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!"

• 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.

• 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!

*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.

• 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. 

*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.

• 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. 

*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)

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 

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.