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PDF | On Jan 1, , Peter Robinson and others published Review of DAVID NUNAN: Designing Tasks for the Communicative Classroom. Cambridge. : Designing Tasks for the Communicative Classroom (Cambridge Language Teaching Library) (): David Nunan: Books. DESIGNING TASKS FOR THE COMMUNICATIVE CLASSROOM. David Nunan. Cambridge: Cambridge University Press, Pp. x +

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Appendix C presents sets of activities graded ffor seven levels of difficulty. In fact, as the author points out, it describes the sorts of things that non-linguists would tell you they do if they were to be asked. Can the activities be assigned to one or more of the Clark and Pattison activity types or not?

Traditional approaches to methodology tend to analyse tasks in terms of the macroskills of listening, speaking, reading and writing.

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A role for instruction in second language acquisition: In looking at claims for the inclusion of various sorts of real-world and pedagogic tasks in the language curriculum, we need to consider classroo, extent to which classroom tasks can be expected to ‘mirror’ the real world.

The distinction being drawn here can be illustrated as follows: The syllabus which will be used by the examiners to set an end-of-course examin- ation specifies sets of grammatical, phonological, lexical, functional and notional items to be covered.

Another, easier task, would be to put some of the words in the wrong place on the overview and ask learners to ‘spot the mistakes’. But there are many other examples where a number of skills are interwoven into a complex language activity.

The major purpose of this book then is to provide teachers with a framework for analysing learning tasks which will help them select, adapt or create their own learning tasks. Meanings into Words Dlassroom, p. Selecting trains appropriate to given needs.

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The extent to which tasks of various sorts do or do not promote genuine communication is something which, ultimately, can only be judged by observing the responses they actually promote in the class- room.

An example is provided opposite.

However, there is evidence that while we as teachers are focusing on one thing, learners are focusing on something else. While the answers I 1 Introduction would give to some of the questions will emerge in the subsequent text, for other questions there are no easy answers, or there may be no widespread consensus on what might count as an appropriate answer. Developing Reading Skills, pp. Clark proposes seven broad communicative activity types these are expansions of the three communicative goal types we looked at in 3.

Designing tasks for the communicative classroom / David Nunan in SearchWorks catalog

As we explore the development of tasks, we shall see that it is not always easy to draw a hard and fast distinction between ‘communicative’ and ‘non-communicative’ tasks. This will cover their life at home, at school and at leisure Learning-how- to-learn Language and cultural awareness to negotiate and plan their work over a certain time span, and learn how classroon set themselves realistic objectives and how to devise the means to attain them to have some understanding of the systematic nature of language and the way it works Adapted from Clark They make suggestions about what is involved in each of these reading tasks.

Accuracy and fluency A third way of analysing learning activities is into those which focus the learner on developing accuracy, and those which focus on the develop- ment of fluency. Tick the statements which focus on what the author says in this summary. Which ‘unit’ of organisation do you regularly build your work around? The management of interaction involves such things as knowing when and how to take the floor, when to introduce a topic or change the subject, how to invite someone else to speak, how to keep a conversation going, when and how to terminate the conversation and so on.

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A Scheme for Teacher Education. In synthetic terms, we shall find, lessons and claswroom of work will consist, among other things, of sequences of tasks, and the coherence of such lessons or units will depend on the extent to which the tasks have been integrated and sequenced in some principled way. The final stage in the process involves translating information from reading to writing.

Around forty years ago, Ralph Tyler suggested that a rational curricu- lum is developed by first identifying goals and objectives, then by listing, organising and grading the learning experiences, and finally, by finding means for determining whether the goals and objectives have been achieved Tyler Cambridge University Press March 31, Language: This is evident in the examples provided.

Matching activities Here the task for the learner is to recognise matching items, or to complete pairs or sets. Listen and Count hot mild sunny Exercise Let me just dry my hands 9 Mark: Among other things, it has been accepted that language is more than simply a system of rules.

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Constructing timetables for teachers of particular subjects from given class timetables and vice versa. The diagrammatic representation of the task and its constellation of elements is repeated here from Chapter 1.

Separate exercises would be written for these, and the items would be checked off against our syllabus checklists. Cambridge Language Teaching Library Hardcover: