plan the pattern of the working day with the student and offer choices, work with student presentations without worrying about time, use input, materials and biographical data supplied by the student for more focused language work, prepare tailor-made material for lessons, arrange visits and trips to suit the individual, make extensive use of dictation and student board work, go at the student's own pace, handle lessons with greater spontaneity, naturalness and responsiveness to the personality, level and 'style' of the student, take breaks at any time, give each student their own 'in-tray' and choices with what to do and how to do it, give students the task of transcribing from recorded listening and in their own time, prepare for specific real-life situations, be in authentic communication with the student(s) at all times, prepare self-access work on an individual basis, make use of L1 in a variety of ways, even if you don't know the language, give students opportunities to record themselves and/or to handle playback and/or use external apps independently, monitor the student's communication, progress and errors on a continuous basis, gather and collate material to suit individual needs

working with individuals or groups

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