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One's first lesson with the (indeed, any) group is likely to be the most nerve-wracking for all ~ teacher and students alike, though for differing reasons ~ due to the inherent number of 'unknowns' on many levels. However, the teacher has the advantage of knowing the language and methods, rather like an experienced musician who (within reason) can 'busk' &/or sight-read constructively, and it is their job and calling to take an effective lead. There are a range of icebreaker activities (preferably 'live' rather than bookbound) to involve ideally all students, and 'fillers' to suit and stretch those one discovers who could benefit from them. Differences between students' attainment and extraversion/introversion can be turned to positive account once one has established who is which and gained the trust of all in the common endeavour: a strong student can help a weaker one in the less exposed context of pairwork. Such pragmatic considerations may be seen as a wider part of our communicative mentorship. It would be pretty rare for a rookie EFL teacher in a reasonably established school to run straight into a technical, content or management problem that some colleague hadn't encountered before and would help with, but meanwhile Lesson 20 certainly addresses a useful number of potential concerns.
