Teacher (Ms. Green): Good morning, welcome to class, my name is Ms. Green and I’ll be your English teacher this term.
Student (Julia): Good morning, Ms. Green, I’m Julia, nice to meet you.

Ms. Green: Nice to meet you too, Julia, is this your first time in an English course here?
Julia: Yes, it is, I’ve studied English before, but this is my first course in this language school.

Ms. Green: Great, did you take the level test before coming to class today?
Julia: Yes, I did the online placement test last week and they told me I’m in an intermediate group.

Ms. Green: That’s right, this is a B1–B2 level class, so we’ll work on speaking, listening, reading and writing.
Julia: That sounds good, I especially want to improve my speaking and pronunciation.

Ms. Green: Perfect, we’ll do a lot of pair work and small group activities to help you speak more.
Julia: I’m a bit shy, but I really want to participate and talk more in English.

Ms. Green: Don’t worry, many students feel that way on the first day, we’ll create a relaxed atmosphere in the classroom.
Julia: Thank you, that makes me feel more comfortable already.

Ms. Green: Can you tell me a bit about your goals, why do you want to learn English?
Julia: I need English for my job, and I’d also like to travel more and feel confident when I talk to people.

Ms. Green: Those are very good reasons, we’ll try to connect the lessons with real-life situations.
Julia: I’d love that, I don’t want only grammar, I want practical English too.

Ms. Green: Of course, we’ll use the textbook and the workbook, but we’ll also do role-plays and short dialogues.
Julia: Great, I like activities where we can move around and talk to different classmates.

Ms. Green: Speaking of classmates, today we’ll start with some ice-breaker activities to get to know each other.
Julia: Okay, so we’ll introduce ourselves and maybe ask questions, right?

Ms. Green: Exactly, we’ll practice simple questions about hobbies, work and daily routine.
Julia: That’s perfect for the first day, it’s a good warm-up.

Ms. Green: Let me explain how the course works, we have class twice a week, on Mondays and Wednesdays.
Julia: Yes, I saw the schedule, the lessons are from six to eight in the evening, right?

Ms. Green: That’s correct, and attendance is important, so please tell me if you can’t come to a lesson.
Julia: Sure, if I’m absent, should I email you or the school office?

Ms. Green: You can email me directly and I’ll send you the homework or any handouts you miss.
Julia: That’s very helpful, I don’t want to fall behind if I have to miss a class.

Ms. Green: About homework, there will be short assignments after most lessons, usually exercises in the workbook or a short writing task.
Julia: That’s fine, I think homework helps me review the vocabulary and grammar.

Ms. Green: Exactly, and in class we’ll focus more on speaking, listening and pronunciation practice.
Julia: I like that balance, practice in class and exercises at home.

Ms. Green: During the term, we’ll have a few quizzes and one final progress test, nothing too heavy.
Julia: Will those quizzes be mostly grammar, or also listening and reading?

Ms. Green: We’ll include a bit of everything, but the main focus will be communication, not perfect grammar.
Julia: That’s good to know, I sometimes get nervous about making mistakes.

Ms. Green: In this classroom, it’s okay to make mistakes, they’re part of the learning process.
Julia: I’m glad you say that, it encourages me to speak more, even if I’m not sure.

Ms. Green: Do you prefer working individually, in pairs, or in small groups?
Julia: I think I prefer pairs or small groups, it feels less intimidating than speaking in front of the whole class.

Ms. Green: Then we’ll do a lot of pair work, and I’ll walk around the classroom to help you.
Julia: That’s great, I like when the teacher listens and corrects gently while we’re working.

Ms. Green: If you ever have questions, don’t hesitate to raise your hand or ask me after class.
Julia: Thank you, I usually need extra help with phrasal verbs and prepositions.

Ms. Green: No problem, we’ll have special lessons on phrasal verbs, and I can recommend extra practice worksheets.
Julia: That would be amazing, I really want to feel more confident with those.

