TTQ

Today I recorded my entire class, which was 2 hours long, and it used up all of my phone battery life haha.
So there were a variety of different aspects to go through the text book with in this class. Ten students attended, (it was an academy class at the University) and it all went quite well i thought.
The focus of the first half of the lesson was phrasal verbs. These were in a reading, and phrasal verbs were highlighted throughout the text. I got the students to close their books and I prepared pictures describing the events as they happened in the text. The students then got into pairs and came up with their own stories based on the pictures on the screen. It worked really well to activate their schema, and it got them interested in the reading which we did next.
When moving into the practice stage of the lesson I gave the students a few verbs and particles and in the same pairs got them to make as many phrasal verbs as they could. They then volunteered their answers to the class. I did not get them to put them into their own sentences which was a mistake I believe, as just saying the phrasal verb does nothing to really enhance their language, other than maybe learning new vocabulary.
The text book then took us into a dialog focusing on softening, and thereby making it more polite. I modeled a few sentence examples on the board and nominated students to say the answers. This worked well and the students grasped this fairly quickly. The last point was the use of the word "though" in contrasting opinions. After going through the examples in the text the students had a chance to produce the language with me as I nominated students to contrast my opinions with the use of the word "though". For example:

T: Brad Pitt is so old now!
                                                       L1: Yeah but he is still handsome though.

I was happy with the way the ideas were picked up in class and I hope that the students continue to use this new language point in future lessons.
My only gripe is that I feel I still over explain too much and maybe even offer too much feedback to student responses. Reducing TTT is important I know but how much should we reduce it. Harmer brings up the point about TTQ (teacher talking quality) and I guess I am still trying to work out this balance. TTT needs to be used wisely and I think i would like to focus more on this aspect. How much talk is too much and what constitutes quality?