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3108
WEEK 1
TOPIC 1: INTRODUCTION TO
GRAMMAR
TESL 2 / GROUP 6
Pavitthra a/p Arulchelvan
Mohitraa Shakti a/p Sundrarajan
Khairunajwa Binti Kasnan
Beatrice Justina Teo
Constance Chee
DEFINITON OF
GRAMMAR
Grammar
may 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;
Sararatha
Sithamparam & The Soo Choon,
2005)
FLUENCY VS
ACCURACY
Accuracy
Accuracy is the ability to produce correct
sentences using correct grammar and vocabulary.
Fluency
Fluency is the ability to read, speak, or write
easily, smoothly, and expressively.
In other words, the speaker can read, understand
and respond in a language clearly and concisely
while relating meaning and context.
Source;
http://www.teachingenglish.org.uk/blogs/english12345/fluencyor-accuracy-speaking
Comparisons of Accuracy-oriented
activities & Fluency-oriented activities
Accuracy acitivities
Fluency activities
Purposes
to help students
achieve accurate
perception and
production of a target
item which can be a
sound, a word, or a
sentence structure.
to help students
practice language in
listening, speaking,
reading, and/or
writing activities to so
develop fluency in
using the language in
spontaneous
communication.
Material
Activities
students' attention
is focused on a
particular target
item; their output is
usually predictable;
their performance
is assessed on how
few language
mistakes are made;
students' errors are
corrected; tasks do
not usually
simulate real-life
situations.
students' attention
is focused on
communicating
information and
expressing ideas;
their output may
not always be
predictable; their
performance is
assessed on how
well ideas are
expressed or
understood;
students' errors are
not corrected
unless it interferes
with
Source;
communication;
http://www.auburn.edu/~nunnath/engl6240/accuracy.htm
tasks often
SAMPLE OF ACTIVITIES
Accuracy : grammar presentations,
gap-fill exercises, frame dialogues.
Fluency : role plays, speeches,
communicative activities, games.
GRAMMAR OF
YOUNG LEARNERS
Young Learners..
Different kinds of grammatical
knowledge at different learning
stages.
Only understand rules to use
them.
Do not need to have conscious
grammar knowledge.
Kinds of grammar
knowledge
required for young
learners
2) Knowledge of
Grammatical Facts & Rules
Accepted and learnt as a whole
collocation.
Articles ( a, an, the )
Inflection of verbs ( eat, eats, has
eaten, ate )
Pluralization of nouns ( box-boxes,
boy-boys )
Word derivation ( adjective- happy;
adverb-happily; noun-happiness )
Language form
To introduce
To ask for
directions
Function
1)Expressing pleasure at
being out of cold.
2)Indicating that
someone should do
something. Example :
switch on the fan or
open the windows.
3)Just making a remark
about the place as a
means of starting up a
conversation.
The Place of
Grammar in the
Primary ESL
Classroom
KBSR
KSSR
DOKUMEN STANDARD
KURIKULUM SEKOLAH RENDAH BAHASA
INGGERIS TAHUN 1 & 2
Grammar Modular - The inclusion of the module on Grammar emphasizes the
importance of having pupils develop a sound grasp of
the language structures and grammar of Standard British
English.
KSSR Syllabus - Grammar is no longer part of the modules in KSSR syllabus
for Year 1 and 2. The reason for this is because English is
regarded as the second language of most pupils in schools.
Therefore, the teaching of grammar can be delayed to the
later stage, which is from Year 3 to Year 6.
SOURCE
http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20
English%20Y1-%20SK.pdf
The Place of
Grammar
in the
Primary ESL
Classroom
COMMUNICATIVE APPROACH
WEEK 2
TOPIC 2 :
APPROACHES IN
TEACHING GRAMMAR
GROUP 6
PAV I T T H R A A / P A R U L C H E LVA N
K H A I R U N A J WA B T K A S N A N
C O N S TA N C E C H E E
B E AT R I C E J U S T I N A T E O
MOHITRAA SHAKTI A/P SUNDRARAJAN
DESCRIPTIVE VS
PRESCRIPTIVE GRAMMAR
TYPES OF
ENGLISH
GRAMMAR
PRESCRIPTIVE
GRAMMAR
DESCRIPTIVE
GRAMMAR
Prescriptive grammar
is what speakers
should or shouldn't
say.
