Taklimat Umum KSSR*
*
learnt through meaningful contexts;
rules in speech and writing;
communication should be carried out effectively and
accurately;
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Grammar rules to be learnt:
Parts of speech
Sentence types
To achieve accuracy in English, pupils need to know and use grammar
items learnt effectively.
Grammar:
should be taught in context
rules of grammar can be taught after teaching a particular grammar
item in context
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
National Schools
National Type Schools
5.1.1 Able to use nouns correctly and appropriately: common nouns
collective nouns 5.1.2 Able to use pronouns correctly and
appropriately: (a) reflexive (b) interrogative 5.1.3 Able to use
verbs correctly and appropriately: (a) simple future tense (b)
future continuous tense
5.1.1 Able to use nouns correctly and appropriately: countable
nouns uncountable nouns 5.1.2 Able to use pronouns correctly and
appropriately: (a) interrogative 5.1.3 Able to use verbs correctly
and appropriately: (a) present continuous tense (b) past continuous
tense
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
National Schools
National Type Schools
5.1.4 Able to use conjunctions correctly and appropriately:
although since 5.1.5 Able to use prepositions correctly and
appropriately: (a) over (b) among (c) through (d) across (e) along
(f) against 5.1.6 Able to use adjectives correctly and
appropriately.
5.1.4 Able to use conjunctions correctly and appropriately:
although since 5.1.5 Able to use prepositions correctly and
appropriately: (a) beside (b) next to (c) between (d) near (e) over
5.1.6 Able to use adjectives correctly and appropriately: (a)
comparative (b) superlative
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
National Schools
National Type Schools
5.1.7 Able to use articles correctly and appropriately. 5.1.8 Able
to use adverbs correctly and appropriately: (a) frequency (b)
degree 5.2.1 Able to construct imperative sentences
correctly.
5.1.7 Able to use articles correctly and appropriately. 5.1.8 Able
to use adverbs correctly and appropriately: (a) place (b) frequency
5.2.1 Able to construct imperative sentences correctly.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Fun strategies to teach grammar:
language games
FUN WITH LANGUAGE GAMES
Get pupils to sit in a circle.
Throw a ball to one of the pupils, saying:
From Regina to Zaldy for Irene.
Zaldy then throws the ball to Irene. Irene then starts the sequence
again:
From Irene to Akmal for Jill.
This activity can be used for the following patterns:
From A to B via C From A to the person between B and C
From A to B under C From A to the person on B’s right
From A to B over C
From A to B behind C
From A to B through C
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Each player chooses a game marker and places it on Start.
2. To take a turn, a player tosses the coin.
If it lands heads up, the player moves his or her
marker one space.
If it lands tails up, the player moves two spaces.
The player reads the word on the space. Then he or she
takes two verb cards from the bag, reads them, and
decides if one of the verbs agrees with the word on the
space.
If one of the verbs agrees, the player keeps that card
and returns to the other to the bag.
If both verbs agree, the player keeps both cards.
If neither verb agrees, the player returns both cards to the bag
and the turn ends.
Play continues until all the players reach Finish. Then they
count their cards. The player with the most cards wins!
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Each player chooses a game marker and places it on “Welcome!”
2. One player shuffles the cards. Then he or she passes out
six
cards to each player.
To take a turn, a player tosses the coin.
If it lands heads up, the player moves his or her marker one
space.
If it lands tails up, the player moves two spaces.
The player follows the directions on the space. If the space
is
marked Describe It!, the player checks his or her cards to see
if
one of the adjectives can be used to describe the animal in
the
pen.
If so, the player places the card on the box next to the
animal’s pen.
If not, the player keeps all of his or her cards and the turn
ends. The player can play only one card each turn.
Play continues until one player uses all of his or her cards, or
until all the
players reach “Exit”, whichever happens first. The player with the
fewest
cards at the end of the game is the winner!
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Each player chooses a game marker and places it on Start.
2. One player shuffles the cards and places them on the game
board.
To take a turn, the first player tosses the coin.
