Grammar in The Malaysian Primary School English Language W4

TEACHING OF GRAMMAR IN THE PRIMARY
CLASSROOM
TSL3083
wEEK 4 (14/07/2014 )
OOI CHOON MENG

07/14/2014 ooichoonmeng/ipgkba/ 1
Grammar in the Malaysian
Primary School English
Language Curriculum
Objectives
Language content
Activities

07/14/2014 2 ooichoonmeng/ipgkba/
English Syllabus for primary
schools (KBSR/KSSR)
The English curriculum for primary schools
is designed to provide learners with a
strong foundation in the English language.
In learning the English language, learners
are taught the fundamentals of English
grammar and how to use it correctly in
both speech and in writing.
The learning outcomes are based on the
four language skills of Listening, Speaking,
Reading, and Writing. These four language
skills in turn also incorporate the use of
good grammar, the English sound system,
and the use of appropriate vocabulary.
The use of a variety of texts for the teaching
of reading skills will not only provide the
opportunity for learners to learn new words
but also enables them to see how
grammar is used correctly

In the process (of developing learners
writing ability), they are also taught to
use appropriate vocabulary and correct
grammar to get their meaning across
clearly.

When we are teaching grammar, the
following points should be kept in mind:
The aim of teaching grammar is to help pupils
use English appropriately and effectively.
Grammar items should be presented,
practised and tested in meaningful contexts.
There is no fixed order in which grammar
items are taught.
Grammar items will be learned again and
again at ever-increasing levels of
sophistication.
OBJECTIVES of the English Language
Curriculum for Primary Schools KSSR
By the end of Year 6, pupils should be able to :
v. use correct and appropriate rules of
grammar in speech and writing

KBSR ENGLISH
Educational
Emphases
Multiple
Intelligences
Thinking Skills
Contextualism
Constructivism
Values and
Citizenship

Grammar
Sound System
Vocabulary
Listening
W
r
i
t
i
n
g

Reading
S
p
e
a
k
i
n
g

Social
skills
IT
skills
PRESENT & FUTURE
3. CURRICULUM CONTENT
FOCUS ON FOUR
LANGUAGE SKILLS
FOCUS ON FOUR
LANGUAGE SKILLS
PHONICS
LANGUAGE ARTS
BASIC LITERACY
PENMANSHIP
SOUND SYSTEM
GRAMMAR IN
CONTEXT
GRAMMAR IN
CONTEXT
KBSR KSSR
A MODULAR APPROACH
LISTENING & SPEAKING MODULE
READING MODULE
WRITING MODULE
LANGUAGE ARTS MODULE
GRAMMAR MODULE
STAGE ONE
(YEARS 1 3)
STAGE TWO
(YEARS 4 6)
YEAR 1
YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
World of Self
World of Stories
World of Knowledge
World of Self
World of Stories
World of Knowledge
World of Self
World of Stories
World of Knowledge
CONTENT CONFIGURATION
L
I
S
T
E
N
I
N
G

&

S
P
E
A
K
I
N
G

R
E
A
D
I
N
G

W
R
I
T
I
N
G

G
R
A
M
M
A
R

L
A
N
G
U
A
G
E

A
R
T
S

D1 D2 D3 D4 D5
The inclusion of the Grammar module
emphasises the importance of having
pupils develop a sound grasp of the
language structures and grammar of
Standard British English, both orally
and in writing.
Learning Standards
LS Yr 3
5.1.1 Able to use nouns
correctly and appropriately:
(a) common nouns
(b) proper nouns
(c) singular nouns
(d) plural nouns
5.1.2 Able to use pronouns
(a) personal
(b) demonstrative
(c) possessive

LS Yr 4
5.1.1 Able to use nouns
(a) common nouns
(b) singular nouns
(c) plural nouns
(d) countable nouns
(d) uncountable nouns
5.1.2 Able to use pronouns
(a) possessive
(b) interrogative

