This paper describes a study of the ways in which teachers of foreign languages (English and other languages) to adults begin their lessons, the purposes that underlie their habitual practices, and students' attitudes to these practices. Among the conclusions reached are the following: (1) in the context described, teachers appear to attach greater importance to affective than cognitive consideration; (2) although individual teachers may operate with a relatively narrow range of activities, there is considerable variation across those involved in the study; (3) despite evidence of a slight preference for more attention to be given to review and preview, students appear to be on the whole quite content with the way in which their lessons begin. (Contains 17 references.) (Author)