VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1, 2, 3, [4] ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 19:23:02 06/20/03 Fri
Author: José Euríalo dos Reis
Subject: TASK 7

TASK 7 – ANALYSING A SPECIFIC LESSON PLAN (WELLS')ACCORDING TO A RYAN’S TEXT

In his text, Ryan presents six likely more problematic areas in a Japanese classroom environment and some possible solutions to these problems.

My sketch of analysis of the lesson entitled “Buy a Car” designed by KARLYS WELLS will be focused on these possible problems and on some of the elements present in the lesson plan which are related to Ryan’s main six areas of concern.

FEEDBACK
In my opinion, Wells’ lesson could bring more details concerning the whole process in classroom and, concerning feedback, I think it could be (as Ryan points out in his text) present and available in each and every level. Besides, there is no need to fulfill the lesson plan sheet of form with remarks on that at all.

GOALS
Taking into account that, according to Ryan, “students can benefit more if they know specifically
on a class-by-class basis what language they trying to practice and in what
context”, we can realize that the Wells’ lesson there seems to be a good indication of what he wants to be done, but necessarily related to the apprenticeship of the target language.
I believe that Well could have established goals and explained his students, in some words, the reason which and why a certain topic or function is going to be worked that day binding it to future aspects of the language course.

TEACHING STYLE
As a mere observer, maybe it is a little bit odd, strange, censurable, to make comments on such aspect of a lesson. Lack of information, data and so on makes it hard to criticize the teaching style or the general organization of the lesson. Anyway, it seems the students interact a lot with the hardware and there is some lack concerning human interaction in classroom. The lesson is a little bit cold, so to speak.

LESSONS NEED ROUTINE OR FRAMEWORK
Naturally, there is a framework beyond the lesson plan, but it does not follow the common traditional Warm-up,
Presentation, Controlled practice, Free Practice and Feedback framework.
Maybe the brainstorming activity suggested for the beginning of the lesson works as a Warm-up activity (sometimes it is great to use it!).
In Research Phase 1 I believe it is not clear how much the teacher takes part in or influences the
division of categories or presents new words, expressions, terms and so on.
As Ryan describes how this framework should be done (a topic), there is a lot of students’ interaction with the teacher and other students. The same does not seem to happen in the given WellS' lesson.

CULTURAL AWARENESS
I think we would need to know more about the students’ backgrounds and interests and I do not see any comments about that in Wells’ lesson plan. Knowing the students’ is fundamental to provide the course with an adequate lesson plan!


CLEARNESS ABOUT STUDENT-TEACHER RELATIONSHIP
Communicative Approach tends to encourage good relationship in classroom, involving students and teachers in all directions, and it does not happen in the WellS' lesson plan I have been analyzing here. The main work is based on Internet and the teacher seems to be there just like a furniture, or a person to take care of the group, not to work as a facilitator and so on.

FINAL REMARKS
I do think WellS' lesson plan is not a good one at all.
Visiting all those websites takes much time and, besides, I do not believe apprenticeship can be based only on graphics, numbers, technology and interaction with technological tools.
Besides, the goals of the lesson weren’t clear at all and the four skills weren’t worked the way they should be, according to the Communicative Approach.
To sum up, the lesson plan analized should be reformulated.

Bibliography

http://iteslj.org/Techniques/Ryan-Communicative.html
http://www.lessonplanspage.com/OConsumerEdBuyCar912.htm

[ Next Thread | Previous Thread | Next Message | Previous Message ]
[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.