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I think at first glance, for us it seems easy because it’s just 3 phrases

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Lool far from it gian

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Zu said the lesson was going to be super easy lol

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Dimiitry is my guy. He's not backing down.

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I’d send him out. Banished

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Every class has one person who will question everything.

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How do you think Zu feels about Dimitry right now?

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He could do a bit more work with the IWB, it saves time and he won’t get confused

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Zu has done something impressive - he has created a lesson from outside the book, with no materials - but creating your own practice tasks is not easy!!

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When did you stop makes more sense, meaning-wise.
*ok, now he explained it it makes more sense now lol

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Yeah they seem slightly confused

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Maybe I should take it back, Giang. A timeline from am not used to - getting used to - am used to might work??

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I don't think a timeline would be that helpful here - only one of the three structures is time-bound. The other two can work in any tense.

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That's a sign of good boardwork - a students just took a photo of his whiteboard!

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Can you use timelines with this lesson?

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Sure - he could elicit examples from ss - or he could have a more developed context - photos of Zu in Spain and ss guessing what he had to get used to etc.

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Should he try to elicit examples from students?

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OK, so now we have really nice boardwork and Zu is clarifying form well and is doing some eliciting, but these examples are not from a context and are not particularly engaging.

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It can also be an extended state in the past - it's not just for actions.

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Sounds slightly vague. A bit more context would be nice. Regarding clarification, he could say it is to describe an old habit. It’s easier to understand than a repeated action in the past

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Any comments on the example "I used to go to the park"?

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Is it confusing to have 'wasn't used to' with something we are accustomed to next to it?

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He tried

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How would you describe Zu's relationship with the IWB in general?

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This is a nice example of a teacher-fronted presentation.

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Good eliciting

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Nice lead i clear and a good length for sts to remember key points.

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Olive has found her pokerface!

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Olive’s doing a great job helping him however

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Eddie has some questions about things I would have thought he'd know. I'm surprised! Maybe he's hungover

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Olive is eliciting well, but she could make hers and students' lives easier, by using the context to elicit instead.

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Should Olive use the examples from the text to explain the vocabulary?

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LOL - I don't make the rules.

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Telling us on the last day however. Will note that on the feedback survey....

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Interesting?

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Have you ever tried boardroom seating - everyone gathered together around one table? It works well for such a small group and it means you can monitor everything and that multiple pairings are easy to arrange.

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Do we need to change anything about our teaching when we only have four students?

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This is all v clear so far.

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Afternoon all.

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Well this is something anyone can talk about!

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Are they confusing ellipsis for doing impressions of blunt, British people..?

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LOL - Some weird examples, but some were great!

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"What recommend?" isn't a good example of ellipsis

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Well, this shows that they "got it" - a successful practice activity where the ss used the TL well.

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I agree that it’s probably not guided enough. But she’s monitoring thoroughly and helping them out!

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Yeah I agree. It’s too broad and the pair in front of me are not working together

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Maybe I'm being mean, but I wouldn't leave it as open as this. I think it would be more doable if you gave students a topic/characters/a location for their conversations. Leaving it open makes it very hard.

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OK - how could you change this task?

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She’s monitoring well here

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This whole group is good at monitoring - Roseanna is particularly good at making sure she gets to see/listen to every pair.

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This handout is very helpful btw - it's the ex from the book

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Too much on the board can be distracting

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She’s doing very well here I think. Her clarification is very clear

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Roseanna has chosen good examples and is being very clear; is there any need to have written rules on the board?

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We haven't seen this before - a dialogue as a context - what is good/bad about this?

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She’s smiling more and seems more comfortable than her first few lessons

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I think Roseanna has got better in the last three lessons in terms of showing a genuine interest in the learners.

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I loved that - Giang managed that listening in a way that she knew she wouldn't fail - so much preparation, such good instructions, so many opportunities to check in pairs, all of which were monitored well. Super

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Haha he was well happy basically

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I can't see Dimitry's face.

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I think Giang has definitely learnt to control her speed and grading of language according to the level of the students

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DImitry is running tings.... The look on his face when he was the only one that got question 2 correct.

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Lots of pair-checking which is always useful

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Again, let's look back to Giang's start of course. How has her teaching changed? What was her first lesson like?

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What do we think about the levels of pairwork in this listening lesson?

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Miserable... or just French?

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Sebastien talked lots to Rachel, Jon and Victoria etc when their group were teaching here.

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Very smuggishlike

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Also we'll done to gian she managed to make Sebastian talk. He's so miserable.....

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Lol

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Remember that bigger words aren't necessarily harder.

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Chat

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Snap

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‘Trigger’ also.

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hedge and trigger were the ones that jumped out at me.

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‘Privet (a type of hedge)’ - I doubt they’ll know what a hedge is.

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Psychologist. Autobiographical- I don't even know that

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What words from the true or false task might you choose to pre-teach?

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I think Giang has been watching you all and seen what can go wrong in a listening and worked to make sure it doesn't happen again - the instructions for this listening are really controlled and don't leave room for doubt.

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Alright - this is a very well-prepared gist task - the ss have now had three pre-listening tasks, so fingers crossed they do well in this, regardless of how hard the listening itself is.

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Yeh, the stress was wrong there..

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I think they understand ‘evoke’. Definitely the speakers of Latin-based languages at least.

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I think so yep

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I would stress it on the 1st syllable. Same in the UK?

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She can think on her feet re the difference between chorister and soloist.

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That was my favourite CCQ of the week! Show me how you snuff out a candle

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Is "evoke" a hard word for these students?

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What was the purpose of that reading?

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Lol at French people not caring - it's a true Gallic shrug of an answer.

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This could very quickly turn into a therapy session...

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It's a weird topic, but Giang has done a good job of making it relevant.

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He’s definitely trying to elicit more

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He is more student centric

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In feedback, I'm going to ask you to comment on each other's progress since lesson 1. What do you remember about Ali's first lesson? How has he changed?

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I think despite some difficulties, Ali has shown us a good example of adapting mid-lesson to cater to the students’ needs.

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But, I do like this - he's done lots of examples with them and this is how we make sure they understand what to do. He's also monitoring well.

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He's abandoned the chair again :(

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Good - Ali is doing what he didn't do the last time and they're doing an example together. This is useful.

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I know I probably would have panicked in that situation but he kept his cool

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I know what Ali was trying to do - he just wanted them to focus on his target language and so Dimitry's example "wasn't relevant", but Dimitry was right.