Professional Documents
Culture Documents
TSL 3108 Topic 1-9 PDF
TSL 3108 Topic 1-9 PDF
1.0 SYNOPSIS
Topic 1 provides input on the teaching of grammar in the Primary School. It also
discusses the different meanings and definitions of grammar. In addition, it willo
compare and contrast between fluency and accuracy, grammar for young
learners and the place of grammar in the primary classroom.
1
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
CONTENT
Grammar is central to the teaching and learning of languages. It is also one of the
more difficult aspects of language to teach as well. Grammar is partly the study of
what forms (or structures) are possible in a language, All language in use can be
analysed at each of the four levels; sound, word, sentence and text. These rules tell
the speakers
how to pronounce syllables (phonology),
how to form words (morphology),
how to structure sentences (syntax) and
what style of language to use in a given context (pragmatics).
These are the forms that language takes. The study of grammar consists, in part, of
looking at the way these forms are arranged and patterned. Thus a grammar is a
description of the rules that govern how a languages sentences are formed.
2
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
From the various definitions of grammar we can deduce that grammar is partly the
study of what forms are possible. Basically, a language consists words and sounds
(when spoken). This can be analyzed at each of the four levels; text, sentence, word
and sound. These are the forms that they take. A study of grammar looks at the
way these forms are arranged and patterned. Look at the following example:
If you change the order of the sentences you no longer have a well-formed answer
phone message. For example:
Please leave a message after the beep. This is 0153456789.
We are not home right now.
Likewise at the sentence level, there is a fairly fixed order of words that form a
sentence.
Beep after a leave the please message.
3
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
4
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Accuracy
To achieve accuracy
Advantage: produce students who can reproduce accurately sentences learnt
Disadvantage: May not be effective in communicating the language in real life
situations.
5
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The age of our students is a major factor in our decisions about how and what to
teach. People of different ages have different needs, competences and cognitive
skills (Harmer, 2005). Harmer (2005) further explains that young learners learn
differently from older children, adolescents and adults among others in the following
ways;
They respond to meaning even if they do not understand individual words.
They often learn indirectly rather than directly taking every information
around them rather than focusing on the precise topic being taught
Their understanding comes from explanation as well as from what they see
and hear and interact with.
They find abstract concepts such as grammar rules difficult to grasp
They have a limited attention span; unless activities are extremely engaging,
they can get easily bored, losing interest after ten minutes or so.
In relation to the teaching of grammar for young learners, explicit grammar teaching
is more effective at the intermediate to advanced levels than beginning levels
(Brown, 2007). This is because incidental focus on form is valuable as it treats
errors that occur while learners are engaged in meaningful communication. This
corrective feedback can facilitate acquisition if it involves a mixture of implicit and
explicit feedback.
As stipulated in the curriculum specifications for the primary school, the English
Language lesson aims to equip pupils with skills and provide a basic understanding
of the English language so that they are able to communicate, both orally and in
writing, in and out of school.
6
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
KSSR ENGLISH
7
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The following diagram shows the conceptual framework of the curriculum model.
8
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
CURRICULUM ORGANISATION
9
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
2.0 SYNOPSIS
Topic 2 highlights some of the approaches in the teaching of grammar. Some of the
approaches discussed are descriptive and prescriptive grammar, covert and overt approaches,
teaching of grammar in isolation and in context, Meaning, Use, Form (MUF) framework and the
integration of grammar with the other language skills, i.e. listening, speaking, reading and writing.
In addition, issues pertaining to the teaching of grammer are also discussed.
10
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
CONTENT
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.
Exercise 1
What do you think of prescriptive and descriptive grammar? Give your
comments.
Harmer (1988) puts forward two approaches to the teaching of grammar; covert and
overt grammar teaching.
11
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
In this approach, the teacher uses the structure without drawing attention to
grammatical rules. The focus is on the activity and not the grammar rules. Errors
should be tolerated during the course of the activity but should be noted and dealt
with at a later session.
In the overt approach, teacher explicitly explains the rules when presenting the new
language. There are two options available to the teacher; the deductive approach
and the inductive approach.
Deductive approach the teacher presents the rules/patterns/generalizations
and then goes on to provide practice in the application of these rules.
Inductive approach - also known as discovery method. The students are first
given a number of sample sentences containing the target forms and then the
teacher guides the students into deriving the rule for themselves.
The two approaches should not be seen as separate but rather as complementary.
12
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
13
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
2.6.1 MEANING:
2.6.2 FORM:
2.6.3 USE:
14
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
objective; because listeners know generally that postmen deliver the mail and that
this decision was made by a nameless government or postal official; and because
the what is crucial to communicate is the fact that there will be no postal delivery on
the specified day for the foreseeable future.
For example: Good morning! is a greeting we use with friends, family, our boss, etc.
when we see them before noon. If we say Good morning! to a family as s/he gets up
in the afternoon (because they were out late the night before), we are being ironic
and perhaps indicating disapproval. We would probably not say this to our boss
when s/he came in late.
2.7 Integration with the teaching of Listening, Speaking, Reading and Writing
skills.
Grammar is the basis of all written and verbal communication. We cannot listen,
speak, read or write without grammar. It is always present in any form of
communication. This is how grammar is acquired in the L1 situation without being
taught. This is because they are totally immersed in the L1 environment.
