I was too busy with my doctoral studies and could not respond to the comments for a while.

Most of your comments made make a lot of sense. This teacher started off well, we might say. However, she did not reinforce the target language in context but asked for the production which made the students stumble.

Here are some ideas for Scenario 1.

The teacher must answer these two questions first:

1. What is the purpose of asking students to produce sentences before they get the proper input?

2. Why does the teacher ask grammar questions before ensuring the meaning of the dialogue?

 Also the teacher must reconsider the learning process. Without grasping the function and the use of the target language, students cannot usually come up with tasks that require higher levels of understanding or production. Language input could have come earlier, that way students would have been exposed to the target language in context.

The lesson consists of isolated sections, so we cannot say that it is contextual.

 A communicative group work requires genuine interaction- members need to learn smth that they wouldn’t be able to otherwise.

So this lesson is not a very successful lesson. The best part is the application of concept check questions.

If we go back to the principles mentioned by Prof Richards- see my previous post. the following principles could be reminded.

Principle 5 Language learning is facilitated both by activities that involve inductive or discovery learning of underlying rules of language use and organization, as well as by those involving language analysis and reflection

Principle 9 The role of the teacher in the language classroom is that of a facilitator, who creates a classroom climate conductive to language learning and provides opportunities for students to use and practice the language and to reflect on language use and language learning

Scenario 2 is coming soon. Promise much sooner than this response..