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This unit is focused on helping students through different types of issues that are normally encountered in EFL courses. The unit starts off with describing first lessons and how students who have already had a class together prior to the current one will have built rapport and know each other. It then delves into activities such as questionnaires/ surveys which can be used to help the students learn about each other (and the teacher can learn about the students), 'Tell us about' which can help the teacher understand the level of English of individual students, Pass the ball which can help build rapport between the teacher and the students. The course book is not used in the first lesson; instead, the focus is to establish rapport and understand the students' desires/ aspirations, level of language and find out their interests so that lessons can be planned around their interests and keep them engaged. Warmers are then explained as activities integral to getting students interested in the lesson prior to reaching the Study phase. Instead of commencing the course with new grammar, it may be useful to play Hangman or Pictionary to get students thinking and speaking in English as well as to establish interest in the Study phase (which would ideally be related to whatever vocabulary or grammar is used in the games). Next, there is a discussion on how to deal with different language levels, which can pose a challenge because a course that is too hard can discourage weaker students, and a course that is too easy can bore stronger students. Teachers should pair stronger and weaker students together, or use the same information but assign different tasks based on level to ensure that both sets of students are engaged and learning along with being challenged at the appropriate level. Large classes pose another issue because there isn't usually the same amount of individual focus or time spent on individual-related activities. However, the teacher can still ensure that his/her voice carries throughout the class, that he/she moves around to keep an eye on all groups, and that group or pair work is done instead of individual work to ensure all students are engaging. It is also beneficial to hand out worksheets instead of going through an activity with each class member. Native language use can occur in EFL course, though it usually a result of unclear information or in the spirit of helping a student who may. be struggling. Teachers should be able to mitigate this through clear instructions and ensuring that the level of what is being taught matches the students' levels, aside from encouraging English as much as possible by only responding to English or positive reinforcement when English is used by students as opposed to the native language. Finally, there is also difficulty in listening, which occurs quite often. As discussed in the unit for receptive tasks, it is beneficial to pre-teach the difficult vocabulary once it is clear that the problem is with listening comprehension (and not volume level or quality of the tape) and then listen to it a few times to ensure students get enough exposure. As a last resort, the teacher can provide a script, though this is not usually recommended. This section also covers students who may move faster than others, and as mentioned in the unit covering lesson planning, it is always best to have extra activities in mind so that if students are done earlier, they can be given other work and the students still working through the initial activity are not discouraged or rushed.