Topic 5 - ENRICHMENT &

REMEDIAL GRAMMAR ACTIVITIES - provide activities, oppurtunities,

information that helps/assist them in
Principles and Practices in improving their
Designing Grammar Activities knowledge/performances regarding a
Principles particular concept/topic/skill
Individualisation: - adapting school curricula, teaching
- all learners are different and have strategies based on abilities/needs
different needs - overcome gaps and error in
- according to their pace learning
- eg: self access learning, - focus on certain weak area/skill and
independent student learning provide practice/drills

Differentiation Sampling Activities in Context

- differences among learners, how
they learn, leaening preferences and
individual interest should influence
how teacher differentiate through:
content, process, product, learning
environment
Enrichment Concept
# developing higher quality of work
in more depth by broadening
learning experiences, promoting
higher level thinking
# using additional subject
areas/activities and supplementary
materials beyond normal reaources
Types of Activities
1) Selected Response(SR)
- students select from available
responses
- eg: true- false, matching, MCQ
2) Constructed Response(CR)
- students produce language
- eg: filling in blank, short answers,
cloze activities
3) Personal Response(PR)
- students lroduce language and give
personal reaponse
-eg: discussion, role play, group work

- provide activities, opportunities,

information that enhances and
increase their level of knowledge/
performances regarding particular
concept/topic/skill
- problem solving, creative thinking
skills
- include challenge, enjoyment,
exposure to new knowledge, risk-
taking, thinking different ways
- relating learning to new areas

Remedial Concept
# correction/improve a problem area
identified through academic
achievement, behavioural
observation
 #Have Social Function
- opportunity to interact with each
Topic 7: Grammar in the people
Malaysian Primary School - learn from peers
English Language Curriculum - get a sense of usefulness of
language they learn and their
Objective success in using it
- provide learners with strong
foundation in English #Provide Practices
- enable students to see how - learners able to use similar
grammar is used correctly language in different
- students were taught to use the ways(listen,speak,write,read)
correct grammar
#Multimedia Approach
The point should be kept in mind -visual support( videos pictures, asal
when teaching grammar: bukan porn)
- help pupils use English - auditory(music, rythym, song,
appropriately rhyme
- grammar items should be -support from touch( shape, texture,
presented,practiced and tested in realia)
meaningful contexts.
- grammar item will be learned again #Provide Variety
n again at ever increasing level of - practise new structures using all
sophistication. four skills

Language Content #Encourage Active Participation

- grammar starts from year 3 - design task that allow them to
- content & learning standards bole manipulate new language n
refer dskp challenge them to think or interact
- inclusion of grammar module
emphasises the importance of Sample of activities:
language structures & grammar of -substitution table
standard english - fill in the blank
- multiple choice
Activities
Features of activities that
support grammar:

#Meaningful
- consider things that can engage
pupils in the activities

#Purposeful
-involvement of students in making
the learning successful n interesting
- challenge the students
 - cost effective
- practicality (easy to handle)
- content
- authenticity (everyday things)

ADAPTATION
Topic 4: DEVELOPING ACTIVITIES problem with existing materials
& RESOURCES FOR THE -Content
TEACHING OF GRAMMAR - Quality (pictures/ fonts)

Resources Principles;
Tools teachers to enhance learning - meet objective requirements
environment - maintain accuracy n fluency

Material Techniques;
Anything used by the teachers, - adding
facilitate learning (Printed/non- - deleting
printed, authentic materials) - modifying (localise, personalise)
- reordering
Realia
Actual objects/items used as aid DESIGNING ACTIVITIES &
activities action done during the RESOURCES FOR THE TEACHING
lesson (role-play) OF GRAMMAR IN LINE WITH 21
CENTURY LEARNING

