How to start a lesson

Some teachers put on music before the students start com ing into class. This sets
the mood for what is to follow. However, we need to remember that music may not
be popular with everybody. We can make TAKING THE REGISTER/ROLL an
enjoyable activity. Instead of just sayjng yes when we call their names, the students
must answer ·with a word i n a category we give them (such as food, transport,
feelings or PHRASAL VERBS or with a sentence about what they did at the
weekend, etc.

We can go straight into the lesson by asking for a class story. We give the students
the first line and they have to continue sentence-by-sentence; the storyteller changes
every time we throw a ball, blow a whistle or use some other method.

When students are late

There are a few things we can do when students arrive late. • we can get class
agreement on what to do about lateness. We can include this in an agreed. We can
make sure that we start lessons with an engaging activity so that the students don't
want to be late. For example, we can say that at the beginning of the next lesson
they can ask us about a forthcoming test and that we will answer honestly. • \Ve can
get late students to explain why they were late and allow the class to give their
excuses. We can get the rest of the class to snares what has happened so far for
the students who are late. • We can tell late students that they will have to give their
reasons for being late at the end of the lesson. • We can say that students cannot
come into the lesson if they are more than five minutes late

When the class needs to be quiet

We often need to be able to quieten the students down - especially after a noisy
activity. When we want to end an activity, we need the students to stop what they
are doing. • When teachers shout too often, the students ignore them and the noise
level increases. However, if the teacher speaks very loudly and this is unexpected,
it may make the students stop what they are doing because they are curious. • Some
teachers start talking very quietly to the people at the front of the class and hope that
the others will quieten down because they are all interested in what tl1e teacher is
saying. • Some teachers raise their arms. When they do this, the students have to
raise tl1eir arms, too, to show that they have seen and to indicate that they are
quietening down and finishing the activity.

Finishing the lesson

One of the most difficult things for many teachers is to finish the lesson before the
bell goes! Getting our timing right can be challenging, especially if MAGIC
MOMENTS or UNFORESEEN PROBLEMS have happened. However, if we can, it
is sensible to finish the lesson properly and end on a positive note. • It is a good idea
to summarize what has happened in the lesson and ask the students to tell you what
tl1ey have learnt.

• Some teachers like to tell tl1eir students what they can look forward to in the next
lesson. They want tl1e students to be enthusiastic about coming back to class.

• Some teachers like to end their lessons by asking the students to write down
(three) things that they have learnt, or (tluee) things that they think are the most
useful for them now or will be in tl1e future.

• Some teachers like to end lessons with an enjoyable activity such as a GAME, a
SONG, or some other fun activity to send the students away in a good mood.

• Some teachers like to end witl1 some quiet EXTENSIVE READING or, especially
with young learners, with a READING CIRCLE where they read to their students.
can ask our students to write their own TEST question which they can give to a
colleague to take away (and bring back in the next lesson). The most important thing,
perhaps, is to vary the way we end our lessons so that our students look forward to
the end of the lesson for tl1e right reasons!