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The teachers attitude in the first lesson is damaging to the lesson. He spoke so quickly even I couldn't understand what he was saying at times (the accent didn't help). I think it does show a clear difference of how a lesson can go. The animal knowledge elicited from the students in the second lesson was incredibly helpful to the rest of the lesson. He also relates the material back to the students. \"Do you have ___ in Thailand?\" He anticipates problems with the pronunciation of can and can't and tries to combat them with drilling. I think he could have been nicer when correcting though. And again I think these techniques are great for a small classroom with a lot of knowledge already. But the problem that comes to mind is when you have a large classroom (maybe 40 people) and they don't have the lexical and grammatical knowledge beforehand. If they've never heard of any animals or encountered modal auxiliary verbs in their life, these lessons are almost useless. And even in the lesson shown it looks like a review of information and not a new lesson. I'd like to learn some teaching technique that don't require elicitation.
