First Group

1. Imron Rosyadi
2. Merli Santri
3. Ulfa Arimawati

Describing Teachers, Describing Learners,

Describing Context
Describing A. Age
The age of our students is a major factor in our decisions about how and what

Learners to teach.

A1 Young Children
Young children, especially those up to the ages of nine or ten, learn differently from
older children, adolescents and adults in the following ways:
- They respond to meaning even if they do not understand individual words
- They have a need for individual attention and approval from the teacher
- They generally display an enthusiasm m for learning and a curiosity about the world
around them.

A2 Adolescents
Is it strange that, despite their relative success as language learners, adolescents are
often seen as problem students.

A3 Adult Learners
As teachers of adults we should recognize the need to minimize the bad effects of past learning.
Describing B Learner differences

Learners
B1 Aptitude and intelligence
Is it possible that people have different aptitudes for different kinds of study.

B2 Good Learner characteristic

B3 Learner styles and strategis

o Converges : There are students who are by nature solitary, prefer to avoid.
o Conformist : These are students who prefer to emphasis learning about language over
learning to use it.
o Concrete learners : Thought they are like conformist, they also enjoy the social
aspects of learning and like to learn from direct experience.
o Communicative learners : These are language use oriented.
B.4 Individual Variations

• Neuro – Linguistic Programming

• MI theory

B. 5 What to do about individual differences

 (ALTE) Various Level Language

BEGGINERS Intermediate
Advanced

A1 A2 B1 C1 C2
B2
Elementary Upper -
False Pre - intermediate intermediate
Beginners
C1. Methodology

C2. Language, Task, Topic

 Motivation
D2. External sources of
motivation

D3. The motivation angel

D1. Defining • The goal • Affectt

• The society we live in • Achievement
motivation
• The people around us • Attitude
• • Activities
Curiosity
• Agency
Characteristic of Good Learners
 High aspiration
 Making intelligent guesses
 Using contextual clues
 Ego involvement
 Learning to think in l2
 Creativity
 Positive task orientation
 Autonomy
 Learning from errors
 Tolerance of ambiguity
 Effective use of learning strategis
 Perseverance
 Goal orientation
 Monitoring of speech
 Making opportunities to practice
 Describing Teachers
A. What is teaching
Teaching is a caring about the life successes and failures of many
individuals at once, and the convincing student that they should be caring
and respectful ass well.

01
02

03
04
 B. In the classroom

Student can pick up much from the way their teacher walks into the room at the start of
that first lesson. The way we dress, the stance we adopt and our attitude to the class make
an immediate impression on student.

Controller
Prompter
b1. The roles of a teacher Participant
Resource
Tutor
b2. Organizing student and activities
one of the most important tasks that teacher have to
perform is that of organizing students to do various
activities.

b3. The teacher as performer

 C. Rapport

Successful interaction with students depends on four key characteristics:

Recognizing student
Student want their teachers to know who
they are. They would like some
understanding of their characters. 01

Listening to student Being even handed

Student respond very well to teacher 02 04 Most teacher have some students
who listen to them. that they warm to more than others.

Respecting students 03
Correcting student is always a delicate
event
 D. The teacher as teaching aid
In a language classroom there are specific ways in which we can
help our students both hear and understand language.

d1. Mime and gesture

one of the things that can be uniquely able to do on the spot is to use
mime, gesture and expression to convey meaning and atmosphere.

d2. the teacher as language model

students get models of language from textbooks, reading materials of
all sorts and from audio and video tapes. But we can also model language
ourselves.

d3. The teacher as provider of comprehensible input

The Knowledge Base of Effective Teachers

• Culturally responsive teachers:

1. Believe all students can achieve and succeed,
2. Build a community of learners,
3. Build connections to families and the community,
4. Are continual learners,
5. Vary instructional methods,
6. Know their students,
7. Are introspective and reflective
• Effective Teachers Employ These Tools

• Structure and Clarity

• Motivation
• High Expectations
• Questioning
E. Native-speaker teacher and non-native speaker teacher

For many years an opposition has been created between native

speaker teacher of English and non native speaker teacher. And
for much of time many non native speaker teacher have felt a
sense of injustice and sometimes even inferiority at what they
perceive as the assumed superiority of the native speaker.
 Describing Context
l
The Place and Means of
instruction

School and Language In-school and in- Real and Virtual

School company Learning Environment
 Class Size
Private Lesson
There only a students and a teacher
It is Important to :
01
1. Make a good Impression
2. Be well-prepared
3. Be flexible
4. Adapt to the student
5. Listen and watch
6. Give explanation
7. Don’t be afraid to say no

Large Class
Teacher teach 100 students in class
The keys Element success Large-group Teaching 02
1. Be organized
2. Establish routines
3. Use different pace for different activities
4. Use student
5. Use worksheets
6. Use group work
7. Use chorus reaction
Managing Mixed Ability

It is one of problem and common worry of

teacher. There are many the students
different skills and abilities.

Working with different context

Teachers can provide students with

different material. When teachers offer
different content, they allow students to
make chooses.
 Different student action
Teacher can :
Give students different tasks

Give students different roles Reward early finishers

Encourage different student responses Identify student strengths

Monolingual, bilingual, and multilingual

Foreign Language students and their first

language

English= Medium of Switching between L1 and Students identify is shaped Students operate in the
communication in the L2 develops naturally. by their L1 classroom in their L1 and in
classroom the language they are
studying
The benefits of using the L1 in the L2 classroom

Useful in planning. Self-evaluation and leaner training

Use for students to notice differences L1 and the target

language

Use translation activities

The disadvantages of using the L1 in the L2
classroom

The teacher may not share student L1

It restrict student exposure to L2

Sometimes teacher use the L1 language more

than they intended
Thank You
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New Vocabularies

1. Adolescent
2. Delicate
3. Mime
4. Continual
5. Introspective
6. Clarity
7. Injustice
8. Perceive
9. Superiority
10. Indented