1. Formation of learning
2. feature of good learning
3. Influence between teacher- student
4. Teaching practice in some countries
5. student development
6. Analityc- type learnes
7. Learner differences
7.1. 1. Aptitude
7.1.1. Intelectual Ability
7.1.2. Behavior
7.2. 2. Good learner characteristics
7.2.1. Tolerance
7.2.2. Culture
7.2.3. High aspiration
7.2.4. Attitude
7.3. 3. Learner styles
7.3.1. Convergers
7.3.1.1. Own abilities
7.3.2. Comformists
7.3.2.1. Non-comunicative classrooms
7.3.3. Concrete learners
7.3.3.1. Organisation and content is less complex
7.3.3.2. Languages as a system
7.3.4. Communicative learners
7.3.4.1. Social interaction
7.4. 4. Language levels
7.4.1. The plateau effect
7.4.1.1. The progress is more subtle
7.4.2. Methodology
7.4.3. Language
7.4.3.1. Use the language with materials
7.4.4. Topics
7.4.4.1. No match topics to the level
7.5. 5. Individual Variations
7.5.1. Neuro- linguistic programming
7.5.1.1. system to experience.
7.5.2. MI theory
7.5.2.1. Learning is to be effective
8. People of diferents ages have diferent
8.1. 1. Needs
8.2. 2. Cognitive skills
8.3. 3. Competences
8.4. 4. How and what to teach?
8.4.1. Age
8.4.1.1. Student is an individual with diferent experinces
8.4.1.2. Describing learners
8.4.2. Children
8.4.2.1. We will wnat the classroom be bringht and colourful
8.4.2.2. We might expert them to be working in grops in the difrent parts of the classroom
8.4.2.3. Children lern lenguages faster
8.4.3. Adolecent
8.4.3.1. The mothodologist Penny Ur suggests
8.4.3.2. Idenfity has to be forged among clasmete and Friends
8.4.4. Adult learners
8.4.4.1. They may have experienced failure or criticim at school
8.4.4.2. Have expectations about the leming process
8.4.4.3. Have a whale range of life experences to draw on
8.4.4.4. They can be critical of teaching methods