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Date Posted: 05:12:54 06/17/03 Tue
Author: Renata Del Rio
Subject: Task 7

First of all, I thought making a lesson about buying a car a little too "technical", and also, the grammar or vocabulary aim was not specified.
As Ryan states, the students should know what structure they are going to use to be kept motivated. I believe this can make room for the teacher to improvise. I would use the conditional, because they are not really going to buy a car. Firstly, what is defined by Ryan as "warm up", is called by Wells "the research phase". This part is very relevant because, as it is a communicative classroom, the brainstorming will make them come out with several words and maybe, generate a discussion.Researching on the web
is interesting, but Wells failed in not adding a wrap-up for this research, which could be given as a quick seminar to report their findings.
The decision-making phase makes the students get more in touch with the subject of their research, and to share ideas with other colleagues.
They will practice three abilities: writing, reading and speaking, as they check their results with each other "in the area of their expertise".
The sharing phase should be more communicative than based on writing. I thought it too boring for the students, and they are not required to say anything, only to write about their findings and comparison. They can be asked to write something, but I believe it would be more fruitful if they discussed with each other.
Finally, there is no feedback for the students. A good suggestion to evaluate the students would be a role-play about a buyer and a car seller. Furthermore, there is no listening at all. That should be provided so as to facilitate the students' work with the role play. I don't think evaluating student's writing only would be a good idea. After all, this is a communicative classroom.

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