However, the situation is different in the ESL and EFL context. In the ESL
and EFL context, learning of grammar does not occur by pure chance.
In the Malaysian ESL context, the KBSR states that;
15
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The principle of integration requires that the four language skills, grammar
items/sentence patterns, the sound system and vocabulary be integrated and
taught as a whole, wherever possible
There are at least three ways in which grammar can be integrated with the other
language skills like, listening, speaking, reading and writing;
i. by a systematized mapping of the grammar syllabus within a thematically
conceived series of units. How this is done is explained in detail below.
ii. by a unit-by-unit mapping of grammar. In this system, mapping of grammar
that comes after the texts and situations for the four language skills have been
determined. The grammar element is then built in to support the skills-based
activities. The activities in turn, provide the grammar lesson with models from
which to derive grammar rules. This way of working out the grammar makes
grammar-learning appear more interesting to the students as the need for
grammar arises out of the immediate context.
iii. through the specific ways in which grammar supports and is supported by
each language skill.
There are several issues pertaining to the teaching of grammar in the primary
classroom. Among them are:
There is an issue on whether to teach or not to teach grammar and if so, how to
teach it. The issue on whether to teach or not to teach grammar depends on
various variables (Brown, 2007) such as:
16
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
age
proficiency level
educational background
language skills
style (register)
need and goals
The issue here is whether learners benefit from an inductive approach where
various language forms are practiced but in which the learners are left to discover or
induce rules and generalizations on their own? Or is it better if rule/generalization
are given by the teacher or textbook and then allowed to practice arious instances
of language to which the rule applies?
Sometimes a deductive approach, an inductive approach or even a blend
between the two is effective. In practice, the distinction is not always apparent.
Many of the students errors in speech and writing performance are grammatical.
Research evidence shows that overt grammatical correction by teachers in the
classroom is seldom seen of any consequence in improving learners language.
17
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
However, there are evidence showing that various other forms of attention to and
treatment of grammatical errors have an impact on learners.
In speaking we have to adhere to the principles of maintaining communicative
flow, of maximizing student self-correction and of sensitively considering the
affective and linguistic place the learner is in. However, in the process writing
approach, overt attention to local grammatical and rhetorical errors is normally
delayed until learners have completed one or two drafts of a paper. Nevertheless,
global errors has to be treated earlier in the process. Studies have shown that
certain attention to errors make a difference in final written products ( Brown, 2007).
18
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
3.0 SYNOPSIS
Curriculum
Specifications
Objectives
Activities
19
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
CONTENT
3.0 The Ministry of Education has set out the Curriculum Specifications (Huraian
Sukatan Pelajaran) for each year of KSSR/KBSR. The document specifies what is
to be taught from Year 1 to Year 6. It comprises the four language skills of listening,
speaking, reading and writing as well as the language contents. The language
contents are the sound system, grammar and vocabulary.
Curriculum specifications for the English language syllabus have been prepared as
separate documents for each year of the primary school and these are known as
Huraian Sukatan Pelajaran. Each document serves as a guide to teachers with
regard to the skills to be acquired by learners, the content or topic that is to be dealt
with, and the vocabulary and grammar items that pupils must know in order for them
to use the language.
Grammar forms part of the language contents in the Curriculum Specifications
for Malaysian Primary Schools. Grammar items and sentence patterns have been
selected from the list provided in the English Language syllabus to help pupils
master the structures of English. Two sections of the KBSR English Syllabus deal
with grammar. One section categorizes grammar under specific grammar labels and
provides sentence patterns to be covered under each label. In the other section,
sentence patterns are placed under functions and topics.
Grammar is taught every year under the KBSR syllabus. However, with the
KSSR syllabus, it is only introduced from Year 3 onwards.
3.2 OBJECTIVES
The syllabus sets out the objectives to be met in the teaching of grammar.
The KBSR syllabus sets out its objectives as:
By the end of Year 6, pupils should be able to:
- use correct and appropriate rules of grammar in speech and writing.
20
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Two sections have been listed to assist teachers. For example, the Curriculum
Specifications document for Year 5 has been divided into section 5.0 (a) and 5.0 (b).
In section (a), grammar items to be taught have been specified under the
different grammar categories. To illustrate what is meant by each category and at the
same time to specify the scope and depth of the items to be taught examples are
given. Words underlined highlight significant points of grammar.
In section (b), suggested sentence patterns for teaching are given. These
sentence patterns are set out under some functions and/or areas of interest. In
teaching these patterns, it is important that teachers teach them in context and in a
meaningful way.
Teachers are advised to limit the number of structures used in any one lesson to
ensure that learners master the structures well. Teaching too many structures may
not be advisable for weak learners as these may only serve to confuse them.
3.3.1 KSSR
Primary (exit after Year 6)
The English Language Curriculum for Primary Schools aims to equip pupils with
basic language skills to enable them to communicate effectively in a variety of
contexts thats appropriate to the pupils level of development.
3.3.2 KBSR
Primary (exit after Year 6)
The English language syllabus for primary school aims to equip pupils with skills and
provide a basic understanding of the English language so that they are able to
communicate, both orally and in writing, in and out of school.
