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2.Approaches,methodsandtechniques
Aswasstatedabove,topic-basedteachinglendsitselfwelltoorganizingactivity-ba-
sedlearning.Figure2.2showsthat,oncethetopichasbeenselected,therearenumerous
activitieswhichcanbeusedandwhichrelatetoit.Eachactivitycanbelaterthesourceof
anumberofareasofthelowerprimarycurriculumwhichwillbelearnt.Anactivitymay
generateworkonlanguageitems(newvocabulary),skills(practisingspeaking),con-
cepts(time),attitudes(acceptingdifferenthabits),resources(storybooks)orcross-curri-
cularlinks(music).
Figure2.2.Anactivity-basedapproach(source:Read,1996)
Whenplanningactivities,itisadvisabletobrainstormthepotentialareaswhichcan
bedevelopedwhilethestudentsareperformingthisactivity.Forexample,whentheac-
tivityistodoaclasssurveyaboutthetimewhenpeersgetupinthemorning,children
practiseanumberofskillsandacquireknowledgeandabilities:
1)theyaskthequestion‘Whattimedoyougetup?,(languagepractice–structu-
reandvocabulary;speaking–practisingfluency);
2)theyanswerthisquestionandgivethetime(theconceptoftimeisreinforced
andtheypractisetellingthetime–function;practiceofvocabulary–numerals);
3)theynotedownthetime(listeningpracticeandwritingtimeindigits);
4)theycomparetheresultsandpreparetoanswertheteacher,squestion‘Whogets
uptheearliest?,(listeningcomprehensionandtheskillofcomparingandsorting,Maths);
5)theyreporttheresultsinfullsentences(speakingpracticefrompromptno-
tes,practiceofgrammarstructure);
6)athometheyinterviewtheirfamilymembersandprepareapostershowing
agraphwiththetimestheygetup.
Whendevisingactivities,teachersshouldrealizewhatisdemandedofthepupiland
whatsortofcognitiveskillsaregoingtobepractisedwhiletheactivityisbeingperfor-
