This site is powered by UKM TESL Cohort 5 undergraduates who are keen on harnessing the potentials of technology to refine current teaching methods.. This blog will serve as a platform for TESL Cohort 5 undergraduates to share opinions and knowledge pertaining to English Language Teaching. The discussions will revolve around four essential language skills (Reading, Writing, Speaking, and Listening). Public is encouraged to participate in the academic discussion held in the blog. Constructive and critical comments are most welcome in this site.



must watch…very funny debate..



Hello again….

I would like to share about strategies and tips to improve your reading skills. In the modern age of information, reading truly is a fundamental survival skill. Here are some tips that anyone can use to improve their reading skills.Remember, the more you read, the better reader you’ll become (and smarter, too)! So, feed your mind: read!

  1. Sound out each letter as best you can and you will notice they form some sort of word. Some letters fit together. For example, “th” is not pronounced as t + h, but rather as one unit. This is called a ‘phoneme’.
  2. Find a place to read where you can concentrate. This may be someplace secret where no one will bother you, or simply your home at a time when it is quiet.
  3. Begin your reading by looking at the pictures, or listening to the music to get a feel for what you are going to be reading about.
  4. Start with titles, names, or other larger print items that you may know or ever thought about.
  5. Read as much as you are able. When you start getting bored or need a break, take one. Reading should be fun and enjoyable, don’t force it. After your break, return to where you were, and continue.
  6. Reread the material. It is okay to reread something if you do not understand it fully the first time.
  7. Go to the library and pick up lots of books. Pick books depending on your reading level, no matter what your age.
  8. Read the page carefully. Don’t rush, take your time. Most people think that skimming the page(skimming means to just scan the whole page and hardly take in a couple of words)is a way of fast reading, but this is definitely not true.
  9. Use context clues to find out a word’s meaning. Context clues are when a person figures out the meaning of a word by seeing how the word was used in a sentence. For example, you were reading the following sentence and wanted to know what ‘pessimist’ means:My mother is always happy and optimistic, the total opposite of my brother, the pessimist. So from the sentence, you can gather that ‘pessimist’ means the opposite of happy, so pessimist means being moody and angry. Good, experienced readers always use context clues! If you find a word that you’re totally stumped on, use the dictionary! If you want to save time and the hassle of turning pages, go to the online dictionary
  10. Reread! If you don’t understand what you are reading, read over the sentence(s) again. Try reading the words out loud to yourself. If you still don’t understand something, ask a good reader nearby to explain the sentence(s)to you, or simply pick up a book that is easier to read and more appropriate to your reading level. Feel free to use your finger as a pointer. It will keep your eyes focused on the line you are reading, improving your underst
  11. Keep reading! Try to read as much as you can on your free time. Reading will help you in lots of ways; your vocabulary will become larger and more sophisticated and you will notice your grades change for the better in school. Have fun reading!


By: Sharziman Ismail

Learning English phonetics

Hello there.

I would like to share about the English phonetics and sounds.

These are the symbols for the sounds of English. We use the term ‘accents’ to refer to differences in pronunciations. Pronunciation can vary with cultures, regions and speakers, but there are two major standard varieties in English pronunciation: British English and American English.

The sounds are organised into the following different groups:

Short vowels
Long vowels
Diphthongs (double vowel sounds)
Voiceless consonants
Voiced consonants
Other consonants
By: Sharziman Ismail

tips for exam..

hello..hello…hello… no matter what exam you’re taking, there are certain things you can do in the days before to ensure a successful experience. It makes sense to review what you’ve learned, but eating well, sleeping, and taking time to relax go a long way, too.

1. It is important to be well rested. Make sure to get a good night’s sleep in the few days before the test.
2. If you don’t sleep well the night before the test, don’t worry about it! It is more important to sleep well two and three nights before. You should still have the energy you need to perform at your best.

1. Don’t change your diet right before the test. Now’s not the time to try new foods, even if they are healthier. You don’t want to find out on test morning that yesterday’s energy bar didn’t go down well.
2. In the few weeks before the test, try to work a light, healthy breakfast into your daily routine. If you already eat breakfast, good for you – don’t change a thing.

