INSTITUT PENDIDIKAN GURU

KAMPUS TUANKU BAINUN

MENGKUANG,14000 BUKIT MERTAJAM, PULAU PINANG.

NAME

: ROSMAH BINTI MUSTAFFA

NO.ID

: g611pbtsla7466

NRIC NO

: 690101-02-7466

COURSE

: PROGRAM IJAZAH SARJANA MUDA DGN

KEPUJIAN BAHASA INGGERIS SR

CLASS/GROUP

: TESL 1 SEMESTER 4

COURSE WORK

: TSL3108
THE TEACHING OF GRAMMAR IN THE
PRIMARY CLASSROOM

LECTURES NAME

: ZURIATI BT SABARUDDIN

DATE 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 MUSTAFFA

690101-02-7466

TABLE OF CONTENT

PAGE NUMBER
1.
2.
3.
4.

TABLE OF CONTENT
ACKNOWLEDGMENT
QUESTION
TASK 1 : PORTFOLIO
Critical Response on different approaches and issues in
the teaching of grammar
5. TASK 2 :
PART I: LESSON PLAN
PART II : SIMULATED TEACHING DOCUMENTATION
6. TASK 3 : REFLECTION
7. BIBLIOGRAPHY

3
4
5
6
7
8
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 Bijak

No. of students

: 30

Level of students

: mixed ability

Theme

: World Of knowledge

Topic

: 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

ii.

correctly.
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 STAGE

STAGE /

CONTENT

TEACHERS

STUDENTS

RESOURCES

TIME
Set induction

1.Song entitled

ACTIVITY
1.The teacher plays

ACTIVITY
1.The students listen

Power Point

( 5 min )

people

a song.

and sing along.

slide show.
The song

Example:

2. The teacher
5

2. The students

(appendix 1)

a. What are the

relates the song with

answer the

sizes of the

the topic and asks

questions .

people?

questions.
3. The teacher writes
the words on the
board.

Presentation

Example:

1.Teacher

1.The students

Picture cards

(10 minutes)

T : Can you

brainstorms other

answer.

(Appendix 2)

describe the

adjectives by

elephant and

asking the

the dog?

students to

Ss: The

describe the

elephant is big.

animals/object/

The dog is

people in the

small.

picture cards.

Example:
big, small, ugly,

2.Teacher writes

pretty, strong,

the words on the

weak, happy,

board.

sad, heavy,
light, thin, etc.

Example:
The elephant is

-Using the

-The students

bigger than the

adjectives the

repeat after the

dog.

teacher highlights

teacher.

The dog is

the content of the

smaller than

lesson by

the elephant.

introducing the
sentence patterns.
-Teacher pastes the
6

sentence pattern
on the board.
- The teacher drills
more words and

-The students

sentences with

repeat after their

other pictures by

friends.

calling students at
random to make
comparison in a
sentence form.

Example:
One
syllable
sad
etc.

3. The teacher
Two

writes the heading

of one syllable
syllables
happy word and two
syllables words on

3. The students
response
individually and
orally.

the board.
The teacher calls
out students to
classify the
adjectives on the
board into the
correct boxes
accordingly.
Example:
Tall + er = taller
taller than
tall + est = the
tallest
clever + er =
cleverer than

4. The teacher
explains the
grammar rules of

Activity 4 to 8

one and two

The students spell

syllables word.

the words orally.

clever + est =
the cleverest
etc.

Example: ugly
uglier than,
the ugliest

5.The teacher

(heavier,

explains the

heaviest, lazier,

grammar rules for

laziest, dirtier,

words with final y.

dirtiest) etc.
Example:
fat fatter

6.The teacher

thin thinner

explains and gives

big bigger

examples of words

etc.

which the final

consonant are
doubled

Example: slow
slower,

7.The teacher also

slowest. sweet-

explains exception

sweeter-

for certain words.

sweetest etc

Practice

Example:

1.The teacher drills

1. The students

picture cards

(15 minutes )

Teacher: big

the students by

answer individually/

( Appendix 3)

Students:

showing the picture

group.

bigger,

cards with
adjectives to elicit

biggest

the comparative and

etc.

superlative
response.

Example:

2. The teacher

Pair work

Ss A: long

selects students at

Student A says the

Ss B: longer

random to say the

adjectives.

than,

word.

Student B says the

The longest

comparative and
superlative forms
8

(vice versa)

Production

Instruction:

Individual work:

Individual work

( Appendix 4 )

(20 minutes )

1.Look at the

Worksheet 1 -2

comparative and

1.Teacher distributes

1. a. The students

Worksheet 1

superlative

worksheets .

cross out the

words and cross

adjectives with the

out the words

wrong spelling.

with the wrong

b. The students

spelling.

discuss the answer

with the teacher.

Instruction:
2. Look at the

2. The students write

picture and write

the sentences

sentences using

individually.

the words
given.

Closure
(5 minutes)

Word maze

The teacher

In group of four, the

distributes word

students complete

maze of comparative

the word maze.

and superlative
words to the groups
to complete.

worksheet 2

EXAMPLE OF PHRASES CARDS

bigger than
the biggest
taller
the
smaller
the
tallest
than
10

11

12

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

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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.

14

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
15

individual potential, therefore teaching and learning should be oriented towards

student-centred and individual teaching method as well.

BIBLIOGRAPHY

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

From http://esl.about.com/cs/teachingtechnique/a/a_teachgrammar.htm
Huraian 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

16

FolkSongs

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