Cons of authentic materials; Incorporating elements of HOTS,

- long content (complex) independent learning, current
- outdated contexts & needs
- Time consuming
Resources;
SELECTION & ADAPTATION Students =
CRITERIA - Through their thoughts &
SELECTION experiences
- Demonstrate/ act out
Principles;
- relate to objective Object =
- related to topic - realia
- learner centred - pictures/ photographs
- cards
Factors; - others materials/ things
- potential (participation)
- flexibility (can be reuse) Board =
- accessibility (available) - centre of the class
- big to see - shared responsibility for
collaborative works
Flip charts/ mahjong papers/ - values each of the team members'
Manila cards = contributions
- useful for making notes, main point
- portable, cheap, demand no INTEGRATING ICT IN THE
technical expertise TEACHING OF GRAMMAR
- students can walk around, see
other works -Using tech. In lesson & social media
as a tool to enhance learning (edu-
blog, facebook, twitter, skype, ig)
computer =
- presentation of software, increase
visual materials (dynamic :
interesting ways) PowerPoint
Why?
Learning & lnnovation skills
Student grow up with developing
4Cs; *Creativity tech. , access to internet
*Critical Thinking
Much more advanced, familiar
*Communication with the smart phones, computers n
*Collaboration etc.

influence our students (ways they
Creative & Innovation = learn/ getting info./ think/ interact)
- elaborate/ analyze/ evaluate ideas
- be open to new & diversel Should ICT be used in T&L? and
perspectives How?
- view failure as an opportunity to help students become more better
learn problem solvers/ explorer/ learner
provide authentic material in
Critical Thinking & Problem global project collaboration
Solving = making the T&L more dynamic (but
- reason effectively should not replace teacher's
- evaluate evidences/ arguments/ important role as a guide)
claims keeps the traditional content but
- synthesize & interpret info. include the future
- make connections % draw
conclusion

Communication =
- articulate though & ideas using
(oral, written, nonverbal skills)
- use communication for range of
purposes (inform, instruct, motivate)
- utilize multiple media & tech.

Collaboration =
- work effectively in diverse groups

2. APPROACHES AND ISSUES IN
THE TEACHING OF GRAMMAR
Approaches in the Teaching of
Grammar
Descriptive vs Prescriptive
grammar
Descriptive Grammar
- Structure of a language as it is
actually used by speakers and
writers
- Study the rules or patterns that
underlie our use of words, phrases,
clauses and sentences
- Linguists
Prescriptive
- Structure of a language as certain
people think it should be used
- Lay out rules about what they
believe to be the correct or
incorrect use of language
- Editors and teachers
Covert and overt approaches
Covert
- The teacher uses the structure
without drawing attention to
grammatical rules
- The focus is on the activity
Overt
- Teacher explicitly explains the rules
when presenting the new language
- There are two options which are:
i) Deductive approach Presents
the rules and then goes on to provide
practice in the application of these
rules
ii) Inductive approach (Discovery
method) The students are given a
number of sample sentences
containing the target forms and the
teacher guides the students into
deriving the rule for themselves
Grammar in isolation vs
Grammar in context
Grammar in Isolation
- Presented out of context
- Learners are given isolated
sentences, which they are expected
to internalize through exercises
involving repetition, manipulation
and grammatical transformation
- To provide learners with formal,
declarative mastery of the language
Grammar in Context
- Teaching grammar in relations to
the context of the situation the
utterances are usually used
- Easy for the learners to see how
and why alternative forms exist to
express different communicative
meanings
Meaning, Use, Form (MUF)
framework
Meaning
- What meaning does the vocabulary,
functional expression or grammar
structure have in the (specific)
context?
Form
- How is the vocabulary unit,
functional expression, or grammar
structure formed?
Use
- When or why is the vocabulary,
functional expression or grammar
structure used?

Integration with the teaching of

Listening, Speaking, Reading
and Writing skills
i) By a systematized mapping of the
grammar syllabus within a
thematically conceived series of
units.
ii) By a unit-by-unit mapping of
grammar. In this system, mapping of
grammar that comes after the texts
and situations for the four language
skills have been determined.
iii) Through the specific ways in
which grammar supports and is
supported by each language skill.

