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

Overview of the Course

Intro.
To
ELT

Learning
&
Teaching
English

Course Objectives
The 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 skills
3.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

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

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

What this course is intended to

do
for
you
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.

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

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)

Describesome (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.

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

Strategies to do well in this course

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

Feedback on Performance in the

Course Introduction to ELT
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

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