Learning And Teaching In English 5FHE1051

Presentation 1: Introduction to the Course

Overview of the Course

This course provides a comprehensive look at children's learning of in English communication skills and literacy skills, and focuses on the relevant subject knowledge and pedagogic underpinnings for students to begin to teach the English language skills of – listening and speaking, reading and writing, grammar and vocabulary in Malaysian primary schools.

Overview of the Course

Learning & Teaching English

Intro. To ELT

Intro. to Ling.

Course ObjectivesThe objectives of this course are to:1.provide you with a more detailed and comprehensive

view of second language learning 2.help you focus on learning at the initial stages and the

development of early reading and writing skills3.help you develop some practical insights on teaching

young learners 4.help you develop the ability to plan and carry out

classroom teaching at the primary level.5.make you aware of the recommended techniques and

strategies for teaching listening, speaking, reading, writing and grammar and vocabulary in Malaysian primary schools

Course Objectives

1. Provide a more detailed and comprehensive view of second language learning

Course Objectives

2. Understand the process of learning in early childhood and also become familiar with the development of early reading and writing skills.

Course Objectives

3. Develop some practical insights on teaching young learners.

Course Objectives

4. Help you develop the ability to plan and carry out classroom teaching at the primary level.

Course Objectives

5. Make you aware of the recommended techniques and strategies for teaching listening, speaking, reading, writing and grammar and vocabulary in Malaysian primary schools.

Expected Learning Outcomes

By the end of the course, you should be able to:1. demonstrate a knowledge and understanding of• the development of children's English communication

skills and literacy skills…• the appropriate pedagogy for teaching English

communication skills and literacy skills• strategies and techniques to teach the language skills of

English - speaking and listening, reading and writing and the components of language – grammar and vocabulary in Malaysian Primary schools

Expected Learning Outcomes

You should also be able to:2. evaluate the different techniques for learning

and teaching in English communication skills and literacy skills

3. devise teaching plans for teaching of English communication skills and literacy skills

Details of the Course Units

Unit I: Understanding the process of classroom teaching

•What is an English lesson•What goes into an English lesson – the

components of a lesson, the interaction patterns appropriate for each component, the different kinds of functions of the teacher •Organizing a series of lessons – principles of

sequencing and grading• Phases and procedures in a lesson

Unit II: Developing guidelines for teaching the language skills

• The processes involved in speaking and listening, reading and writing• Examining activities and tasks for teaching each

of the language skills• Selecting and sequencing appropriate tasks and

activities for teaching each of the language skills• Planning appropriate techniques and strategies

for using selected tasks and activities in a classroom lesson

Unit III. Teaching grammar and vocabulary• Issues and guidelines for teaching grammar

and vocabulary• Selecting and sequencing tasks and activities

for teaching grammar and vocabulary• Integrating teaching of grammar and

vocabulary with teaching of language skills

Reading List

Main Textbook:Chitravelu, Nesamalar, Sithamparam, Saratha and Choon, Teh Soo (1995) ELT Methodology: Principles and Practice (2nd Edition) Malaysia: Oxford Fajar

Reading List• Brown, H. Douglas (2007, 3rd edition ) Teaching by Principles: An

Interactive approach to Language Pedagogy New York: Pearson Longman • Browne, A, (2007) Teaching and learning: Communication, language

and literacy. Sage• Cameron, I. (2001) Teaching Languages to Young Learners Cambridge:

Cambridge University Press• Harmer, Jeremy (2001 6th impression) The Practice of English Language

Teaching Harlow, Longman • Stern, H.H. (1983) Fundamental Concepts of language Teaching Oxford:

Oxford University Press• Watkins, Peter (2005) Learning to Teach English: A Practical

Introduction for New Teachers. Delta Publishing• Wyse, D. and Jones, R. (2007) Teaching English, Language and Literacy.

Oxon: Routledge

• The course will give you practice in assessing the usefulness of various teaching techniques and strategies with the help of your own experience of learning and observation of teaching.

• Knowledge gained from this course should also help you begin to teach English communication skills and literacy skills.

