In teaching process we will find how to describe learning and teaching, material of learning has many kinds of how to describe learning and teaching. For knows what’s the meaning describe leaning and teaching we should do many practice theory ally. One of our experiences to makes learning and teaching process be conducive situations. It does for master of learning and teaching so that it will be easier to practice. When we want to master it we have to know how to describe learning and teaching such us: first we have to know what we know about language learning. Second, what elements are necessary for successful language learning in classroom? Third, how do the three elements of ESA (Engage, Study, and activate) fit together and lesson sequences? And the last but at least what teaching models have influenced current teaching practice.


In leaning and teaching process has many purposes such us we can know learning and teaching process, can manage the material of learning and teaching process and then when we combine and describe learning and teaching process, know the characteristic of students and emotion of students. Therefore we can do many activities as long as we want to make learning and teaching process is better.


In this material learning and teaching we can know how to describe learning and teaching as long as the student can create conducive situation. Learning and teaching are based when the student can improve their skill and the can be easier to master of study. Sometimes has little brave for create their material of lessons. Target of this material for master their skill and can be describe learning and teaching process.


In this learning each student will get describe learning and teaching. The time for this learning include task in the final has maximum 3 x 75 Minutes for a week. Time of learning has same purpose to manage this learning too effectively for student so that what we plan and our purpose can be true in that learning.


  • · What do we about language learning

We can know how to describe learning and teaching as long as we can know about language learning. Outside the context of any classroom, all students who are repeatedly exposed to a language will in normal circumstances learning it. They do this unconsciously-rather than as form of study. Most of students can learn a language without studying it, some just improve their studies. The students who do acquire language successfully outside the classroom seem to share certain similarities in their learning experience. First of all, there are usually exposed to language which they more or less understand even if they can not produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in other to be able to communicate. And finally, they have opportunities to use the language and they are learning, thus giving themselves chances to flex their linguistic muscles and check their own progress and abilities. All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements which we should try to imitate.

  • · What elements are necessary for successful language learning in classroom

Elements are necessary for successful language learning in classroom, can be normally when we find describe how to learning and teaching process. We can therefore say what elements need to be present in a language classroom to help student learn effectively. We will call these elements “ESA”, three elements which will be present in all or almost all classes. The meanings of ESA, first, engage: this is the point in teaching sequence where teacher try to arouse the students interest this involving their emotions. Activities of engage such us games, music, discussion, stimulating picture, dramatic stories, amusing anecdote. Second, study activities are those where the student are asked to focus in on language or information and how it is constructed. Students can study in a variety of different styles: the teacher can explain grammar; they can study language evidence to discover grammar for themselves. Some typical areas for study might be the study and practice of the vowel sound in ship and sheep (chip, cheap, dip, deep, bit, beat, etc) the study and practice of the third person singular of the present simple (he sleeps, she laughs, it works).Activate: this element describe exercises and activities which are designed to get students using language as freely and communicatively as they can. Typical Activate exercises include role-play (where students act out, as realistically as possible, an exchange between a travel agent and a client).

To say that the three elements need to be present does not mean they always have to take place in the same order. The last thing we want to do is bore our student by constantly offering them the same predictable learning. It is instead our responsibility to vary the sequences and content of our lesson, and the different ESA pattern that we are now going to describe show how this can be done.

  • · How do the three element of ESA fit together in lesson sequences?

How do the three element of ESA fit together in lesson sequences?: One of teaching sequence takes student in a straight line : first the teacher gets the class interested and Engaged, then they Study something and they then try to Activate it by putting it into production. Here is an example of such a Straight Arrows sequence designed for elementary level students.

1. Engage: students and teacher look at a picture or video of modern robots. They say what the robots are doing. They say why they like or don’t like robots.

2. Study: the teacher shows students (the picture of) a particular robot. Student are introduced to can and can not (how they are pronounced and constructed) and say things like it can do math and it can not play the piano. The teacher tries to make sure the sentences are pronounced correctly and that the students use accurate grammar.

  • ·3. Activate: students work in group and design their own robot. They make a presentation to the class saying what their can not do.

What teaching models have influenced current teaching practice?

In what teaching models have influenced current teaching practice? For as long as people have been learning and teaching language, there has been continual debate about it. There have been some traditional language learning techniques that have been used for many years. In more recent times, there have been five teaching models such us: grammar translation, audio-lingualism, PPP, task-based learning, and Communicative language teaching. Grammar translation: this was probably the most commonly used way of learning language for hundreds of year and it is still practiced in many situation. Audio lingualism: this is the name given to a language teaching methodology based heavily on behaviorist theories of learning. These theories suggested that much learning is the result of habit formation through conditioning. PPP: this stand for Presentation, Practice, and Production and is similar to the straight arrows kind of lesson described above in PPP classes or sequences, the teacher presents the context and situation for the language (e.g. describing a robot ), and both explains and demonstrates the meaning and from of the new language (can and can’t). Task Based Learning: here the emphasis is on the task rather than the language. For example, students might be encouraged to ask for information about train and bus timetable and to get the correct answers (that is the task). Communicative Language Teaching: this was a radical departure from the PPP type lesson which had tended to dominate language teaching. Communicative Language Teaching has two main strands: function such as inviting, agreeing and disagreeing, suggesting etc. the student should learn how to use it more.


In this material of learning and teaching process such as:

1. Talked about the elements necessary to learn language in the real world: exposure, motivation and use.

2. describe the three elements necessary for successful teaching and learning in class: E (Engage), S (Study), A (Activate)

1. . Talked about different modals which people have used to describe teaching such as PPP (Presentation, Practice, and Production), task based learning (which puts the task first and language study last) and communicate language teaching (with its twin emphasis on appropriate language use and activation methodology).

2. Seen how PPP is a form of straight arrow lessons, while task based learning is more like boomerang or patchwork sequences. We pointed out that communicate language teaching was responsible for the modern emphasis on the activate stages of lessons.

3. Mentioned, in passing, some of the issues which people are currently debatin.

4. Pointed out that good teacher vary the ESA sequences they use with their student-to avoid monotony and offer a range of learning sequences. The three elements are always present, but in many and different combination.


~ by jeanehistoria on December 26, 2009.

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