Analysis video EFL (English Foreign Language) lesson

This video taken in Thailand especially Khansuwan school named of elementary

school. Mrs. Sally will be teaching in one of the class at Khansuwan school. When the
learning activity begin, Mrs. Sally introduces todays lesson in blackboard. She writes tittle of
the lesson today; Yes, I like or No, I dont like. She makes a simple way to ensure some of
material in the blackboard become interesting to her students. There are some colour pictures
with words, table of sallys dislike and like, smiley face visual and sad face visual linked to
the phrases I like _____ and I dont like ______. Mrs. Sally demonstrate facial expressions
while presenting these ideas to make the ideas both fun and easy to recognize for the
students. All of these make attention in classroom. Mrs. Sally want to ensure that the learners
both see and hear the target language easily. So, the pictures on the blackboard will be
organized with different colours being used to differentiate between different ideas. The
teacher represent pictures of chilies, noodles and brocoli with clearly sound. After that, the
students to repeat the sounds she is making. Mrs. Sallly use her body language to represent
the topic, so students can make their perception and grading of language. The learners must
be able to understand the meaning of material. Mrs. Sally demonstrate her sad face visual
when she is introducing the dialogue and eliciting responses from the students to keep them
engaged with the material. She gives example of brocoli and sad visual face to build up
students understanding with giving students an initial oppurtunity to repeat these sounds of
teachers Sally. And then, she is giving students less support and encouraging them to give
her the correct parts of the dialogue, like she points out the strawberries pictures, so the
students shout strawberries word and she demonstrates smiley visual face, so the students
shout yes, I like. This ensures that they are comitting both these sounds and ideas to their
short term memory in the classrom. In this section about Presentation (stage one from PPP).
After the presentation, Mrs. Sally gives the students worksheet and shows the students
how to complete the problems on their worksheet with keeps them engaged and demands
responses from them throughout. She gives an example dialogue again by asking and guiding
the right answer from blank dialogue on the blackboard. In this case, a student complete the
second example on the blank dialogue. So, the students can individually practice the target
language by writing in their worksheet. Mrs. Sally gives close monitoring of the students
progress has allowed Sally to spot a student who requires assistance. If they can not answer
the worksheet, Mrs.Sally shows them where to find the relevant information on the board
than telling them the right answer. After the students finish their worksheet and she needs
them to focus on her, so she supports her sounds with an action (put the pen down). She gives
correct answer for their task, eventhough their answer are correct. She shows the students
how to make the sounds associated with their written like Yes, I like fried frice. So, the
students get an opportunity to practice those dialogue together. In this section about Practice
(stage two from PPP).
After the practice, Mrs. Sally calls up two students to perform dialogue in front of the
class. She gives the visual on the board that supports their perform. After that, she inspires
that two students to participate the dialogue with some items as their materials from dialogue.
Mrs.Sally distributes small flashcards that resemble