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The content of this unit is given with two video lessons, one as an example of a good lesson and the other a bad lesson. The students in the video are young adults at an intermediate level of the English Language. In the first video lesson the teacher arrives later than the students and immediately appears to create confusion for the students, setting the tone for the rest of the lesson. The teachers own spoken language is unclear and not a good example for students to follow. The delivery of the engage phase is unsuccessful as he is unable to clearly define language points in order for students to put them into practice during the study phase. The teacher disregards the students confusion and uses negative phrases to point out the students mistakes. Transition from one phase of the lesson to the other is awkward creating frustration for the students who are not only unclear about the language points but also about what they should be doing. The activate phase activity is never clearly explained and the students use of the language points during this phase is thus limited. During the second lesson the teacher introduces himself immediately and makes a point of familiarizing himself with the students names. The straight arrow lesson is delivered in a friendly relaxed manner which immediately puts the students at ease. During the Engage phase, which last around 20 minutes, language points are explained and answers are elicited from students in a positive and helpful manner. The study phase is monitored quietly by the teacher. The activate stage introduces an activity which is appropriate for both the age and language level of the students which allows them to feel comfortable as they communicate with each other. Throughout the lesson the teacher seems organised and has his material and lesson plan ready. This is not apparent in the first lesson.