Reflection
21
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
3.4 ACTIVITIES
In this section, we move to practicalities and consider how teachers may
actually go about helping young learners develop their grammatical knowledge in the
foreign language. We begin with seeing how common activities in the young learner
classroom can offer opportunities for grammar learning. We will also look at take
noticing, structuring and proceduralising, and some examples of activities.
Keep in mind that grammar items taught and learnt must be applied both to oral work
and writing exercises.
22
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
the scissors
give out the books
the paper
The range of verbs to use with the nouns can be gradually increased:
give out the scissors
collect the books
tidy the paper
23
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
24
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The teacher can then recap the routine events by pointing to the calendar and saying
the key pattern phrases on their own: On Tuesdays, I visit my grandmother etc. To
help input processing, pupils may be given a blank calendar and be asked to
complete Crocs regular routine from listening, making a distinction between routine
events, On Mondays, I catch fish and, non-routine events On Sunday, Im going to
teach Squirrel to swim.
Reflection
25
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
cinema, go shopping. In finding out when they are both free, they should be
encouraged to use the language form being practiced, e.g. Shall we meet on Friday?
No, sorry. On Fridays, I go to the library.
Alternatively, the teacher may use single words or pictures as prompts for pupils to
produce a sentence:
T: Cinema.
PS: Lets go to the cinema.
T: Football.
PS: Lets play football.
(Doff 1988)
In each case, the pupils are doing grammatical work in their minds to produce their
line in the drill, and this may help structuring.
26
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Reflection
a. Dictogloss
The basic idea of dictogloss is that the teacher reads out a text several times, the
pupils listen and make notes between readings, and then reconstruct the text in pairs
or small groups, aiming to be as close as possible to the original and as accurate as
possible. During the collaborative reconstruction, learners will talk to each other
about the language, as well as the content, drawing on making their internal
grammatical knowledge. Through this talk, a pupil may learn from another about
some aspect of grammar.
Summary
The teacher can probably best help to develop childrens grammar in the foreign
language, not by teaching grammar directly, but by being sensitive to opportunities
for grammar learning that arise in the classroom. A grammar-sensitive teacher will
see that language patterns that occur in tasks, stories, songs, rhymes and classroom
talk, and will have a range of techniques to bring these patterns to the childrens
notice, and to organise meaningful practice. To do this well requires considerable
knowledge and teaching skills.
27
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
4.0 SYNOPSIS
Topic 4 provides you with some techniques for teaching grammar and discusses
how the different teaching techniques can be used to encourage the teaching of
grammar.
28
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
CONTENT
4.3 INTRODUCTION
For a good grammar teaching, teachers have to make the lesson meaningful and
interesting in which pupils need to be surrounded by and participate in meaningful
discourse in their ESL classroom. Teachers should take the language learning
forwards and bring in grammatical features of stories, dialogues, songs, etc. to the
attention of their pupils in order to attract the pupils attention.
On the other hand, the teachers lack of ability to apply the appropriate
techniques and plan suitable activities for the pupils can often destroy the pupils
motivation in learning grammar. Thus, according to Chitravelu (2005), there are
several features that a teacher has to consider when planning suitable techniques in
his/her grammar classes.
Reflection
Do you agree with the above features of activities that support grammar
learning?
Consider your own grammar lessons in justifying your reasons.
29
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
In this section, we move to practicalities and consider six techniques how teachers
may actually go about helping pupils develop their grammatical knowledge.
(a) Songs
Songs is a very good tool to motivate the pupils' learning process, it works
also as a break for the routine.
Songs could be an essential part of English teaching. It makes the pupils
more sensitive to the sounds and the classes becomes more interesting and
powerful. Be careful with your students level.
You should choose a song according to their level and try to see if the song is
suitable for them. There are lots of songs which are unsuitable for the
language teaching, these songs have a bad pronunciation or better the words
are pronounced wrongly.
30
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
- Action songs
- Teaching structure songs
- Telling stories songs
- Pop Songs
31
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
(v) Discussion:
Certain songs lend themselves to discussions and you can use the song as a
nice lead in to the topic and a way to pre-teach some of the vocabulary. For
example: Where is the love? by the Black Eyed Peas to lead in to a
discussion about war.
(vi) Translation:
Although some teachers oppose all use of the mother tongue in the language
classroom, some pupils really enjoy translating lyrics into their own language.
If you do ask your pupils to do this ensure the lyrics are worth translating!
(b) Chants
Grammar chants can be a lot of fun to use in classes. They are especially
effective when used to help pupils learn problematic forms. Grammar chants
use repetition to engage the right side of the brain's 'musical' intelligence. The
use of multiple intelligences can go a long way to helping pupils speak English
'automatically'.
Using a chant is pretty straight-forward. The teacher (or leader) stands up in
front of the class and 'chants' the lines. It's important to be as rhythmical as
possible because these rhythms help the brain during its learning process.
Remember that through the use of repetition and having fun together (be as
crazy as you like) pupils will improve their 'automatic' use of the language.
32
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Teacher/Leader: At, on
Class/Group: At, on
Teacher/Leader: at - with time
Class/Group: at - with time
Teacher/Leader: on - with days
Class/Group: on - with days
Teacher/Leader: We eat at eight.
Class/Group: We eat at eight.
Teacher/Leader: We meet on Mondays.
Class/Group: We meet on Mondays.
Teacher/Leader: She leaves at five.
Class/Group: She leaves at five.
Teacher/Leader: They play on Saturdays.
