LMCE 1002 FOUNDATION ENGLISH

Sem. 1 215

PUSAT CITRA UKM

UNIVERSITI KEBANGSAAN MALAYSIA
(1)

Kod Kursus

(2)

Nama Kursus : Foundation English

(3)

Taraf Kursus

(4)

Sinopsis

ZZZE1002

WF

Kursus ini ditawarkan kepada pelajar yang mendapat Band 1 atau 2 dalam
MUET
(Malaysian University English Test). Ia bertujuan untuk membantu pelajar
memahami struktur asas tatabahasa Inggeris, meningkatkan kefasihan
berbahasa Inggeris dan membina keyakinan diri semasa berkomunikasi.
Kursus ini menggunakan pendekatan berasaskan kemahiran bersepadu;
melaksanakan pembelajaran secara bersemuka di dalam kelas, bimbingan
berkumpulan dan pembelajaran kendiri.
Synopsis :
This course is offered to students who have passed Malaysian University
English Test (MUET) with either Band 1 or 2. It aims to assist students in
understanding basic English grammar structures, improving English
Language proficiency and building confidence in communication. This
course adopts an integrated skill-based approach; blending face-to-face
learning in class, group coaching and autonomous learning.
(5)

Pra-Keperluan (jika ada):

MUET Band 1 atau 2.

(6)

Rujukan:

Harrison, M. 2009. Living Grammar. Pre-intermediate. Oxford: Oxford

University Press.
Hornby, A S. 2010. Oxford Advanced Learners Dictionary of Current
English. 8th Ed. Oxford: Oxford University Press.
Nor Hasni Mokhtar, Huzaiffa Mastura Mohd Supian, Saripah Mamat,
Shazleena Othman & Norazha Paiman. 2012. Building Foundations in
English. Malaysia: Cengage Learning Asia Pte Ltd.
Sheppard, T. 2009. Tim Sheppards Storytelling Resources for Storytellers.
www.timsheppard.co.uk/story/

LMCE 1002 FOUNDATION ENGLISH

Sem. 1 215

Soars, J. & Soars, L. 2007. New Headway Pre-Intermediate. Oxford: Oxford

University Press.

LMCE 1002 FOUNDATION ENGLISH

Sem. 1 215

1 = Memenuhi HPP tanpa penilaian rasmi

2 = Memenuhi separa HPP dengan penilaian rasmi
Taksonomi Bloom
3 = Memenuhi sepenuh HPP dengan penilaian rasmi

HPK 8

HPK 7

HPK 6

HPK 5

HPK 4

HPK 3

Hasil Pembelajaran
Kursus (HPK)
Diakhir kursus, pelajar akan
dapat:
Memahami
dan
menggunakan struktur asas
tatabahasa Inggeris
Understand and use basic
English grammar structures
Meningkatkan kefasihan
berbahasa Inggeris
Improve English Language
proficiency
membina
keyakinan
diri
berkomunikasi
Build confidence in
communication

HPK 2

Bil

HPK 1

Matriks Hasil Pembelajaran

Pengajaran

Penilaian

Aktiviti
dalam/luar
kelas dan
iFolio/
MyLinE

Quiz, Elearning,
Drama

Aktiviti
dalam dan
luar kelas

Drama

Aktiviti
dalam dan
luar kelas

Drama

Memahami = Aras kedua dalam Taksonomi Bloom

Berkebolehan
= Aras ketiga atau lebih tinggi dalam

HPP = Hasil Pembelajaran Program

HPP1 Kemahiran Sosial dan Kebertanggungjawaban

HPP5

HPP2 Kemahiran Komunikasi

Pendekatan Saintifik

HPP3 Kemahiran Pengurusan Maklumat dan Pembelajaran

HPP6 Kepimpinan dan Kerja Berpasukan

Sepanjang Hayat

HPP7 Kemahiran Pengurusan dan Keusahawanan

HPP4

Kemahiran

Membina

Nilai,

Sikap,

Etika

dan

Pemikiran

Kritikal,

Penyelesaian

HPP8 Kemahiran Kreatif dan Inovatif

Masalah

dan

LMCE 1002 FOUNDATION ENGLISH

Sem. 1 215

Profesionalisme

LMCE 1002 FOUNDATION ENGLISH

Sem. 1 215

COURSE COMPONENTS AND EVALUATIONS

The course comprises 2 major components Language in Use (LinU) and
Confidence Building (CB). Both components are designed to maximize
language use among students in a contextualized setting. Each
component has a different focus and a set of evaluation components. It is
encouraged to use Penguin Readers (PR) in teaching and learning both
components.
The table below describes the two components and their evaluations.

Course
Components
Language in Use
(LinU)
Confidence
Building (CB)

Class
Participation

Evaluation Tasks
1. Writing Tasks
2. Quiz
1. Storyboard
Presentation
2. Script Reading
3. Drama
Presentation

Weighti
ng

Assessme
nt

10%
30%
10%

Evaluati
on
Weeks
1-14
12
7

10
30%

10
14

Individual
Group

10%

1-14

Individual

Individual
Individual
Individual

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Sem. 1 215

Language in Use - LinU (40%)

Goal:

To enable students to use appropriate English grammar items and

vocabulary in context and improve language proficiency.

