INSTITUT PENDIDIKAN GURU

KAMPUS TUANKU BAINUN

MENGKUANG,14000 BUKIT MERTAJAM, PULAU PINANG.

NAME

: ROSMAH BINTI MUSTAFFA

NO.ID

: g611pbtsla7466NRIC NO

: 690101-02-7466COURSE

: PROGRAM IJAZAH SARJANA MUDA DGN

KEPUJIAN BAHASA INGGERIS SR

CLASS/GROUP

: TESL 1 SEMESTER 4COURSE WORK

: TSL3108

THE TEACHING OF GRAMMAR IN THE

PRIMARY CLASSROOMLECTURES NAME : ZURIATI BT SABARUDDINDATE OF SUBMISSION: 6 APRIL 2013

HALAMAN PENGAKUAN

Saya akui karya ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang tiap-tiap satunya telah saya jelaskan sumbernya.

ROSMAH BINTI MUSTAFFA690101-02-7466

TABLE OF CONTENT

PAGE NUMBER

1. TABLE OF CONTENT

3

2. ACKNOWLEDGMENT

43. QUESTION

54. TASK 1 : PORTFOLIO

6

Critical Response on different approaches and issues in

the teaching of grammar

5. TASK 2 :

7

PART I: LESSON PLAN

PART II : SIMULATED TEACHING DOCUMENTATION

6. TASK 3 : REFLECTION

8

7. BIBLIOGRAPHY

9

ACKNOWLEDGMENT

The teaching of grammar in the primary classroom is one of the compulsory subjects in my study in Program Pengsiswazahan Guru (PPG).In this course, the learner will be able to benefit the knowledge on how to teach grammar to the primary students.As a new learner, I find that this subject is truly helping me a lot in my teaching profession. Modules , lectures notes and other sources from the internet are very sufficient and beneficial to me.

I would like to record my appreciation to Cik Zuriati Sabaruddin for her guidance in learning this subject. I am also grateful to some of my English Panel members in Sekolah Kebangsaan Dato Hj. Zainuddin , Madam Khairunnisa who willing to spend her time observing my teaching and had shared some of her thoughts and comments with me.Not forgotten, Madam Siti Hajar for giving me permission to carry out my microteaching with her Year 4 pupils. This has been a tremendous learning experience for me, and I am deeply in their debt.

SIMULATED TEACHING : PRESENTATION STAGE

Date

: 11 March 2013 Time

: 60 minutes

Class

: Year 4 BijakNo. of students

: 30Levelof students

: mixed ability Theme

: World Of knowledgeTopic

: Grammar : adjectives -comparative and

superlative forms.

Main skill

: Level 1

3.4.1 Read aloud words and phrases, pronouncing them correctly.

Level 3

3.6.7 Distinguish words that show comparison: -er, -est, -er + than

Level 3

4.5.3 Construct simple sentences independently by looking at the pictures.

Objectives

: By the end of the lesson, pupils should be able to

i. Spell comparative and superlative words correctly.

ii. Write sentences using the comparative forms correctly.Prior knowledge

: Students have learnt the adjectives.

Teaching learning resources : Power Point slides, picture cards, word cards and

worksheets.

Moral values

: To respect others and to show cooperation

SIMULATED TEACHING: PRESENTATION STAGESTAGE / TIMECONTENTTEACHERS ACTIVITYSTUDENTS ACTIVITYRESOURCES

Set induction

( 5 min )1.Song entitled

people

Example:

a. What are the sizes of the people?

1.The teacher plays a song.2. The teacher relates the song with the topic and asks questions.3. The teacher writes the words on the board.

1.The students listen and sing along.2. The students answer the questions .Power Point slide show.

The song(appendix 1)

Presentation

(10 minutes)Example:

T : Can you describe the elephant and the dog?

Ss: The elephant is big.

The dog is small.

Example:

big, small, ugly, pretty, strong, weak, happy, sad, heavy, light, thin, etc.

Example:

The elephant is bigger than the dog.

The dog is smaller than the elephant.

Example:

One syllable

Two syllables

sadhappyetc.

Example:Tall + er = taller

taller than

tall + est = the tallestclever + er = cleverer than clever + est = the cleverest

etc.

Example: ugly uglier than, the ugliest

(heavier, heaviest, lazier, laziest, dirtier, dirtiest) etc.Example:

fat fatter

thin thinner

big bigger

etc.

Example: slow slower, slowest. sweet-sweeter- sweetest etc

1.Teacher brainstorms other adjectives by asking the students to describe the animals/object/

people in the picture cards.2.Teacher writes the words on the board. -Using the adjectives the teacher highlights the content of the lesson by introducing the sentence patterns.-Teacher pastes the sentence pattern on the board.- The teacher drills more words and sentences with other pictures by calling students at random to make comparison in a sentence form.3. The teacher writes the heading of one syllable word and two syllables words on the board. The teacher calls out students to classify the adjectives on the board into the correct boxes accordingly.

4. The teacher explains the grammar rules of one and two syllables word.5.The teacher explains the grammar rules for words with final y.

6.The teacher explains and gives examples of words which the final consonant are doubled 7.The teacher also explains exception for certain words.

1.The students answer.-The students repeat after the teacher.-The students repeat after their friends.

3. The students response individually and orally.Activity 4 to 8The students spell the words orally.

Picture cards

(Appendix 2)

.

Practice

(15 minutes )Example:

Teacher: big

Students: bigger,

biggest

etc.

Example:

Ss A: long

Ss B: longer than, The longest

1.The teacher drills the students by showing the picture cards with adjectives to elicit the comparative and superlative response.