Class/Group: They play on Saturdays.
Teacher/Leader: At, on
Class/Group: At, on
Teacher/Leader: at - with time
Class/Group: at - with time
Teacher/Leader: on - with days
Class/Group: on - with days
(Source: www.chants.net.com )
Reflection
What do you think are the challenges of using songs and chants in
classroom?
4.4.2 STORIES
Using ESL stories for teaching English is a very good way of helping students
learn language more deeply and naturally. Just as salespeople and politicians
attract people to their products and ideas using stories - if they are wise - so too,
can English teachers attract students, particularly young learners, by using
stories.
Stories are motivating and fun; they create a deep interest and a desire to
continue learning. Listening to stories is a shared social experience; it provokes a
33
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Below are some activities and approaches to using ESL stories in the classroom.
(Source: http://www.tesolzone.com/esl-stories.html)
34
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
They then fold back their paper, so the answer they have written is folded
away from the page and not visible when the paper is flat on the desk. All
pupils then pass their paper to the pupil on the left. They all then write the
answer to the second question, fold the paper again, then pass to the next
pupil on the left, and so on, until all the questions have been answered. The
pupils can then unfold the papers, correct where possible, and then read
aloud the slightly crazy stories to the class.
(iii) Retelling Stories
a) Another way of using stories which requires minimal preparation, yet is a
very powerful learning tool, is to have the pupils retell stories. The best
stories to begin with are interesting anecdotes from your life, or interesting
or unusual news stories. Once this activity is familiar, the pupils can then
contribute with their own stories. This activity works well as a warmer and
as practice or review of the simple past tense.
b) Choose a short story that can be told in several sentences. Write a title on
the board as an introduction. Then write the appropriate verb (in the
present tense) for each sentence of the story. Do not write out the story.
Adding pictures helps, as long as the pictures can be drawn in a few
seconds. Then tell the story, sentence by sentence, pointing to the verbs
and eliciting the correct past tense from the students. The pupils then retell
the story. This can be done by asking individual pupils to retell separate
parts. The pupils can also retell the story to each other in pairs. When the
pupils are familiar with this method of using stories, have some of them
prepare a short story for homework. They can retell it to the other pupils
the following class.
35
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
In the selection of a poem, the teacher should first consider the grammatical
structure to be presented, practiced, or reviewed, then the level and the age of the
students, next the theme and the length of the poem and its appropriateness to the
classroom objectives. Poems, which reflect cultural themes, universal features,
humanistic values, or emotional aspects, will be more relevant to the foreign
language learners. Finally, through taking the classroom objectives into
consideration, a teacher should effectively benefit from poems as teaching aids.
If a poem that exemplifies a particular structure is also a good poem, it engages the
eye, the ear and the tongue simultaneously while also stimulating and moving us;
this polymorphic effect makes poetry easier to memorize than other things for many
students. Some of its potential is illustrated as the followings:
36
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The following poem is about hippos. Use the structure of this poem and
write a poem of your own about anything, e.g. people, trees, shoes.
Hippos
Hippos swim.
Hippos snort.
Hippo legs
are rather short.
Hippos ears
are pink and tiny.
Hippo hide
is very shiny.
Hippo tails
are stout and stubby.
Hippo hips
are kind of chubby.
Hippos stay
rather quiet.
Hippos never
like to diet.
(Source: http://www.charlesghigna.com/poems.html)
37
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Chivvy
Grown-ups say things like:
Speak up
Don't talk with your mouth full
Don't stare
Don't point
Don't pick your nose
Sit up
Say please
Less noise
Shut the door behind you
Don't drag your feet
Haven't you got a hankie?
Take your hands out of your pockets
38
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Take a grape and eat it slowly. Then read this poem. Then eat a
mango and write a poem like this about it.
squash, squish
crunch
chew, chew
trickle
twang, bang
spit
swallow
choose
squash, squish
crunch
chew, chew
trickle
twang, bang
spit
swallow
choke
cough, cough
Anonymous
4.4.4 GAMES
Teaching Grammar through games is another way to help pupils not only
gain knowledge but be able to apply and use that learning in an interesting
way.
According to Arif Saricoban and Esen Metin, authors of "Songs, Verse and
Games for Teaching Grammar" , they say that
1. Games and problem-solving activities...have a purpose beyond the
production of correct speech, and are examples of the most preferable
communicative activities.
2. Grammar games help children not only gain knowledge but be able to
apply and use that learning.
39
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
In short, we can conclude that there are many advantages of using games in
the classroom (Lee, 1995):
1. Games are a welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to
make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing,
listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'
40
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Therefore, it is agreed that even if games resulted only in noise and entertained
students, they are still worth paying attention to and implementing in the classroom
since they motivate learners, promote communicative competence, and generate
fluency.'
41
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
1. ORGANIZATION
Figure out how to organize your class i.e. the time spent.
For the younger students you'll want to change your activities every five to ten
minutes because they have shorter attention spans. If you don't change your
activities, they'll soon start losing interest.
As you get towards the higher elementary grades, you can expand the time
you spend per activity.
Additionally, try to have everything ready to go before the students enter the
classroom. That way you can go from activity to activity with minimal
downtime. This is essential as you can lose control of the class if you do not
keep them occupied.
