FIRST THINGS FIRST

OUTLINE

Firstday of the lesson…

Beliefs about the first lesson...
Ice-breaker activities…
Microteaching…
I bet if I think remember my first pair
of shoes about it real hard
I can

?
TASK 1- THE FİRST TİME EVER I SAW YOUR
FACE
STEP 1: A FİRST LESSON (I)
STEP 1: A FİRST LESSON
STEP 1: A FİRST LESSON
STEP 1: A FİRST LESSON
STEP 1: A FİRST LESSON
STEP 1: A FİRST LESSON
TASK 1- THE FİRST TİME EVER I SAW YOUR
FACE
TASK 1- THE FİRST TİME EVER I SAW YOUR
FACE
STEP 2: POSİTİVE AND NEGATİVE ASPECTS (G)
AS A LEARNER,

* What is your ideal first * What do you dread in a

lesson? Dreams for a first first lesson?
class?

* Note down your dreams

* Note down your dreads
for a first lesson as a
as a learner!
learner!
HOLDİNG A PLENARY
 AS A TEACHER,
What sort of impression would you like to make on
your learners?
Why use icebreakers?

The aim is to foster a climate of trust,

awareness and group cohesion in which
creative collaboration can take place.
They also help to focus participants’
minds on the matter in hand.

(Doughill:1987)
Why use icebreakers?

These exercises help to wipe out

immediate worries and concerns. They
are also intended to put students in a
relaxed, uninhibited state in which they
are much more respective than they
would otherwise be. And finally, they lead
into an increase in awareness of others,
and of oneself in relationship with others.

Maley and Duff (1987)

TASK 2- BELİEFS ABOUT FİRST LESSONS
STEP 1: ACTİONS & BELİEFS
TASK 2- Beliefs about first lessons
Step 2: Actions & Beliefs

WHAT ACTİONS YOU WOULD LİKE TO DO İN

YOUR OWN FIRST LESSON!

TASK 3- Tasks for first lessons
Step 1: Activity evaluation

1- aims
2- age, level, type of
learner

4- 3-

5- as a learner?
6- as a teacher?
HOLDİNG A PLENARY
TASK 3- Tasks for first lessons
Step 2: Activity selection

* Let’s choose an activity from STEP 1

for each lesson.

* Let’s provide a reason why you think

so.
TASK 4- Microteaching
Designing an ice-breaker

-Age of learners
-Motivation
-Level of English
-Number of learners
-Your familiarity with the learners
-Your own confidence with an activity
-Possible discipline problems
-The learners’ familiarity with each other
-Your learners’ dreams and dreads
-The atmosphere you would like to create
-Length of the activity
TASK 4- Microteaching
Task assignment
-Let’s design an activity for a very first
lesson

-It should not last longer than 5 minutes.

-Write an activity plan (a sample is up on

Facebook)

- Teach your activity in class.

-
-Write an evaluation form for your friend
(a sample form is up on Facebook)
AN ACTIVITY PLAN
Group: 15 Ss
Gender: 8 males, 7 females
Age: 19 to 26
Level: Upper-Intermediate
Materials: None
Time: 10 min.
Interaction: T/Ss, S/Ss.
 
OBJECTIVES
By the end of the lesson,
The students will have practiced “present perfect”
 
STEPS
T asks the students to underline ten words they would like to learn in the reading
text.
T asks them to look at the surrounding text of each word with a partner.
T poses the following questions.
 
What clues about the word’s meaning do the surrounding words give you?
What part of speech is it?
 
T asks the students to make some guesses about their meanings based on their
responses.
T asks the students to compare their answers to another pair of students.
T checks their responses.

Uploaded already on Facebook!

Journal entry
Describe the first lesson of your teacher
training course!
• What did the trainer do in your first class?

• Why do you think the trainer choose to

act or teach as he did?

• What effect(s) did the trainer’s actions in

the first class have on you and the class?
Concerns ? Questions?

See you on Facebook!