So, you will need to spend time and effort trying to maintain students' enthusiasm and 're-motivate' those students who begin to 'run out of steam'.
If you don't know your students already find out straight away why they are learning English, where they've learnt previously and what problems they have. Do they have a very particular aim, e.g. to pass a written exam or to travel to an English-speaking country?
the aims of the course very clear. Adult students in particular want to
know where they're going, what they're going to learn, and what they'll be
able to do by the end of the course. If possible, use a progress chart to
help students monitor their progress and see what new grammar and
vocabulary has been and will be studied.
your students' names and find out what you can about them. Make sure
students learn each other's names too and that they change partners
regularly so they all know something about each other. Nominate a 'handout
partner' for each student. They can collect handouts when the other is
absent and pass on homework instructions to each other. Eye contact in
class is very important - include everyone as you speak. Respond to
students both individually and collectively. Try to talk to students
individually sometime in the break. It's a good idea to set aside one
class per term to counsel your students individually and to discuss their
Students need to be told that they have done an activity well, even if it's only pronouncing a word correctly. It's vital too for individual and class motivation that you instill a sense of achievement and progress. This is arguably more important at second year than first, especially when students begin to lose motivation. It's easy to let this aspect of your teaching slip as the course goes on. Emphasize progress, reminding students of how well they're doing and how much more they know compared to a year ago. Students need to feel they are moving forward and that you care about their progress.
No two teaching situations are the same. Adapt, personalize, and localize the course to suit your students. Spend more time on structures and sounds which students have problems with because of L1 interference. Use the names of locally-famous people, events, and places to generate interest and humour. Adults may respond better to a light-hearted, humorous approach than adolescents who will need a tighter rein.
Beware of attendance drop-off as motivation levels out. Elementary students sometimes feel that they can 'afford' to miss a class in the way that beginners don't. Patchy attendance is very negative for class morale and class progress. Insist on the importance of coming to every class and ask students to warn you if they are going to have to miss a lesson. Try to find out why students have been missing classes. Sometimes a quiet word after class makes the difference between a student giving up or carrying on.
students why you are doing what you're doing. New students may not be used,
for example, to working in pairs or even talking in English to other
learners. Be aware of different learning strategies. Not everyone learns
in the same way, so try to vary your techniques and discuss and explore
learning strategies with your class. If you leave out activities or
lessons, explain to your students that there is a reason behind it.