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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In some language courses, on the other hand, all tasks are specified in real-world terms. Nevertheless, the framework which combines simplicity with the power to analyse the majority of learning tasks has just three components: The focus in class will be on copying and imitation, carrying out sentence expansions from cue words and developing sentences and paragraphs from models of various sorts.

Clark proposes seven broad communicative activity types these are expansions of the three communicative goal types we looked at in 3. National Curriculum Resource Centre. However, there is no reason why they might not also stimulate genuine communi- cation.

Comparing given figures to identify similarities and differences.

To what extent is it feasible or desirable for your own students to develop skills in giving extended oral presentations? In the discussion it will have become apparent that it is difficult to separate clearly syllabus design issues from methodological ones, that we cannot discuss syllabus design without becoming engaged in questions of methodology and vice versa.

These are issues of teacher and learner roles to which we shall return in Chapter 4. The task should also have a sense of completeness, being able to stand alone as a communica- tive act in dommunicative own right. There’s a problem loading this menu right now. To devise activities which davir as natural as possible, i.

In Chapter 3 we look at the central characteristics of tasks and a txsks is presented for analysing tasks. Guidance as to the feasibility of implementing the curriculum in varying school contexts, pupil contexts, environments and peer-group situations.


Another basic distinction we can make when considering the develop- ment of speaking skills is between monologue and dialogue.

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In this section I should like to briefly sketch out some of the more important principles underpinning communicative language teaching. The bottom-up approach to reading has come in for some rather severe criticism over the years. The change in the wind direction was signalled by the fact that the university clock tower was audible. They argue that if we want learners to com- prehend aural and written texts in the real world, then the learners need opportunities for engaging in these real-world texts in class.

This stage is essentially concerned with helping students develop skills in summarising and expressing themselves clearly and accurately in writing.

While such activities may be considered necessary for learners whose first language does not use the Roman alphabet, the activities themselves can be boring, particularly for adolescents and adults. In recent years there have been some dramatic shifts in attitude towards both language and learning.

Rather than working from syllabus items to tasks, I see syllabus specifications as traditionally conceived i. The distinction being drawn here can be illustrated as follows: Reciprocal listening refers to those listening tasks where there is the opportunity for the listener to interact with the speaker, and to negotiate the content of the interaction.

Check your answers with those edsigning another pair. Then check your answers with the teacher. I should also like to thank Jane Lockwood and Jack Richards for their advice and support.

Programmes and itineraries 8. Indeed, this must desining one reason why writing originally evolved since it makes possible the transmission of a message from one place to another. Authenticity In Chapter 2, I suggested that tasks could be analysed according to the extent to which they required learners to rehearse, in class, the sort of skilled behaviour they might be expected to display in genuine communi- cative interaction outside the classroom.


Age and year of birth We tend to assume that the way we look at a task will be the way learners look at it. North and south of the mountains are broad, undulating lands covered with spinifex and mulga. Deciding on the quickest way to send a 43 Analysing language skills letter, given a set of circumstances and the rules of the Quick Mail Service. Communication strategies These are activities designed to encourage learners to practise commu- nication strategies such as paraphrasing, borrowing or inventing words, using gesture, asking for feedback, simplifying.

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

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. There are several reasons for this, not the least of which is the fact that meaning and form are closely interrelated. Which of these tasks are familiar to you, and which are new? This suggests a broad perspective on curriculum in which concur- rent consideration is given to content, methodology and evaluation.

Motor-perceptive skills are developed in the language classroom through activities such as model dialogues, pattern practice, oral drills and so on. Choose the things you want people to do, and write them in the table below.

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The elephant’s too big to get in the van. Intensive listening 4 a Claasroom carefully to the first interview again, in pairs. A set of photographs.