1. The Action Oriented Approach

2. Main elements
1-Learner 2-Teacher 3-Learning Resources 4-Aims of communicative activities/tasks 5-Learning environment 6-Assessment

3. Basic principles of the AOA
The students- use target language- in real life .
Language performances (oral or written)respond to language functions carried out in specific scenarios.
Communicative activities are task-based ans real-life.
The ICT become an important tool.

4. Autonomy is placed on the learner
Autonomy is placed on the learner. The teacher develops the meta- cognitive, meta – affective and meta- social strategies.
Intercultural awareness / communication among cultures
Vocabulary, syntax, cohesive forms and phonology are taoght with the porpuse of facilitating communication

5. Competence
CEFR: “the sum of knowlege, skills and characteristics that allow a person to perform an action in society. ”

6. Tasks

7. Tasks
Tasks
“A task is defined as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfill, or an objective to be achieved” (CEFR, p.10). Tasks are set in a context that learners face in everyday life within domains and scenarios, as members of society, who have tasks to accomplish.

8. The role of tasks
Learners are able to demonstrate what they know about English language structures, vocabulary, functions, what they “can do” in English, as well as psychosocial and sociocultural/socio-intercultural aspects.

9. The role of tasks
The learner is viewed as a “social agent”, i.e. member of society who has tasks to accomplish in a given set of circumstances, in a specific environment and within a particular field of action.

10. The role of tasks
The task stimulates the learner’s personal commitment to the learning process. It may differ in nature according to the balance determined by the goal and the combination of dimensions (general and communicative competences).

11. Formative Assessment

12. Provides Develops communicative competence
Learning process that focuses on feedback
Provides
Provides the student practice and an opportunity to check understanding during the learning process
Provides information to teachers for decision making, teaching and feedback

13. Example of formative assessments
Graphic Organizers
Brainstorming ideas, especially as part of a group project or plan.
Can be used for sequencing events, analyzing cause and effect, comparing and contrasting, and developing concepts in detail

14. Example of formative assessment
Venn Diagram:
Shows the logical relationships between groups of things; most often shown as two circles that intersect in the middle of the page. Attributes that are exclusive to each group are listed in the circles, and attributes that are shared by both groups are listed in the intersecting space.
Example:

15. Assessment Observation -- Labels or sticky notes
Definition: Sheet of labels or a pad of sticky notes to be added to an observation notebook after class.
Purpose: Teacher makes observations while circulating throughout the classroom
Example: