ROLE OF GRAMMAR

TEACHING UNDER
KBSR & KSSR
GRAMMAR TEACHING IN KSSR
KSSR

LEVEL 1
(Y123)
•Listening and Speaking
•Reading
•Language Arts
•Speaking

LEVEL 2
(Y456)
•Listening and Speaking
•Speaking
•Reading
•Language Arts
•Grammar
GRAMMAR TEACHING IN KSSR
OBJECTIVE

 communicate with peers and adults confidently and appropriately in

formal and informal situations
 Read and comprehend a range of english texts for information and
enjoyment
 Write a range of texts using appropriate language, style and form through
a variety of media
 Appreciate . demonstrate understanding of eng language literary or
creative or for enjoyment .
 Use correct and appropriate rules of grammar in speech and writing
 To have strong foundation to build their proficiency in the language
GRAMMAR TEACHING IN KBSR

 Do not focus much in grammar

 Listen to and understand simple spoken eng to be able to function in
common everyday situations
 Speak and respond clearly and appropriately in common everyday
situations using simple language
 To read and understand different kinds of texts from print, electronic
sources for enjoyment and information
 Write /including email for different purposes using simple language .
 Show an awareness and appreciation of moral values and love towards
the nation
IMPLICATIONS ON TEACHING OF
GRAMMAR IN MALAYSIAN CONTEXTS

 Ensure good competition in global market

 Crucial skills required to insure one’s employment in current job market
 Importance of grammar in communication
 Will not mix with students’ mother tongue
Tutorial task
Week 1
VIVIENNE
CHLOE
DANIAL
Tutorial task 1 (Group work)

 Discuss the suitability of each approach to

different levels of pupils
Approaches in the teaching of grammar
~ Descriptive and prescriptive grammar
~ Covert and Overt approaches
~ Grammar in isolation vs grammar in context
~ meaning, use, form (MUF) framework
 Descriptive and prescriptive grammar
Descriptive grammar
Linguists
Structure of a language as it is
actually used by speakers and
writers
Show what the language is.
Eg : I am older than her.
(Subject pronouns are
paired
with a verb, whereas
pronouns
are not)
Prescriptive grammar
Grammarians
Structure of a language as
certain people think it should
be used
Show how to avoid mistakes.
Eg : Do not use ‘ain’t’
: Do not use a preposition
to end a sentence with
: Pronounce the –ing at
the end of a word, not –in
: I am older than she (is
 Both kinds of grammar are concerned with rules--but in different ways.
 Specialists in descriptive grammar (called linguists) study the rules or patterns that underlie
our use of words, phrases, clauses, and sentences.
 On the other hand, prescriptive grammarians (such as most editors and teachers) layout
rules about what they believe to be the “correct” or “incorrect” use of language.
 Covert and Overt approaches
Covert Overt
Teacher uses structure Teacher explicitly explains
without drawing attention to the rules when presenting
grammatical rules the new language
Focus on activity, not 2 options : Deductive
grammar rules approach
: Inductive
approach
 A grammar rule presented covertly via communicative activity can be
supported by an explicit explanation so that students understand the rules.

 A grammar rule presented overtly or explicitly should be supported by

activities which encourage students to use the structures for
communicative purposes.
 Grammar in isolation vs grammar in
context
Grammar in isolation Grammar in context

Focus on form & meaning Focus on form, meaning &

only
Language acquisition
Exercises involving
repetition, manipulation
and grammatical
transformation
Prescriptive or descriptive
usage
Language learning
Requires a commitment to
teach
Specific instruction would
 Meaning, use, form (MUF) framework

Meaning Use Form

Meaningful Use English to Attract
context communicate children’s
with others attention to
language forms
Using stories Games Play
Playing dramas Information gap To act in plays
Using Total Quiz
Physical
Task 2a

 With reference to KSSR, list the skills specified for any level and write the
grammar items you would integrate with each skills.
Task 2b

 Design an activity that integrates any one grammar items in the KSSR with
a language skill.
TUT Task Week 1
MUHAMMAD DANIAL BIN SABRI
Task 2a

 With reference to KSSR, list the skills specified for any level and write the
grammar items you would integrate with each skills.
 Language Skill Grammar Points

1.1.4 Able to talk about related topics with Past tense: Tell about your holiday.
guidance E.g. I went to Japan last weekend. We had a lot
of fun.
elveseasiest
1.2.1 Able to participate in daily conversation : Adjectives ( sad, happy, sorry)
(d) express sympathy I am sorry for your lost.

3.2.1 Able to transfer information with guidance to Conjunctions: Using conjunctions to join two
complete: sentences.
Linear texts E.g. Jollie played doll.
Non-linear texts Mark played basketball.

3.3.1 Able to create simple texts using a variety of Active verbs:

media with guidance: Creating a poster for school event using active
(a) non-linear verbs
(b) linear E.g. Please come to our café for the delicious
Task 2b

 Design an activity that integrates any one grammar items in the KSSR with
a language skill.
Adverb or Adjective?

 Fill in the blanks with the right anwsers.

 Year 3
 Content Standard3.2 At the end of year 6 promary schooling. Pupils will, be
able to write using appropriate language form, and style for a range of
proposes
It was Christmas eve and ______
(adjective) girls and boys everywhere
were ____ (adverb)awaiting santa's
arrival. The elves worked _____
(adverb) to put the finishing touches
on the toys so that santa can send it
to every nice kids in town.