By Eri Banno
Released in Japan, Genki supplies a starting scholar of jap an outstanding grounding in all 4 language talents: listening, talking, analyzing, and writing. filled with easy-to-understand grammar reasons, a number of workouts choked with illustrations, and scenes taken from way of life, the 23 classes may have scholars having fun with the usually tedious starting level of Japanese-language studying and should allow them to obtain a well-balanced skill to speak in undemanding eastern.
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Extra info for Genki II: An Integrated Course in Elementary Japanese II
Example text
As noted earlier, implementing an intercultural curriculum does not mean that the teacher has to abandon communicative tasks. These can be adapted to provide materials for raising intercultural awareness by reflecting on culturally specific patterns of behaviour. The tasks may range from a 15-minute activity to a long-term project and report. However, the framework devised by Nunan (1989) for designing communicative tasks can be adapted as the basis for many intercultural tasks. Designing Tasks for the Intercultural Classroom Nunan’s framework sees the task as consisting of six components which have to be specified for any communicative activity: These components can be modified if the aim of the task is to raise cultural awareness as well as to develop communicative skills.
In Europe, the notional-functional syllabus enjoyed strong institutional backing – indeed it grew out of an initiative by the Council of Europe to develop a pan-European system of teaching suitable for the languages of all of the Council’s member countries. vp 13 August 2003 16:38:59 Color profile: Generic CMYK printer profile Composite Default screen 22 Intercultural Approaches to ELT structures, but according to (1) the range of concepts or ‘notions’ that a language can express (such as frequency, duration, and quantity), and (2) the communicative functions that speakers perform through language (such as offering, inviting, accepting and declining).
Designing Tasks for the Intercultural Classroom Nunan’s framework sees the task as consisting of six components which have to be specified for any communicative activity: These components can be modified if the aim of the task is to raise cultural awareness as well as to develop communicative skills. Let us consider the components in turn. Goal Input Activities Learner’s role TASK Teacher’s role Settings (Nunan, 1989: 10–11) Goals Goals refer to the pedagogical purpose of the task. The goals of cultural tasks will normally involve a combination of intercultural exploration and linguistic development.