Most of us have had one-to-one classes and know how challenging they can be to plan, because most coursebooks are designed for groups. This session will be about adapting book activities to suit a one-to-one context, sustaining motivation of our individual learners and making 1-2-1 classes communicative and effective.

1. Teaching
One-to-One
Olga Goncharova
BKC-IH Moscow, 2013

2. Advantages and disadvantages of one-to-
one classes
 For the teacher  For the learner

5. Teacher’s
Roles
 Conversation partner
 Observer and listener
 Feedback provider
 Mentor and guide
 Learner

6. Some useful techniques
 Needs analysis
 Teaching the language the student needs
 Make use of L1
 Giving feedback
 Auditing the text
 Community teaching
 Listening
 Using homework to support learning
 Setting your limits, knowing where to stop

7. Specialist Vocabulary
Job titles Tools/
Equipment
Places/
Buildings
Activities/
tasks

8. Specialist Vocabulary
Job titles Tools/
Equipment
Places/
Buildings
Activities/
tasks

9. How to make feedback
effective
 Stage feedback
 Signpost feedback
 Vary feedback

10. Auditing the text
1. Totally unknown
2. Unknown but comprehensible
3. Familiar but incomprehensible

11. Selecting and adapting
materials
 Group activities adapted for 1-2-1
classes
 Materials suitable for 1-2-1 classes

12. Acknowledgement
Learning One-to-One by Ingrid Wisniewska
CUP 2010
Teaching one-to-one by Paul Kaye
One to One. A teacher’s Handbook by Peter
Wilberg 1994

13. Thank you for coming!