lhe 3211 teaching of literature in esl pensyarah:juridah md rashid phone no:03 89468183...
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LHE 3211 Teaching of Literature in ESL
Pensyarah : Juridah Md RashidPhone No : 03 89468183Email : [email protected] : juridahrashid.blogspot.comAddress : Jabatan Pendidikan Bahasa dan Kemanusiaan
Fakulti Pengajian PendidikanUPM 43400 Serdang
Nama Kursus:Teaching Literature in ESL
Kod Kursus:LHE 3211 Kredit:3 (2+1) Semester:Kedua 2011/2012 Pensyarah:Juridah Md Rashid
Objektif: By the end of the course, students are able to teach
English Literature
Sinopsis:
Theories and approaches in the teaching of English Literature;
analyzing different literary genre; strategies and techniques in teaching English Literature; lesson plans; adapting lesson plans for various levels of learners.
Kandungan :
Theories and approaches in the teaching of English Literature.
Analyzing different literary forms. Selecting and adapting different
literary genres. Strategies and techniques in
teaching English Literature.
Teaching the small l and big L. Developing lesson plans for the
teaching of English Literature. Adapting lesson plans for different
levels of learners.
Penilaian
Assignment 1 20% Assignment 2 20% Blogspot Discussion 20% Midsemester Examination 20% Final Examination
20%
Rujukan Carter, R.and Long, M.N. (1991)
Teaching Literature. Essex: Longman. Collie, S. and Slater, C. (2001) Literature
in Language Classroom. Cambridge: Cambridge University Press.
Duff.A. and Maley, A. (1991). A Resource Box for Teachers: Literature. Oxford: Oxford University Press.
Webb. (1992) Literature in Education: Encounter and Experience. London: The Palmer Press.
Prescribed Texts
Literature in the Language Classroom by Joanne Collie and Stephen Slater (2001) published by Cambridge University Press And
All the literary texts prescribed for form 1 to form 5.
Form 1
Selected Poems and Short Stories for Form 1 Consists of 2 poems (The River by
Valerie Bloom, Mr. Nobody by Anonymous)
1 short story (Flipping Fantastic by Jane Langford)
1 novel (The Boscombe Valley Mystery by Sir Arthur Conan Doyle
Form 2 I Wonder, Heir Conditioning Short Story – One is One and All Alone Drama - Rumpelstiltskin
Form 3 Novels: The Railway Children, Journey to
the center of the Earth, How I Met Myself
Poems: A Fighter’s Line by Marzuki AliLeisure – William Henry Davies
Form 4 He Had Such Quiet Eyes, In the Midst of
Hardship - Selected Poems Short Stories Drama – Gulp and Gasp
Form 5 Novels : The Curse, Step by Wicked
Step,Catch Me if You Can
Poems: Nature by H.D.Carberry, Are you Still Playing
Your Flute by Zurinah Hassan
Instruction The objective of this assignment is for you
to find out what happens in the Literature component in English Language syllabus classroom. You are to investigate the students’ reactions to the literature lessons conducted in the school. You will be given a set of questions to ask the students. The enquiries need to be conducted in 2 ways: 1) students fill in the questionnaire 2) interview students for more information.
You are to talk to 10 secondary school students. These students have to be in the same form but they could be from different classes and different schools. For example if you have chosen to talk to form five students, these students can be from Form 5 Pintar, 5 Bijaksana, etc and from SMK Sultan Alaudin, Masjid Tanah, SMK Tinggi Port Dickson etc.
After you have collected all the information from these students, you are to write a report. Please refer to the internet or books for ways to write the report. The report should have the following sections:
1. Introduction2. Literature Review – what experts have said
about using literature in ESL classroom and research done on this subject
3 How the study is conducted - i) procedureii) information on the schooliii) information on the studentsiv) discussion on the items in the questionnairev) how data will be analyzed and presented
4. Analysis of data – information should be translated to non-linear information (graphs, bar charts, pie charts – this is the part you impress me with your computer skills!)
5. Discussions/comparisons/implications6. Conclusion/ recommendations and in
what way this assignment will help you in your future teaching career. (Secondary Education especially when you do your Teaching Practicum)
Assignment 2 Microteaching Due Date : (week 12) soft copies send to
[email protected] There are 3 parts to the assignment Part 1 – lesson plan 5% Part 2 – teaching 10% Part 3 – reflections 5 %
Blogspot entries (Online discussion)
Please go juridahrashid.blogspot.com for entries
Please go to this label LHE 32ll PPL Semester 2 2011
You are to send in both the hard copy and soft copy of the teaching package.
Cite references if the activities are not your own. Please be creative, interesting and original when designing these activities.
Midsemester Examination (20%)
Topics to study Literature programs in Malaysian
schools and aims of the programs Rationales for the inclusion of
literature programs in ESL classroom
Learning outcomes for each of the genres
Cont’d Analysis and activities for literary texts
(Form 1 – Form 3) Differentiate between language skills and
literary skills Literary competence vs language
competence Differentiate between teaching literature in
‘L’ environment and ‘l’ environment –The study of literature vs literature as resource
Format for Midsem Exam
1 section 40 points(20%) definition, short essay – please
refer to the marks awarded to guess how much you need to answer/how long you need to write)
Literature component in English Language Syllabus
Introduced to the form 1 and form 4 students in 2000 (cycle 1)
Cycle 2 begins in 2010 Literature is one of the components
in English Language subject Literature makes up 20% of the
marks for the subject
Literature component in English Language Syllabus
1 period per week is to be allocated for literature
Students study poems, short stories and novels and in Cycle 2 drama is included
2004 is the first year that students who study literature since form 1 sat for SPM (5 years of literature)
The Study of literature
Literature itself is the content or subject of a language course
Literature as resource
Literature as one source among many different kinds of text for promoting interesting language activities
Literary competence
Implicit understanding of, and familiarity with certain conventions which allow students to take the words from the page of a literary work and convert them into literary meanings
Teacher-centred literature classes
Traditional method Teacher the provider, students
received all the input
Student centred literature classes
Allows more exploration of the literary text by the learners
Invites learners to develop their own responses and sensitivities
Purposes for literature lessons
Language Culture Personal
development/enhancement