ACTIVITY BASED APPROACH

1. What is an activity?
2. what are the main steps schould consider in an
activity?
A languaje learning activity:
 has a clear languaje – teaching goal
 has a clear and meaningful goal or purpose for
learners
 has a clear outcome(s) for the learners
 involves learners in work or activity which
requires the use of the L2
 facilitates languaje learning
If we want to create our own activities, it is helpful
first to have a way of analyzing them.
This enables us to consider how and why they are
constructed in the way they are. Here you have a system
adapted from David Nunan.
Goal The teacher’s purpose or aim in using the activity,
ie what he or she wants to achieve through the activity.
The children’s purpose in carryning our the activity.
Input The material that children will work on, eg text,
oral instructions, etc.
Procedures What children actually do with the input, eg
they read it or talk about it, etc.
Outcome What children produce as a result of the
activity, eg a story book, an answer to a problem, a
picture, etc. The outcome might vary from child to child
or group to group. We can also distinguish between
product outcomes, ei something tangible like a set of
answers, a completed crossword, a drawing and process
outcomes – skill, attitudes, etc which develop during
the learning process, eg increased confidence, ability
to work together.
Teacher roles The roles that the teacher will need to
perform which are implied or suggested by the activity.
For example, a drill will require the teacher to direct
and control the children, whereas a communicative game
will require the teacher to set up the task and then
step back and monitor.
Learners roles The roles that the activity will require
learners to perform. For example, some activities may
require learners just to listen and respond as directed;
others may require learners to make decisions or
choices.
Organization The way the learners are organized for
learning, eg as a whole class, in pairs, etc.

By
Yuberly S.
  Group work
 TTT/STT  Pair work
Awareness of ss’ problems  Lock step : most
 Treatment of errors
common
 How do you treat late comers
 Boredom (How do you try not to
have a borep class)
 Ss’ level
 Pace
 E y e contact
 Discipline
Teacher  Kow/edgeable
 Timing Projection  Movement
 Motivation Group

Psychological Dynamics
Use of ss’ names  Gestures
 Teacher – Student 
Rapport (Relation)
Atmosphere Do you take abrak  Hanwriting
during group work?  Voice
 S-s interaction (No way)
 Balance / varigty  Appearance
Of activities  Personality
 T. Position, Movement  Attitude
 Praise

Classroom Management

 Advisor
 Teacher
Cleanliness Physical  Kower
Role
 Lights Setting  Facilitator
 Decoration  Guide
 Pure air  Leader
 Ventilation  Friend
 Noise  Metalanguage (Language  Example/Model
 Handouts Teacher about language)
 Acoustios Teaching
 Work sheets Language  Prompter
 Aids  Tone
Seating  Handling this aids is  Assesor
Arrangement  Graded speech
important  organizer
 Eped
 Availabity  Naturdi speech
 To give instructions:
make it easy
 To give explanations:
be concrete
 Colloquial By
Yuberly S.