If it lands heads up, the player moves his or her marker one
space.
If it lands tails up, the player moves two spaces.
The player follows the directions on the space. If the space
is
marked with a verb or Moo!, he or she reads the word aloud. The
other
players then ask, “How now?”
To answer the question, the player picks a card from the stack,
reads the verb and adverb together, and then performs the action.
If the word is Moo!, the player says “Moo!” in the way described by
the adverb. When finished, the player keeps the card.
The game continues until a player reaches Finish. If all of the
cards are used before the game ends, a player gathers the cards
from each player, shuffles them, and places the stack on the game
board to be used again. The first player to reach Finish
wins!
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Choose a sentence that contains the grammar you are teaching. Get
one pupil to say it and then get the class to chorus it.
Explain that you want them to expand the sentence by one word or
two. They can put the new word(s) where they like, but with each
expansion the sentence must remain a complete sentence. The pupil
suggesting the expansion must say the complete sentence. An
expansion sequence might go like this:
Do you like burger?
Do you and Ashraf like chicken burger?
Do you and Ashraf like chicken burger with fries?
Why do you like chicken burger?
Why don’t you and Ashraf like beef burger?
Why cant you take beef burger?
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
SONGS
Using songs to teach particular grammar points is a good way to
teach grammar items
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Tune: My Bonnie Lies Over the Ocean
( 4 measure introduction)
They real-ly are ver-y quite use-ful
In ans-wer-ing ques-tions for you.
How? When? Where? and How much?
Are ans-wered for you-oo-oo.
are ans-wered for you.
To know just When something should hap-pen,
I just say to you, "Do it now " .
Ad-verbs, ad-verbs are help-ful to you ev-'ry day-ay-ay.
Ad-verbs, ad-verbs tell Where? as in "She ran a-way " .
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Twinkle Twinkle Little Star
Twinkle twinkle little star, How l wonder what you are, Up above
the world so high, Like a diamond in the sky
( Teacher ) I say – box ( Pupils ) We say – boxes
( Teacher ) I say – fox ( Pupils ) We say – foxes
( Teacher ) I say – class ( Pupils ) We say – classes
( Teacher ) I say – glass( Pupils ) We say – glasses
Twinkle twinkle little star How l wonder what you are Up above the
world so high Like a diamond in the sky
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Once upon a time, there were three happy birds. Papa Bird was
yellow, Mama Bird was red, and Baby Bird was blue. They were very
happy because Mama Bird had just laid three beautiful, shiny eggs.
The eggs were resting safely in the nest. Nearby, three Biggy Noses
were watching the eggs. They were very hungry and wanted to eat the
eggs. But Papa Bird, Mama Bird and Baby Bird always guarded the
eggs so it was impossible for the Biggy Noses to steal them.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
A curious mosquito was flying nearby. It saw the shiny eggs and was
attracted to them. It flew to the eggs and perched on them. This
made Mama Bird very furious. She pushed the mosquito away with her
beak and started trampling on it. The other birds joined her,
including black Grandpa Bird. While they were busy killing the
mosquito, the Biggy Noses quickly stole the three eggs. They
started cooking the eggs over a fire. When the birds saw them, they
were very angry.
Get pupils to change the verbs from past tense to the present
tense.
Ask pupils to change the story into the simple present tense.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Grammar should not be taught in isolation.
Grammar is taught in context. Employ fun learning strategies to
teach grammar.
After introducing the grammar item in a familiar context, then you
may teach the rule and usage of the grammar item.
Grammar is assessed through speaking and writing activities.
Language learning should focus on fluency, accuracy and
appropriacy.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
Rhodes Immacula A, Grammar Games & Activities: That Boost
Writing Skills, Sholastic Inc., USA, 2008
Rinvolucri Mario, Humanising Your Coursebook: Activities to bring
your classroom to life, Delta Publishing, UK, 2006
Kementerian Pendidikan Malaysia, Dokumen Standard Kurikulum dan
Pentaksiran
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN
MALAYSIA
*
*