The Content and Learning Standards for Grammar
(Year 3) are:
5.1 By the end of the 6- year primary schooling,
pupils will be able to use different word classes
correctly and appropriately.
5.1.1 Able to use nouns correctly and
appropriately:
(a) common nouns (b) proper nouns
(c) singular nouns (d) plural nouns
5.1.2 Able to use pronouns correctly and
appropriately:
(a) personal (b) demonstrative (c) possessive
5.1.3 Able to use verbs correctly and appropriately:
(a) regular verbs
(b) simple present tense
(c) simple past tense
5.1.4 Able to use conjunctions correctly and appropriately:
(a) and
(b) or
(c) but
5.1.5 Able to use prepositions correctly and appropriately:
(a) in
(b) on
(c) under
(d) up
(e) in front of
(f ) behind
(g) at

5.1.6 Able to use adjectives correctly and
appropriately:
(a) colour (b) shape
(c) size (d) opinion
5.1.7 Able to use articles correctly and
appropriately:
(a) a (b) an (c) the

5.2 By the end of the 6 year primary
schooling, pupils will be able to
construct various sentence types correctly.
5.2.1. Able to construct declarative sentences
correctly.


1. Be meaningful
Relate to ss own needs and therefore
engage them as people. Get to know their
interests, likes and dislikes. Consider their
age, sex and background.
Features of Activities that Support
Grammar Learning:
Grammar Learning:
2. Be purposeful
Involve students in doing things with
language. Personal involvement is an
important element in making the learning
process interesting and successful.
Give them some challenge

Grammar Learning:

3. Have a social function
Give opportunities for interaction with other
people, so that students can :
- get a sense of the usefulness of the language
they are learning and their success in using it
efficiently
- Learn from their friends in an unthreatening
way
Grammar Learning:
4. Provide Plenty of Practice
Provide ample recycling learners use similar
language in different ways ( listen, speak,
read, write) and contexts (poems, stories,
songs, games , jokes )

Grammar Learning:
5. Use a Multimedia Approach
Variety of input is important as an aid to memory
Use all 5 senses:
Visual support pictures, figurines, gestures,
objects, time line
Auditory support music, rhythm, song, rhyme,
poetry, reading, reading aloud, choral reading
Support through touching objects for shape,
texture, etc.

Grammar Learning:
6. Provide Variety
Children have short attention spans
Practise new structures using all four skills,
different contexts of use, different genres (e.g.
stories, songs, etc)
7. Encourage Active Participation
Design tasks that allow them to manipulate the
new language and challenge them to think or
interact with each other
SAMPLES OF ACTIVITIES
1. Substitution Table

I
You
We
They

walk
drive
cycle

to school
to the market

on Mondays.
once a week.
every morning.
He
She

walks
drives
cycles
2. Blank-filling
A. Verb Forms
Fill in the blanks in the following text using
the correct form of the verb in brackets.

Two friends were walking together in a field
when they saw a bear. One of them ______
(run) off, _______ (climb) _____ a tree and
(hide) _______ in the branches.

2. Blank-filling
B. Pronouns in text cohesion
Fill in the blanks with the correct pronoun.

when they saw a bear. One of ______
ran off, climbed a tree and hid in the branches.
There wasnt room in the small tree for ____
friend. The friend knew ____ could not fight the
bear by _____ and so _____ lay

2. Blank-filling
C. Article use (a/an/the)
Fill in the blanks with a, an or the.

when they saw a bear. One of them ran off,
climbed ____ tree and hid in ____ branches.
There wasnt room in ___ small tree for his
friend. ____ friend knew he could not fight ___
bear by himself and so

3. Multiple choice
Choose the correct answer from options
A, B, C or D.

Two giraffes _______ walking along the
river bank yesterday.
A. is B. are C. was D. were
4. Error Identification

a. Circle the grammatical error in each
sentence and correct it.

One of the girls are still waiting at the
canteen.

Tutorial Tasks
Activity 1:
Study the KBSR/KSSR syllabus. Choose
two topics and state the grammar items
you would teach.
Develop activities that you would use to
teach the grammar items selected.
Justify your selection.

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TEACHING OF GRAMMAR IN THE PRIMARY

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