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A teacher needs to first explain what they mean before expecting the students to be able to answer a question. It helps to give concrete examples and explain learning goals clearly, or jump into an activity and then give an explanation at some point, but students cannot be expected to answer questions correctly without knowledge or examples of what the lesson entails. Second, the teacher's attitude and ability to engage students makes them feel more included in the class as opposed to being talked at. In the first lesson, the teacher spent a lot of time writing with his back to the students without explanation, he not only didn't engage the students but he didn't seem engaged in the lesson himself at many times. He repeated that it was easy material but did not care that the students didn't understand, and did not answer any questions. In the second lesson, the teacher wrote minimally on the board which gave time for the students to participate so much more. He was attentive and engaged with them as much as he expected them to engage with him, by learning their names, answering their questions, and engaging in some back-and-forth. In the second lesson, the students had so much more speaking time and although the lesson was overall longer, it seemed so much more effective for the students. He also used an activity with animals during the Engage phase to launch into a lesson on grammar, which made the grammar lesson less intimidating, more interesting, and provided a quick lesson on animal vocabulary.