Current Issues in the Teaching of

Grammar
1) To teach or not to teach grammar
- Depends on various variables:
i) Age
ii) Proficiency level
iii) Educational background
iv) Language skills
v) Style (register)
vi) Need and goals

2) Should grammar be presented

inductively or deductively

3) Should grammar be taught in

context or in isolation

4) Should teachers correct

grammatical errors
 in using what they have already
learned.

The current perspective of

Teaching Grammar in English
Language Education and in the
Malaysian context

a) The KBSR syllabus

To equip pupils with skills
and provide a basic
understanding of the English
language so that they are able
to communicate, both orally
and in writing

b) KSSR English
By the end of Year 6, pupils
should be able to: use correct
and appropriate rules of
grammar in speech and
writing.

c) Curriculum Organisation
- The Standard-Based English
1. INTRODUCTION TO THE Language Curriculum for
TEACHING OF GRAMMAR Malaysian National Primary
Schools (SK) is designed to
Definition provide pupils with a strong
- The study of how words and their foundation in the English
component parts combine to form language.
sentences

Grammar and its role in English

language teaching

Fluency Vs Accuracy
Accuracy
- Accuracy-oriented activity such as
pattern drills is usually used in the
teaching of a new target item

Fluency
- A fluency-oriented activity such as
extensive reading and information
gap aims to develop the students'
spontaneous communications skills
 3. Drafting, feedback and
redrafting
a. Trainees draft the lesson and
get feedback from lecturer for
improvement (if needed).
b. Restrategies and redraft lesson
plan, and choose one to be
implemented in micro-
teaching.

4. Micro-teaching in either pairs

or in group of three
a. Trainees can select one lesson
plan from the group.
b. Divide whom going to present
for which stage.

Feedback and Review

- Comments from lecturer based on

simulated teaching

Why?
- Strengthens of the trainee/lesson
activities
- Weakness of the
lesson/activities/trainee
TOPIC 9 SIMULATED TEACHING - Problem solving
- Suggestions for improvement
Implementation of Lesson Plan
1. Planning and discussion Reflection
a. Refer to session 8 on factors to 1) Process
bear in mind when planning a 2) Actual Learning
lesson. 3) Strengths
b. Plan and discuss in pairs or 4) Weaknesses
small groups but write out your 5) Learning points
own lesson plan which need to
be handed in for grading.
Consult your lecturer if you
need help in planning.

2. Materials and aids

a. Provide the context for
presenting for new language.
b. Arouse interest, stimulate
interaction, help student to see
new places, people and event.
c. Brings abstract thing alive.

TOPIC 6 ASSESSING GRAMMAR
Issues in Assessing Grammar
1. Grammatical Ability
- You want to test their rules or you
want to test their application.
2. Holistic or Analytical
- How are you going to score the
assessment? Some sort like
accuracy/fluency.
3. Assessing Grammatical and
Pragmatic Meaning
- You want to test meaning or
form?
4. Types of Grammar-Test Task
- Which kind of test may help the
pupils to perform their actual
grammatical ability?
Assessing Grammar Strategies
- Authentic Assessment
- Mechanical Test ( Pen and Paper)
Dealing with Grammar Errors
Types of Grammar Errors
1. Lexical Errors
- Learners chose the wrong word
for the meaning they want to
express.
- Eg; lower instead of lawyer / the
Sunday night past instead of last
Sunday night.
2. Grammar Errors
- Mistakes in verb form and tense,
sentence structure
- Eg; the doorbell rangs, we
speaked, was the four oclock
3. Discourse Errors
- Relate to the way sentences are
organised and linked in order to
make whole texts.
- Eg; student extract above at last
suggests that what follows is the
solution to a problem: eventually
would have been better in this
context.
Attitudes to Error and Correction
- Some teacher thinks that errors
are contagious (learners are at
risk of catching the errors other
learners make.
- Feat of error infection that
underlies many students dislike
pair and group work.
- Many teachers believe that to
correct errors is a form of
interference especially in
fluency activities
- Some teachers argue that
correction of any sort creates
judgemental (stressful classroom
atmosphere)
- Dont expect learners to go
straight from ignorance to
knowledge. Learning takes time.
- Negative feedback (indicating No
whenever learners make
mistakes)
- Positive feedback (learners are
told when they are right)

