International audience The language class opens nowadays interesting prospects on teacher's action and motivation. In teacher's pedagogical practice and debriefing on his own action could be found knowledge, student, teacher, institution and many other elements related to teaching/learning. How to visualize interactions among those different elements existing in teacher cognition? Based on Activity theory and self-confrontation interview, this article aims at constructing two language teachers' Activity systems at different levels. It will also be an opportunity to see if activity system, as a non-linguistic model, is operative for research on teacher cognition.