through all the planned material in a lesson and what to do if you ever run out of material. To keep the students' motivation high, do not over-correct and focus on what is easy always explaining your methods. Another group would be teaching individual students. These lessons are usually more informal and the teacher would often be the student's partner and helping/prompting. Doing many activities from course books, Exchanging telephone numbers and finding out the students' specific language problems are a couple of suggestions. Activities like short stories, quizzes, taboo words, discussing relevant topics and playing videos or music could be done for this group of teaching. Homewrk is also important to be given here. Checking by preparing any potentially difficult vocabulary and structures to explain as well as to prepare exercises like gap fills are good ideas. Teaching children is another group of teaching and is sometimes seen as the most rewarding of all student classes to teach. Having the same effect as parents when teaching a language to children is highly effective. Use a higher pitch, repeat a lot and pronounce slower and clearer. Try and add some colour and use your imagination to make your classroom a more comfortable place. When giving the lesson, always use English, act out the meaning of some words or orders, speak slowly and give clear demonstrations of the response you require. Maintaining discipline and class management it is important to keep in mind that there are some reasons why some problems may arise, like, attention seeking and peer pressure. Here, give the attention that is needed and try to change the dynamics of the classroom. Dont be inconsistent nor raise your voice. Dont have favourites and never break the code. Business English/ English for specific puroses (ESP). Teaching this specific group there are a number of ways this can be done, One-to-one, in-company group and in-school group. These 'students' are more likely refered to as 'clients'. They can have an age range from early 20s to mid 50s. Before you can begin such a course, you have to first find out what they need. After getting an idea of their level, your next step would be to give them a 'needs analysis'. This could be a written questionaire or just an informal chat. A session like this should include of the clients to state what it is exactly what they use the English for in their jobs and what they will be needing it for in the future. It should also include a feedback session and discussion on the findings. After knowing this, you could plan the program accordingly. There is usually a mid course evaluation and materials could be used. Things to consider is to find out as much as you can from the company before you begin. That also, you are not an expert in the things of the company but an expert in the English language. Dress the part always, and keep a record of the attendance, material covered, details of the lessons cancelled and note any problems. After the course ,ake sure to do your post-course report promptly. There are then two different classes- the monolingual (Where the classes take place in the students' home country and then they have there native language in common) and multilingual (where they would sometimes only have the English language in common). You could make it easier for the students to avoid the use of their mother tongue in the classroom by, Diciding where to place yourself in the room and by making the word task orientated. Assigning roles could also help.