Generally teachers of English make three basic level distinctions of learners; they are beginner, intermediate, and advanced. What these terms exactly mean often depends where you work. However, beginners are those who don’t know English and advanced students are those whose level of English is competent. They can read unsimplified fact and fiction and communicate fluently with native speakers. Between these two extremes lie intermediate students. They have basic competence in speaking and writing and an ability to comprehend fairly straightforward listening and reading.
Between these levels, other descriptive terms are used too. Elementary students are no longer beginners and are able to communicate in a basic way. They can string some sentences together, construct a simple story or take part in predictable spoken interactions. However they have not achieved intermediate competence which involves greater fluency and general compression. There are still areas of knowledge- tense structure, noun phrase construction, vocabulary use etc. which elementary students have not come across. Upper intermediate students, on the other hand, have the competence of intermediate students plus an extended knowledge of grammatical construction and skill use. However, they may not have achieved the accuracy or depth of knowledge which advanced students have acquired.
Then the next question arises that how we should teach the different levels. Beginners need to be exposed to fairly simple language which they can understand. In their language work, they may get pleasure and good learning by concentrating on simple questions like ‘what is your name?’ What is your favourite food?’ Hello, Goodbye, Have a nice day etc. Intermediate students know all this language already and so we will not ask them to concentrate on it. Simple role-play with ordinary information questions may be a good target for beginners to aim at. Abstract discussion topics are suitable for advanced learners. For intermediate students we should take middle path accommodating simplicity and complexity of task. The activities should neither be very easy nor be very complex.