"Activity based learning" презентация




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Activity
Based
Learning
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Activity Based Learning

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Activity method is a technique Activity method is a technique
adopted by a teacher to adopted by a teacher to
emphasize his or her method of emphasize his or her method of
teaching through activity in which teaching through activity in which
the students participate rigorously the students participate rigorously
and bring about efficient learning and bring about efficient learning
experiences. experiences.
It is a child-centered approach. It It is a child-centered approach. It
is a method in which the child is is a method in which the child is
actively involved in participating actively involved in participating
mentally and physically. mentally and physically.
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Activity method is a technique Activity method is a technique adopted by a teacher to adopted by a teacher to emphasize his or her method of emphasize his or her method of teaching through activity in which teaching through activity in which the students participate rigorously the students participate rigorously and bring about efficient learning and bring about efficient learning experiences. experiences. It is a child-centered approach. It It is a child-centered approach. It is a method in which the child is is a method in which the child is actively involved in participating actively involved in participating mentally and physically. mentally and physically.

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Why Activity Based
Learning?
It enhances creative aspect of experience.
It gives reality for learning.
Uses all available resources.
Provides varied experiences to the students to facilitate the
acquisition of knowledge, experience, skills and values.
Builds the student’s self-confidence and develops understanding
through work in his/her group.
Gets experiences, develop interest, enriches vocabulary and
provides stimulus for reading.
Develops happy relationship between students and students,
teachers and students.
An activity is said to be the language of the child.
Subjects of all kind can be taught through activity.
Social relation provides opportunity to mix with others.
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Why Activity Based Learning? It enhances creative aspect of experience. It gives reality for learning. Uses all available resources. Provides varied experiences to the students to facilitate the acquisition of knowledge, experience, skills and values. Builds the student’s self-confidence and develops understanding through work in his/her group. Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading. Develops happy relationship between students and students, teachers and students. An activity is said to be the language of the child. Subjects of all kind can be taught through activity. Social relation provides opportunity to mix with others.

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CHARACTERISTICS OF
ACTIVITY-BASED
LEARNING
The key feature of the ABL method is that it uses
child-friendly educational aids to foster self-
learning and allows a child to study according to
his/her aptitude and skill.
It inspires the students to apply their creative
ideas, knowledge and minds in solving problems
as well as promoting competitive spirit among
them.
The method also helps in developing their
personalities, social traits and inter-personal
management skills.
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CHARACTERISTICS OF ACTIVITY-BASED LEARNING The key feature of the ABL method is that it uses child-friendly educational aids to foster self- learning and allows a child to study according to his/her aptitude and skill. It inspires the students to apply their creative ideas, knowledge and minds in solving problems as well as promoting competitive spirit among them. The method also helps in developing their personalities, social traits and inter-personal management skills.

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Basic principles of activity –
based learning
o
A teacher's main role is-a facilitator & monitor
o
Lessons are usually topic or theme based
o
Lessons are built round situations/functions practical and
authentic in the real world
o
Dialogues around communicative functions
o
Emphasis on engaging learners in more useful and authentic
language
o
Emphasis on fluency and meaning rather than accuracy.
o
Emphasis is put on the “appropriacy” of language
o
Communicative competence is the desired goal
o
Emphasis is put on correct pronunciation, group and
individual drilling
o
Authentic listening and reading texts
o
Use of songs and games
o
Feedback and correction
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Basic principles of activity – based learning o A teacher's main role is-a facilitator & monitor o Lessons are usually topic or theme based o Lessons are built round situations/functions practical and authentic in the real world o Dialogues around communicative functions o Emphasis on engaging learners in more useful and authentic language o Emphasis on fluency and meaning rather than accuracy. o Emphasis is put on the “appropriacy” of language o Communicative competence is the desired goal o Emphasis is put on correct pronunciation, group and individual drilling o Authentic listening and reading texts o Use of songs and games o Feedback and correction

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SOME
SAMPLE
ACTIVITIES
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SOME SAMPLE ACTIVITIES

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Name of the ActivityName of the Activity 1
MATCHING PICTURES TO THE
NUMBERS
Description
Teacher describes one of the
pictures shown and ask them
to guess the number of pict.
Language focus/aimsLanguage focus/aims
- colours, adjectives, clothes,
appearance, present
continuous.
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Name of the ActivityName of the Activity 1 MATCHING PICTURES TO THE NUMBERS Description Teacher describes one of the pictures shown and ask them to guess the number of pict. Language focus/aimsLanguage focus/aims - colours, adjectives, clothes, appearance, present continuous.

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Name of the ActivityName of the Activity 2
Memorising the picture
Description
- T. shows a picture for a while
and cover it up and read out
True-False statements
prepared beforehand. Ss.
write or say T. or F.
Language focus/aimsLanguage focus/aims
- have/has, there is-are,
numbers, prepositions,
colours, how many..
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Name of the ActivityName of the Activity 2 Memorising the picture Description - T. shows a picture for a while and cover it up and read out True-False statements prepared beforehand. Ss. write or say T. or F. Language focus/aimsLanguage focus/aims - have/has, there is-are, numbers, prepositions, colours, how many..

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Name of the ActivityName of the Activity 3
mixed words or letters
Description
Write crucial key words on the board
with
mixed letters ask them to guess or
correct
Language focus/aimsLanguage focus/aims
fun, revision,
memorisation
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Name of the ActivityName of the Activity 3 mixed words or letters Description Write crucial key words on the board with mixed letters ask them to guess or correct Language focus/aimsLanguage focus/aims fun, revision, memorisation

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Name of the ActivityName of the Activity 4
A-B cooperation
Description
Show a picture to student A, and let
him/her to describe it to student B. By
the help of explanations of A, B tries to
find it. (You can give them a limited
time and create a competition between
pairs.)
Language focus/aimsLanguage focus/aims
Names of objects. Provide a quick
production of language because of
competition among pairs and time limit
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Name of the ActivityName of the Activity 4 A-B cooperation Description Show a picture to student A, and let him/her to describe it to student B. By the help of explanations of A, B tries to find it. (You can give them a limited time and create a competition between pairs.) Language focus/aimsLanguage focus/aims Names of objects. Provide a quick production of language because of competition among pairs and time limit

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Name of the ActivityName of the Activity 5
Active brainstorming
Description
The teacher must select three or four
vocabulary subcategories within a
theme. Then student should be grouped
into 2, 3 or 4 larger teams. The
blackboard is divided into sections for
each subcategory, and one student from
each team is called up and handed a
piece of chalk.
LanguaLangua
gg
e focus/aimse focus/aims
Generate lists of relevant vocabulary
around a theme. It will be rather noisy
activity.
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Name of the ActivityName of the Activity 5 Active brainstorming Description The teacher must select three or four vocabulary subcategories within a theme. Then student should be grouped into 2, 3 or 4 larger teams. The blackboard is divided into sections for each subcategory, and one student from each team is called up and handed a piece of chalk. LanguaLangua gg e focus/aimse focus/aims Generate lists of relevant vocabulary around a theme. It will be rather noisy activity.

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Thanks for your Thanks for your
attention!attention!
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Thanks for your Thanks for your attention!attention!