Obviously you have no lesson plan, and very likely no indication of what the class has been working on. Sometimes you don't even have access to a copy of whatever coursebook students have been using, or any materials AT ALL. You're lucky indeed if you even have a marker in your hand.
It's happened to me, and more often than I care to recall.
Here is what I might do:
NOTE: NEVER let on to the students how horrified you are. For indeed, you have no call to be horrified at all. This is a case where less is more: you are free to enjoy a truly communicative student-centered class.
If the class is unknown to you have an
INTRODUCTORY TRUTH and LIES session:
- Model with yourself: Write on the board 4 things true about yourself and 2 untrue, in random order.
- Encourage Students to ask you questions to determine which are true and which are not.
- Now have Students do the same. If the class is small Ss can present their information to the whole group, or else break into smaller groups.
- ask students to tell you what they've been working on
- brainstorm all information possible on the board.
- ask students to identify what they feel they most need to work on, what is most interesting, what is most useful. You can give each S a marker to circle what they like and dislike, and underline what they need to work on etc.
- Now have each Ss write (a) question/s based on the material developed on the board. Check questions with a partner for accuracy.
- PARELLEL CHAIRS*: have students sit in two rows facing each other with their question on a piece of paper in front of them. Discuss question with partner directly in front. Give them three or four minutes as necessary.
- Call out CHANGE: everyone stands and takes a step to the left, leaving the question behind and moving to the next chair, a new partner and a new question.
- repeat til end.
- REPORT SESSION. in Pairs discuss what question was most interesting, what anwer was most interesting.
TASK: based on the material you have covered, and depending on its nature, have groups write a brief passage or roleplay based on material that arose. Present to the class or share with other for feedback.
LANGUAGE FOCUS: as necessary work on elements identified by students.
have Ss give each other feedback on what is produced.
CLASS OVER before you even knew it! =)
* this is a wonderful technique I know not with whom to credit, but whoever they be: God Bless 'em; it's fabulous.