BHEA_JKA/CR01-08

UNIVERSITI TEKNOLOGI MARA

COURSE SYLLABUS

Confidential

Course Code : ELC121

Course Name : INTEGRATED LANGUAGE SKILLS I

Level : DIPLOMA

Total SLT : Equivalent to 3 credits

Face-to-Face (F2F): 44 hours
Non Face-to-Face: 38 hours Guided and
38 hours Non-Guided

Contact Hours : 4

Part : 1

Course Status : CORE

(Core/Non Core)

Prerequisite : A PASS IN SPM ENGLISH

Nama Fakulti: Akademi Pengajian Bahasa Page 1 of 6 Tahun Mula: 2016

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1.0 COURSE LEARNING OUTCOMES

Upon completion of this course, students should be able to:

1.1 Demonstrate the ability to listen attentively and express ideas confidently
based on various settings at intermediate level.
1.2 Demonstrate the ability to listen and respond in writing by applying variety of
listening skills based on various listening discourse at Intermediate level.
1.3 Demonstrate the ability to read and write at Intermediate level based on
selected reading materials.

2.0 COURSE DESCRIPTION

This course is designed to build the listening, speaking and reading skills to help
students perform effectively and competently in the social and academic contexts.
This is done through the integration of language skills with an emphasis on listening.
It aims to raise students’ proficiency to the intermediate level. This course focuses on
enhancing the students’ abilities to use the language by exploiting a variety of
materials in varied situations. Appropriate consideration is given to the development
of higher-level grammatical construction, vocabulary expansion and extensive reading
activities which are intended to increase students’ lexical density.

3.0 SYLLABUS CONTENT

The following grammar items are taught incidentally in listening, speaking and
reading: parts of speech, subject-verb agreement, noun-pronoun agreement, verb
tenses, Yes/No and WH Questions, and transitional words & phrases.

3.1 Listening

3.1.1. Identifying and employing ways to prepare to listen to oral

information (A1)

3.1.2. Using a variety of listening strategies to recognize key words (A2)

3.1.3. Identifying key transitions in a discourse (A2)
3.1.4. Identifying grammatical relationships between key elements in
sentences (A2)

3.1.5. Listening to stress and intonation to identify word and sentence

functions (A2)

3.1.6. Distinguishing phonological cues to differentiate positive and

negative sentences or statements and questions (A3)

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3.1.7. Selecting and reviewing listening input to attend to oral information (A3)
3.1.8. Demonstrating various listening strategies to monitor comprehension
(A3)

3.1.9. Demonstrating the use of appropriate listening strategies for general

comprehension (A3)

3.1.10. Identifying and selecting key points (A2)

3.1.11. Recalling to take notes (A1)
3.1.12. Predicting meaning (A3)
3.1.13. Using schemata and contextual clues to infer (A3)

3.2 Speaking
3.2.1. Using conversation strategies in social interactions (A2)
3.2.2. Using appropriate language functions (A2)
3.2.3. Using various speaking strategies to express ideas orally in given
situations (A2)

3.3 Reading
3.3.1. Demonstrating the use of general reading strategies (A3)
3.3.2. Identifying the structure of a passage (A2)
3.3.3. Identifying the mechanics used in reading texts (A2)
3.3.4. Interpreting reading texts to paraphrase information (A2)
3.3.5. Interpreting reading texts to summarize information(A3)
3.3.6. Arranging information to follow order/sequence of events (A1)

3.4 Grammar
3.4.1 Demonstrate the ability to identify and use Parts of Speech (Nouns,
Verbs/ Subject- Verb Agreement, Articles & Determiners, Pronouns,
Adjectives, Adverbs, Prepositions, Conjunctions) (A3)
3.4.2. Demonstrate the ability to identify and use Mixed Tenses (Simple
Present, Past & Future) (A3)
3.4.3. Demonstrate the ability to identify and use Present & Past Continuous
(A3)

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4.0 TEACHING METHODOLOGY

Students should be encouraged to use the language in various situations through

stimulating activities. In addition, they are to source relevant materials for activities
which foster independent learning whenever possible. Emphasis should be placed on
student-centered activities which may include:
4.1. Direct instruction
4.2. Role-play
4.3. Discussions
4.4. Online activities
4.5. Audio and video recordings
4.6. Authentic reading text

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5.0 ASSESSMENT

Week Assessment Duration Weightage

5&9 LIRA (Listen, Interact, Reflect, Answer) 30 minutes for

Number of Entries: Two each entry 20%
LIRA 1= 10%
LIRA 2= 10%
Written response to selected short stories /
poems
(individual)

12 - 13 Speaking
Number of Situations: One
Number of questions: 10 minutes 20%
One role-play based on a specified
theme
(Pair Work)

14 Listening Test (LT)

Number of texts: Three types of texts
Number of questions: 30 minutes 20%
Part A – 5 questions
Part B – 8 questions
Part C – 7 questions

14 Reading Task
Number of texts: Three texts
Number of questions: 2 hours 40%
Part A – 4 questions
Part B – 8-10 questions
Part C – 1 cloze passage on grammar
items

Total 100%

RECOMMENDED TEXT

Naginder Kaur. (2016). Integrated Language Skills: Listening. Oxford: Oxford University
Press.

Shanti, A., Thayalan, X., Syed Aziz Baftim, S.S., Rahim, M.I., Zainal Abidin, D. & Mohd
Ali, S.N.D. (2019). My English Checkpoint. Selangor: UiTM Press.

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REFERENCES

Aida Mustapha et al. (2012). 2 nd Ed. Be Empowered in English: A Coursebook. Petaling

Jaya: Cengage Learning.

Blass, L. & Hartmann, P. (2007). Quest 1: Listening and Speaking. (2nd ed.). New York:
McGraw Hill.

Campbell C. & Smith, J. (2009), English for Academic Study: Listening. UK.: Garnett
Publishing Ltd.

Harmer, J. & Lethaby, C. (2007). Just Listening and Speaking. London: Marshall Cavendish
Education.

Johannsen, K. & Traver Chase, R. (2010). World English 2. Boston, USA: Heinle Cengage
Learning.

Kirn, E. & Hartmann, P. (2007). Interactions 1: Reading. New York: McGraw-Hill.

McCormack, J. & Watkins, S. (2009) English for Academic Study: Speaking. UK: Garnett
Education

Oxford Advanced Learner’s Dictionary 8 th Edition with Oxford i-Writer. (2010). Oxford: Oxford
Press

Scanlon, J. (2011). Q: Skills for success. Listening and speaking. Oxford: Oxford University
Press.

Sharma, P. & Barrett, B. (2010). Academic Vocabulary Booster. UK: Garnett Education.

Tanka, J. & Most, P. (2007). Interactions 1: Listening and speaking. New York: McGraw Hill

INTERNET SOURCES

• https://www.openlearning.com/courses/integrated-language-skills-listening-
v2/Homepage
• http://www.bbc.co.uk/learning/subjects/english.shtml
• http://www.oup.com/elt/
• http://owl.English.purdue.edu/handout
• http://www.anglik.net

LINKS TO LIRA
• https://librivox.org/the-happy-prince-and-other-tales-by-oscar-wilde/
• https://librivox.org/the-frog-prince-and-other-stories-by-walter-crane/
• http://listentogenius.com/author.php/120/115
• http://listentogenius.com/author.php/199
• http://listentogenius.com/author.php/201
• http://www.loudlit.org/collection_childrens.htm
• http://www.values.com/inspirational-audio-stories

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