Introduction
At the beginning of the academic year, you are often faced with new classes.. This is not always true - for example in the later years of a secondary school, the learners may have been together, with you as their teacher the previous year. But if it's their first lesson in a new school - for instance if they've just moved up from a primary to a secondary school, or if you teach in a private language school, the situation may be quite different. It may be a completely new intake of students who don't know each other, you or the school. First lessons in these situations will be partially different - for instance, in the first case "Getting to Know You" (GTKY) activities will be irrelevant, as the learners already know each other well. In determining the aims of your first lesson, the situation is crucial.
The article that follows was originally used on our Delta Module One course and the questions and suggested answer layout reflect the typical format of the task for Paper 2/3 on this topic. If you're not working towards this exam, you can skip the next section and go straight to the section containing the task - things to think about. And as you read the suggested answer, ignore the highlighted numbers and "+depth" comment. These are there to show Delta candidates how the answer relates to the marks they might get in the exam. However, all the points are those which any teacher needs to think about when designing the first lesson of a course.
If you are doing Delta Module One...
The questions in this section are designed..
a) to ensure that you have done adequate reading and research on the topic to “pull out” the most important points, which can then be adapted to answer any question on that topic
b) to provide you with points that might be relevant to a completely different topic. For example, several of the points made would be adaptable for a task focusing on effective classroom management.
The reading references provided immediately after the task give you the necessary points which answer the questions and should be drawn on in your own answers. These tasks are not intended to be done to time, but to be done thoroughly enough that you will remember an adequate number of points that you could make in the exam.
Notice how below I have underlined the key words in the questions. You should have used these as headings in your answer (or a synonymous expression, as I have with Solutions for how do you deal with these – which is quicker to write). Always do this in the exam, as it ensures you are really answering the question and not wandering off track
The task
Could you make 10/15 fully explained points detailing...
1. the aims you would build into first lessons
2. problems that might arise during first lessons
and could you illustrate the aims you identify with references to specific learning contexts where they would be more or less important? Could you describe example activities which would achieve them? Could you illustrate the problems, again with reference to specific learning contexts and/or with reference to your own teaching experience? All this information would contribute to the ten depth marks available for the task (see the Handbook p.15 for the explanation of the depth criteria).
Try and then see here, here, here and here for more ideas. Add any new points before you look at the suggested answer below.
Suggested answer
a) Aims for first lessons
In the first two hours of the course (the usual length of my first lessons),and presuming adult/teenage learners unless otherwise specified, I would want to :
1. Establish positive rapport between the learners (presuming a group which did not know each other), and between the teacher and learners (presuming the group was new to the teacher) ensuring that learners perceived a focus on them as individuals. 2 This would be done using “getting to know you” (GTKY) activities which would depend on level. Even in a complete beginners class, teaching I’m (name) , I’m from (place). I’m a (job) – And you? would contribute to this, while subsequent levels could use a range of activities from “Find someone who” mingles (using structures relevant to the level) to open ended discussions like “Talk to your partner and see if you can find three things you have in common”. +depth
2a. If it was an “in-school” course in a language school, ensure that learners knew the layout of the school (eg where the toilets/coffee bar was – this can be done by a tour during the break) and who they should ask for in reception if they have any problems. 2 Again, even in a complete beginners class this can be done in English if “This is…” is taught first. The meaning of the lexis /coffee machine, bathroom etc) can be made clear by pointing to the thing described, and revised when you get back into the classroom. +depth
Or
2b. If it was an on-line course, start familiarising learners with the features of the platform we are using – eg the “hands up “ function or the breakout rooms. 2 This would be done gradually – each stage of the lesson would be planned so as to introduce one new feature at a time and not confuse the learners. +depth
