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These contrasting videos were helpful in having concrete examples in what to do and not to do in the classroom. In his second straight arrow ESA lesson, the teacher introduced new vocabulary and sparked interest in the lesson by talking about animals. In the first, the teacher jumped straight into the study phase and used unnecessarily confusing and high level vocabulary to introduce the concepts, which left the students intimidated and confused. The second lesson progressed on, with the teacher explaining the grammar form, giving lots of examples of both the affirmative and negative forms, then having students complete a practice assignment in partners. The first lesson relied heavily on students working alone, and the teacher did not respond well to questions. In the activate phase, both lessons used the same activity of creating an imaginary creature with interesting abilities. In the first lesson, students, because they had not understood the previous phases, did not understand the assignment. The second lesson was much more effective. Even if all the students did not understand the need to create an imaginary animal, they did all effectively use the grammar structure in their presentation.
