# data[].attributes.body
I think Clive makes good use of video for practicing prediction and listening skills. Students’ motivation is highly stimulated.

# data[].attributes.body
He uses different techniques to activate schemata of the students

# data[].attributes.body
He uses the video to teach vocabulary instead of telling ss the meaning directly

# data[].attributes.body
1. frequent interactions in T-Ss. Ss-Ss
2. linear approaches by following the textbook activities
3. students were free to voice ideas rather than being nominated by the teacher.

# data[].attributes.headline
I observed how Clive check Ss' comprehension

# data[].attributes.subject
I observed how Clive check Ss' comprehension

# data[].attributes.body
I find that
1. it is very useful for Ss to do prediction before watching the video and then number the prediction notes.
2. watch the video first with no sound and then with sound, after that watch with subtitles. It helps Ss focus on different elements in the video

# data[].attributes.body
He took notes when observed the students doing pair work and discussion.

He explained the word like 'unravel' vividly after the student had difficult in understanding this word.

# data[].attributes.body
The teacher was circulating while students' discussion and noted down their mistakes and good expression for later teaching.

# data[].attributes.body
Setting Group discussion and asking their students questions one by one to everyone involved in.

# data[].attributes.body
I found that the questions design is proceeded in an orderly way and step by step.
And using to activate the schema to learn new vocabularies.

# data[].attributes.body
Clive gives ss the chance to talk with their peers to exchange their answers first. This may improve their confidence

# data[].attributes.body
using video with sounds off: lead students to focus more on visuals than just listening

# data[].attributes.body
friendly body language, clear instructions (oders)+whiteboard writing

# data[].attributes.body
I want to ask him will the subtitle impede students’ listening exercise.

# data[].attributes.headline
I want to know about how he varied the response students gave as they had different language abilities. I didn’t hear very clearly and see how he did that.

# data[].attributes.subject
I want to know about how he varied the response students gave as they had different language abilities. I didn’t hear very clearly and see how he did that.

# data[].attributes.body
1. What would you do if the students are not willing to talk and answer questions in class?
2. In the final activity, why don't you ask students to give their summary to the whole class ?

# data[].attributes.body
I will ask him: what do you think of the role in silent film in the whole teaching?

# data[].attributes.headline
Would he do some adjustments to this teaching methods?

# data[].attributes.subject
Would he do some adjustments to this teaching methods?

# data[].attributes.body
is there a stage when students got chance to get input?

# data[].attributes.body
is this class a vocabulary class?

I noticed that you practiced listening as well.

# data[].attributes.body
Qs for Cleff: Is this teaching approach commonly used in your listening class? How do you assess students' learning after class? What's the methodology, cognitive or metacognitive? If the class size expands to 30+, what change will you make?

# data[].attributes.body
I would ask him why he just give his students less than 20 seconds to review their notes? Is that enough?

# data[].attributes.body
I want to know how he combine the video and vocab together

# data[].attributes.body
I would ask him whether subtitle is an effective way in listening activity as some students will tend to be depending on it and make it a reading activity instead sometimes.

# data[].attributes.body
I would ask him how to apply the tech you taught in real teaching.

# data[].attributes.body
1. He mentioned it was a multi-nationality class, so what is the effect of multi-nationality, what factors did he consider when designing this class concerned with the multi-nationality feature?
2. I want to look into the first time listening which is with the sound off.

# data[].attributes.body
During this class, how could you keep students focusing on video and the class when the video clip was played about four or five times?

# data[].attributes.body
1. What’s the disadvantage of combining the watching video into listening. How do you assess the outcome as learning output rather than watching and guessing.

# data[].attributes.body
What kinds of activities do you usually do when you use video as a media to teach?

# data[].attributes.headline
1. I would like to ask him what else he would do to improve his learners listening  ability. Eg, speaking pactice?

# data[].attributes.subject
1. I would like to ask him what else he would do to improve his learners listening  ability. Eg, speaking pactice?

# data[].attributes.body
2. I want to go back and check his methods to prepare the students with the  vocab.

3. Clive mentioned that the biggest obstacle for students is listening: There are some vocab difficulties. I wonder how  many of them are totally new vocab for the students and how many of them are that they know but could not recognize the vocab?

# data[].attributes.body
1. What is his attitude torwards using video as a teaching technology.

2. What's the rational of his class activity design.

# data[].attributes.body
It’s the first time I saw a teacher play a video with a silent version first. It inspired me and I hope to hear him expand more about his rationale of this technique.