06 Kssr Year Four Grammar

8/13/2019 06 Kssr Year Four Grammar

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WALKING

THROUGH THE

CURRICULUM

GRAMMAR



CONTENT & LEARNING STANDARDS

CONTENT STANDARDS 5.1 By the end of the 6-

year primary schooling,

pupils will be able to use

different word classes

correctly and

appropriately.

LEARNING STANDARDS 5.1.1 Able to use nouns correctly and appropriately:

(a) common nouns

(b) singular nouns

(c) plural nouns

(d) countable nouns

(e) uncountable nouns 5.1.2 Able to use pronouns correctly and appropriately:

(a) possessive

(b) interrogative

5.1.3 Able to use verbs correctly and appropriately: (a) irregular verbs

(b) verbs that do not change form (c) present continuous tense

(d) past continuous tense 5.1.4 Able to use conjunctions correctly and appropriately:

(a) because

(b) so

5.1.5 Able to use prepositions correctly and appropriately: (a) above

(b) below

(c) beside (d) next to (e) between

(f ) near



CONTENT & LEARNING STANDARDS

CONTENT STANDARDS 5.1 By the end of the 6-

year primary schooling,

pupils will be able to

use different word classes correctly

and appropriately.

5.1.6 Able to use adjectives correctly and appropriately: (a) comparative

(b) superlative 5.1.7 Able to use articles correctly and appropriately:

(a) the

(b) zero article (-) 5.1.8 Able to use adverbs correctly and appropriately:

(a) manner

(b) time

(c) place

5.2 By the end of the 6

– year primary

schooling, pupils

will be able to

construct various sentence types

correctly.

5.2.1 Able to construct interrogative sentences correctly.



Issues and Challenges in Teaching

Grammar To Young Pupils

1. When to move beyond the implicit teaching-learning

of language to more explicit language awareness

and analysis.

2. How to develop children’s understanding of aspects

of grammar in order for them to begin to use their

knowledge and potentially enrich and extend the

creative ways in which they are able to uselanguage.

3. Many school of thoughts regarding the teaching of

grammar . Is there a single correct way / method /

approach?



LET’S KEEP IN MIND!

For pupils to develop all four skills (reading, writing, listening

and speaking) the teaching and learning of grammar andvocabulary is necessary.

Young pupils are often not able to think in abstract terms, and are

still developing mental concepts. So, they may not be able to

analyse language through a grammatical perspective. Theteacher should avoid using grammar terms (e.g. passive verb,

subject, object) and focus instead on what grammar can do to

achieve communication.

Lesson plans should include tasks which use grammar to achieve

a goal. Provide a context for the grammar item that is taught.

Keep in mind that pupils may learn easily but forget quickly.

Recycle new grammar items frequently to help them remember.

Reference: http://www.englishonline.org.cn/en/teachers/teaching-articles/methodology/teach-grammar



Activity 1- How did I do it?

1. Ask a pupil to volunteer to leave the room.2. The pupil is asked to think of an adverb of manner.

Example: slowly, quickly, happily, sadly etc

3. The pupil comes back to the room.

4. Other pupils give him instructions. Eg: Walk around

the room. Stand up. Scratch your head etc.

5. The pupil does as he is told according to the

adverb of manner he has chosen. Eg: He

scratches his head slowly, if that was the adverb

that he had chosen earlier.6. The pupil does this action three times and the other

pupils guess the adverb of manner.



Activity 2 – Guess who am I?

1. Think of a person everyone in the class is likely toknow. This could be a famous person (such as a

celebrity), a book character, or even a pupil in the

class.

2. Provide hints about the person using adjectives.

3. Pupils take turns to try and guess who the person is

based on the clues provided.

For example:

Teacher: His eyes are brown.

Pupil 1: Is it Tom?Teacher: No, it isn’t. His hair is curly.

Pupil 2: Is it Steven?

Teacher: No, it isn’t. He carries a big, red bag.

Pupil 3: Is it Hamid?Teacher: Yes, it’s Hamid!



Activity 3 – Form Me a Sentence

1 Write down the name of a person, place, thing or idea on an

index card with a particular colored marker. For example, write

the subject "cat" in blue.

2 Look at the list of words that show action. With a different color

marker, write a verb on another index card that can make

sense with your subject.

3. Express a complete sentence by using the two words in a

noun- verb sequence aloud. Trade "noun" cards with your

friends if you like.

4 Next, write an adjective in a third colour. Include articles a, an

and the, which can be written with the same color as

adjectives.

Eg: The naughty



Activity 3

5. Now, think of an adverb and write down in a fourth colour onanother index card.

Eg: qu ickly.

6. Finally, string your final sentence together by punching a hole

at each end of your index cards and pulling yarn through the holesuntil each word is on the string. Capitalize the first letter of the first

word in your sentence.

7. Presto! You can now display your original complete sentence.

Adapted from:: How to Teach Grammar in Primary School | eHow.com

http://www.ehow.com/how_6633202_teach-grammar-primary-school.html#ixzz2Pqlfy8vZ

http://www.ehow.com/how_6633202_teach-grammar-primary-school.html












Activity 4 –Sentence Boggle

1.Get into groups of 3 or 4 and appoint a group

secretary .

2.You have three minute to make as many sentences

as possible from the words in the box.

3.Every correct sentence gets 10 marks each.

4.The group with the most marks wins.




cartoons films I or watch detective

like great often never you science fiction

watches always interesting are romantic

funny

He do sports does programmes

Likes

she How often is and boring sometimes




coo kies tea favour i te sup ermarket

enjoy often seldom I science fiction

plays always fun are exciting fun

friend do documentary movies songs

Hates he careful dangerous hot

she Why never is and boring

sometimes



Some Suggested Ways To Teach Grammar

Language Games

Songs

Grammar songs

Poems

Stories.



Using activities to teach grammar

WHY?

Provides a context for pupil’s learning.

Fun in learning

Interactive and hands-on

Help pupils to grasp grammatical concepts better.

Aid pupils to remember grammar learnt more efficiently.

Incidental learning takes place.



Conclusion

At the end of the day, our aim in teaching grammar is to

enable pupils to apply what they have learnt in their

speech and writing. Therefore, let us not make the

learning of grammar an end by itself through meaningless

drills and endless memorisation. All teaching and

learning of grammar must be done in a meaningful wayso that pupils are able to grasp grammar rules and apply

them correctly. Do not despair if your pupils find it hard to

grasp grammar or take a long time to do so. Remember

, English grammar rules can be logic defying as theEnglish language has grammar rules and an almost equal

number of exceptions to the rules!! That is why ,

sometimes, even adults find it hard to grasp grammar

perfectly! So, what more with our children!!



hank You

06 Kssr Year Four Grammar

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