2. The teacher selects students at random to say the word.

1. The students answer individually/ group.Pair work

Student A says the adjectives. Student B says the comparative and superlative forms(vice versa)picture cards( Appendix 3)

Production

(20 minutes )

Instruction:

1.Look at the comparative and superlative words and cross out the words with the wrong spelling.

Instruction:

2. Look at the picture and write sentences using the words given.

Individual work:

Worksheet 1 -2

1.Teacher distributes worksheets .

Individual work

1. a. The students cross out the adjectives with the wrong spelling.

b. The students discuss the answer with the teacher.

2. The students write the sentences individually.

( Appendix 4 )

Worksheet 1

worksheet 2

Closure

(5 minutes)Word maze

The teacher distributes word maze of comparative and superlative words to the groups to complete.

In group of four, the students complete the word maze.

EXAMPLE OF PHRASES CARDS

In the teaching process, the teacher shows a trailer of a movie entitled Fantastic Four as the set induction refer Appendix 2. It is purposely shown to stimulate interest among the students. Then the teacher asks questions based on the movie and relates with the content of the topic that the students will learn on that day. The purpose of this activity is to activate pupils schemata. In this situation, the teacher plays a role as an instructor . It is relevant with the behaviourism theory which focuses learning through teacher instruction. The students will response to the teachers questions, therefore active learning process will occur.

In the presentation, the teacher shows a story entitled The Four Friends and read aloud expressively (refer appendix 3). While reading teacher asks the students to identify a few important characters in the story. The teacher also asks questions to enhance their understanding. The aim of this type of questioning during a reading lesson is to assess students ability to understand the literal and surface meaning of the story as a whole. The students also repeat after the teacher some difficult words and discuss the meaning by looking at the context. This activity associated with constructivist learning whereby the students engage , explore, explain, elaborate the content of the story while reading . This activity help the students to understand the story in various ways , for example answer questions, identify and state the characters and so on.

In the practice stage, the teacher asks the students to read silently and answer true or false to the statements provided in the chart (refer appendix 4). True and false questions are used as a quick comprehension check and as a stimulus to encourage interpretation and discussion of the text. The next activity, students have to identify the features of the characters in the story. They answer orally and paste the word card answer next to the statement. In this activity the students need to recall what they have read before answering the questions. This type of activity relate with the cognitive principle. Cognitive theory focuses on how human process and store information in the process of learning.

In the production stage, the students are divided into groups. They have to rearrange the pictures to form a complete story (refer appendix 5 ). Constructivists believe that students should be engaged in active learning. The teacher's role is to assist her students in what they are doing. They should be given the opportunity to explore a problem, try out solutions, build on this new knowledge to make adjustments actively discussing and developing ideas. Students must be encouraged to draw, discuss and write about what they are learning. They should talk to others, actively working, not just sitting, in groups.

At this stage, the students have to discuss, think and do the activity in a group of different abilities. At this point, the teacher agrees with the humanism theory which emphasizes that in the instructional planning, the teacher should take into consideration abilities and skills of the students. The teacher will be guiding students by asking questions that will lead them to develop their own answer on the subject. This activity is related with the constructivist classroom whereby the teachers role is to prompt and facilitate discussion. Meanwhile the students are encouraged to develop meta cognitive skills such as reflective thinking and problem solving techniques.

In this activity, the teacher holds a competition and a reward to encourage hard work and cooperation. The teacher uses positive reinforcement as in behaviourism approach. This type of positive reinforcement occurs when a teacher adds a stimulus after a certain behaviour. For example, the group will have the opportunity to watch the movie if they can complete the task. Positive reinforcement increases the likelihood of repeated behaviour. This type of reinforcement also motivates students. Each group will compete positively among themselves to win the reward.Other than that, the aim of group activity is to encourage cooperation and build reading interest among the students. Good students will help weak students to read and understand the story. According to Piagets cognitive theory, individual learning has actually occurred when the individual acquires experiences from the process of interaction with other people, things or objects that exist in the environment. In other words, we can say that the students participation in the group activity can increase their learning ability.

Then, the students do individual work ( refer appendix 6 and 7). They need to answer questions and rearrange the sentences to form the story. These activities encourage students to be independent learners who can correct and learn from mistakes. The students have to use their thinking skills to recall their previous knowledge to complete the task. It is clearly shown that the elements of Social Learning theories involve in this situation whereby the activity requires individual process, environment and behaviour. As for the closure, the teacher summarize the story by asking the students favourite character. This part involves teacher-student centred activity. The humanism approach stressed the importance of developing individual potential, therefore teaching and learning should be oriented towards student-centred and individual teaching method as well.

BIBLIOGRAPHYBeare K, Teaching Grammar in an ESL/EFL Setting. Retrieved March 15,2013

From http://esl.about.com/cs/teachingtechnique/a/a_teachgrammar.htmHuraian Sukatan Pelajaran KBSR (2003), Kementerian Pendidikan Malaysia.

Mohd Azam Nair (2000), Teaching english as a foreign language . Cheras : Utusan Publication & Distributors Sdn.Bhd.

Nesamalar Chitravelu , Saratha Sithamparam & The Soon Choon ( 1995), ELT methodology principles and practice 2nd edition. Shah Alam : Fajar Bakti Sdn. Bhd.

Retrieved March 15, 2013, from http://www.ojcsteve.tripod.com/sitebuildercontent/sitebuilderfiles/elis grammar.pdf Retrieved March 7, 2013 from http://is.muni.cz/th/66586/pedf m/DP.pdf TE Editor (2005), Planning a grammar lesson, Retrieved March 4, 2013 from http://www.teachingenglish.org.uk/articles/planning-a-grammar-lesson FolkSongs

bigger than

the biggest than

smaller than

the smallest than

taller than

the tallest

1