| Warm-Up |
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2 - 4 minutes
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| Prepare Your Student |
- “Review Gabby instructions with your student.Read the script on the Start page of your first Sprint. If your student is new, read the sample questions and check that the student understands these instructions.
- Tell the student which level you are doing and what type of questions. Reiterate that in scoring, faster is better than perfect.
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1 minutes
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| Sprints |
- Begin the sprint. Read the questions and score the student’s answers for accuracy.
- After each sprint, share your screen with the student and review all questions. Have the student answer the questions again now that they can read them on the screen. Provide feedback and encouragement.
- If the student struggles with a question or phrase, provide the necessary corrections. For pronunciation interventions, select the concern that is most likely to impact the student’s intelligibility and lead to a communication breakdown. Use Color Vowel© strategies such as flooding, the Open Hand, or Color Vowel© yoga to help them improve their stressed vowel sounds and rhythm.
- With the student’s input, add at least one question per sprint to the student’s Target List for further self-training review.
- You should aim to complete 2-3 sprints during this time.
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15+ minutes
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| Pronunciation Focus |
- Select a specific pronunciation challenge to focus on with your student. Select one statement or question that you covered in their sprints to practice this challenging sound or speech pattern with them.
Example:
She drives to work every day. (Student has difficulty with the “sh” sound).
1. Model the statement and ask them to repeat it x3.
2. Involve them in a sample exchange using the statement in question; tell them that you will now ask them a question and you want them to answer using the original statement, with a focus on the “sh” sound (this is also an opportunity to work on sentence stress and rhythm).
Example:
Coach: “How often does she drive to work?
Student: “She drives to work every day.”
Coach: “Does he drive to work every day?”
Student: “No, she drives to work every day.”
Coach: “Does she take the train to work every day?”
Student: “No, she drives to work every day.”
3. Aim to repeat the exchange at least 3 times.
This is an entirely oral/aural exercise (no shared screen). Please select a statement or question that will be easy for your student to remember and interesting to work with.
*If you have Color Vowel© training, please adapt this lesson portion to include CV-related practice.
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2 - 3 minutes
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| Cool Down |
- Brief conversational cooldown. Ask your student how they feel about their performance today; offer general encouragement and specific guidelines for improvement as a review of your time together.
- Assign the next appropriate level or stage for the student’s Self-Training to practice in their Daily Self-Training Menu.
- Confirm the student’s understanding of their assigned homework, including the total number of weekly sprints and any other assignments. Remind them that students who practice with Self-Training always have higher scores than students who don’t.
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1 - 3 minutes
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| End |
- End your Zoom and Gabby sessions
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N/A
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