What this course is intended to do for you…

Our goals…

• To help you gain the competence and professional knowledge required to become effective teachers of English

• To help you become familiar with a range of techniques and strategies that could be used for teaching English language skills in a Malaysian primary school

• To enable you develop the ability to devise effective teaching plans for the teaching of English in the Malaysian primary school.

• To help you become confident users of English• To enable you to raise the standard of your written English

Some Commandments…• Thou shall make an effort to understand and

take notes during lectures and presentations and participate fully in all activities and discussions.• Thou will make a sincere effort to do your

work and assignments without others’ help.• Thou will do your best in the assignments and

submit them on time.• Thou will avoid engaging in private

conversations during classes and will not distract others.• Thou will not leave classes without

permission.

Assessment and Assignments…

Assessment

• Course work = 60%• Examination = 40%

IMPORTANT GUIDELINES FOR ASSIGNMENTS

1. Use only standard fonts such as Times New Roman, Calibri or Arial in 12 point and double spacing for your assignment.

2. Plagiarism will not be tolerated. If there is extensive plagiarism in your assignments NO marks will be awarded. Even if you take only a few ideas and/or words from your sources without acknowledging them, you will be penalised heavily.

3. Paraphrase and summarize in YOUR OWN WORDS any ideas that you take from a source and provide full in-text as well as end-text references. Always use quote marks when you use the exact words of your source. Include a reference list with all details of the sources that you refer to in the text of your answer.

4. Do not tabulate your responses or use bullet points or numbering unless the assignment specifically asks you to do so.

5. Use continuous writing and paragraphing as required.6. Use a proper academic writing style with no

abbreviations, short forms, slang or colloquial language. 7. Always proof-read and check your work for typing and

language errors. You are likely to lose marks for such errors.

8. Do not bind your assignments. The pages should only be stapled together.

9. Do not forget to attach a proper cover sheet.10.Do not forget to upload your assignments on the LMS.

Assignment 1 (30 marks)Describe some (not less than three) general principles of second language teaching which should be kept in mind while teaching English as a second language to young learners. For each of the general principles you mention, give an example of at least one activity and explain briefly how the activity can be conducted in a primary classroom. Also provide a clear explanation of why the activity is a good example of the principle. You must make use of at least two sources from the reading list you have been given and provide a reference list. Your response could be approximately 400 words.Submission deadline: 23rd January 2014

Framework for assignment (optional)

Introduction – state the principles and explain why

they are important (provide references to the sources

that you use for this)

Para 2: 1st principle - Elaborate on principle (provide

any sources used)

Give example of activity and explain how it can be

conducted

Say why the activity is a good example of the principle

[e.g. … activity enables children to practise language

in a supportive atmosphere. Since … is important for

language learning, this activity fulfils the need to …]

Para 3: 2nd principle - Elaborate on principle (sources)

Give example of activity and explain how it can be conducted.

Say how the activity reflects the principle.

Para 4: 3rd principle - Elaborate on principle (sources)

Give example of activity and explain how it can be conducted.

Say how the activity reflects the principle.

Conclusion: Summing up of principles and how they can be implemented in a classroom to create suitable conditions for language learning

How to study less and yet score more than 70%?

Strategies to do well in this course…

Assignments – what helped the high scorers• Using a clear, logical organization and structure for

the answer and addressing all aspects of the question• Reflecting upon own experiences, observations of

teaching, describing and analyzing these • Putting together ideas from different sources

effectively • Making an effort to apply the theoretical ideas to a

teaching situation• Using own words, no plagiarism • Neat presentation with few errors

Feedback on Performance in the Course Introduction to ELT

Feedback on Performance in the Course Introduction to ELT

Examination:MCQs (30%): These tested your knowledge and understanding of key facts and principles

[Range of marks secured = 13 to 28]Data Response (20%): These tested your ability to apply knowledge and understanding to different aspects of teaching

[Range of marks secured = 5 to 16]Short Notes (20%): These tested your ability to summarize information on a topic in a precise and exact manner

[Range of marks secured = 3 to 16]Essay (30%): This tested your ability to synthesize (put together) knowledge and apply it in a teaching context

[Range of marks secured = 5 to 25]