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The objective of the lesson was that the students will be able to use can, can’t, have and haven’t in their daily lives using the English language. Lesson 1 and 2 both did complete the objective but lesson 2 did it more so than lesson 1. Lesson 2 was much more efficient for reasons such as building confidence in the student, involving the students etc. The teacher started of by greeting the class and exchanging names this made the mood of the classroom a bit more relaxed. During the engage staged the teacher aroused the students interest and got them involved in the lesson. He had examples ready on the board to provoke the students, getting them involved in the discussion. When addressing a students he used their name. He encouraged them to involve other students names and to try a more difficult example. The teacher made a point of involving all the students. For the first part of the study stage he made use of the board, visuals such as a plate and printed picture and acting/role-playing a customer at a restaurant. He asks student how they would form a sentence but doesn't give them the correct example rather giving them a chance to try first. If the student didn't know the answer he would ask another student to try. He persuaded students again to involve each other by asking each other questions to show an example of how the sentence is formed. When asked for a specific word and if the students did not know he would start writing it letter by letter provoking it from the students rather than giving it away. For the second part of the lesson a worksheet was given. The students worked in groups and whiles handing out the paper he pointed out to where the column was that was asked for. While the students were busy with the worksheet he monitored them walking around listening from afar, if students struggled he would help them in the right direction but did not give answers. He asked if everybody is doing fine and gives 1 minute warning. He didn’t interfere with their progress.He prepared the numbers on the board whiles they were busy not to waist time. When the time was up he said pens down incurring that the students listen. He didn't give the correct answers but rather let the students give their answers. The teacher elicit a lot during this stage and didn’t give them much or tell them things rather giving them a chance. The teacher used listen then repeat method during the whole lesson to ensure correct pronunciation is used. The game Bingo was played for the activate stage. The teacher starts off by asking the students if they know the game and giving two different examples. Everybody was given a paper and they stood up walking around the classroom asking each other questions. The teacher involved himself in the activity but didn't dominate it or made it about himself he participated as an equal. This activity allowed the students to use the language freely and communicatively. He gave a 1 minute warning towards the end and then asked the students to take a seat. The teacher asked all the students what they found out during the game. The teacher ended the lesson in a calming matter. In lesson 2 the teacher build on the students confidence, gave them acknowledgment and recognition. He spoke very clear, loud and not too fast. The teacher was more prepared and organized and a lot of involvement from the students can be seen. Lesson 1 was not as efficient because of the way the teacher addressed the students in different matters. For example he made comments such as; “ nobody got me in the beginning” , “you have done nothing” and “quite easy”. The teacher spoke very loudly, fast and would sometimes “mumble”. The teacher started the lesson off well by involving the students in discussion, not taking the initiative away from them and giving them acknowledgment when they did something right. When it got to the worksheet during the study stage he handed out the paper and told the students they must read what to do giving no examples or instructions and no clear time allocation. He only asked towards the very end if any of the students needed help with the worksheet. The teacher didn't monitor the students he used that time to check his phone and to see what is going on outside. He went through the correct answers very fast. The teacher didn't take the time for introductions he rather have students use name cards. He wanted to ask a specific student for an answer but because she didn’t have her name card displayed he moved on to the student beside her, he said this out loud in the classroom. This specific situation could have been delt with better because it could have made the student feel embarrassed and made her negative towards the teacher. The students were asked to stand in rows to play a game. The game was not well organized and the students were not made clear of how it works, what to do or what is expected of them. Not all students got equal participation. The teacher showed little interest in their progress of the game as he got the scores confused multiple times. During the game he interrupted the students not giving them a chance to use the language freely. The teacher decided to use words such as ‘winners’, ‘losers’ and ‘finished i’m not doing this anymore’. This could make the students belittled and discouraged. He left the classroom after this without saying any goodbyes ending the lesson on a bad tone.
