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Group 5

Syafiq Izham
Megat Khudri
Nadia Ismail
Amaliah Rahim

TSL3083 Group 5


Aims and Priorities

Should be based on themes or topical subjects.

Variety of materials.
The view of writing as an organic process should
be developed.

TSL3083 Group 5

Should be to direct attention to listening and

speaking along we reading and writing.

Example of activity
True or false

Reading aloud

TSL3083 Group 5

Rewrite the sentence

Teaching large multi-level classes

Catering to different learning styles

TSL3083 Group 5


Teaching Large Multi-level

The benefits

Depending on the age of our students, but normally we

always have students from different backgrounds, that
can contribute their experiences to the whole class and
make the learning experience more significant and

The teacher is not the only pedagogue.

Cooperation works better than competition in the large
Cross-ability grouping allows the more able learners to
improve their language skills by honoring their ability
to explain, to state clearly, and to give effective
examples, while it provides the less able with

TSL3083 Group 5

We get a rich variety of human resources.

The challenges

If we opt for pair or group work, simply getting students

in and out of groups can pose a formidable challenge
even before any teaching takes place.
A chaotic environment can happen when all students
talk at the same time, this will generate so much noise.
It is often difficult to hear individual students or to
make oneself heard.

TSL3083 Group 5

We often feel out of control.

We are confronted with multiple tasks, some of which

are performed simultaneously with numerous practical
managerial decisions including taking attendance,
collecting homework, and so on.

Activating the quiet student is difficult.

Even though some students can learn just as
effectively by not participating as they can by
Giving them adequate time to prepare what they have
to say, possibly by providing them with grammatical
cues to improve accuracy, not requiring them to speak
up in front of the whole class can actually improve
participation rates.

TSL3083 Group 5

In the larger class we may feel trapped in problems

of management.

A learning style refers to the learners preferred

way of learning.
It is an individuals natural, habitual, and
preferred ways of absorbing, processing and
retaining new information and skills (Kinsella,
1995, p. 171).
Often teachers will subconsciously design lessons
that favor their dominant learning style.
Therefore it is important to remember to cater to
an assortment of learning styles.

TSL3083 Group 5

Catering to Different
Learning Styles

These learners tend to like games, pictures, films, video,

using cassettes, talking in pairs, and practicing English
outside class.
Concrete learners like to encounter grammar in context.
They are likely to respond well to tasks in which a grammar
point is supported and explained by visual.

Type 2: Analytical learners

These learners like studying grammar, studying English
books, reading newspapers, studying alone, finding their
own mistakes, and working on problems set by the teacher.
Analytical learners, on the other hand, prefer to identify
grammar rules and principles through the inductive study of

TSL3083 Group 5

Type 1: Concrete learners

These students like to learn by watching, listening to native

speakers, talking to friends in English, watching television in
English using English out of class in shops, learning new words
by hearing them, and learning by conversation.
Communicative learners also prefer learning inductively, and
encountering grammar in context, where the relationship
between form and function is clear.

Type 4: Authority-oriented learners

These learners prefer the teacher to explain everything, like to
have their own textbook, to write everything in a notebook, to
study grammar, learn by reading, and learn new words by
seeing them.
Authority-oriented learners favor a deductive approach in which
the teacher provides a rule and then gives them opportunities
to apply the rule.

TSL3083 Group 5

Type 3: Communicative learners