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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An old woman, passing one of the authors in the street, said ‘That’s the university. One example is working out a teacher’s timetable on the basis of given class timetables. Suitable activities at this level include cloze exercises and ‘three-level guides’. Principles for the selection of content – taskks is to be learned and taught. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals commuhicative on different occasions.
While all native speakers can and do use language interactionally, not all native speakers have the ability to extemporise on a given subject to savid group of listeners.
Please try again later. Cambridge University Press March 31, Language: The answer that a teacher might give to the question: At the sentence level these include control of content, format, sentence structure, designiny, punctuation, spelling and letter desgning. And there will be some tasks residing at the centre of the continuum which will be difficult to assign to one category or another for example, ‘Listen to the weather forecast for tomorrow and write a note to a friend telling about the weather.
Our students should become as critical as we are of the purposes for reading, so that they will be able to determine the proper approaches to a reading task.
In the Bangalore Project, three principal activity types are used: There have been alternative breakdowns of the components of the task, from which I select three to draw on for my own analysis. In addition there is rarely a simple one-to-one relationship between goals and tasks.
Designing Tasks for the Communicative Classroom – David Nunan – Google Books
This has sometimes resulted in contradictory messages to the teaching profession which, in turn, has led to confusion. In a similar way, we can distinguish between goals and teaching programmes which are aimed at teaching general ‘everyday’ English, and those whose purpose is to develop skills in specific special- ised areas such as English desitning science and technology or English for tertiary study.
A similar range of stimulating source materials provides useful input for tasks which focus on writing. This can be done by getting learners to transform information contained in a text into diagrams, charts, outlines, etc. These form the point of departure for the task.
Communicativf information presented in tables. Finally, the tasks may be subsidiary components of a larger task: Tick the statements which focus on what the author says in this summary. Monitoring refers to the supervision of the task in progress.
A short questionnaire to discover your sleeping habits 1 How much time do you spend on bedmaking?
I don’t want to go to the movies. Be ready to give your reasons when you discuss your choices.
Secondly, I hope to encourage teachers to think more about the integra- tion and sequencing of tasks. Check your answers with those of another pair.
Finally, check any remaining problems by reading through the transcript on pages I shall want to suggest that, in analytic terms, tasks will contain some form of input data which might be verbal for example a dialogue or reading passage or non-verbal for example a picture sequence and an activity which is in some way derived from the input and which sets out what the learners are to do in relation to the input.
In the remainder of this section, we shall look at some proposals for teaching writing. One of the most important discoveries, according to Zamelwas that the act of composing evolves through several stages as writers discover, through the process, what it is that they are trying to say. There is often a great deal of repetition and overlap between one speaker and another, and speakers frequently use non-specific references they tend to say ‘thing’, ‘it’ and ‘this’ rather than ‘the left-handed monkey wrench’, or 26 Speaking and oral interaction ‘the highly perfumed French poodle on the sofa’.
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Nevertheless, the framework which combines simplicity with the power to analyse the majority of learning tasks has just three components: 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’ve dried my hands now 33 Mark: That is, he must develop skill in manipulating the linguistic system, to the point where he can use it spontaneously and flexibly in order to express his intended message.
Information about the variability of effects in differing contexts and on different pupils and an understanding of the causes of the variation. In the next chapter we shall look in greater detail at the roles of teacher and learner as they are implied in different kinds of task.
Note that the goals are not necessarily mutually exclusive, and that there may be tasks which cover more than one goal. At this point, you might like to pause and reflect on the way the notion of ‘task’, as already described, fits into the scheme of things in your own situation as teacher, programme planner or course designer.
This distinction between what might be called ‘pedagogic’ tasks and ‘real-world’ tasks is an important one, and one which we shall look at in detail in Chapter 2.