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What kind of skills were practised? (e.g. listening for gist, listening for detail, reading- skimming/ scanning,

speaking- accuracy/ fluency, writing- connecting words/ layout/ punctuation...)

What kind of lead-in was there? (e.g. scene setting, use of pictures...)

Where there any activities to prepare students for the main task? (e.g. vocabulary pre-teaching)

What tasks were given? (Why were the students speaking, listening etc.?)

What kind of post-skill tasks were there? Follow-up?

How did the students respond to the activities?

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Skills practiced were speaking for fluency, using the past tense in the context of disaster trips.

Lead-in: Julianna used a picture to gain schema and set the context.

The first task, I believe, was a diagnostic test from the test-teach-test framework. Used to gauge the students' knowledge of the content.

Tasks to prepare students for the main task: Lead-in, the diagnostic test, and the MFP discussion to provide clarity of TL.

Tasks given: test, controlled practice (gap fill), freer.

Post-skills: Freer and DEC

The students already have an awareness of the past tense. I noticed some confusion with the past simple and continuous. I think using a guided discovery would have helped the students understand form. There was some confusion with the instructions at the beginning of the class. A lot of TTT. They enjoyed the personalized freer task.

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Julianna used the test-teach-test structure. She checked the students' knowledge of three different verb forms in the past tense: Past Simple, Past Continuous, and Past Perfect. She did this in the context of traveling.

Her lead-in was a fun "Disasters on Vacation" with images of catastrophes, and Julianna elicited responses from Hamideh. Initially, Hamideh couldn't think of any travel troubles, but Julianna did an excellent job of eliciting with questions such as "Have you ever missed a plane?" and prompts like, "I know it can be tricky traveling with children." Then Hamideh began to stream with language!

The first and second "tests" were to choose the right past form of the verb for sentences about travel. Throughout the tests, Julianna asked the students if they knew how they had identified the correct form to elicit the form of the grammatical structures in the TL.

The teaching section involved a grid with the Target Language.

The students returned from their final BOR laughing! They had a great time making up a story set in the past tense about a travel disaster. Their FB was jubilant. Hamideh laughed out loud recounting a lost passport! Livia encouraged and participated in this account!

After the Freer Practice, Julianna provided language feedback on a verb form, pronunciation, and finally appropriacy. Hamideh said goodby with, "We had a great time with you!"

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grammar practice (Verb Tenses), speaking for fluency,

Speaking was clear and instructions easy to follow

Picture with questions and open discussion

Grammar correction practice to ease in to lesson utilizing tests

MFP for past tenses, Controlled practice, open discussion practice

There was an oral task at the end where learners could share their personal experiences

learners were engaged and understood instructions well.

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Lead-in: Pictures of twins. Meena did a great job of eliciting the context from the students. The T/F activity seemed to trigger more interest in the lesson

Skills practiced: receptive reading

Prep activities: T/F and reading for gist.

Tasks given: Matching similar words with nurture and vulnerability. MFP, Meena, modeled and drilled. These were tough but great vocabulary words. Reading for more details, followed by a controlled practice -gap fill activity.

Post skills: Post-text discussion 2 questions, personalized discussion activity in the context of nature vs. nurture.

Productive skills extension: What did you learn? Great way to wrap up the lesson.

Students were engaged and actively participated in the tasks. I believe the aim was met, as they were able to complete the controlled practice successfully.

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Meena taught a receptive class - Reading for Gist and Detail.

Lead-In: Meana showed a photo of young twin girls. She asked Ss if the girls looked similar / alike or different. Then she asked what this type of twin was called - Identical. She also elicited the opposite from Hamideh: Non-identical or fraternal - a word that Hamideh pronounced. Meena also elicited very eager talk about twins whom they both knew, and they participated in a T/F task with curiosity. When Hamideh imagined “bond” as meaning “connected,” Meena intuited the confusion and guided Hamideh’s understanding by offering an alternative, “build relationships,” which allowed H to choose “True” correctly.

