Tutorial Questions

Explain two kinds of meaning that grammar helps to convey

Kinds of meaning that

grammar help to convey

Representation Interpersonal

REPRESENTATIONDescribe how,

when and where things happen

How- adjective

When- tenses Where- Adverb and place

Representation

Speech representation

He expressed

his pleasure at being in

Bognor.

Thought representation

He wondered about her

love for him.

Daniel Kies, (2014)- Professor of English and

linguistics at the College of DuPage

INTERPERSONALFacilitates the way we interact with other people.

Speak accurately as we know the rules that govern how a language’s sentences are formed.

Enables the listener to understand the message delivered and give response.

Example: Would you like some biscuit?

Design two activities ( a fluency-oriented activity and an accuracy-oriented activity to teach a new grammar item in year 3 KSSR

syllabus). Learning Standard 5.1.7 Able to use articles correctly.

Student A You are a telephone

salesperson for the ABC company. Your partner is a

customer. Your partner calls to order some items

from your company catalog. Take the order and

fill out the order form. Make sure you have

written the order correctly by asking your partner to

confirm it.

Ordered by: Ship to (used only if different from “ORDERED BY”

Name: Name:

Address: Address:

City: City:

State: State:

Telephone number:

Item name Quantity Colour Size Description Unit price Method

Total

Student B

You want to place a catalog order. Your partner is a telephone salesperson.

Choose the items you want to buy. Call the ABC company and give your order to your partner.

Accuracy-Oriented Activities – Dialogue

Students are practicing dialogues.

The students have to fill in the blank with the correct article in the dialogue.

The class is organized in groups of three, two students practicing the dialog, and the third playing the role of monitor. The monitor checks that the others are using the correct article.

The students rotate their roles between those reading the dialogue and those monitoring.

The teacher moves around listening to the groups

One: "Hi Mary."Two: "Oh, hi."One: "How are you doing?"Two: "I'm doing alright. How about you?"One: "Not too bad. The weather is great isn't it?"Two: "Yes. It's absolutely beautiful today."One: "I wish it was like this more frequently."Two: "Me too."One: "So where are you going now?"Two: "I'm going to meet a friend of mine at the department store."One: "Going to do a little shopping?"Two: "Yeah, I have to buy some presents for my parents."One: "What's the occasion?"Two: "It's their anniversary."One: "That's great. Well, you better get going. You don't want to be late."Two: "I'll see you next time."One: "Sure. Bye."

Student A : Last night, I went for a shopping with my family. My parents bought me many things. Let me share with you the items that I have.

Student B : Okay. Sure.

Student A : My parent bough me ______ pair of shoes. _____shoes is red. I am so happy because I can finally have a new shoes.

Student B : I am glad for you too. What are the other items that your parents have bought to you?

Student A : They bought me _____ umbrella, _____ teddy bear and ______ pink colour watch. They even bought me ______bag. I like _____bag very much because it is pink.

Student B : Wow. Your parents are so good. I wish to have some too.

Student A : Don’t be upset and disappointed. Let me give you one present. This is your Barbie doll. I know you wish to have it for a long time. Now, let me fulfill your wish.

Student B : Thank you very much, dear. I fell so touched. I will

Student A : You are most welcome, my dear best friend.

Explain three possible reasons as to why the KSSR syllabus only introduces grammar in Year 3.

ReasonsStudents from year 3 are more capable

and ready to follow and grasp the grammar rules(abstract concept)

compared to students at younger age. (Grammar is defined as a set of rules

specifying the correct ordering of words at the sentence level)

Students from year 3 starts to think more logically and they can relate and

combine words to create meaning rather than students at younger age as students of younger age are still trying

and struggling to learn new words.

Students of younger age than year 3 has shorter attention span compared to students starting from year 3. They

are more active and likes to move around. Thus teaching grammar is not

really easy for the students of these age.

Grammar is sometimes described as the rules of a language. Explain with example what is meant by this

statement.

Grammar

Syntax Morphology

Syntax • System of rules that cover the order of words in sentence. • Example :I like to go to school. (/)I to go like school. (x)• From sentence above, we can see that grammar rules are being

applied where the words must be in order and correct sentence structure ( Subject followed by verb and object behind.)

Morphology• System of rules that cover the formation of words • Example : Susan are playing with her friends. • The sentence above is wrong and doesn’t follow the rules of

grammar. The usage of verb “are playing” is wrong because the subject is just in singular noun and not plural noun. Thus, the right verb is “is playing” which indicates singular noun followed by singular verb.

The aim in teaching language is to develop both accuracy and fluency. Explain both the terms.

Accuracy

Focusing accuracy in teaching English is a way of teaching to stress on the correct

grammatical use of words when speaking, the correct intonations which helps in a better interpretation of a message being

conveyed.

Usage: explanation

Language for display

Language for knowledge

Attempts at communication are judged by linguistic competence

Attention is given to language

Correction is often a feature of accuracy focussed work

Language is the objective

FluencyFocusing fluency in speaking English is a way of

teaching to stress on being able to speak quickly or easily, it is also a way to teach students on how to convey messages as simple as possible so time

is not consumed too much in conveying a message.

Use: real life

Language for communication

Language for skill

Attempts at communication are

judged by performance

Attention is given to meaning

Correction is generally a minor

clarification of fluency in use

Communication is the objective

Compare the advantages and disadvantages of focusing on accuracy and fluency in the English

Language Training.

Advantages of accuracy

Message conveyed correctly

Promotes true English language

Exposes to children how to speak with correct

punctuation and grammar

Disadvantages of accuracy

Takes time to get the grasp of the knowledge

Speakers will be too focused on having a perfect grammar

in speaking

Promotes formal language and not on informal

language

Advantages of fluency

Promotes informal language

Important messages are conveyed in simple language

Disadvantages of fluency

Misinterpreted messages due to no stress on accuracy of language