2. EXPECTATIONS
If you notice that your class is getting noisy or rambunctious, it's time to
change activities. Pupils of this age like to be active; in order to balance out
the energy levels in the classroom, alternate between active activities and
quiet activities.
3. VARIATION
You want to make sure your activities appeal to all sorts learning styles, so
even when you are using games to teach grammar you'll want to vary the
types of things you expect your students to do.
For Level One pupils, stick to games that use talking, listening, looking and
moving. For Level Two pupils, you can continue to use games that use
talking, listening, looking and moving and add in some games that use writing
and reading.
4. RESPECT
To make games work for you and your class, be sure to operate your class
with the utmost respect - both to and from students. This includes teaching
42
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
your students from the very start that you expect respect at all times. This
includes giving encouragement and following the rules.
5. ROUTINE
Establishing a routine will help the class go smoothly. If pupils know what to
expect next, they will be more able to participate in what's going on now.
Set up a schedule for the type of activities you'll be doing at any given time
throughout the class whether it is a game, story or song or whatever you want
to do. Then, when you are planning your class, plug in the appropriate
activities to each section of time.
You should also leave a little time at the end of the class period to allow the
pupils to clean up and gather their things as well as time for you to recap the
class, praise the pupils and tell them good-bye.
EXAMPLES OF GAMES
By incorporating games into your lesson plan, your students will not only stop
dreading grammar lessons, but theyll actually look forward to them.
CONCLUSION
Using games to teach grammar can be both fun and rewarding for you and your
pupils. Just remember to keep them engaged and make sure that your games are
43
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
truly teaching the skill at hand and you'll soon have a class full of pupils who get
excited about learning grammar!
4.4.5 PUPPETS
What is a puppet?
- A puppet is an inanimate figure moved by a puppeteer to convey emotion,
character and story.
Sock puppet: they are particularly simple type of hand puppet made from a
sock and they operated by inserting ones hand inside the sock. One then
moves his hand up and down to give the impersonation of speaking.
44
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
operates its head and mouth, while the other puppeteer wears gloves and
special sleeves attached to the puppet in order to become the puppets arms,
so that the puppet can perform arbitrary hand gestures. This is a form of glove
or hand puppetry and rod puppetry.
Teachers use puppets for the same reason a fisherman puts bait on his hook;
to catch the attention of children. Children love puppets. Puppets are much
more than a cute toy. Puppets are powerful communication tools. Puppets
are tools you should add to your tool box along with the paper and pencils.
use a puppet (or a set of puppets) to act out various grammar concepts. This
can be especially useful for learning verb tenses and prepositions for
instance.
45
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
(b) Plays
Apart from memorization, widely used in the audio-lingual era, dialogues can
be exploited for plays through which students can practice language more
freely.
Larsen-Freeman (2000) has pointed out, plays give pupils the chance of
interacting and practicing communication acts in different contexts and
because of this, they are of primary importance in language teaching.
The play scripts encourage students to read aloud, swap roles, repeat and
understand grammar in context, and make the sentences come alive.
Pupils in pairs or small groups can also be given the task of writing a play
script.
After they have learned rules and done some practice, they can undertake the
work of creating a play using the newly learned structure.
Some points to keep in mind when writing or adapting dialogues for pupils to
practice
Use natural language as much as possible (include exclamations and
expressions where appropriate; avoid a strict question-answer-question
sequence).
Keep the dialogue short enough so that students can easily remember it.
Apply current sociolinguistic norms. For example, an informal introduction is
Hi, nice to meet you, rather than How do you do?
Depict situations in the dialogue that are relevant and useful to the learner.
46
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
47
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Topic 5 exposes you the various types of English Language Teaching (ELT)
activities and resources for the teaching of grammar. Activities and resources are
very important to English language teachers. If selected and used effectively, they
can help our pupils to understand what we are teaching them more easily. In this
topic, you will be exposed to the various types of activities and resources for
teaching grammar. Then we will look at how to select suitable activities and finally
how to exploit the resources so that teaching and learning will be more enjoyable
and effective.
48
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
5.3 ACTIVITIES
49
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
b) Be purposeful
Good learning activities should make pupils utilize the language, provide them
challenge and grab their attention and interest. This is because the pupils
learn better if the lesson or activities require personal and emotional
involvement.
50
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
f) Provide variety
To keep pupils attention, teachers need to have a variety of activity types in
the teaching of grammar. Children, especially the lower primary level, have
short attention span.
Classroom activities need to reflect the grammar point that is being introduced or
reviewed. By contrast, when a course curriculum follows a topic sequence, grammar
points can be addressed as they come up. In both cases, teachers can use the
Larsen-Freeman pie chart (below) as a guide for developing activities.
51
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
TYPES OF ACTIVITIES
Activities that are commonly carried out in grammar lessons are:
a) Drills
A drill is a type of highly controlled oral practice in which the students respond
to a given cue. The response varies according to the type of drill.
Drills are used usually at the controlled practice stage of language learning so
that students have the opportunity to accurately try out what they have
learned.
Drills help students to develop quick, automatic responses using a specific
formulaic expression or structure, such as a tag ending, verb form, or
transformation.
There are six common forms of drills:
Type of Drill Example Cue words
1 Simple repetition T: Rizal calls Mat.
S: Rizal calls Mat.
2 Simple substitution T: Rizal calls Mat. Govind
S: Rizal calls Govind.
