INSTITUT PENDIDIKAN GURU KAMPUS SULTAN ABDUL HALIM

08000 SUNGAI PETANI, KEDAH

PROGRAM IJAZAH SARJANA MUDA PERGURUAN
INDIVIDUAL TASK
TSL3083
TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

NAME OF STUDENT

: RUBATARSHNE A/P VASU

IDENTITY CARD NO

: 931113-02-5438

COURSE CODE

: TEACHING OF GRAMMAR IN THE

PRIMARY CLASSROOM

TITLE OF TASK

: OBSERVATION AND COMMENTARY

GROUP

: PISMP TESL (P4J)

NAME OF LECTERUR

: MS.NITHIYA

DATE OF SUBMISSION : 08 SEPTEMBER 2014

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Grammar can be defined as the rules of a language, governing the way in which
words are put together to convey meaning in different contexts. (Nesamalar Chitravelu;
Saratha Sithamparam & Soo Choon, 2005) Grammar is important because it is the language
that makes it possible for us to talk about language. Hence, teacher should plan grammar
lesson carefully so that it can help pupils to talk about how sentences are built, the types of
words and knowing about grammar clearly. Hence, purpose of grammar in class to ensure
that what pupils write is correctly comprehended, easy as well as enjoyable to read.
In this semester, I have required to observe grammar lessons during my School
Based Experience (SBE). Apart from that, I have to write a commentary pertaining to the
approaches and techniques used by the teachers in delivering the lessons. My commentary
will be based on 3 criterions which are approaches and techniques identified, suitability
of the techniques used and insights gained during the observation. I was given
permission to observe Year 3 English grammar class. The lesson was taught by Teacher
Sharizan and the lesson is about Unit 12: Fresh Fruit.
First and foremost, the first part of the lesson is set induction. The teacher uses
textbook to sing a song entitled What am I? Teacher sings to pupils and let them know the
rhythm of the song. Then, pupils and teacher sing together the song. This purpose of song is
to attract pupils and create a fun environment during this lesson. (Mol, H, 2004) explaines
that songs can help pupils become familiar with word stress and intonation, and also the
rhythm with words are spoken helps memorization. Here, teacher emphasizes the grammar
in context which means learning grammar in relations where pupils get to learn the
adjectives from the fruit song. For instance, the adjectives that can be found in the song are
orange, round, sweet, purple, small, and tasty. Hence, the technique and approach that used
in set induction are sing along What am I? song and Grammar in context approach is
applied to make the lesson more interesting.
Next, is the stage of presentation. Here the teacher uses realia of fresh fruits and
also question and answering techniques. Teacher shows few types of realia of fresh fruits
to pupils. For example, orange, apple, banana, dragon fruit, mangosteen, star fruit, grape,
lemon and mango. After teacher shows the realia, teacher questions the pupils about the
characteristics of the fruits shown such as the texture, taste, shape, color, and seeds. The
questions are How does the orange taste?, Do mangosteen have seeds? and other
questions. The teacher also tells pupils about the benefits of consuming fruits. For instance,
orange has vitamin C and it helps to improve our skin. By using realia in classroom can help
stimulates pupils mind and makes the vocabulary more memorable than a picture would.
(Lester, 2010) This is because pupils can touch, smell and taste it. This will instantaneously
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help make the grammar session more interesting. In this stage, the teacher uses covert
approach where teacher uses the structure which is the realia without using grammatical
rules. Question and answering techniques is also used during this part. As for an example
teacher questions pupils What fruit it is? Describe the skin of durian and other questions.
This is because it can help pupils to be alert and create two way interaction among teachers
and students.
The next part is the practice part. At this stage the teaching and learning process is
more on pupil centered learning where the teacher acts as a facilitator. The teacher has
instructed the pupils to do group work activity and distributes the realia and manila card to
each group. According to Carnigee Mellon University, (2006) suppresses that group activity
can develop strong communication skills to pupils First of all, teachers will divide the pupils
into groups of three or four. Each one group are given one type of fruit describe the
characteristics of fruits. Teacher then shows the sample of sentences based on a fruit on the
black board. Teacher instructs pupils to construct simple sentence based on the
characteristics of fruit. Teacher asks pupils to write in cursive writing in manila card. In
addition, this activity can also check pupils level of understanding of the simple sentence
that they have learnt. This is because pupils need to construct sentence correctly in the time
frames given. Therefore, teachers can take this opportunity to assist pupils who are unable
to catch up with the lesson.
For the production part, it focuses more on the understanding of the pupils about
the writing lesson which is construct sentence. The teacher will give brief instruction to whole
class. In groups, teacher asks pupils to come in front to read aloud the simple sentences.
Teacher corrects the sentences and paste it every corner of the class. Hoffland, (2008) noted
that choral reading helps build students' fluency, self-confidence, and motivation.