Learning Outcomes: Students will be able to:o Identify and use suitable vocabulary in context.
o Use appropriate language structures in context.
o Improve general English Language proficiency.
Format:
Students work in groups of 10 15 persons per group. During each LinU
lesson, students learn grammar items and participate in smaller group
activities. Instructors are encouraged to utilize Penguin Readers or other
equivalent materials in teaching the grammar items. Instructor facilitates
each group during class hours.
LinU Evaluation Tasks:
1. Writing Tasks - ( 10% )
Instructor assigns two LinU assignments. The first one is through iFolio
and the second one is carried out in class (week 12). Assignments will be
based on LinU items taught in class and iFolio exercises. Students do both
LinU assignments within weeks 1 -14.
Each student is required to complete all assignments within the due dates.
Each assignment carries a weighting of 10% and is divided by two for the
final mark. Assignments are assessed based on language, content and
organization.
(Please refer to the Assessment scale in the course booklet).
2. Quiz

- (30%)

All students will sit for a quiz in their respective classes in week 12.
Questions in the quiz will be based on the grammar items taught in class
and ifolio exercises. Further details of the quiz are stated below:
Duration
Testing Format
Passages,

: 1 hour 30 minutes
: Structured: Listing, Multiple Choice Questions, Cloze

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Completing Dialogues, Filling in the blanks with

correct answers.

Confidence building (CB) (50%)

Goal:

To enable students to communicate confidently with suitable

verbal and non-verbal cues in appropriate context.

Learning Outcomes: Students will be able to:o Understand and use appropriate verbal and non- verbal cues
in appropriate context
o Create meaningful conversations in suitable context.
o Build confidence in communication.
Format:
The class is divided into two groups (10 - 15 per group). Each group will
select a title from any of the Penguin Readers available in the library.
Students are also allowed to choose any other titles from other collections.
Instructors need to use their discretion in text selection. Every student will
read and understand the story that their groups have chosen before
coming to class.
Instructors monitor all the stages that are involved in producing the
drama, and conduct activities to enhance the students communicative
abilities and confidence.
During each CB lesson, Instructors facilitate the first group of students in
the first hour and the second group in the second hour. Students will be
engaged and enriched with verbal and non-verbal communication
activities. Every student should have a fair chance of talk during class
activities.
Below are the processes that all drama groups will go through:

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CONFIDENCE BUILDING (CB) EVALUATION TASKS
1. Storyboard Presentation - (10%)
Description of the storyboard activity
Designing a storyboard is an important process in preparing for a drama
presentation. The storyboard acts as a framework in developing the
drama script.
In preparing the storyboard, students need to develop a deeper
understanding of the story. Through shared reading of the story book, the
students identify the main storyline, the events that occurred in each
chapter, the characters involved and the time and physical settings of
each event.
Unlike storyboards commonly used in dramas and films, the storyboard
that is required need not necessarily have graphics or illustrations.
Students could use Power Point slides as frames for each chapter of their
story.
Evaluation Procedure
Stage 1 - Preparation of the storyboard
1. Each group member is assigned a chapter from the story. He/She
needs to locate the events that occurred in the chapter by
answering the question What happened in this chapter?

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2. The student identifies the time and physical/environmental

settings in the chapter. Answer the questions Where did the
event happen? and/or When did it happen?
e.g. The event happened on a dark, gloomy night in December. It
took place on a deserted park, south of London.
3. Next, he/she needs to identify the characters that emerge, and
their emotions or moods during the events. One character might
have different moods depending on the events.
e.g. Edward was the kings son, and he was so proud of himself.
However, as he entered the village, nobody paid attention to him.
He was angry and felt insulted.
4. Before the storyboard presentation, all group members need to
combine the information and display them in the form of
Power point notes. The notes need to be distributed to the
teacher and all members prior to the storyboard presentation.
Alternatively, students can also use posters to display their
storyboards.
Note: If the number of chapters of the storybook does not match the
number of students, please use discretion. e.g. A long chapter can be
shared by two students.
Stage 2 - Presenting the storyboard (Week 7)
1. Students sit according to their assigned chapters. This is to ensure
continuity and flow of presentation.
2. Students take turn to present what they have understood from the
chapters assigned to them.
3. Group members need to listen carefully to other students
presentations and note down the flow of the story.
4. Students are graded individually.
Stage 3 - Post presentation
1. After each student has presented, the group is requested to reflect
on the information that they have presented.
2. Teacher can post questions for the group to discuss, such as:
a. What events are significant in this story?
b. What events can be deleted, combined, or modified?
c. Are the settings appropriate for the events?
d. Can the students imagine the settings?
e. What body languages are appropriate during these events? e.g a
cold night in December in London would definitely lead towards a
character shivering as he/she speaks.
f. How does a character speak when he/she is in a particular mood?