Reading for Gist: Choose the title that best fit the paragraphs. Meena re-directed a student who hadn’t understood the directions, repeating them and getting her back on task. She asked ICQs about reading for general information or detail.

Unblocking vocab came after Reading for Gist, which worked well. Meena asked students to find synonyms for key terms from words provided on her slides.

She eased Luis into the tasks as he had arrived in the middle of the reading. Then, Meena answered one of Livia’s questions by getting Luis to identify synonyms for “heredity.” She drilled the students on pronunciation.

Reading for Detail: Gap Fill was provided and then Meena asked ICQs. She made the good decision not to send the small class into BOR. It’s hard on phones to write on screen, but they managed! Meena congratulated them enthusiastically.

Freer Practice: Ss engaged significantly with Meena’s two questions about talents and heredity - Very positive Freer Practice design. Livia led the discussion; everyone was invested. Ss disagreed graciously about nature or nurture! Epigenetics!

DEC - "How do I make it a little bit better" - good approach!

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Reading for gist and detail, oral fluency

Meena uses an image to generate interest and discussion

First task was a controlled practice with true or false

Reading for gist, controlled practice with matching, reading for detail, freer activity

Freer oral fluency task where learners could personalize the topic to themselves. DEC as well.

The learners responded to activities well and did great with reading activities.

Great use of visual indicators for slides which made the lesson easy to follow.

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*Lead-in: She used pictures to generate students' interests in topic.

*Pre-teach lexis: She used fun and intuitive visuals to teach task blocking-lexis. Students understood the meaning of TL with ease. She also uses CCQs to check the meaning.

*Skills: Reading for gist(Skimming), reading for specific details(scanning)

*Her ICQs are clear and easy to understand.

*Tasks: <Find the best suited title>, <complete the sentences(fill in the blanks)>, <match the sentence halves> - students were engaged.

*Post-skill tasks: 'agree/disagree', 'what do you find most interesting about what you read?' -Students were engaged and eager to share their opinions.

*TTT was low and it was a student centered lesson.

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What kind of skills were practised? (e.g. listening for gist, listening for detail, reading- skimming/ scanning,

Reading for detail, reading for gist. Overall skills were for reading.

speaking- accuracy/ fluency, writing- connecting words/ layout/ punctuation...)

What kind of lead-in was there? (e.g. scene setting, use of pictures...) Showed three images and asked thought provoking questions to get student thinking. Asked good follow up questions and good open ended questions.

Where there any activities to prepare students for the main task? (e.g. vocabulary pre-teaching)

Ryan did a word warm up task and asked students to pair word phrases with images. This was her MFP stage. I thought this was creative and definitely got the students thinking about definitions. Ryan elicited form of the word forms and also drilled the word phrase that was hardest to pronounce. She also had good CCQ’s that I noticed.

What tasks were given? (Why were the students speaking, listening etc.?)

Ryan did a read for gist task. Her instructions were clear but didn’t ask an ICQ. Although I think her students understood the task at hand. Afterwards, she did a read for detail task. I liked that she made sure everyone could see her questions in the chat before starting. She also had a good ICQ for this task. I think some followup questions to how students found their answers would be useful. Then, she did another activity to match sentences together.  I thought this is a good activity because it was challenging to the students. I also liked for this activity you made students go into BOR.

What kind of post-skill tasks were there? Follow-up?

Ryan asked two open ended questions for the students to discuss in BOR. The questions were related to her previous tasks, her aim was probably to get students to talk about their opinions about the reading. I liked this activity. Her last post skill task was her language feedback and I loved that she added context to her TL.

How did the students respond to the activities?

I think students responded, they all seemed to follow the instructions easily. They seemed engaged and were helping each other out too.

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*Lead-in : She used pictures to initiate the conversation. The students enjoyed talking about the pictures.

