Transcript LHE 3211 Teaching of Literature in ESL

LHE 3211 Teaching of
Literature in ESL
Pensyarah
Phone No
Email
Blogspot
Address
:
:
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:
Juridah Md Rashid
03 89468183
[email protected]
juridahrashid.blogspot.com
Jabatan Pendidikan Bahasa dan
Kemanusiaan
Fakulti Pengajian Pendidikan
UPM 43400 Serdang
Nama Kursus:Teaching
Literature in ESL
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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
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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 :
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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.
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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
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Assignment 1
Assignment 2
Blogspot Discussion
Midsemester Examination
Final Examination
20%
20%
20%
20%
20%
Rujukan
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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
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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
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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
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I Wonder, Heir Conditioning
Short Story – One is One and All Alone
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Drama - Rumpelstiltskin
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Form 3
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Novels:
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Poems:
The Railway Children, Journey to the
center of the Earth, How I Met Myself
A Fighter’s Line by Marzuki Ali
Leisure – William Henry Davies
Form 4
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He Had Such Quiet Eyes, In the Midst of
Hardship - Selected Poems
Short Stories
Drama – Gulp and Gasp
Form 5
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Novels : The Curse, Step by Wicked Step,
Poems:
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Catch Me if You Can
Nature by H.D.Carberry, Are
you Still Playing Your Flute by
Zurinah Hassan
Assignment 1 (20%)
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Project
Due Date
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week 8
(soft copies send to
[email protected]
Instruction
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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.
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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.
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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:
Introduction
Literature Review – what experts have said
about using literature in ESL classroom and
research done on this subject
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How the study is conducted i)
procedure
ii)
information on the school
iii)
information on the students
iv)
discussion on the items in the
questionnaire
v)
how data will be analyzed and
presented
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5.
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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!)
Discussions/comparisons/implications
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
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Microteaching
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Due Date :
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(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)
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Please go juridahrashid.blogspot.com
for entries
Please go to this label LHE 32ll PPL
Semester 2 2011
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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
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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
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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
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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
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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
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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
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Literature itself is the content or subject
of a language course
Literature as resource
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Literature as one source among many
different kinds of text for promoting
interesting language activities
Literary competence
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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
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Traditional method
Teacher the provider, students received
all the input
Student centred literature
classes
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Allows more exploration of the literary
text by the learners
Invites learners to develop their own
responses and sensitivities
Purposes for literature lessons
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Language
Culture
Personal development/enhancement