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I found the first video to be a bit extreme. I have a really hard time believing that even the most inexperienced teacher would think this lesson is sufficient. It was almost comical in this aspect. I think it could be more effective if the “bad” example video showed teachers make common errors—rather than being completely detached, oblivious, and ignorant to his student’s needs. Students were not engaged, discouraged, and at some point, gave up trying to give the teacher any kind of response. To make matters worse, the teacher repeatedly announced the concept was “easy,” which further discouraged and intimidated students.
The students were much more engaged in the second video. The teacher effectively grabbed the student’s attention with listing familiar animals, then some familiar verbs, and then introduced the main part of the lesson: the auxiliary verb “can’t.” I think the lesson could have even been more effective if the teacher or some students were able to act out some animals or verbs—but perhaps this would be better for younger children. One thing I thought was interested was that the teacher kept using a solider to explain “crawl” rather than a baby. I’m not sure that was the best way to explain the verb crawl, but it seemed to work for this lesson. It was great to see the students looking happy, proud, and overall excited about learning English in this lesson.