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The two contrasting videos have all been filmed in an actual English Language classroom. The teacher in the first video seems to follow the ESA method to explore the grammar point “can/can’t”. However, he fails to engage the students at the beginning and reduce students’ enthusiasm or desire to learn. He keeps saying ‘it is easy’ and “No” to the students, which implicitly discourage their motivation and generate the resistance for them to learn. More elicitation with interesting topics or questions might be required in this scenario. During the study phase, he is better to make students to think and talk about the forms instead of writing all the contents on the board. In addition, he might need to put more efforts on group discussion when the students are given the exercise to finish. Overall, the teacher has not livened up the classroom through interesting activities. The students find the lesson difficult due to boredom of the lesson. On the other hand, the teacher’s attitudes and manner towards students might need to improve in order to make students feel comfortable and confident in learning activities. Obviously the words like “alligator” that it uses as example exceeds the language level of the students.
Contrary to Video 1, Video 2 shows a significant difference in the atmosphere in the classroom, as well as a difference in the level of understanding amongst the class participants. The teacher strictly and appropriately uses the ESA methods. During the engage phase, asking questions like “what animals do you know?” , showing pictures and mime for the verbs are all employed to appeal the students at the start of the class to break the ice. In the following study phase, he uses the techniques like gap-fill information for the sentences, pronunciation drilling and repetition and always gives examples before practice, which make the grammar points more acceptable by the students. In the activate phase, he encourages students to work in pairs and make drawings to create the animals by using “can/can’t”. The whole process is really effective and understandable for entry level language learners. In addition, the interaction with students including the eye contact, the voice and the manner is also adequate and can motivate students’ enthusiasm and activation in the classroom.