3 Multiple substitution T: Rizal calls Mat. George Uma
S: George calls Uma..
4 Simple correlation T: Rizal calls Mat. Janet and Aini
S: Janet and Aini call Mat.
5 Multiple correlations T: Rizal hurt himself. We
S: We hurt ourselves.
6 Transformation T: Rizal calls Mat. Question
S: Does Rizal call Mat?
Drills can be made interesting by changing the tone, loudness etc. with each
item is said.
Mode of drilling also can be changed from individual drill to chorus drill.
For more ideas on drills, see Stevick (1987).
52
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
b) Substitution tables
Substitution tables are usually used by teachers to practise more than one
form. For example the table below is constructed to practise two question forms.
c) Jazz Chants
Another way in which drills can be made more engaging is through jazz
chants. This technique involves using an element of rhythm. Jazz chants is simply a
way of learning to speak and understand with special attention to the sound system
of the language (Carolyn Graham, 1978). An example of a jazz chants:
I saw a lion
I saw a lion They saw a buffalo too
What did you see? Nobody saw a rhino.
Nobody saw a rhino.
I saw a lion
So did we Where are all the rhinos?
Where did they go?
She saw a hippo Where are all the rhinos?
He saw an elephant I dont know.
(Source: http://jazzchants.net/some-favorites/84-jazz-baby-in-africa)
For more examples and information on grammar activities see Chitravelu et al.
pp213-228
53
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
For English language teachers choosing resources for teaching is easy as we live in
a world of teaching resources. Resources can come from the internet, the
newspaper, the school itself, the environment and our own homes. These massive
choice of resources can be obtained and modified for classroom teaching. Although
getting resources seems easy, as English language teachers, we do need to get
some information about teaching resources because
it will help us make decisions about how many areas of content we can
realistically address within the time frame of our teaching.
It will help us make decisions about the kinds of materials we choose or
develop.
Well, can you think of some other materials or resources that you can use in
your grammar lessons?
54
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Can you recall your own learning experience when you were in school? How did it
feel to attend a class which was carried out without any teaching aid? Of course, the
lesson would be dull and bored if you were asked to just sit and listen for a long
period of time. This is where the teaching aids play a role. They contribute to the
learning process in the following ways:
source of motivation
making learning interesting
decrease the anxiety of learner
concrete base for abstract learning
develop confidence (individually, group work)
develop creativity
flexible and friendly environment
provides students an approach towards learning
capture the attention and involve the students in learning situation
5.4.3 PRINCIPLES OF MATERIAL SELECTION
55
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
(f) Practicality
The criterion of practicality should be very much the concern of the teachers
when selecting the materials. They need to consider whether the learners
have ample time to complete the materials.
(a) Flashcards
Flashcards are easy to make as all you need to do is to stick a picture
or word (or phrase), or both, on a piece of manila card.
Pictures can be drawn or taken from magazines or internet.
Can be used for revision or remedial work.
Make sure the cards are big enough to be seen by the whole class.
Sample of flashcards to teach prepositions:
57
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Content: above, across from, behind, below, between, in, in front of, into, near,
next to, on, out of, over, under
(Source: http://www.eslflashcards.com)
(b) Exploiting materials from the newspapers
The newspaper is a wonderful resource for teaching. It contains a variety of
both pictorial and non-pictorial texts that teachers can use in lessons.
Teachers can utilise the pictures, articles, advertisements, comic strips, TV
programmes etc. These materials can be used to generate many classroom
activities for all levels of proficiency.
In addition, the newspaper is also cheap, easily available and it exposes
learners to real-life language.
Here are some examples of activities:
58
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The internet is another good resource for teaching. There are many
educational websites, pictures, exercises, stories, poems, ideas an other
kinds of materials that you can use for your grammar lessons. Multimedia
presentations can also be downloaded and shown during lessons to make
learning and understanding easier. Besides, the animation, colour and hi-tech
presentations often motivate and capture students attention.
Teachers can either download the materials and print them for the students or
allow them to access the internet to do the exercises. However, the availability
of computer and internet facilities, the constraints of time and computer skills
of the students will play a very important role in ensuring the smooth flow of
the lesson.
59
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Here are some useful websites for teachers to obtain interesting materials for
lessons.
Website Description
http://www.eslcafe.com Ideas for teaching & learning ESL,
games, exercises
http://www.englishclub,com Games, quizzes, exercises, worksheet
generator
http://www.englishlearner.com Resources for teaching, interactive
tests & exercises
http://www.longman.com Resources for teaching English
http://www.english-to-go.com Lesson plans, interactive activities,
resources
Activities and materials that are appropriate for a particular class need to have an
underlying instructional philosophy, approach, method and technique which suit the
students and their needs. They should have correct, natural, current and standard
English. Teachers need to choose appropriate activities and look for good materials,
both commercial and non-commercial, all the time to ensure teaching and learning
take place effectively.
60
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
6.0 SYNOPSIS
Topic 6 provides input on how to assess grammar. We are going to look at how to
test the students knowledge of grammar. We will also look at a number of types of
test items.
Types of
Tests
Rules of
writing tests
Developing
test items
61
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
CONTENT
3.0 You have taught the grammar. You have practised it. You have corrected it.
But how do you know if the process has worked? How do you test it?