Each

group are given time to copy all the simple sentences in the exercise book. The rationale of
this activity is to check pupils ability in writing previously, whether the pupils are able to
construct the sentences that match with the fruits. If the pupils are able to complete the
sentences correctly, it demonstrates that the goals of lesson are a success.
The last stage in my lesson plan is closure. During this part, teachers will wrap up
the lesson and emphasize on the important aspects of the lesson on that day. Teachers will
summarize what has been taught to the pupils, so that pupils will have a clarified
understanding of the lesson which is construct sentences using the characteristics of fruits.
Furthermore, teacher can also ask several questions to test pupils critical thinking and relate
it with their real life situation. The closure part is more relaxing and basically it is the two-way
interaction between students and teacher. Last but not least, indirectly teachers will expose
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and explain the good moral values contained in the classroom based on the topic which is
the benefits of consuming fruits.
Overall, the approaches and suitability of techniques used is amazing. This is
because pupils enjoyed the lesson and able to understand the grammar lesson well. Besides
that, it also creates a conducive learning environment where two way interaction occurs
between teacher and pupils. In addition, the approaches used in this grammar lesson is
suitable to the level of pupils in the class which is mixed ability pupils. The approaches are
covert approach, and grammar in context are mainly used in this lesson. Similarly, the
techniques used are suitable and attractive which are singing song with pupils, realia of fresh
fruits are used during the lesson, group activity where pupils learn to cooperate each other
and also questions and answering session where teacher checks the level of understanding
of pupils.
The next part is the insight gained during this lesson. There are many beneficial
components that I learnt during this lesson. First is the teacher varies the approaches and
techniques in the lesson so that pupils will never bored easily. As my observation in this
lesson, all the pupils focused during the lesson and during group activity there is cooperation
among their friends when completing the task given by teachers. Apart from that, I also get
this opportunity to know that using realia is much more effective than pictures. This is
because by using realia students are able to touch, see and explain to teachers clearly. I
also believe that sensory motor skills are used to make the lesson interesting and beneficial
to pupils. Equally, the teacher instructs the students clearly and move strategically during the
group work. Teacher says Hola..Hola..and clap twice and this is indicates the pupils to be in
their group. In short, as a future teacher, I hope that I can apply these useful components in
teaching and learning process.
To conclude, it can be justified that teacher need to plan a grammar lesson well by
varying approaches and techniques in teaching and learning process. As a future teacher, it
is crucial for us to realize how much a good planning of teaching can impact the learning
process in the classroom. So, plan wisely make a start of a holistic teaching.

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OBSERVATION SOURCES

Teacher is briefing about the topic Fresh Fruit

Teacher uses textbook to sing a song entitled

Teacher uses realia to pupils and explaining

characteristics of fruit.

What am I?

the

Question and answer session.

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Teacher ask pupils to describe about the

fruit shown.

Teacher explains the characteristics of

fruits such as size, colour, shape and
taste.

Group work activity.

Worksheet
Teacher gives worksheet as homework
activity to pupils.

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References

Harmer, J. (2010). The practice of English language teaching (1st ed.). Harlow:
Pearson/Longman.
Hoffland, S. H. (2008). Choral Reading. Reading Rockets. Retrieved 3 October 2014, from
http://www.readingrockets.org/strategies/choral_reading

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Lester, J. (2010). What is Realia? And Why should I use it?. Teflsurvival.com.
Retrieved 5 October 2014, from http://www.teflsurvival.com/teaching-aids.html
Lim, E., Manjindarjit Kaur., Zubaidah Awang., & Mariati Josepha Mustafa.,.
(2012). English (1st ed.). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Mol, H. (2004). Humanising Language Teaching Magazine for teachers and teacher
trainers.Hltmag.co.uk.
Retrieved
5
October
2014,
from
http://www.hltmag.co.uk/apr09/less01.htm
Nesamalar Chitravelu., Saratha Sithamparam.,
methodology (1st ed.). Shah Alam: Oxford Fajar.

&

Teh,

S.

(2005). ELT

Ricketts, L. (2001). Sensory Integration and Sensory Motor Activities. Tsbvi.edu.

Retrieved
6
October
2014,
from
http://www.tsbvi.edu/component/content/article/1727-sensory-integration-andsensory-motor-activities
St.Martin, B. (2011). The Social Sciences | Research and Documentation Online 5th
Edition.Bcs.bedfordstmartins.com.
Retrieved
6
October
2014,
from
http://bcs.bedfordstmartins.com/resdoc5e/res5e_ch09_s1-0001.html
Thornbury, S. (1999). How to teach grammar (1st ed.). Harlow, England: Pearson
Education.
Carnigee, M. (2006). What are the benefits of group work? - Teaching Excellence &
Educational Innovation - Carnegie Mellon University. Cmu.edu. Retrieved 5
October
2014,
from
http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/grouppr
ojects/benefits.html