6. grammar year 5 kssr english (1)

Taklimat Umum KSSR*
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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
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
National 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
National 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.
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
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!
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.
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!
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.
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!
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?
SONGS
Using songs to teach particular grammar points is a good way to teach grammar items
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 " .
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
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.
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.
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.
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
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6. grammar year 5 kssr english (1)

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