*Test - Teach - test

*Teaching(clarifying): She used visuals and some examples sentences to convey meaning. The visuals were clear and she used CCQs to check the meaning. Students actively participated in the process.

*controlled practice(test): fill in the blank.

Students were able to share their answers confidently after their discussion in the BORs.

*Talk about yourself using the phrasal verbs(TL) - Students helped each other to understand 'pull over', 'pull up' and they were actively talking and trying to use TL.

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What kind of skills were practised? (e.g. listening for gist, listening for detail, reading- skimming/ scanning,

Test teach test, vocabulary - new word phrases

speaking- accuracy/ fluency, writing- connecting words/ layout/ punctuation...)

What kind of lead-in was there? (e.g. scene setting, use of pictures...) Max displayed 4 images and asked the students open ended questions to get them thinking.

Where there any activities to prepare students for the main task? (e.g. vocabulary pre-teaching)

Maxine did an activity with the students to match synonyms with words in sentences.

She had a good ICQ as well. Students understood her clearly. I could tell she was doing a test teach test framework. After this activity Max did MFP with students but she did it by asking multiple choice questions with the students which I thought was a great way for self discovery.

What tasks were given? (Why were the students speaking, listening etc.?)Maxine asked students multiple choice questions to the defintion of the word phrase. She had good CQQs for this activity for eliciting meaning. She went over pronunciation with the students by drilling the word. I’m not sure if I saw form being taught. I also thought she did a good job at asking students why they thought something was an answer. Max also gave the students a paragraph for the students to fill out the blanks together.

What kind of post-skill tasks were there? Follow-up? The language error feedback was well done and provided good context to the words

How did the students respond to the activities?I think the students liked the activities, they seemed challenged by them because they had to think about their answers. Good job with CCQs and eliciting self discovery from students. You could tell all the students learned something new.

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*Lead-in: Most students didn't have a favorite film maker but she steered the conversation and led the students to talk about movies.

*Test: 'choose relative clauses.'

*Some students were confused with some elements of TL but she managed to elicit with CCQs during the process of clarification.

*controlled practice(test): This was not the easiest topic for the students but they were willing to participate and followed her lead. She was encouraging.

*freer practice: talking about the films. (The students discussed the grammar which allows them to help one another)

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What kind of skills were practised? (e.g. listening for gist, listening for detail, reading- skimming/ scanning,

test - teach - test. Grammar skills were the main focus, particle clause and relative clause

speaking- accuracy/ fluency, writing- connecting words/ layout/ punctuation...)

What kind of lead-in was there? (e.g. scene setting, use of pictures...) introduced the topic of film makers and asked students questions about who their favorites are. Since some of the students didn’t have favorites I liked that you adapted asked their favorite films and why instead.

Where there any activities to prepare students

Maybe give a reminder to the students of what a relative clause is. I could tell it was test teach test

What tasks were given? (Why were the students speaking, listening etc.?)

Find the relative clause in the sentence with multiple choice answers. After students worked in BOR they went over answers with Piper in main room. Asked students about form of TL language. Another activity was asking students what voice is used. It might be worth doing a demo so students can understand more about “voice”.  Piper did an activity to have students fill in the blank for the correct participle verb.

What kind of post-skill tasks were there? Follow-up? Feedback activity at the end was great. Did a job at pointing out good examples for the students to reflect on and why they were wrong.

How did the students respond to the activities?

Students did a good job at engaging in activities, I think some were confused at some points by the activities. It might be worthwhile to go over things like what a past participle and relative clause. You did a great job at making the end of the lesson fun and still exciting even though some students were tired

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Lead-in: Who is your favorite filmmaker?

Skills: Grammar participle clause

framework: Test, teach test maybe (using the multiple choice)

Tasks given: clarify language and controlled practice (gap fill)

Post skills: Discussion about favorite films to personalize the context and practice accuracy, fluency.

Student's response: This was a tough lesson. Students seemed to engage with the topic and were encouraged by Piper.

DEC: Piper ended with language focus, delayed error correction.