1. Teaching Different Classes
Chapter 15

2. ESP and Business English
A needs analysis is a good (almost essential) starting point for ESP teaching. We can’t really address a student’s specific needs unless we are absolutely clear about what they are.
A typical ESP needs analysis might include an analysis of what the client uses English for, what their expectations are , what they need, what they want and what they don’t have.

3. One point to bear in mind is that ESP courses are sometimes booked and paid for by people other than those that actually do them.
Sometimes the needs/expectations of the two may be very different, and you may find it hard act to balance.

4. Exam Classes (cont.)
An examination preparation course should probably include:
Language work that is likely to be relevant to that needed in the exam.
Tasks and activities to raise general language awareness, ability and skills.
Specific practice on exam techniques (multiple-choice questions, writing essays, etc.).
Work on study skills (e.g. use of dictionaries and grammar books, ways of working with recordings at home, etc.)

5. Exam Classes (cont.) lexis box/ file
On exam courses, the following ideas may work:
They are used to help SS remember new language.
At the end of each lesson, the SS review what they have learned that day, record any words worth recording on squares of paper (or card) and file them in the box or file.
Both ideas are applicable to any kind of courses.
posters
lexis box/ file

6. Exams

7. Teenage Classes (age 13-16)
SS discover the impact they can have on the world and be very motivated.
They can bring a strong enthusiasm for topics they are interested in, and they can get very focused on specific things relevant to themselves.
They often respond well to work that is clearly organized and takes their interest into account.
Teenage classes have a reputation for being demanding
on the teacher.

8. Why might teenage classes seem demanding on the teachers?
It’s a difficult period of life.
Strong emotions of various kinds may be rising and falling. They may alter the workings of some techniques and activities.
Teenagers have changing interests.
The learners may feel silly, embarrassed or demotivated when doing some activities.
Teenagers are more willing to state clearly what they think.
Discipline can be a problem.

9. Teenage Classes (age 13-16)
The more that a learner feels they have chosen what to do and how to do it and feels in control while working, the more they will be in likely to feel engaged and to achieve something worthwhile from it.

10. Some Specific Ideas for Teenage Classes
Avoid anything that might be seen as childish to SS.
If whole-class work doesn’t seem to be working, try avoiding it where possible.
Experiment with a mixture of quiet, working-alone activities and activities that require active participation.
Avoid too many activities that put embarrassed SS on the spot.
Select reading and listening materials from up-to-date sources that are relevant for learners.
Ask learners to bring in materials they want to work there.
Consider project work on topics entirely selected by the learners and involving research methods that they will find both interesting and challenging.

11. Large Classes
Some common resulting difficulties:

12. Large Classes Students can’t move easily.
The seating arrangement seems to prevent a number of activities.
There is limited eye contact.
You can’t give attention equally to all SS.
Interaction tends to be restricted to those closest to the front. The seats at the back tend to attract people who want to do something else.
There is often a wide range of abilities.
Discipline can be a problem.
Lecturing seems to be the only workable lesson type.

13. Designed as a companion for “Learning Teaching” Methodology V by S
Designed as a companion for “Learning Teaching” Methodology V by S. Valdivia Office of Academic Research - ICPNA