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Date Posted: 14:39:09 06/20/03 Fri
Author: Juliana Coelho
Subject: task7

First of all, I believe it should be considered that maybe part of the class would be more interested than the other, as the subject cars - as almost any subject - could not interest everyone. The aim is to develop decision-making skills, so that shouldn’t be a big problem, but in the case I believe some students might feel the need to understand dome technical words and that would be negative for the lesson. They could be focusing on this kind of vocabulary related to cars and even mechanics instead of trying to figure out what they usually consider when buying something like a car and using language like “I think that”, “in my opinion,” etc. The class is student-centered, and that is a positive point according to the communicative approach.

Ryan divides the class into warm-up, presentation, controlled practice, free practice and feedback. In the class we studied, we can notice some of these parts. The brainstorm could be done as a warm up, introducing the theme to the students. The presentation might be the beginning of the research, but I believe that would be already the students working by themselves. The task has begun.

I think the controlled practice is the decision grid. Students are able to organize whatever they collected during the research. In my opinion, it goes on until the end of the activity. Students are always working with data, researched material, but I couldn’t notice where or if they actually create language, what would be the free practice. Maybe the sharing phase would be freer, but even them, interaction and creativity levels are very low.
Two other negative points are the lack of feedback from the teacher and the fact the only three of the four skills are used, as we don’t have any listening task.

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