Ms. Green: Okay, Julia, for now you can take a seat near the front so it’s easier to see the whiteboard.
Julia: Sure, I like sitting near the front, it helps me focus and follow the lesson.

Ms. Green: In a moment, I’ll write today’s plan on the board so you can see our objectives for this class.
Julia: I like that idea, it’s helpful to know what we’re going to do during the lesson.

Ms. Green: Welcome again, I’m happy you’re here and I hope you enjoy the course.
Julia: Thank you, Ms. Green, I’m excited to start and I’m ready to learn a lot this term.

En el diálogo aparece mucho vocabulario típico de clase de idiomas, muy útil para un primer día.

Palabras para hablar del curso: term (trimestre / curso), level test / placement test (prueba de nivel), intermediate group, B1–B2 level class, course, lesson, schedule. Todo esto te ayuda a situarte en el sistema de la escuela.

Palabras de aula: classroom, whiteboard, desk, seat, textbook, workbook, handouts (fotocopias o materiales que reparte la profe), homework, assignments, quizzes, final progress test. Son términos básicos que conviene dominar desde el principio.

Vocabulario de actividades: pair work, small group activities, role-plays, short dialogues, ice-breaker activities, warm-up. Todas estas palabras describen dinámicas típicas de clase de inglés comunicativa.

Vocabulario de habilidades y áreas de trabajo: speaking, listening, reading, writing, pronunciation, vocabulary, grammar. Fíjate en la estructura: la profe dice “we’ll work on speaking, listening, reading and writing”, muy típica para hablar de las cuatro destrezas.

Vocabulario de organización y participación: attendance, absent, email me, fall behind, raise your hand, extra practice worksheets, objectives for this class. Expresiones muy útiles para hablar de cómo seguir el ritmo de la clase.

Presentaciones y primeros intercambios: la profesora usa “Welcome to class”, “I’ll be your English teacher this term”, “Nice to meet you”. El estudiante responde con “Nice to meet you” también, que es la fórmula estándar.

Para hablar de tu experiencia previa: “I’ve studied English before, but this is my first course in this language school.” Aquí se combina pasado y presente de forma natural.

Para hablar de nivel y objetivos:
La profe: “This is a B1–B2 level class.”, “Can you tell me a bit about your goals?”
La alumna: “I especially want to improve my speaking and pronunciation.”, “I need English for my job, and I’d also like to travel more and feel confident when I talk to people.”
Son frases modelo perfectas para decir qué quieres mejorar y por qué estudias inglés.

Para expresar sensaciones y miedos:
“I’m a bit shy, but I really want to participate and talk more in English.”
“That makes me feel more comfortable already.”
“I sometimes get nervous about making mistakes.”
Este tipo de frases suena muy natural y ayuda a que el profesor adapte su manera de trabajar.

Para hablar de cómo funciona la clase:
La profesora usa expresiones como “we’ll create a relaxed atmosphere in the classroom”, “we’ll try to connect the lessons with real-life situations”, “in class we’ll focus more on speaking, listening and pronunciation practice”.
El estudiante responde con frases como “I don’t want only grammar, I want practical English too.”, “I like activities where we can move around and talk to different classmates.”

Uso de presente simple para describir el curso y las rutinas:
Frases como “We have class twice a week”, “Attendance is important”, “If you’re absent, email me” usan presente simple porque describen normas y hábitos de la clase.

Uso de “will” para explicar lo que se hará en el curso:
La profe usa mucho “we’ll” (we will): “we’ll work on speaking”, “we’ll do a lot of pair work”, “we’ll use the textbook and the workbook”, “we’ll have a few quizzes”.
En este contexto, will sirve para explicar el plan del curso y lo que el alumno puede esperar.

Uso de presente perfecto para experiencias previas:
“I’ve studied English before”, “Have you taken the level test?” – “Yes, I did the online placement test last week.”
Aquí se mezcla presente perfecto para experiencia general (I’ve studied English before) con pasado simple para una acción concreta en un momento específico (I did the test last week). Esto es muy típico en nivel B1–B2.