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g. Do the descriptions of the characters and their moods fit the

events?
h. Can the group prepare the props for these settings? e.g. a cold
night in December in London requires the characters to wear
layers of thick clothing.
i. Can the group visualize how the story is going to be dramatized?
j. Does the group have any intention to modify the story? How?

These questions need not necessarily be answered immediately, but could

evoke further thoughts and discussions among the students and help them
to make necessary adjustments before they start writing the script.

(Please refer to the Assessment scale in the course booklet)

2. Script Reading - (10%)
Description of the script reading activity
Based on the storyboard, students are required to write their drama script.
Group leaders are in charge of distributing the writing load to all group
members. By this time, students would have already identified the
characters that they are going to play.
Note: Each student in each group must play a role in the drama.
Evaluation Procedure
1. In Week 10, all group members will read their roles or lines in the
script. They are expected to practice several times prior to the
script reading session. They are encouraged to incorporate
appropriate body language into their script reading.
2. Marks will be awarded based on fluency, intonation and
expressiveness, pronunciation and pacing. Students are assessed
individually.
(Please refer to the Assessment scale in the course booklet)

3. Drama Presentation ( 30% )

Description of the drama presentation activity
This evaluation marks the final product of the Confidence Building
component in the course. The presentation reflects each groups
perspective of the story that they have chosen, their creativity and their
use of English Language. The presentations will be held in Week 14.

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Sem. 1 215

Evaluation Procedure
1. Instructor decides the venue for the presentations.
2. Students are required to present their drama in about 30-40 minutes
in front of their classmates.
3. Both LinU and CB instructors will evaluate the students based on the
assessment scales for drama presentation. Students are evaluated
as a group.
(Please refer to the Assessment scale in the course booklet)

COURSE SCHEDULE
Week
s
1

Set

Instructor

Meeting 1

Instructor

Meeting 2

1
2

a
b

Registration

a
b

Ice-Breaking

1
2

a
b

a
b

Course Intro.

1
2

a
b

LinU
Cb

b
a

Cb
LinU

1
2

a
b

LinU
Cb

b
a

Cb
LinU

1
2

a
b

LinU
Cb

b
a

Cb
LinU

1
2

a
b

LinU
Cb

b
a

Cb
LinU

LinU

Cb - Story
board
Presentation
(10%)

Cb Storyboard
Presentation
( 10% )
LinU

Course Intro.

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Sem. 1 215

1
2

a
b

LinU
Cb

b
a

Cb
LinU

1
2

a
b

LinU
Cb

b
a

Cb
LinU

10

LinU

Cb - Script
Reading
(10%)

Cb- Script
Reading
(10%)
LinU

11

1
2

a
b

LinU
Cb

b
a

Cb
LinU

12

1
2

a
b

Writing Task 2
Writing Task 2

a
b

QUIZ (30%)
QUIZ (30%)

13

1
2

a
b

Drama Practice
Drama Practice

a
b

SELF LEARNING
SELF LEARNING

14

1&
2

a&b

Drama Evaluation ( 30% )

COURSE CONTENT
Weekly

Units

Grammar Items and Conf. Build.

Items
Ice-breaking activities

Handout 1

2. On your Mark!

Course Introduction

Course components

3. Hello!

LinU- Verb to-be (am,is,are)

-Possessive Adj.
(my,your,her,his)
CB - Pronunciation

Myline exercises / Handout 8

4. Which is which?

LinU- Parts of Speech

CB - Reading Aloud

Handout 6
Handout 5

5. The Way We Are

LinU- Pres. Simple & Pres. Cont.Tense

CB - Reading Dialogues

Handout 7
Handout 5

6. I know what you

did

LinU- Past Simple & Past Cont. Tense

Handout 8

CB - Storyboard conferencing

Drama Script

LinU- Future Tense

Handout 8 / Reference books

CB- Evaluation Storyboard

Storyboards

1. Getting to know
you

7. Back to the
Future

Suggested materials

Handout 2 / 3

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Sem. 1 215

8. Thats my life

9. Putting it all
together

10. Remember the

Times

Presentation ( 10%)
Writing Task 1 Submission
week
LinU- Present Perfect Tense
CB - Verbal &Non-verbal Comm.
(NVC)

Reference books
Handout 4

LinU- Subject Verb - Agreement

Handout 8

CB

Drama Scripts & Video Watching

Handout 8

- Role Play Drama Characters

LinU- Revision Work

Reference books

CB - Evaluation Script
Reading (10%)

Drama Scripts

11. Lets try it out

LinU- Mock Quiz

CB - Verbal & NVC Activities

Sample Quiz Questions

Handout 9

12. Break-a-leg

Evaluation - Writing Task 2

Evaluation QUIZ (30%)

Writing pads
Quiz Test Papers

13. Lets do a dry

run!

Drama Practice

Drama Props

SELF LEARNING Drama Rehearsal

14. 3-2-1 Action

Evaluation Drama Present.

(30%)

1-14 Part.

Classroom Participation (10%)

Class