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Una, you wanted some further guidance into Text-based. Look at this post: 

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Una, you wanted some further guidance into Text-based. Look at this post: 

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https://teflhorizons.com/blog/2019/7/20/how-to-teach-grammar-text-based

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Time management is still an issue for you Una, aim at smoother transitions and make on the spot decisions to decide whether to cover the next stage or end the one you are at and make it solid. Remember that in a systems lesson, the core of the lesson is the language clarification and controlled practice to get the learners experiment with the new language / structures. 

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Time management is still an issue for you Una, aim at smoother transitions and make on the spot decisions to decide whether to cover the next stage or end the one you are at and make it solid. Remember that in a systems lesson, the core of the lesson is the language clarification and controlled practice to get the learners experiment with the new language / structures. 

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How do we get a bit more commitment from the student?

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I would like to know more about discovery techniques. Are students generally responsive to them?

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I would like to know more about discovery techniques. Are students generally responsive to them?

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Is it ok to change activities ad-hoc when we have fewer students than planned?  For example - separating into discussion groups makes little sense when there are only two students.  But having them discuss while the teacher is there is also awkward - which is why I turned one activity into a group one, which then kept me as the lead (also not a great solution). (Anna)

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How to more precisely gauge how much language we should include in a lesson.

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How to more precisely gauge how much language we should include in a lesson.

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How can we get the students to speak up more: whether they don't see something on the screen  or whether it is about level of participation -  how do we encourage more "presence"?

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Still an issue for Una and Anna - making the delivery of the sessions not as smooth as  the concept of the sessions.

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Anna repeated the difference between the two tenses a lot. As it was also visual perhaps it wasn't necessary to verbalise it in the Free Practice.

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Anna repeated the difference between the two tenses a lot. As it was also visual perhaps it wasn't necessary to verbalise it in the Free Practice.

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Anna had good rapport with students and showed a lot of patience with technological mishaps and adapted well to  circumstances.

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Anna had good rapport with students and showed a lot of patience with technological mishaps and adapted well to  circumstances.

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Una mentioned how the personalization of the lead-in helped Anna with the introduction of the context, I think this provided a good twist Anna!

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Una mentioned how the personalization of the lead-in helped Anna with the introduction of the context, I think this provided a good twist Anna!

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Good demo of Controlled Practice activity

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Good demo of Controlled Practice activity

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I think when they were writing answers in the chat box during the Gist exercise maybe they weren't sending it to everyone only to Una?  Because Una was commenting but I didn't see what was submitted.  Might be good to verbalize those submissions so everyone knows what is happening.  Same with the Jamboard - maybe make the connection verbally after they have moved the post-it so everyone one hears the information - or ask them to read it when they move it.

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I wonder if MFP should have come before the Jamboard exercise because it seemed to me they didn't have the words - they didn't know the language - to use in order to do that exercise. They saw it in the gist exercise but I suppose not "directly" .

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Anna's sense of pacing was very accurate: she repeated some activities and abandoned others effectively

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Anna's sense of pacing was very accurate: she repeated some activities and abandoned others effectively

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It is difficult to get students to extract the TL. How to better help them discover it?

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It is difficult to get students to extract the TL. How to better help them discover it?

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The highlighting/noticing works this way Una: 

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The highlighting/noticing works this way Una: 

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Should we include the TL in the lead-in even in a text-based framework?

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Should we include the TL in the lead-in even in a text-based framework?

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I was wondering during the Gist section, because there was some silence, if the questions might be too hard because they were dealing with Sports. Also I thought maybe the amount of text (the tape script) was too long for the amount of time they had to read it (and what was the benefit of reading it.

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Well done guys! You both delivered Text-based systems lessons and they were interactive. It's nice to see how you are slowly making sense of the differences between frameworks. 

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Well done guys! You both delivered Text-based systems lessons and they were interactive. It's nice to see how you are slowly making sense of the differences between frameworks. 

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Anna used a really  personalised lead-in and text.

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Anna used a really  personalised lead-in and text.

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Anna's lesson was very engaging and her charts and elicitation were very clear.

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Anna's lesson was very engaging and her charts and elicitation were very clear.

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I liked Una's segue from the Lead In when she briefly said what will be the topic for the day - it gave students an idea of what is coming.