Describing

learning contexts
ABUZAR AL KHIFARI

ANTONIO PERNANDES S.

DESI MARTINA

IRMAKHAIRANI SAFITRI HRP

LISTIA RAHARYANTI
A. The place and
means of intruction

school and language schools:

in- school and in-company

real and virtual learning environments

A. BB. class size and
means of intruction
> English language classes vary greatly in size
> The technique we use will depend to some extent on how big
out classes are.

B.1 Teaching one-to-one

>A special teaching context is that of an individual student

working alone with a teacher over a period of hours or weeks
in what are often referred to as 'private classes.
>One-to-one lessons have considerable advantages over
classes with two or more students in the group.
>One-to-one students get greatly enhanced feedback
from their teachers.It is also much easier to be flexible when
teaching individual students than it is when managing a class.
>Above all, one-to-one teaching allows teachers to enter into a
genuinely dialogic relationship with their students in a way
that is considerably less feasible in a large group situation.
guidelines are appropriate to be prespective about
one to one teaching

> make a good imperssion

> be well-prepared
> be flexible
> adapt to the student
> listen and watch
> give explanations and guidelines
> dont be afraid to say no
of intruction
B2 LARGE CLASSES.

Many commentators talk about large classes as a problem, and it is certainly true that they present
challenges that smaller classes do not. How, for example, can we give students personal attention? How
can we get students interacting with each other?
However, there are also many benefits to teaching large classes.
in large classes there are always enough students to get interaction going and there is a rich variety of
human resources.

There are a number of key elements in successful large-group teaching

1. Be organaised
2. Establish routines
3. Use a different pace for different activities
4. Maximise individual work
5. Use students
6. Use worksheets
7. Use pairwork and groupwork
8. Use chorus reaction
9. Take account of vision and acoustics
10. Use the size of the group to your advantage
A. The place and
means of intruction
C. MANAGING MIXED ABILITY

C1. Working with different content

>One way of working with students at different levels

and with different needs is to provide them with
different material, tailoring what we give them to
their individual needs.
>One way of offering different content is to allow
students to make choices about what material they are
going to work with.
>Giving students different content is an ideal way to
differentiate between them. Nevertheless, it is
extremely problematic in large classes.
 C2. different student actions
A. The place and If we cannot (or do not want to) offer students
means of intruction
different materials, we can, instead, get to do different
things in response to the content they are all looking
at or listening to.
>Give students different tasks:
> Give student different roles
>Reward early finishers:
>Encourage different student responses:
>Identify student strengths (linguistic or non-
linguistic):

C3 what the teacher does

>Responding to students:
>Being inclusive:
>Flexible groupings:
A. The place and
means of intruction

C4. Realistic mixed-ability teaching

Mixed-Ability Teaching shows how collaborative
ways of working can promote a positive classroom
atmosphere and offer support and challenge for every
student.
 D. Monolingual, bilingual and multilingual
A. The place and
> In one short contribution this teacher encapsulates
means of intruction
many of the issues that surround the use of the
students' first language (Li) in an English-language
(L2) classroom. Perhaps the most striking aspect of
her contribution is the suggestion that the inspector
would frown upon her use of the students' language in
a lesson.

D1. Foreign-language students and their first

language.
the idea that if English is the medium of
communication in a classroom, then students will be
provoked into more and more communication
attempts, and in the process language learning may
well 'take care of itself'
A. The place and
D.2 The banefits of using the L1 in the L2 classroom
means of intruction
>There are many occasions when using the students'
L1 in the classroom has obvious advantages.

>in the first place, many commentaton recognise the

desirability of using the students' L1 when talking
about learning.

>Secondly, there is clearly a lot to be gained from a

comparison between the L1 and the L2. Students will
make these comparisons anyway, so we may as well
help them do it mor effectively.
A. The place and
D.3 The disadvantages of using the L1 in the L2
means of intruction
classroom

>The first, of course, is that as we have pointed out,

the teacher may not always share the students' L1 - or
at least the L1 of all the students in the classroom.
A. The place and
means of intruction

Taking a stand
conclusions about how and when to use (or allow the
use of) the students' L1 in the classroom.

> Acknowledge the L1 :

>Use appropriate Li, L2 activities:
>Agree clear guidelines:
>Use encouragement and persuasion:
thank u