Note that teaching and assessment methods are likely to be similar for English lit and history at degree level i.e. lectures and seminars for teaching and then predominantly essays and exams for assessment. You may also have some e.g. presentations and such at some point.
More specifically lectures tend to be "large group teaching" where one lecturer is teaching the entire cohort. This tends to be less interactive and the lecturer will be presenting material (often in the form of a powerpoint although not always) while everyone else listens and takes notes. Note that lectures are usually "introductory" in the sense that they will just give an overview or introduction to a topic, or illustrate a specific case example. They are not "maximal" in the same way school teaching is and the expectation is that you use the lecture as a jumping off point for your further study and reading independently.
Seminars tend to be the more interactive "class" like activity, as you are split into different seminar slots so only e.g. 10-25 or so students are in each seminar group. These are often run by a PhD student, and tend to be student led with the PhD facilitating the discussion. For seminars you tend to get out of them what you bring to them - just turning up with an empty head and notebook tends to be less productive for these. You usually want to have done whatever the relevant readings for that week are, whatever further reading you may have done, gone over your lecture notes, thought of questions around the material and approaches you've taken to it etc, in preparation for discussion.
Remember in terms of how the credits are laid out, it's usually expected for full time students to spend roughly 30-40 hours a week (i.e. approximately equivalent to a full time job) studying, including all your timetabled activities. Since timetabled activities tend to be only a small portion of those total hours, even after time taken to work on assignments there are more hours that you're reasonably expected to be doing further reading and studying in. Just turning up to timetabled activities and minimally doing the assignments will often not be sufficient to get a good result (it may suffice to get an ok result but if you're aiming for a high 2:1 or 1st you realistically need to be committing fully to things).
It's definitely important to bear in mind uni is very different to school and avoid approaching it as "school 2". You aren't going to have a teacher/lecturer go through everything in detail with you in a setting where you can ask questions continually. A lot of the "filling in the blanks" falls on you to do.