The class aims at elementary students who have a background in the basic grammar of English. They can recognize certain vocabulary and simple past tense. I believe they are high-level beginners.  In these two videos between China and Korea, what teachers facilitate English learning is to teach students utilizing technology. The teachers arouse students’ visual learning and engagement through multimedia use. The video in China shows that the teacher gives students a clear template of dialogue by connecting her personal story with the help of pictures. Teachers in Korea also teach the student how to build a sentence through dialogue, which is mainly focused on acoustic learning way rather than visual learning way. In both videos, teachers all set up the interaction part of the curriculum. The ESL teacher in China provided an opportunity for the student to answer a question based on personal experience in turn. Hence, each of the students has a chance to practice listening and speaking skills.

What I felt through these two videos is to adapt to the Asian teaching environment. Teachers have more authority in the educational system of the Asian country, which could facilitate class discipline and management but merely for domestic teachers. What ESL teachers need to do is to come up with a way that helps Asian students learn English well. Based on the time limit of class, it is impossible to call on students one by one to answer and practice. Meanwhile, it is also not easy to organize group work. Students will get a chance to talk about irrelevant things to class, which is harmful to the class organization and flow. I like the way Korean did in the video. The co-optation between domestic teachers and ESL teacher favors students to restrict their bad behavior in class and inaugurate western teaching methods to integrate local approaches.