ERIC Number: ED375634
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Designing Tasks for the Communicative Classroom.
This book provides teachers with a practical introduction to the design and development of communicative language learning tasks. The ideas presented are relevant to teachers working in or preparing for a range of situations with a variety of learner types. First, some basic issues concerning communicative learning tasks are discussed, and the role of the learner is examined briefly. Central issues in language and learning relating to these tasks are then considered, particularly as they relate to learning in the four skill areas (listening, speaking, reading, writing) in a second language. Central characteristics of communicative learning tasks and a scheme for analyzing them are then outlined. A discussion of the roles of teacher and learner, implicit in any task, looks also at the ways in which the roles change as the focus of the activity changes. One chapter addresses issues and difficulties in grading tasks, and another presents options in sequencing and integrating tasks to form lessons or instructional units. Finally, teacher development concerning task analysis, construction, and evaluation is discussed. Appended materials include a selection of tasks and work units, an overview of approaches and methods, sample graded activities for the four skill areas, and a bibliography. (MSE)
Descriptors: Class Activities, Classroom Techniques, Communicative Competence (Languages), Curriculum Design, Elementary Secondary Education, Grading, Inservice Teacher Education, Instructional Design, Language Skills, Language Teachers, Second Language Instruction, Second Languages, Skill Development, Student Role, Task Analysis, Teacher Role
Cambridge University Press, 40 West 20th St., New York, NY 10011-4211 (paperback: ISBN-0-521-37915-6, $14.95; hardback: ISBN-0-521-37014-0, $39.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A