Remember that in the classroom you are the expert. You are the one who decides what your student needs but, like a good doctor you can present it in different ways.

However, don't tell a student "Now we're going to work on the perfect conditional".Apart from the occasional grammar nut (they exist, and very pleasant they are to teach too - but they are rare). Use hidden replacement techniques to elicit the grammar you want. Say " Did you drink a coffee before going to bed last night?" (No...) "Did you sleep well?" (Yes...) Then suggest a phrase by saying "So. If......" and there is a good chance he will attempt the structure you want, allowing you to prompt it if necessary. As he is actually trying to say something related to himself, to impart information, he will be more motivated to repeat and practice the structure.

Many teachers simply don't insist on enough repetition. It is the easiest tool in the book and a pity to ignore it. Some teachers seem to feel that their students, just because they can express their ideas vaguely in the target language, are above simple repetition. And yet so often I have heard "Why don't the other teachers make me repeat like you do." And while they are doing it it gives you lots of time to figure out where you are going next.

If you are not following a "book" programme, you need to make sure your student keeps a loose leaf file of all the documents you give him. Students do like to look back and see what progress they have made. In a book this is easily done. If you have been assiduously preparing personalised material it is quite likely that he has been just as assiduously binning it after his lessons and after a month or two begins to wonder "What have I actually done in this course?"

Rather than go on at length may I suggest you browse a few of the points in an old but still valid website I have done for language teachers:

http://mark.yates.net/english/teaching/

Incidentally there is a link from that to my site for learners of English: It includes a lot of activities requiring listening and encourages recording speech.

This said, I think you will find teaching adults one on one quite rewarding.It enables you to personalise your lessons to an extent impossible in large groups.

Good luck

Mark Yates