SUMMARY OF INFORMATION ON EACH COURSE STUDENT VERSION

1. Name of Teaching of Grammar in the Primary ESL Classroom

Course/Module Pengajaran Tatabahasa Bahasa Inggeris Sebagai Bahasa Kedua di Sekolah Rendah

2. Course Code TSLB3083

3. Name(s) of HAMIDAH BINTI SAMSUDIN

academic staff

4. Rationale for the This course is relevant to student teachers of English as a Second Language as it provides
inclusion of the pedagogical content knowledge for them to carry out teaching and learning activities
course/module in effectively.
the programme

5. Semester and Year Semester 2 Year 2

offered

6. Total Student
Learning Time Total Guided and Independent
Face to Face Non Face To Face
(SLT) Learning

L = Lecture
T = Tutorial L T P A L T P A
P = Practical
125
A = Assessment
30 15 2.5 30 30 17.5

7. Credit Value 3

8. Prerequisite (if any) None

9. Course Learning At the end of this course students will be able to:
Outcomes 1. Analyse the approaches and issues in teaching of grammar in the primary
(CLO) classroom. (C4, PLO3, CTPS5)
2. Design materials (including remedial and enrichment) for the teaching of grammar
in the primary ESL classroom in line with 21st Century learning. (C6, P7, PLO2,
PLO3, PLO6, CTPS5, LL1)
3. Plan a lesson including activities and methods of assessment to teach grammar in
the primary classroom based on the current Malaysian English Language syllabus
for primary schools in line with 21st Century learning. (C6, PLO3, PLO6, CTPS5,
LL1)
4. Present a grammar lesson in groups. (C6, A2, PLO4, PLO5, PLO8, CS3, TS1,
EM3)
5. Write a reflection on the implementation of a grammar lesson. (C6, A2, PLO3,
PLO6, CTPS5, LL2)

LEARNING TAXONOMIES

COGNITIVE PSYCHOMOTOR DOMAIN AFFECTIVE

DOMAIN DOMAIN

CLO

C C C C C C P P P P P P P A A A A A
1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5
1 x
2 x x
3 x
4 x x
5 x x

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10. Transferable Skills: Critical Thinking Skills (CTPS5), Communication Skills (CS3), Teamwork (TS1), Life-Long
Learning and Managing Information Skills (LL2) and Professional Ethics and Moral (EM3)

11. Teaching-learning Teaching-learning strategy:

and assessment 1. Lecture
strategy 2. Tutorial activities – group work, discussions, presentations, online tasks

Assessment strategy:

Programme Learning Outcome Teaching and Learning Types of

(PLO) Strategies Assessment

PLO2 – Practical Skills Tutorial Teaching-learning

Group work materials
Simulated Teaching
PLO3 – Critical, Scientific Tutorial Lesson plan
and Problem-solving Skills Discussion Teaching-learning
Online tasks materials
Reflection on
Simulated Teaching
Examination
PLO4 – Communication Tutorial Simulated Teaching
Skills Presentation (group)

PLO5 – Social Skills, Tutorial Simulated Teaching

teamwork and Discussion (group)
responsibility
PLO6 – Life-long learning Discussion Lesson plan
and Managing Presentation Teaching-learning
Information Skills materials
Reflection on
Simulated Teaching

PLO6 – Practise values, ethics, Discussion Presentation Simulated teaching

morality and professionalism in the (group)
teaching profession

12. Synopsis This course focuses on the introduction to the teaching of grammar, approaches and issues
in the teaching of grammar, techniques for teaching grammar, developing activities and
resources for the teaching of grammar, techniques for assessing grammar, planning grammar
lessons, and simulated teaching.

Kursus ini berfokuskan pada pengenalan pengajaran tatabahasa Bahasa Inggeris,

pendekatan dan isu dalam pengajaran tatabahasa, teknik mengajar tatabahasa,
menghasilkan aktiviti dan sumber pengajaran untuk mengajar tatabahasa, teknik mentaksir
tatabahasa, perancangan pengajaran tatabahasa dan pengajaran simulasi.