Uso de “would like” y “want to” para objetivos:
El estudiante dice “I’d like to travel more”, “I’d like to feel confident”, y también “I want practical English too.”
En general, “I’d like to…” suena un poco más suave y cortés que “I want to…”, aunque en este contexto ambas son aceptables.

Uso de “it’s okay to make mistakes” como estructura de permiso:
La profe dice “In this classroom, it’s okay to make mistakes, they’re part of the learning process.”
Es una estructura muy útil: It’s okay to + verbo para transmitir que algo está permitido o es aceptable.

Relación profesor–alumno:
Aquí se utiliza “Ms. Green”, con apellido y título, algo muy típico en contextos anglosajones, sobre todo en academias o escuelas. Es menos frecuente usar el nombre de pila sin más (como “Laura”) que en muchos contextos españoles donde se dice “profe” o el nombre a secas.

Enfoque comunicativo:
La profesora insiste en pair work, small group activities, role-plays, ice-breakers, warm-up y en que el foco principal es communication, not perfect grammar.
En muchas experiencias escolares en español el foco ha sido más gramatical y escrito; aquí se subraya que hablar, escuchar y cometer errores forman parte del proceso normal.

Normalización del error:
La frase “it’s okay to make mistakes, they’re part of the learning process” refleja una visión muy típica en la enseñanza de idiomas en inglés: equivocarse no es un fallo moral, es una herramienta de aprendizaje.
Para muchos hispanohablantes, esto choca con la idea de “no abrir la boca hasta estar seguro”. En este tipo de curso, se espera lo contrario: hablar aunque no sea perfecto.

Participación activa del alumno:
Julia comenta sus preferencias: “I like activities where we can move around”, “I prefer pairs or small groups”, “I usually need extra help with phrasal verbs and prepositions.”
En clases de inglés de este estilo, el profesor espera que el estudiante exprese objetivos, dificultades y gustos. No es visto como “exigente”, sino como información útil para adaptar la clase.

CONSEJOS PRÁCTICOS PARA HISPANOHABLANTES

Cómo presentarte:
Puedes usar un esquema muy sencillo.
Primero, nombre: “My name is Julia, nice to meet you.”
Luego, experiencia: “I’ve studied English before, but I haven’t used it much recently.”
Por último, objetivo general: “I need English for my job and for travel.”

Cómo hablar de tu nivel y tus objetivos:
Frases tipo:
“I think my level is around B1.”
“I can understand quite a lot, but I find speaking difficult.”
“I especially want to improve my speaking and pronunciation.”
“I’d like more practical English for real-life situations.”
Son claras, directas y ayudan mucho al profesor.

Cómo hablar de tus miedos o dificultades:
En lugar de quedarte callado, puedes decir:
“I’m a bit shy, but I really want to participate.”
“I sometimes get nervous about making mistakes.”
“I usually need extra help with phrasal verbs / listening / pronunciation.”
Esto no suena a queja, suena a información útil.

Cómo reaccionar al formato del curso:
Si te gusta el enfoque, dilo:
“I like activities where we can talk to different classmates.”
“I like the balance between practice in class and homework at home.”
Y si no entiendes algo sobre el funcionamiento:
“If I’m absent, should I email you?”
“Will you send us the handouts if we miss a lesson?”

Actitud recomendada:
Acepta la idea de que “it’s okay to make mistakes” y úsala como recordatorio mental para hablar más.
Levantar la mano, hacer preguntas y comentar tus objetivos en inglés desde el primer día es una excelente práctica. Aunque tu frase no sea perfecta, el mensaje llega y el profesor puede ayudarte mejor.

En una situación de primer día de clase de inglés es muy útil dominar vocabulario del aula (textbook, workbook, homework, whiteboard, pair work, quiz, progress test), expresiones para hablar de tu nivel y objetivos (“I especially want to improve my speaking”, “I need English for my job”) y frases para expresar tus miedos y preferencias de forma honesta pero positiva (“I’m a bit shy, but I want to participate.”).