Descriptive grammar
is what speakers say,
and when, why and
how they say it.
Example:
The subject of a sentence
must agree with the verb
(subject-verb agreement)
The instructions are clear
not the instructions is
clear.
Example:
Some English speakers use
double negatives for
negation
I dont have nothing.
Describes
spoken language
used by native
speakers.
Linguists build a
set of rule to
model the same
behavior.
D
e
sc
ri
pt
iv
e
gr
a
m
m
ar
Prescribes a
strict set of
rules for
language.
Ex: when to use
their/theyre/ther
e and how to
name parts of
speech.
Pr
e
sc
ri
pt
iv
e
gr
a
m
m
ar
COVERT VS OVERT
COVERT GRAMMAR TEACHING
APPROACHES:
i. Deductive approach (ruledriven learning)
ii. Inductive approach (discovery
learning)
ADVANTAGES
DISADVANTAGES
Students are
given a sample
and the teacher
guides them in
discovering the
grammar rules
used in the
sample.
ADVANTAGES
DISADVANTAGES
Time consuming
Self reliance.
GRAMMAR IN
ISOLATION VS.
GRAMMAR IN CONTEXT
M-U-F
FRAMEWORK
MEANING
For the first step, teachers introduce a new
language to children in MEANINGFUL CONTEXT
to help the children understand the meaning of
the language that they are learning.
Meaning can be created through situations that
are related to childrens life.
USE
After children are exposed to English language
through the situations manipulated by teachers,
they also need opportunities to use English to
communicate with others. They may use the
language to play or to act in plays.
SAMPLE OF ACTIVITIES
Games
Information gap
Quiz
Plays
Giving and following instructions to do or making
something.
Creating funny rhythms or songs.
FORM
Children are subconsciously notice form of
language (grammar) and tend to use language
naturally in accordance with their need.
Thus, teachers have the responsibility to attract
childrens attention to language forms
during English lesson, which means that the
teachers are making the children aware of
accurate language use both orally and written.
SOME STRATEGIES
Gameschildren raise their right hands if teacher says
singular animals, and their left hands if teacher says
plural animals.
Writingcompleting sentences, arranging words into
good sentences, or completing dialogues.
Activities that increase students awareness on grammar
teacher asks What is similar about these sentences?
He is talking
She is listening
They are eating at the restaurant
READING
Teacher assigns a reading text,
The students read the assigned text that
their teacher has chosen,
The students answer the comprehension
or true/false questions which are already
given below the text,
The teacher checks if the students have
answered the questions correctly,
LISTENING
Review new vocabulary.
Read the story one time and ask students to raise
their hands when they hear nouns.
Read the story 2 or 3 times.
Students answer Listening Comprehension
Questions.
Review answers to Listening Comprehension
Questions.
Read story one more time. Students listen and
write down all of the proper nouns they hear.
Review answers
VOCABULARY
scared scare
quietly
excited
introduced introduce
dream
discuss
entered - enter
asked ask
SPEAKING
Activity: Describe a Picture
Bring pictures of different people or animals to
the classroom.
Students describe the picture using possessive
nouns. For example, they might say: The mans
blue shirt. The womens green dress.
WRITING
Activities: Grammar in Action
ADAPTING TEXTBOOKS
Omission
branching
Addition
Reordering
Reduction
Replacement
Extension
Rewriting
References
Nesamalar Chitravelu; Sararatha Sithamparam
& The Soo Choon. (2005). ELT Methodology
Principles & Practice. Oxford Fajar Sdn. Bhd.:
Selangor.
http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_b
i_kbsr.pdf
http://www.moe.gov.my/bpk/kssr_docs/03%2
0Bahasa%20Inggeris/01%20DSK%20English%20
Y1-%20SK.pdf
http://www.auburn.edu/~
nunnath/engl6240/accuracy.html
http://
www.teachingenglish.org.uk/blogs/english12345
/fluency-or-accuracy-speaking