Responding to Errors
1. Use negative feedback
2. Peer-correction
3. Asking others opinion
4. Finger-coding (teacher marks out
each word on his/her fingers,
indicating which part
phrase/sentence needs repair)
5. Questioning the truth of their
answer (He has a long hair?)
6. Clarification Requests signal to
the student that the meaning of
their message is unclear,
suggesting that it may have been
distorted due to some problem of
form (Im sorry, I didnt
understand / Sorry? He what? /
Excuse me?)

Some theorists believes using above

respond will lead to problems which
learners may not recognise the
intention not notice the difference
between their utterance and the
teachers formulation.

7. Teacher writes any errors, and

postpone the feedback until the
end of the lesson.
 a. Requires the teacher to keep
many things in mind
simultaneously
b. Teacher has to do work that can
be done before a learning
teaching session begins and work
that can be done in the classroom
c. Early planning enables the
teacher to get the software and
hardware necessary for
implementing his/her plan.
d. Lesson plan act as a record of
work done.

Factors to bear in mind when

TOPIC 8 LESSON PLANNING FOR
THE TEACHING OF GRAMMAR
What is a lesson?
- A learning event in which all the
activities are pre-orchestrated to
serve one central pedagogic aim
- Have a beginning, a middle and
end, though these stages are
called by different names. (pre,
while, post)
Why is Lesson planning
important?
planning a lesson
- The general and specific
objectives it sets out to achieve
decide on what the general
aim of the lesson is going to be.
- Student characteristics take
note of pupils interest
- Previous knowledge of the
pupils
think specifically of concept of
previous knowledge to be
useful in planning.
- Tasks
Devise a task or a set of tasks
Choose a task that would
allow students to get practice
in all the relevant skills.
- Materials
Decide on the types of
materials that will be used and
how they will be exploited.
- Language requirements of
task/activity
Decisions on language need to
be made at the stage when a
task is being selected.
Decisions regarding language
also need to be made after the
materials for the tasks have
been assembled.
 7.
- Time 8. Deciding on activities
When the lesson will take place
9. Checking for balance and
How much time is available
variety
timing of activities
10. Making a final copy of the
- Amount and type of pupil- lesson plan
teacher participation
- Balance in allocation of time 11. Dealing with mixed- ability
- Sequence and grading of groups
activities
Lesson Planning for the teaching
Possible Procedure for Planning of
a lesson - Grammar in context
1. Deciding on what to teach - Grammar in isolation
Look at the scheme of work for
the week and pick the syllabus Format
item(s) that can be done in the 1. Subject
2. Class
slot allocated for the day
3. Level of proficiency
4. Enrolment
2. Deciding on general aims of 5. Date
your lesson- 6. Time
If you are taking a skill-based 7. Teaching context
approach, you need to look 8. Topic
9. Focused
through the repertoire of skills
10.Integrated skill(s)
specified in the syllabus. 11.Content standard
If you are taking a task-based 12.Learning standard
approach, you need to decide 13.Learning objectives
which aims the task you have 14.Thinking skills
chosen can help to achieve. 15.Previous knowledge
16.Moral values
17.Teaching materials
3. Interpreting the chart 18.Educational emphases
4. Deciding on specific aims or
levels of achievement
Objectives
teacher needs to know what sub-
- Refer to current Malaysian English
skills are generally involved in
Language school curriculum
achieving the broad aim and then
decide which of the several sub-
Stages
skills should be the focus of his
1. Presentation
lesson. 2. Practice
3. Production
5. Taking stock of circumstances
under which learning will take
Integration of Grammar in
place.
Teaching of Listening, Speaking,
Reading and Writing
6. Deciding on the staging of
the lesson