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I have learnt in the section of '' Troubleshooting'' about the first day of class and it always creates some nervousness, even for seasoned instructors. It helps to have a mental checklist of objectives to accomplish so that you and your students come away with the impression that the course is off to a good start.To clarify all reasonable questions students might have relative to the course objectives, as well as your expectations for their performance in class. As students leave the first meeting, they should believe in your competence to teach the course, be able to predict the nature of your instruction, and know what you will require of them.One way to implement differentiated instruction is to plan different tasks for the same activity. This may be teaching a grammar point or a pre-reading activity or any activity for that matter. After the initial input of the teacher, there are two main options for assigning tasks.The teacher can adapt the task to two or three different levels which allows the student to choose the level he/she feels most comfortable with in terms of completing. The bottom line is that the teacher adapts already existing activities in the textbook, without having to make up additional activities.
Perhaps the most common usage of the native language is to introduce or confirm the meaning of a new target language item. This is particularly handy when the word that is causing difficulty is not entirely relevant to the core content of the lesson.Teachers may also use their native language to set up a task if the students’ level of English comprehension is not high enough to grasp the directions.
Strategy instruction can be just as valuable as language instruction. Again, if students are not proficient enough in English to understand the discussion of study skills, much time and energy can be wasted trying to explain.
