INSTITUT PENDIDIKAN GURU MALAYSIA KEMENTERIAN PENDIDIKAN MALAYSIA Peperiksaan Ijazah Sarjana Muda Perguruan PROGRAM IJAZAH SARJANA

MUDA PERGURUAN DENGAN KEPUJIAN Semester 4 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

NO. KOD

TSL3108

TARIKH:

1.

The aim of the Communicative Approach is to get pupils to use language to communicate efficiently and to seek information, give information, solve a problem, etc. A classroom activity may aim either at accuracy or fluency, a distinction first made by Brumfit (1984). a i Based on the above context briefly explain your understanding of an accuracy-oriented activity. Award 2 marks for a correct explanation. Suggested answer: An accuracy-oriented activity is used in the teaching of a new target item. (eg. Pattern drills). [1 x 2 = 2 marks] (1 explanation x 1 mark 1 example x 1 mark) ii Based on the above context briefly explain your understanding of a fluency-oriented activity. Award 2 marks for a correct explanation. Suggested answer: A fluency-oriented activity aims to develop the pupils communication skills in using what they have already learned. (Eg. Extensive reading and information gaps.) [1 x 2 = 2 marks] (1 explanation x 1 mark 1 example x 1 mark)

Harmer (2005) explains that young learners learn grammar differently from older children, adolescents and adults. Compare three differences.

Suggested answers: They respond to meaning even if they do not understand individual words. They often learn indirectly rather than directly taking every information around them rather than focussing on the topic being taught. Their understanding comes from explanation as well as from what they see, hear and interact with. They find that abstract concepts such as grammar rules are difficult to grasp. They have limited attention span, unless activities are extremely engaging. They can get easily bored, losing interest after ten minutes or so. [3 x 2 = 6 marks] (1 difference x 2 marks 3 differences x 2 marks = 6 marks) 2

The conceptual framework of the curriculum model of KSSR is based on the Modular Configuration. Discuss two objectives of the KSSR where the pupils should be able to achieve by the end of Year 6.

Suggested answers: By the end of Year 6, pupils should be able to : Communicate with peers and adults confidently and appropriately in formal and informal situations. Read and comprehend a range of English Language texts for information and enjoyment. Write a range of texts using appropriate language, style and form through a variety of media. Appreciate and demonstrate understanding of English Language literary or creative works for enjoyment. Use correct and appropriate rules of grammar in speech and writing. [2 x 2 = 5 marks] (1 answer x 2 marks = 2 marks 2 answers x 2 marks = 5 marks) 2. Harmer (1988) puts forward two approaches to the teaching of grammar: covert and overt grammar teaching. a Briefly explain the two approaches. Suggested answers: In Covert Approach, the teacher uses the structure without drawing attention to grammatical rules. The focus is on the activity and not the grammar rules. Errors should be tolerated during the course of the activity but should be noted and dealt with at a later session. In the Overt Approach, teacher explicitly explains the rules when presenting the new language. There are two options available to the teacher; the deductive approach and the inductive approach. Deductive approach the teacher presents the rules/patterns/generalizations and the goes on to provide practice in the application of these rules. Inductive approach also known as the discovery method. The pupils are first given a number of sample sentences containing the target forms and then the teacher guides the pupils into deriving the rules for themselves. [2 x 2 =5 marks] (1 explanation x 2 marks 2 explanations x 2 marks = 5 marks) 3

M-U-F grammar teaching framework integrates grammar and its context. Discuss two ways to create meaning through situations that are related to your pupils life.

Suggested answers: i. Set situations or dialogues that are fun for children, using dolls or other media (puppet show). ii. Using stories. iii. Playing dramas iv. Using Total Physical Response (TPR). v. Using Pictures. vi. Using childrens experiences as learning materials. [2 x 2 = 5 marks] ( 1 situation x 2 marks 2 situations x 2 marks = 5 marks)

The issue on whether to teach grammar depends on various variables. Briefly explain at least two variables. Suggested answers: i. Age ii. Proficiency level iii. Educational background iv. Language skills v. Style (register) vi. Needs and goals [2 x 2 = 5marks] ( 1 variable x 2 marks 2 variables x 2 marks = 5 marks)

By organising the curriculum standards under five modules in Year 3, pupils will be able to focus on the development of salient language skills or sub-skills under each module through purposeful activities in meaningful contexts. This modular approach does not exclude integration of skills. Source: Bahagian Pembangunan Kurikulum (2010) Dokumen Standard Kurikulum Sekolah Rendah. Teachers Guide, KPM pg. 5 a Explain how grammar can be taught in meaningful contexts. Provide two examples.

