Teach English in Shangju Zhen - Meizhou Shi

In this unit, I watched two videos in which the same ESL teacher administers a lesson to his class of Thai students. In the first video, he scowls instead of smiles, jumps right into the lesson without warming up his students and engaging them in the topic, does not learn the names of his students, does not clarify what information he is attempting to elicit, and gives vague instructions. He also says that the lesson \"is easy\" multiple times, which trivializes his students' efforts and intimidates them into silence. He is mostly silent while writing on the board, does not work on pronunciation with the students, gives multiple worksheets but incorporates no games or group/pair work, and provides no opportunity for student-student interaction. The class is mostly composed of TTT (teacher talk time), and both students and teacher seem tired and unmotivated. The teacher even reads a book while the students complete a worksheet and later crumples up one worksheet and throws it onto his desk. In the second video, the teacher begins class by giving his own name and learning the names of his students, also requesting that they make name placards for their desks. He smiles often, seems interested and enthusiastic throughout the lesson, gently corrects his students, and gives praise for correct answers and participation. This prompts interest and enthusiasm in his students, and there is high student participation. He begins by engaging students and eliciting animal vocabulary from them, which he then ties into the topic of modal auxiliary verbs. He also uses gesture and mime to further elicit animal vocabulary and actions verbs, and he uses visual aids to elicit more animal vocabulary later on in the lesson. He also makes the distinction between \"can't\" and \"cannot\