62
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The problem is that if students get this item wrong, you dont know if it is because
they dont know about Picasso or because they dont know the word painter (or
artist).
TEST ITEMS
Grammar is typically tested by means of what are called discrete-item tests. That
is, individual components of the learners knowledge (for example, irregular past
tense verb forms such as went, saw, did etc.) are tested using tasks such as gap-
fills:
63
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Let us now look at a number of items that test a students knowledge of grammar.
We will start by looking at more discrete items and end by looking at testing
techniques that are slightly more integrative.
Multiple choice items like this have the great advantage of being easy to
mark. But it is difficult to write distractors (the three wrong answers), which arent
either absurd or possible as well as the correct answer. Special care should be
taken to make sure that there is only one correct answer.
Multiple choice items like this test students recognition of grammatical items.
They are not tests of the students productive ability.
(ii) Fill-ins
Fill-ins are those items where students have to fill a blank with a word or
words. In the traditional fill-in, students often see five or more separate sentences
and have to fill in a word for each. However, a more meaningful test would be to give
the pupils a passage with some selected words removed. For example:
64
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Look at Jennys postcard to Joanne. There are some missing words. Write
one word for each space.
Dear Joanne,
Rome ____ a beautiful city! The people ____ very nice. Susan ______ not like
the city very much, but ____ likes the meals. (She loves shaghetti!) Susan has
two friends in Rome ____ Parlo and Kurt. ____ live ____ the north-west of
Rome. Kurt is an artist. _____ pictures are very good. Parlo is Italian and Kurt is
German. He is ____ Hamburg. I ____ speak Italian or German, but Parlo and
Kurt can speak English very well.
In this example the students have to understand the whole text at the same time and
then write the words in the spaces. This is a good test of students comprehension
as well as of their knowledge of individual grammatical items (such as personal
pronouns, prepositions, and the verb to be, etc).
Fill-in items are easy to write, although it is sometimes difficult to ensure that
students can put in only one answer! It is possible for students to to come up with
more than one word to put in the blank which could be correct.
65
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Students who complete this task successfully show that they have a lot of
grammatical knowledge and that they are able to use the right vocabulary and
grammar to complete the task. Obviously the writers of this test do not have only one
correct answer in mind, but deciding what to accept makes the test markers task
quite complex.
(v) Transformations
A test of the students knowledge of syntax and structure is sentence
transformation. Here students have to rewrite sentences so that they have the same
meaning but different grammatical structures. For example:
Complete the sentences so that they mean the same as the original sentence.
Start with the words given.
1. John is taller than Mary.
Mary isnt ________________________________________________.
2. I havent seen her for years, he said.
He said that _____________________________________________.
3. I wont come unless you ring.
Ill come ________________________________________________.
Once again, students should have practised transforming sentences before they
come across this exercise. But the ability to transform sentences correctly certainly
66
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
implies quite a lot grammatical knowledge although it may take a certain kind of
intelligence to be very good at it.
Is
There
Are
Summary
In this chapter we have looked at a number of exercises which test grammar,
together with some rules or hints about test design. We have looked at the need for
test exercises which encourages the students written production as well as terms
which concentrate as accuracy.
67
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
TASKS:
1. Write some multiple choice items to test the students knowledge of the
difference between simple and continuous verb.
2. Write a five item sentence-completion exercise for a final test at upper primary
level. Try to make all the items refer to the same context.
3. Choose a specific language point and write a fill-in exercise to practise it.
4. Write a short test for beginner students to use as a parallel writing activity.
5. Decide which type of written practice you prefer and say why.
68
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
7.0 SYNOPSIS
Topic 7 exposes you the various types of enrichment and remedial grammar
activities.
69
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Enrichment has been defined in a number of ways. One such is that of Teare (1997),
who described it as
A higher quality of work than the norm for the age group
Work covered in more depth
A broadening of the learning experience
Promoting a higher level of thinking
The inclusion of additional subject areas and/or activities
The use of supplementary materials beyond the normal range of resources.
70
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
There is now a copious amount of material available in books and online to support
many kinds of enrichment activity, both in and out of the classroom. The common
ground will be that the activities should include:
Challenge
Enjoyment
exposure to new knowledge and ideas
thinking in different or unusual ways
risk taking.
In class
In the course of a literacy or an ICT lesson, where students are working on a
news story, the teacher can email certain students with a controversial
newsflash to which they have to respond quickly with an article, mimicking the
pressures of a busy newsroom.
Enrichment offers able pupils a chance to enhance their metacognitive skills,
i.e. to become aware of, and discuss, their own learning. They can, for
example, keep logs in which they reflect upon their learning, and create
questionnaires and surveys to evaluate the learning experiences of their
fellow students.
Able pupils can be helped to develop the ability to assess the complexity of a
task and complete it in a prescribed time. Real time simulations offer an
enjoyable challenge and a sense of fulfilment.
Challenge Boxes containing enjoyable and demanding activities can be kept
in every classroom for students to use when they have finished their work.
The challenges can be developed for different subjects and topics and can be
exchanged between teachers to provide a continuing supply of activities.
