Grammar in the Malaysian Primary School

English Language Curriculum

By – Nanthini & Nur Hidayah4 PISMP TESL 2 / SN

Content

Curriculum Specifications

(CS)

Activities Language Content

Objectives KSSR

What Is Being Taught In

Grammar???

Objectives KBSR

CURRICULUM SPECIFICATIONS (CS)

• Prepared as separate documents for each year of the primary school (known as HSP)

• Cs as guide to teachers – vocabulary and grammar list

WHAT IS BEING TAUGHT IN GRAMMAR???

• Grammar items and sentence patterns

• Taught every year under KBSR syllabus covertly

• Grammar is introduced in KSSR from year 3 onwards – overtly

OBJECTIVES OF KBSRBy the end of primary school, pupils should be able to:

i) listen to and understand simple spoken English to be able to function in common everyday situations;

ii) speak and respond clearly and appropriately in common everyday situations using simple language;

iii) to read and understand different kinds of texts (from print and electronic sources) for enjoyment and information;

iv) write (including e-mail) for different purposes using simple language; and

v) show an awareness and appreciation of moral values and love towards the nation.

OBJECTIVES OF KSSR

By the end of Year 6, pupils should be able to:

i. communicate with peers and adults confidently and appropriately in formal and informal situations;

ii. read and comprehend a range of English texts for information and enjoyment;

iii. write a range of texts using appropriate language, style and form through a variety of media;

iv. appreciate and demonstrate understanding of English language literary or creative works for enjoyment; and

v. use correct and appropriate rules of grammar in speech and writing. (!!!)

LANGUAGE CONTENT

• Divided into two section

Section AGrammar items to be taught have been specified under

different grammar categories

Eg. nouns, verbs, articles & etc.

Section B Teaching of stress pattern as

suggested in CSTeacher teach them in

context and meaningful way.

Eg. 1. To request for specific

objects and to respond2. To ask for help and to

respond accordingly

ACTIVITIES

Guided Noticing Activities

Proceduralising Activities

Language Practice Activities

That Offer Structuring Opportunity

Working From Discourse To

Grammar

THE END

WORKING FROM DISCOURSE TO GRAMMAR

• Classroom discourse contexts & routines can serve to introduce new grammar or further practice in language.

• Eg. Activity – talking with pupils

Teacher asks questions to pupils about their-pets-vacations-family-hobbies

• note: -consider pupils’ interest-corrective feedback from teacher

GUIDED NOTICING ACTIVITIES

• Noticing of grammatical patterns in the language.

• Eg. Activities – listen & notice- presentation of new language with puppets

Listen & notice the WH-questions used in the nursery rhyme

LANGUAGE PRACTICE ACTIVITIES THAT OFFER STRUCTURING OPPORTUNITY

• Internal work that happens as a result of activities that demand accuracy rather than fluency in production.

• Eg. Activities - questionnaires, surveys & quizzes- information gap filling- drills & chants

Fill in the blanks with correct articles ‘a’, ‘an’ or ‘the’.

• I am sitting on ______ chair.

• I have been waiting for you _____ hour ago.

• I have _____ apple. _____ apple tastes sour.

Drills and chants

A: How are you?B: I am good.

A: How are you?B: I am excellent.

C: How is Sheila?D: She is good.C: How is Sheila?D: She is excellent.

PROCEDURALISING ACTIVITIES

• Activities that automatise the use of grammatical form so that it is available quickly and effectively for use in communication.

• Eg. Activity - dictogloss ( similar to GROUP DISCUSSION)