Award 2 marks for each correct example and explanation. Award 1 mark for mere mention of an example. Suggested answers: Using songs - a fun way to learn, grammar is learnt incidentally. games - children grow up through play, using play to teach grammar is less intimidating, accidental way to learn grammar rules. stories - natural way to learn, a part of our lives, children love listening to stories. role-play - situational, real-life experiences, authentic. [2 x 2 marks = 4 marks]

Cik Siti would like to include the teaching of grammar in her reading lesson. Select a stage of the lesson that is most appropriate to teach grammar and explain in proper sequence what she does in that stage.

Award 1 mark for Stage. Suggested answers : Any one of these stages. pre-reading while-reading, or post-reading Award 5 marks each for correct explanation given. Suggested answers: Pre-reading pre-teach preposition of place and position before students read about things found in their classroom/ living room, etc. While-reading

 students are asked to copy the words that describe things i.e. adjectives as they read the text. Post reading students are asked to identify all the verbs in the passage. Then, they are asked to change the verbs into the simple past. Finally, student are asked to rewrite the passage using the verbs in the simple past. [1 mark+ 5 marks = 6 marks]

Award 1 mark for correct identificaion of error.

Suggested answers: Ommission of auxiliary verb is/are etc. Wrong form of verb is used ing etc.

Use the descriptors to allocate marks. Marks 2 1 0 Descriptors Excellent choice of activity. Explanation is thorough and very clear. Suitable choice of activity. Brief explanation is given. Incorrect activity. No explanation.

Suggested answers: sentence drills modelling info-gap activities etc. [1 mark + 2 x 2 marks = 5 marks]

4.

a.

Award 2 marks for each correct reason and explanation. Award 1 mark for mere mention of a correct reason.

Suggested answers: Pupils can remember parts of body vividly because they repeat the chants The chant allow pupils to pronounce correctly parts of the body in a fun manner. It shows the connection between parts of the body It emphasizes parts of the body and involves all the four skills [3 x 2 marks= 6 marks] 6

b.

Award 1 mark for the technique Award 2 marks for a clear and detailed description of the technique. Award 1 mark if the description is vague.

Suggested answers: Technique : Games [1x1=1 mark] Description: Pupils are put in groups of three- six groups altogether Three groups is given picture cards and another groups word cards These groups are to find the correct pictures with the words from the other groups They are to paste the picture cards and words on a manila card provided earlier. The group that manage to complete the task within the time given and with the correct answers wins. [1 x 2 marks = 2 marks]

Technique: Plays and Dialogues [1x1=1 mark] Description: Selected pupils are given a cue card on directions to the places (common nouns) mention in the chants A short dialogue based on the places are given and they are to charade the scene in the cue card. Other pupils identify the places in the dialogue on a task sheet. [1 x 2 marks = 2 marks]

Technique: Puppets [1x1=1 mark] Description: A representative from each group picks a card with the relevant information and the task they are to carry out. Each group discuss their task and write out the dialogue they are to present. 7

Using hand puppets, the respective groups will act out the dialogues they have prepared. The best puppeteer and group presentation will get a prize. . [1 x 2 marks = 2 marks]

SECTION B ( 40 marks ) Refer to the following marking descriptors for Questions 1, 2, and 3. Marks Descriptors 18 20 14 17 10 13 69 05 Answer is inaccurate showing a lack of understanding of key concepts. No supporting examples. Many major and minor errors that impede communication. poorly constructed, displaying flaws in understanding the question. Litle evidence of supporting examples. Shallow intrepetation showing lack of understanding of key concepts. Many language errors that impede communication.

Well-presented, displaying an excellent or thorough understanding of the question. The argument are fluent and clearly constructed and supported by appropriate examples. Discussion reflects an in-depth knowledge and clear understanding of contrasting viewpoints/key concepts. Evidence of originality of thought and analytical skill. Very few minor errors.

Fairly well-organised, displaying a good/sound understanding of the question. The argument are supported by appropriate examples. Discussion reflects sound knowledge and mostly clear understanding of contrasting viewpoints/key concepts. Evidence of originality of thought and analytical skill. Few significant language errors.

Appropriately organised, displaying understanding of the question. Some coherent argument presented with certain weaknesses in overall structure and clarity. Some major and minor language errors.

1.

Identify and analyze FIVE different features of activities to support grammar teaching and learning in a primary ESL classroom. [20 marks] Suggested answers Award 2 marks for identification of a feature and 2 marks for analysis. Be Meaningful The activities must relate to pupils own needs and therefore make them involved. The teacher must consider the pupils age, sex and background. Preferably getting to know the pupils interests, likes and dislikes will make learning more meaningful. Primary svhool pupils normally love stories, wild life, nature, songs and rhymes and popular personalities. Be Purposeful Good learning activities should make pupils utilise the language. Provide pupils with challenges and grab their attention and interest. This is because the pupils learn better if the lesson or activities require personal and emotional involvement. Have a social function Good learning activities too have opportunities for interaction with other people. By having social functions, pupils can get a sense of the usefulness of the language, check and test whether they have used the language correctly and learn from their classmates in a less threatening way. Provide plenty of practice Provide sufficient opportunities for each pupil to use similar language in different ways (listen, speak, read and write) and contexts (poems, stories, songs, games and jokes) so that the target structures become part of the automatic response. Use multimedia approach Language learning should be supported using all the five senses because the variety of input is important as an aid to memory. Provide variety To keep pupils attention, teachers need to have a variety of activity types in the teaching of grammar. Children, especially the lower primary level, have short attention span. Encourage active participation Teachers should ensure that activites designed for grammar teaching should encourage them to move around and interact with each other. Pupils will enjoy these movements and hence their learning process. [4 marks x 5 = 20 marks] (1 identification x 2 marks 1 analysis x 2 marks 5 identification + 5 analysis = 20 marks)

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2.

Develop a grammar activity using sentence completion to assess pupils grammar competency. Your grammar activity should have at least TEN sentence tasks. [20 marks] Suggested answers Award 2 marks for each sentence task. Sentence Completion Fill-in items usually ask for only one word, but they can be extended to test more of the pupils knowledge and use of English Language. Pupils have to fill in a blank and/or complete a sentence with more than one word. Test items like this are usually called sentence completion. Examples:i.. A: Are you sure youll be alright? B: Dont worry. Im _____________ looking after myself. Both teams were exhausted. They ___________ for three hours. The old lady. who ____________, suddenly sat up and asked for some tea. He was born between 1940 and 1942, so he must be in ____________ . The girl who is seated ______________ the class is my sister. While you are ________________ your coffee Ill tell you a joke. Cars ________________ have air-conditioning are more comfortable. Students __________ arrive late must wait outside. ______________ like to visit places such as Pulau Tioman. Wheres your money? The robber ________________ .

ii. iii. iv. v. vi. vii. viii. ix. x.

[2 marks x 10 = 20 marks] (1 sentence activity x 2 marks 10 sentence activities x 2 marks = 20 marks)

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Question 3 Mr Lim taught Prepositions in his Year 5 Mawar using the worksheet above. Soon, he realized that some of the pupils could not construct sentences just by looking at the picture. Meanwhile, a few pupils have completed their work and were idling the time away doing nothing. He realized that he needed to do something to address this issue. Based on the picture, develop two different activities; one for enrichment and one for the remedial pupils. Justify the different activities you have developed.

Suggested answer: Activity (Remedial) Extra information is added to the worksheet to help the pupils. For example, prepositional phrases are put next to the objects in the picture; beside the, on top of, under the, etc. Notes are given to the pupils to help them construct the sentences; The cat sitting sofa. etc. Activity (Enrichment) Provide an alternative picture of a room and ask pupils to describe it. Tell pupils to describe his/her own room and another pupil tries to draw it out.

Guidelines: - Activities are very relevant for both enrichment and remedial groups - Procedures on how to carry out the activities are clear. - Activities make full use of the stimulus provided. - Justification on both activities are sound and are based on the following aspects: relevance of the activities for the topic in question. meet the language support needed in the remedial class/students.

[1 x 20 = 20 marks]

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4.