71
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
72
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
A. Identification:
a) Through academic achievement:
i) Class interaction: An under-achiever will give wrong answers frequently to
the questions asked. He will appear to be confused. He may probably not
respond to the questions asked in the class at all.
ii) Home assignment: An under-achiever will not do the homework. If
pressurised to complete the work, he may resort to copying, which may be
easily detected.
iii) Unit tests and term tests: He will show poor performance consistently in
tests. He will either not attempt the question(s) at all or, will do cuttings and
overwriting. He may even try to copy the solution to the problems from his
peers.
73
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
iii) Fiddle with notebooks instead of studying: He will be found to fiddle with
notebooks and books instead of studying.
Once the under-achiever has been identified, the next step is the diagnosis of
deficiencies.
B. Diagnosis of deficiencies:
a) Learning of concepts: His concept(s) related to a particular topic or formula is
not clear.
b) Application of knowledge: He may not be able to apply the learned knowledge
in different situations.
Once, the deficiency has been diagnosed, let us explore the possible causes for the
same.
C. Causes:
a) Memory: Individual capacity of memorising facts and figures.
b) Understanding: Lack of comprehension-he does not follow what he reads.
c) Presentation: Finds difficulty in expressing views-vocabulary is not sufficient.
d) Knowledge Gap: Incomplete coverage units in the previous class-long absence.
e) Parental background: Socio-economic status; education
f) Parental attitude: Indifference of parents towards studies; over-expectation.
g) School Based: Lack of suitable equipment and environment in school-
over-crowded class.
h) Medium of instruction: Language problem.
i) Physical factors: Poor eyesight; poor audibility; illness and other problems.
j) Individual factors: Good in oral tests but does not prepare notes and does not
do home work regularly; not sincere in studies; very anxious but is unable to
concentrate on studies; lacks self confidence; inferiority feeling; fear of failure;
wants company of students who avoid classes; emotional instability.
k) Teacher based: Lack of confidence in teacher; lack of time at teachers
disposal; faulty method of teaching; does not encourage student participation in
class; inadequate home assignments and problems for practice; improper way of
correction of homework and of guidance to students at appropriate time and
74
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The causes having known let us now discuss about the possible cures and
remedies.
By reviewing and focusing on the basics, students become better prepared to keep
up with advanced classes. Remedial courses can also teach students better study
and learning habits, to help them succeed where they might have otherwise found
difficulty. Specifically for grammar teaching, most remedial classes stress basic
concepts that must be understood before complicated ideas can be applied. In
remedial language classes, for example, teachers might stress grammar, spelling,
and vocabulary.
75
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
The followings are some examples of exercises or activities that teachers can use in
their classrooms.
Find the conjunction in the sentence. Circle the conjunction and underline the words
that it joins.
(Source: http://www.teach-nology.com/worksheets/language_arts/creative/per1.html)
76
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
(Source: http://www.teach-nology.com/worksheets/language_arts/creative/per1.html)
77
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
8.0 SYNOPSIS
Topic 8 provides you with some basic information on lesson planning It gives you
some practice in planning the lesson plan via some discussion with peers and
lecturer. It will enable you to focus on the factors to consider in lesson planning, to
analyze and comment on the different stages of a lesson, to select appropriate
activities and resources in line with the syllabus and with the correct objectives in
your lesson plan. In addition lesson planning will help you identify the strengths and
weakness of planning and enable you to improve on it before your micro-teaching
LESSON PLANNING
1.IN CONTEXT
2. IN ISOLATION
PLANNING
AND ACTIVITIES RESOURCES
DRAFTING
78
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
79
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
80
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Subject :..
Class:.. Level: Enrolment:
Date: Time:.
Teaching Context:.
Topic:.
Specifications:
Decide the level at which your pupils are/ include integration of language skills
Vary the demands and support factor of the task.
Learning Outcomes: By the end of this lesson, pupils in their respective levels
should be able to:
Do what? What of What? How? How many?
Are they behavioural? Measurable ? Tangible ?
Thinking skills:
Previous knowledge: Pupils have learnt ./ have been taught../ are
familiar with..
Moral values :
Teaching materials :
Presentation:
Step 1: Focus on what the
(+/- mins) Pupils will do
81
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Step 2:
(+/- mins)
Practice :
(+/- mins)
Production /
Evaluation
(+/- mins)
Closure:
(+/-mins)
Lecturers comments:
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
82
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
83
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
84
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
85
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
86
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
87
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Lecturers comments:
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------
88
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Chart
89
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
90
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
8.8 List of Actions words that can used in constructing and generating SPECIFIC
LEARNING OUTCOMES in the lesson plan.
91
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
9.0 SYNOPSIS
IMPLEMENTATION
Implementation:
9.3.1. Planning and discussion
Refer to session 8 on factors to bear in mind when planning a lesson.
Plan and discuss in pairs or small groups but write out your own lesson plan which
need to be handed in for grading. Consult your lecturer if you need help in planning.
92
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Plan well. Be well prepared and implement your plan into action.
Task / Groupwork:
Discuss the strengths and weakness of your group members with the
feedback given by the lecturer and ways to solve the problems or conflicts
faced in the class during the micro-teaching.
9.6 Reflection:
Writing of reflection based on:
- Process
- Actual teaching
- Strengths
- Weakness
93
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
- Learning points
Plan your visits to the library and do some research on the topics.
Further reading:
Harmer (4 th Edition) : The Practice of English Language Teaching
Pp 364 379.
Evaluation Form
Name marks
BIBLIOGRAPHY
94
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM