1)A Good teacher: Teachers have to make their lessons interesting, they must love their job, they should have their own personality and a lot of knowledge. There must be a relationship between T and ST and teachers must be approachable. They should be able to do nice corrections without offending them. Most of the fundamental skill of teaching are the ability to control the class, remember STS names and to have dress sense.

TEACHERS TALK TO STDS: T have to ROUGH-TUNE the way they speak to ST, like parents talk to their young children. Also, they use physical movement, gestures expressions, and more exaggerated tones of voice. This ROUGH-TUNNING is that unconscious simplification which both parents and teachers make. NEWERS T need to concentrate on ST comprehension.

GIVE INSTRUCTIONS: They must be as simple as possible, logical and clear. It is important to check if ST have understood the instructions.

WHO SHOULD TALK IN CLASS: a good teacher maximizes STT (student talking time) and minimizes TTT (teacher talking time) because ST must practice the language. The best lessons are ones when STT is maximized but where at appropriate moments during the lesson the T summarize what is happening. When T talk ST have the choice to hear the language. Good teachers get the balance right. 

KINDS OF LESSONS: ST usually know what is going to happen in class, so T have to break one of their own rules. They send a ripple through the class. It is a mixture of surprise, curiosity and entertaining. Good teachers find a balance between predictable safety and unexpected variety.

FOLLLOW A PRE-ARRENGED PLAN: A good teacher must be flexible and patient. Also, they have to focus on ST wishes and needs. One of the T`s ability is to respond flexibly to what happens in class.

2)HOW TO BE A GOOD LEARNER: It is difficult because each student brings an unique personality to the classroom. The most common factor is simply the number of hours the children had practiced. PRACTISE MAKES PERFECT, because doing homework is the trademark of a good learner. They have the willingness to ask questions, to listen what`s going on, to create their own study methods and to accept corrections.

MOTIVATION: It is so important that T find a way to interested students. T have to provoke interest and involvement in the subject and they have to maintain it. ST have their own responsibility for motivating. Although, both have to participate in this process. INTEGRATIVE motivation (someone who wanted to integrate into the culture of its speakers were more motivated) is more powerful than INSTRUMENTAL motivation (who learnt language as a means to an end). Real motivation comes from each ST.

WHO IS REPONSIBLE FOR LEARNING:The institute have a large room equipped. Learners do do not just wait to be taught. They do what they think is best and take responsibility for their own learning. It is a partnership between T and ST. It is important that T give ST the right kind of task, follow up homework and encourage ST to take charge of their own learning.

CHARACTERISTIC THAT LEARNERS SHARE:  A WILLINGNESS TO LISTEN whats`s going on, TO EXPERIMENT, they are prepared to take risks, TO ASK QUESTIONS, invite ST to ask if they do not undertand something. TO THINK ABOUT HOW TO LEARN, the best method of drafting and re-drafting a piece of writing, including vocabulary by their own. TO ACCEPT CORRECTION, teachers guide them towards their own best methods of study.

TEACHING ADULTS: they come to class with a long history of learning experience. They are more nervous of learning, they have a view of the importance of learning and they have more attention span than adolescent. T can expect more cooperation from them and T do not need to camouflage the subject like using games or songs.

DIFFERENT LEVELS:BEGINNER: Don`t know any English, success is easy to see, teaching B can be very stimulating. FALSE BEGINNER. When some adult start a beginner`s course having heard no virtually English but actually can be activated. ELEMENTARY: ST are no longer beginners and are able to communicate in a basic way. LOWER INTERMEDIATE: There are still areas of knowledge which elementary ST have not come across. INTERMEDIATE: a basic idea in speaking and writing and the success is not easy to see. Help ST to set clear goals. ST Don`t improve PLATEAU EFFECT a flat period, where ST can`t be progress and T have to divide the same activity in different levels analyzing vocabulary. UPPER INTEMEDIATE: ST have an extended knowledge of grammatical construction and skill use. ADVANCED: The already know English. T have to encourage ST to take more responsibility for their own learning.

TEACHING diff levels: BEGINNERS language simple, exaggerate voice tone and gestures. INTERMEDIATE they already this simple language and T should talk more normally. ADVANCED the language will be richer and subtle.