Award marks based on the rating scale given below. Marks 18-20 Descriptors Very clear lesson objectives. Stages of the lesson are very clearly delineated. The main skill is focused and other skills are intergrated very naturally and meaningfully. Teaching/learning activities are very relevant, realistic and meaningful supported with adequate and appropriate examples. Teaching/learning activities and steps are well sequenced, with very clear examples. Clear lesson objectives. Stages of the lesson are clearly delineated. The main skill is focused and other skills are intergrated naturally and meaningfully. Teaching/learning activities are relevant, realistic and meaningful supported with adequate and appropriate examples. Teaching/learning activities and steps are well sequenced, with clear examples. Generally clear lesson objectives. Stages of the lesson are fairly delineate. The main skill is not very focused and other skills are not intergrated naturally and meaningfully. Teaching/learning activities are of some relevance, supported with fairly appropriate examples. Teaching/learning activities and steps are vaguely sequenced, with mininum examples. Poor lesson objectives Stages of lesson are not easily identified The main skill is unclear and other skills are not intergrated naturally and meaningfully. Teaching/learning activities are hardly relevant nor realistic and not meaningful with insufficient examples. Teaching/learning activities and steps are not organised.

13-16

9-12 5-8

1-4

No lesson objectives stated. Stages of the lesson are not identifiable.

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The focus skill is not well intergrated. Teaching/learning activities are irrelevant and not meaningful. Teaching/learning activities and steps are very disorganised. No answer/Irrelevant answer.

Suggested Answer: Subject: Time: Enrolment: Topic: English Language 8.45am-9.45am (60 minutes) 35 pupils Newspaper Report Listening,Speaking,Reading Grammar-Simple Past Tense with irregular verbs Class: 5 Aishah Ghani Date: 5 November 2013 Theme: World of Stories Focus Skill: Writing

Intergrated Skills: Teaching Points:

Learning Objectives/Behavioural Objectives By the end of the lesson, pupils would be able to: - List down 5 out of 7 irregular verbs based from the passage - Construct and write 5 sentences from the irregular verbs learnt . Stage/Time Set Induction 5 Minutes Content Q&A session -What do you see? -What are they doing? Where are they going? -Would you like to join this group? Irregular Verbs in the Past Tense led, left, drove, cut, felt, broke, bought Teaching and Learning Activities -Teacher shows pictures from newspaper cuttings on LCD regarding recent events such as scaling the Himalaya, distributing food to the poor etc -Teacher elicits responses from the students pertaining to the pictures. Notes LCD Pictures from newspaper cuttings

Presentation 15 minutes

-Teacher introduces the text on LCD to the students and asks them to read silently. -Teacher reads the passage aloud -Teacher picks students at random to read the passage -Teacher highlights/bolds the 14

Passage on LCD Reading silently and aloud

Practice 15 minutes

Irregular Verbs in the Past Tense led, left, drove, cut, felt, broke, bought lead, leave, drive, cut feel, break, buy,

Production 20 minutes

blow-blew, catchcaught, seesaw , cut-cut, put-put hit-hit burst etc

Closure 5 minutes

A list of irregular verbs that remain the same is shown to the students

irregular verbs in the past tense. -Teacher asks students to pronounce these verbs correctly -Teacher points out the word cut does not change and explain the reason -Teacher distributes worksheets and asks the students to read the passage again and list down the irregular verbs in the past tense. - Students list down the irregular verbs in the past tense and change them to the present tense and complete the table given. -Students are -In pairs , students compare and discuss their answers -Teacher discusses the answers with students. -Teacher distributes worksheets of the irregular verbs in the past based on newspaper articles given. -Students in groups of four (4)are to underline/highlight the irrregular verbs in the past tense and write in the worksheet distributed -The group is to constuct five (5) simple sentences of irregular verbs in the past tense on mahjong paper and display on the board. -Teacher discusses/ gives feedback to the sentences constructed by students. -Teacher concludes the lesson by pointing out that not all irregular verbs in past tense change their spelling. Some words remain the same.

List down the irregular verbs in the past tense to present tense

Group work Newspaper articles worksheets mahjong paper

LCD List of irregular verbs that remain the same

[ 1 x20 marks = 20 marks]

Hak Cipta Kerajaan Malaysia 2013 15

 Hak Cipta Kerajaan Malaysia 2013

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