1. Try to be aware of whatever anxiety you’re feeling before test day. The first thing to remember is that this is a natural phenomenon; your body is conditioned to raise the alarm whenever something important is about to happen. However, because you are aware of what your body and mind are doing, you can compensate for it.
2. Spend some time each day relaxing. Try to let go of all the pressures that build up during your average day.
4. Find a family member or trusted friend with whom you can talk about the things that stress you out about the test. When this person tells you that everything is going to be OK, believe it!

Practice and Review
1. Whatever you do, don’t cram for the test! It is a bad strategy because you aren’t going to remember most of what you “learn” while cramming, and the odds are slim that the few things it will help you to remember will happen to be on the test. Save the energy you would have used to cram for test day.
2. In the few days before the test, do a review of the skills and concepts in which you are strong. Be confident as you review everything that you know – and remember that confident feeling as you take the test.

3 Testing Methods for Reading by Hughes (2000)

Shared by: Johnny Tiang Kah Hoe (A126075)

Reading is one of the language components which is always tested in both English achievement and proficiency test. In this passage, I would like to share three reading testing methods suggested by Hughes (2000). The three are multiple-choice test, unique answer and short –answer test. Example will be given in explanation of each type of testing method.

First of all, multiple-choice test items is a common device for text comprehension. In any multiple-choice item, the question is followed by three to five options. The answer to the question is called key while the other options are called distractors. It is vey time-consuming in preparing a good and reliable multiple choice test. However, it is easy to evaluate a multiple choice test as it is a machine markable technique. Multiple-choice test is a test with high reliability as markers’ judgment is not involved in the marking process.


In the unique answer reading test suggested by Hughes (2000), there is only one possible correct response. It might be a single word or number, or something slightly longer. For example, “China” ; “The boy with a hat” and “School teachers”. Unique answer testing method is knowledge based. It is easy for a teacher to mark the unique answer test as the answers for the questions are limited. But, its use is necessarily limited as it is not an integrative skill involving actual reading.

Third method to test students’ reading discussed here is the short-anwer tests. Short-anwer tests are extremely useful for testing reading comprehension (Weir 1993). In a SAQ technique, the students are asked to give an answer to a question. This might be a single word or number or slightly longer phrase. The answers may vary and will be scored for the accuracy of content instead of the writing ability.






Hughes, A. 2000. Testing for language teachers.  United Kingdom: Cambridge University.

Weir, C. J. 1993. Understanding & Developing Language Tests. New York: Prentice Hall.


Listening is Fun:A Listening Lesson Methodology

Shared by: JOHNNY TIANG KAH HOE (A126075)

Some teachers claim that the students should first hear a new language target before they come to speak or produce the target language (Paul 2003). There is a strong evident to support this view of theirs. A baby first listens to a language before he can speak the language and later write the language. Thus, listening skill is essential to be taught in the classroom for a purpose to aid the students’ in their learning of other skills to master a language.

It is important for a teacher to encourage the students to listen to English as often as possible. But we have to bear in mind that students have to listen to English of an appropriate level. The level should not be too easy or too difficult for them as it will cause the students to lose their motivation in listening.

I still remember at one time my secondary teacher, Madam Kong, who used a song to conduct a listening lesson in our classroom. It is a very interesting listening lesson to me. In the beginning of the listening class, Madam Kong gave us a lyric of a song “Seasons in the Sun”. Some words were missing in the lyric. Later, she played a song and asked us to listen to the song carefully in order to fill in the blanks in the lyric she had given to us.

Refer below for the powerpoint file created by me that you can use to conduct a similar listening lesson for your students. Please be reminded that the song is better to play twice so that the students can have more chance in listening and getting more accurate answers.

Listening Task



Paul, D. 2003. Teaching English to children in Asia. Hong Kong: Longman Asia.


The Noun Song

Let’s try something else to teach NOUN to your students. Get your students to sing along and learn English in a fun way. Learning through songs help students to remember and understand better how to use vocabulary and grammar correctly, as compare to when you simply explain to them. An interactive process is all you need to create a meaningful lesson. So, get your students engage in your classroom and improve their English.

This video teaches the basic definition of a common noun. It contains examples of common nouns for people, places, things, and ideas.

More videos by Have Fun Teaching