3. Ensure the learners knew the aims of the course and the main areas covered by the syllabus 2 Eg : If we were using a coursebook, I would explain how much of it would be covered, if we were going to negotiate the syllabus and if so how, etc; if it was an exam course, I would find out how much they know about the exam and “fill in the gaps”. In monolingual low level classes this might well be done towards the end of the lesson and in their L1 – if the T can speak it. If not, a short written summary might be pre-prepared and handed to the learners. +depth
4. Start establishing the “classroom culture” that I expect – which might cover everything from expecting phones to be turned off, to the fact that learners will change seats and partners frequently during the lesson, to my expectation that learners will listen to each others’ contributions etc. Establishing the "ground rules from the beginning is essential, as it is far harder to change established behaviour later. 2 For example, if Ls get used to always sitting in the same place, a sense of “territory” develops; if they get used to shouting out answers in full-class mode, after a while the T. may find that only the stronger, more confident Ls are really participating. +depth
5. Conduct a needs/wants analysis to discover the learners’ communicative needs, learning wants and preferences, and their expectations for the course. 2 This is something that could be done on-line before the lesson, but I prefer to do it in the lesson itself if possible, getting the Ls to complete it individually while I am on-hand to clarify any questions they may not understand. PW/GW comparison of answers afterwards is also a good GTKY activity, as well as showing me where expectations of learners may differ from those of the majority or of my own. +depth
6. Conduct a diagnostic test to find out which of the areas from the previous level they need remedial work on before moving on. 2 If time was very short this could, of course, be done on- line before the lesson. However, again, this is not ideal due to reliability problems. Have the Ls consulted dictionaries or other reference sources while doing the test? Have they actually got someone else to do it for them? For this reason I would prefer to do it in class. +depth
7. Teach them something new – which is of course what they have enrolled in the course for and will be expecting. 2 If the lesson is long enough, a specific systems aim may be planned in which, at the same time, achieves a “getting to know you aim” – eg in an A2 class focusing on expressions of likes and dislikes. If the lesson is shorter, however, this can be built into the follow-up to any of the GTKY activities, where emergent language can be focused on, and learners' output can be "upgraded" by using Demand High techniques or those suggested by Thornbury in his article "P is for Push". +depth
b) Problems which might arise during the lesson
8. It might become apparent that one or more learners had been misplaced by the level test and were too weak or strong for the group. 2 I would speak to the learner privately during the break or after the lesson and suggest a change of course. +depth
9. Learners who were not used to a communicative methodology might be “surprised” by the use of techniques, activities etc such as changing partners (and therefore seats), guided discovery activities rather than T-led “lectures” etc, and might initially be resistant to them. 2 For this reason, I would ensure that all activities planned for the lesson were well scaffolded and “doable” to give the Ls experience of “success” when taking part. However, I would also leave time at the end of the lesson to ask Ls what they did/didn’t like about the lesson we had done. This would give me the chance to explain the rationale behind the activities, and know what needed to be used “with caution” in future. +depth
10. It might become apparent that some learners had “difficult” personalities (eg were very dominant or very shy) or simply did not get on well with other specific individuals in the group. 2 The solution would obviously depend on the nature of the difficulty but eg – if I noticed a L was dominating the group, I might use nomination rather than “open” elicitation in full class stages, and in PW/GW, change partners often but try to ensure s/he was with the ls who seemed to be the strongest/most confident. +depth
11. In an on-line course, some learners might have technological problems. 2 If these were “their end” there is not much the T. can do except ask them to get someone more technologically knowledgeable to set everything up before the next lesson; if they are just having difficulty understanding how to use the platform (aim 5) the teacher can arrange an individual meeting with them after the lesson to go through the details again, more slowly. +depth
12. In a class of very young learners, the children may be overwhelmed by the situation – a strange place, new faces, a strange adult teacher using a different language – become upset and start crying. 2 This can be resolved by letting parents/carers sit in on the first class(es) until the child has “settled”, but also by ensuring that the lesson(s) are fun oriented and involving – using games, stories, puppets and soft toys, etc. The child needs to see the English lesson as an opportunity to play. +depth
