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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The scheme presented by Morris and Stewart-Dore moves from extracting information, through understand- ing text structure, to going beyond the text and transforming and restructuring text content in some way.

Nunan found that, for high school ESL readers, relevant background knowledge was a more important tne in reading comprehension than grammatical complex- ity. Mitchell Meaning into words: Stage 1 involves locating information i. Such people usually work at a more general or abstract level than those actually responsible for developing teaching materials, or for the day-to-day task of teaching.

Wright Roles of teachers and learners p. Breen talks about problem solving and decision making although his definition does allow for ‘brief exercise types’ which might conceivably include non-communicative tasks. Discourse processing by first language, second phase and second language learners.

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

Rivers and Temperley list a range of purposes for reading in a second language. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types. I think nhnan too late to go to the city. The tasks in the table which follow have been extracted from a recent book on writing.

College Composition and Communication, 31,4. Another, easier task, would be to put some of the words in the wrong place on the overview and ask learners to ‘spot the communidative.

Designing Tasks for the Communicative Classroom – David Nunan – Google Books

Doughty and Picawho have conducted some interesting experi- commuicative into the use of small-group information gaps, provide the follow- ing example of a two-way task. One way of dealing with this tendency is to involve learners in designing or selecting tasks.


Taking tasks to task. Stating the time on a twelve-hour clock and a twenty-four-hour clock. The central question here is: They suggest that, in contrast with the teaching of written language, teachers ravid with teaching the spoken language must confront the following types of questions: Their scheme is represented in the following diagram. In other words, one does not sit down and simply record, in a linear fashion, what it is that one wants to say.

Learning to Listen, p. Finding the ‘odd man njnan in a given set of objects or a classified list. All speech is as accurate as possible, and usually in complete sentences. Bottom-up processes work on the incoming message itself, decoding sounds, words, clauses and sentences. A letter and a conversation.

I like Jane she always takes your calls we have our little [Jokes 18 19 20 mm she: East Dane Designer Men’s Fashion. These are issues of teacher and learner roles to which we shall return hhe Chapter 4.

Those who justify pedagogic tasks do so on the grounds that, while learners might not want to carry out those precise tasks in the real world, involvement in the tasks will provide them with skills for those real- world tasks which are difficult to predict in advance, or which are not feasible to practise in class. It will on occasion also require monitoring and problem-solving strategies, but these will not be the most prominent features, as they tend to be in the conventional model where the student produces, the teacher corrects, and the student tries again.

Tick the statements which focus on what the author says in this summary. Study the letter and rearrange the sentences so they are in the correct order. Classroom teachers, for instance, are generally presented with curriculum guidelines or sets of syllabus specifications, and are required to develop their courses and programmes from these.


I shall also look at the issues involved in sequencing and integrating tasks, as well as at the factors to be considered in grading tasks.

The first has been specially written for ELT, while the second is an fro conversation. Language is now generally seen as a dynamic resource for the creation of meaning. Acquiring information from more or less ‘public’ sources in the target language e.

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These are xlassroom follows: I sit like that 13 and the switchboard’s there and she sits on 14 the desk 1 5 oh you can’t miss her she walks round 16 going gesture 1 7 Authentic Transcript she’s always there in the mor — oh she’s nice: Cj classroom — to the psychological and social resources applied to a 12 Communicative language teaching new language by learners in the classroom context.

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 desibning and atsks have been achieved Tyler Can you relate them to the activity typologies already presented?

Prabhu Second language pedagogy: Specialised and general purpose goals In Chapter 2, we looked at the nature of language from a macroskill perspective, and looked at some of the skills which contribute to the mastery of a second language. The exact content of any speaker’s message is unpredictable. Some language specialists see, for example, Prabhu believe that it is not necessary to provide practice activities which focus on individual linguistic com- ponents as a preliminary to engagement in communicative tasks.

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