000			04281nam a22003978a 4500
999			_c1506 _d1506
003			OSt
005			20230806194008.0
008			881004s1989 enka b 0011 eng l
010			_a88031883
020			_a0521370140
020			_a0521379156 (pbk)
035			_a(OCoLC)18780714
040			_aDLC _beng _cDLC _dCaOONL _dOOU _dJCRC
050	0		_aP53 _b.N86 1989
050	0		_aP53
100	1	0	_aNunan, David
245	1	0	_aDesigning Tasks for the Communicative Classroom / _bDavid Nunan.
260			_aNew York, NY : _bCambridge University Press, _c1989.
300			_ax, 211 p. : _bill. ; _c24 cm.
440		0	_aCambridge Language Teaching Library
504			_aIncludes bibliographies and index.
505			_aIntroduction
505			_aChapter 1 Learning tasks and the language curriculum -- 1.1 Introduction -- 1.2 'Task' defined and described -- 1.3 Communicative language teaching -- 1.4 Curriculum development and learning tasks -- 1.5 The role of the learner -- 1.6 Conclusion -- References and further reading
505			_aChapter 2 Analysing language skills -- 2.1 Introduction -- 2.2 The nature of listening comprehension -- 2.3 The nature of speaking and oral interaction -- 2.4 The nature of reading comprehension -- 2.5 The nature of writing -- 2.6 Implications for task design -- 2.7 Task rationale -- 2.8 Conclusion -- References and further reading
505			_aChapter 3 Task components -- 3.1 Introduction: identifying task components -- 3.2 Goals -- 3.3 Input -- 3.4 Activities -- 3.5 Conclusion -- References and further reading
505			_aChapter 4 Roles and settings in the language class -- 4.1 Introduction -- 4.2 Learner roles -- 4.3 Teacher roles -- 4.4 Roles in the communicative classroom -- 4.5 Roles and teaching materials -- 4.6 Settings -- 4.7 Conclusion -- References and further reading
505			_aChapter 5 Grading tasks -- 5.1 Introduction -- 5.2 Input factors -- 5.3 Learner factors -- 5.4 Activity factors -- 5.5 Conclusion -- References and further reading
505			_aChapter 6 Sequencing and integrating tasks -- 6.1 Introduction -- 6.2 A psycholinguistic processing approach -- 6.3 Task continuity -- 6.4 Information gap tasks -- 6.5 Content-based units -- 6.6 Interactive problem solving -- 6.7 The integrated language lesson -- 6.8 Conclusion -- References and further reading
505			_aChapter 7 Tasks and teacher development -- 7.1 Introduction: the self-directed teacher -- 7.2 Evaluating tasks -- 7.3 Creating tasks -- 7.4 An in-service workshop -- 7.5 Conclusion -- Postscript -- References and further reading
505			_aAppendix A A selection of tasks and units of work -- Appendix B Approaches and methods - an overview -- Appendix C Graded activities for the four macroskills -- Cumulative bibliography -- Index
520			_a"This book is a balanced introduction to the theoretical and practical aspects of communicative task design. It is aimed at all second and foreign language teachers and trainee teachers who want to develop their own tasks, or adopt/adapt those of others. The main aim is to integrate recent research and practice in language teaching into a framework for analysing learning tasks. A wide range of examples from published and unpublished sources has been included to illustrate the points being made. These issues and questions are addressed: What are the essential components of a communicative task? What is the relationship between task design, curriculum development, syllabus design and methodology? What does recent research have to say about the nature of listening, speaking, reading and writing? What are the implications of this research for task design? How should tasks be graded, sequenced and integrated with other exercise and activity types? How can task design be introduced into teacher education programmes? This book will help teachers design and implement communicative tasks for a wide variety of learner types and teaching situations." (Book Cover)
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aCommunicative competence.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991027318969705161 _zCheck the UO Library catalog.
942			_2z _cBK