13. Mode of Delivery Lecture and tutorial

14. Assessment Coursework: 60%

Methods and Types Examination: 40%

Types of assessment Methods of assessment Percentage

Written Examination 40
Coursework: Project Lesson Plan 20
Teaching-learning Materials 20
Simulated teaching (group) 10
Reflection on Simulated 10
Teaching

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15. Content outline of the course/module and the SLT per
topic

1. Introduction to the Teaching of Grammar

• Grammar and its role in English language
teaching
• The current perspective of Teaching 2 1 2 2 7
Grammar in English Language Education
and in the Malaysian context

2. Approaches and Issues in the Teaching of Grammar

Approaches in The Teaching of Grammar
• Descriptive vs Prescriptive grammar
• Covert and overt approaches
• Grammar in isolation vs. grammar in
context 4 2 4 4 14
• Meaning, Use, Form (MUF) framework
• Integration with the teaching of Listening,
Speaking, Reading and Writing skills
Current Issues in the Teaching of Grammar

3. Techniques for the Teaching of Grammar

Teaching grammar through:
• songs and chants
• games
• stories
• nursery rhymes and poems 4 2 4 4 14
• puppetry
• role play
• skits
• drama and plays

4.Developing Activities and Resources for the Teaching

of Grammar
• Selection and Adaptation Criteria
• Designing activities and resources for the teaching
of grammar in line with 21st Century learning -
incorporating elements of HOTS, independent
learning, current contexts and needs 4 2 4 4 14
• Integrating ICT in the teaching of grammar
- using technology in lessons and social media as
a tool to enhance learning, such as edu-blog,
facebook, twitters, skype, instagram and other
current means.

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5. Enrichment and Remedial Grammar Activities
• Principles and practices in designing grammar
activities 2 1 2 2 7
• Sampling activities in context

6. Assessing Grammar
• Issues in assessing Grammar
• Assessing Grammar Strategies
-Authentic Assessment
-Mechanical Tests
2 1 2 2 7
• Dealing with Grammar Errors
-Types of grammar errors
-Attitudes to error and correction
-Responding to errors

7. Grammar in The Malaysian Primary School English

Language Curriculum
• Objectives
2 1 2 2 7
• Language content
• Activities

8. Lesson Planning for The Teaching of Grammar

Lesson planning for the teaching of:
• Grammar in isolation
• Grammar in context
• Format
• Objectives (reference to current Malaysian 4 2 4 4 14
English Language school curriculum)
• Stages
• Integration of Grammar in Teaching of
Listening, Speaking, Reading and Writing

9. Simulated Teaching
• Implementation of the lesson plan 6 3 6 6 21
• Feedback and review
• Reflection

Coursework 0.5 11.5 12

Practical

Revision 6 6

Examination 2 2

Total 30 15 2.5 30 30 17.5 125

TOTAL FACE TO FACE AND NON-FACE TO FACE Face to face Non face to face
LEARNING TIME
Lecture 30 30

Tutorial 15 30

Project
• Lesson Plan 4

• Teaching-Learning
Material 4

• Simulated Teaching
(group)
0.5 1.5
• Reflection (350
words)
2

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 Examination 2 6

Total 47.5 77.5

Total SLT 125

Credit 3

18. Main references Harmer, J. (2011). The practice of English language teaching (4th
ed.). Essex:
Pearson.

Weaver, C. (2012). Teaching of grammar in context. Portsmouth:

Boynston/Cook.

Polette, K. (2011). Teaching grammar through writing. London:

Pearson.

Additional references Fotos,S. (2005). Traditional and grammar translation methods

for second language teaching. In Hinkel, E. (Ed.)
Handbook of research in second language teaching and
learning (pp. 653-670). Mahwah, NJ: Lawrence Erlbaum
Associates.

Firsten,R. (2001). The ELT grammar book: a teacher friendly

reference guide : Fayetteville: Atlas

Firsten,R. (2007). Grammar connection, book 2: structure through

content. Boston: Heinle and Heinle

Hadfield,J. & Hadfield,C.(2008). Introduction to teaching English.

Oxford: Oxford University Press.

Thornbury, S. (2008). How to teach grammar. Essex: Pearson.

Pinter, A. (2006). Teaching young language learners. Oxford: Oxford

University Press.

19. Other additional information None

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