Wondering how to a tackle planning a lesson for that all-important first day with a new class? Claire Egmore and Kathryn Davies, former teachers and now editors at Cambridge University Press, are here to help with their top tips on planning a successful first lesson.
1) Establish your aim(s)!
A first class with a new group of students can conjure up all sorts of images, thoughts, and feelings. Some teachers’ goal may be merely to survive the next 55 minutes, whilst others may be striving towards more ambitious goals. The key is to establish your aim – whatever this may be – at the outset, as this will make planning much easier.
Possible aims for a first class – think about the importance of each one within your teaching context.
- To encourage collaboration amongst class members
- To reduce learners’ affective filter
- To create a rapport between yourself and each student
- To establish class rules or routines
- To identify learners’ interests, strengths, and weaknesses
2) Choose activities which achieve your aim
Now you’re clear on what you want to achieve, you’re ready to start selecting activities which will help you get there. We’ve included some of our old tried-and-tested favourites – each addresses one or more of the above aims. All activities work across higher and lower levels alike, unless otherwise stated. They have also been chosen for their appeal to all ages.
To build a sense of collaboration amongst class members
All of us/some of us/none of us
Write on the board:
All of us…
Some of us …
None of us ..
Make groups of 3-4. Students ask each other questions in order to complete the sentence starters so that they are true for their group. You could brainstorm conversation topics as a class before students begin to get them started. Set a time limit. For feedback, ask groups to share their three favourite sentences with the rest of the class.
Extension
Before feedback, regroup students and ask them to tell their new group about their original group. This allows for maximum interaction and collaboration across the class and serves as a more student-centred form of feedback.
To reduce learners’ affective filter
Psychology Test
Ask students to divide a piece of paper into 6 numbered squares. Give these instructions:
In square 1 draw a big circle
square 2= a small circle
square 3 = a diagonal line
square 4= a small square
square 5= any type of line
square 6= a rectangle.
Give students 5 minutes to use each of the 6 shapes as a starting point for their own ‘doodles’.
When they have finished their 6 drawings, ask them to give each picture a title. Reveal to the class that this was a psychology test – this usually results in much hilarity! Tell them that each picture represents the following:
picture 1: How you see yourself
picture 2: How your friends see you
picture 3: Your career/studies
picture 4: Your home life
picture 5: How you feel about your hobbies
picture 6: Your attitude to life
Students swap and analyse their partner’s drawings saying, for example, I think this picture means you are a very happy person because…
Fast finishers
Students write about/discuss the observations with which they agreed / disagreed.
To establish a rapport between yourself and each student
Lie detector (one for mid/upper-intermediate and above)
Tell students that you’re going to talk about yourself for about 5 minutes and that they should make notes as they listen. Tell them about your life but include 4 lies.
Ask students to compare notes in pairs and encourage them to ask questions to each other (and to you!) to clarify any details. Next, reveal that you included 4 lies and that their task is to detect them. Make groups of 3-4. Students should ask you questions to try to detect the lies. Allow about 10-15 minutes for students to brainstorm questions and then to ask them in open class. Continue to lie at this stage. Groups then decide which they think the lies are before you reveal them to the class. Finally, students do the same in their groups.
To establish class rules or routines
The League (an essential for YLs)
Tell students that today they will decide on class rules.
Divide students into groups and give each of them a list of typical classroom behaviours e.g. not speaking English, shouting out, putting a lot of effort into an activity, etc.
In groups, ask students to decide which type of behaviour merits which card (red: – 3 points, yellow: + 3 points, green: + 5 points)
Each group feeds back their ideas and as a class, students decide on the rules which are then displayed on the wall.
Write each student’s name in a League table.
Throughout each lesson, award cards accordingly – either to individual students or groups – and update the totals in the League.
This will work as long as you’re fair and consistent.
To identify learners’ interests, strengths and weaknesses
Needs analysis dictation
Dictate a needs analysis-style question and ask students to respond in writing, for example, What do you find most difficult about learning English and Why? Continue with further questions. Take in their answers. This will give you information about their likes / dislikes as well as a sample of their writing which you can then use as a diagnostic tool to analyse common errors to inform course planning.
Reflection
Think about your favourite first-day activities and what makes them so successful; which of the aims we mentioned at the beginning do they address?
We’d love for you to share your favourites or comment on any of ours below.
Don’t forget your students will most likely be more nervous than you! Focus on them – each and every one of them. Finally, try not to lose sight of your aims. And enjoy!