This document discusses describing learning and teaching. It outlines several key elements: the purposes of learning and teaching which include understanding the process and students' characteristics; the target of mastering skills and describing the process; necessary timeframes; and elements for successful language learning in the classroom. These elements include Engage, Study, and Activate (ESA). The document also discusses teaching models that have influenced current practices, such as grammar translation, audio-lingualism, PPP, task-based learning, and communicative language teaching. It emphasizes the importance of varying teaching sequences and combining the ESA elements in different ways to avoid boredom.

1. HOW TO DESCRIBE
LEARNING AND TEACHING
BACKGROUND
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.

2. PURPOSE OF LEARNING AND TEACHING
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.
TARGET OF LEARNING AND TEACHING PROGRAM
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.
TIME OF LEARNING
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.

3. DESCRIBE TO LEARNING AND TEACHING MATERIALS
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.
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

4. 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

5. 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.
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:

6. 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.
CONCLUSION
In this material of learning and teaching process such as:
-the real world: exposure, motivation and use.
-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.

7. 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.