TEACHERS in schools - GRAMMAR activities
Grammar is not taught, as such, until year 3 (in KSSR). That doesn't mean that the children are not learning grammar - in fact they are learning it in the best way possible, the way they learnt the grammar of their first language, without really thinking about it. Having said that, although they may (or may not!) be using the grammar correctly, we need to teach them the 'metalanguage' (e.g. noun, verb etc.) and make sure that they notice what is going on in the language.
Grammar Chants
Malaysian school children do a lot of drilling! (Malaysian teachers may not realise that this does not happen so much in Western schools!)
So what is the difference between drilling, which they already do, and chanting - which I am suggesting as a good activity for practising grammar?
The nature of drilling, as I have observed it:
So how is chanting different?
During English Carnivals and competitions such as 'Smart English', children practise choral speaking of poems, as well as Action Songs. These are chosen based on a theme such as the Environment, and the students practise and practise to get their timing and movements perfect. Grammar Chants can be quickly created and practised in the classroom with a great deal of enjoyment and added value in worthwhile educational development (brain exercise) as well as learning grammar.
Is this Language Arts or Grammar?
Now that teachers are familiar with the modular format of the KSSR, they want to make sure they do the right activity on the right day.
Well, it's both, of course! The children can learn the chant as part of their Grammar day, and practise it more - especially with movement etc - on the Language Arts day.
In fact, once they have learnt a few chants, the children could start and/or finish every lesson - or at least Grammar lessons - by running through their chants as revision, or just as an energizer.
(I would love to hear from you if you try any of these how they went, any problems etc.)
So, let's look at some examples.
So what is the difference between drilling, which they already do, and chanting - which I am suggesting as a good activity for practising grammar?
The nature of drilling, as I have observed it:
- The teacher calls something and the children copy.
- Sometimes the teacher asks a question and the children answer, several times.
- The children always answer in the loudest voices possible (shouting) with minimal (if any) intonation.
- There are no actions involved.
- Children (in the back rows, especially) only appear to be answering.
- Children are fidgeting with things in their desks while drilling.
- Teacher presumes that all children have now acquired the knowledge.
- If asked individually, many of the children cannot complete the task.
- Many children are unable to correctly write words that they have drilled in 'spelling'.
So how is chanting different?
- Chants are sometimes referred to as 'jazz chants' - because they are meant to be full of rhythm and movement.
- A chant involves a language string, not single words.
- A chant involves call and response not just echoes.
- A chant is designed to engage the children, and have them thinking.
- Chants are fun, children enjoy chants.
- Children should have something to do with their hands (e.g.actions) with a chant.
- A chant should be produced with variations in volume (loudness) and intonation.
- A chant should never be shouted.
- The teacher should only lead or initiate the chants some of the time. Children or groups can also take the lead.
- Chants are quite easy to create.
During English Carnivals and competitions such as 'Smart English', children practise choral speaking of poems, as well as Action Songs. These are chosen based on a theme such as the Environment, and the students practise and practise to get their timing and movements perfect. Grammar Chants can be quickly created and practised in the classroom with a great deal of enjoyment and added value in worthwhile educational development (brain exercise) as well as learning grammar.
Is this Language Arts or Grammar?
Now that teachers are familiar with the modular format of the KSSR, they want to make sure they do the right activity on the right day.
Well, it's both, of course! The children can learn the chant as part of their Grammar day, and practise it more - especially with movement etc - on the Language Arts day.
In fact, once they have learnt a few chants, the children could start and/or finish every lesson - or at least Grammar lessons - by running through their chants as revision, or just as an energizer.
(I would love to hear from you if you try any of these how they went, any problems etc.)
So, let's look at some examples.
This is from Unit 1, Topic: Things I do. Grammar topic is Nouns.
The chant is about nouns grouped according to types, and largely uses the vocabulary mentioned in the text book.
You can view it here (click on 'Full Screen', bottom right hand corner) and/or download the PDF file below. Feel free to make changes and adaptations, and to use the contact form to ask about anything.
The chant is about nouns grouped according to types, and largely uses the vocabulary mentioned in the text book.
You can view it here (click on 'Full Screen', bottom right hand corner) and/or download the PDF file below. Feel free to make changes and adaptations, and to use the contact form to ask about anything.
nouns_common_and_proper.pdf | |
File Size: | 564 kb |
File Type: |
This is from Unit 7, Topic: From the sea. Grammar topic is Simple Present Tense.
The chant uses simple present tense verbs with the two different person endings: '-s' and '-'.
The chant is about activities at the beach in the holidays.
You can view it here (click on 'Full Screen', bottom right hand corner) and/or download the PDF file below. Feel free to make changes and adaptations, and to use the contact form to ask about anything.
The chant uses simple present tense verbs with the two different person endings: '-s' and '-'.
The chant is about activities at the beach in the holidays.
You can view it here (click on 'Full Screen', bottom right hand corner) and/or download the PDF file below. Feel free to make changes and adaptations, and to use the contact form to ask about anything.
simple_present_tense_at_the_beach.pdf | |
File Size: | 566 kb |
File Type: |
This is from Unit 8, Topic: It's Story Time. The Grammar topic is Simple Past Tense.
The chant uses only past tense verb with the -ed endings, avoiding irregular verbs.
The chant is based on Goldilocks and the 3 Bears.
You can view it here (click on 'Full Screen', bottom right hand corner) and/or download the PDF file below. Feel free to make changes and adaptations, and to use the contact form to ask about anything.
The chant uses only past tense verb with the -ed endings, avoiding irregular verbs.
The chant is based on Goldilocks and the 3 Bears.
You can view it here (click on 'Full Screen', bottom right hand corner) and/or download the PDF file below. Feel free to make changes and adaptations, and to use the contact form to ask about anything.
simple_past_tense_grammar_chant_goldilocks.pdf | |
File Size: | 573 kb |
File Type: |
Unit 10 Prepositions
Clearly there are a lot of games you can play, and fun you can have practising prepositions!
For example:
For example:
- Use the chair. Possibly the simplest thing to do is to have the children in teams, one from each team come to the front and sit on a chair. Then at your instruction they need to quickly take the right position. For example: "You are sitting on the chair", "You are standing on the chair", "You are standing behind the chair", "Your shoes are under the chair" - you can get a little bit creative, using the words that they (should) already know.
- Simon Says. This old favourite is great for practising commands. The children all stand and know that they must only respond to commands the are prefixed with "Simon Says..." Otherwise they must ignore it. For example: "Simon says put your hands behind you." (do it) or "Put your hands in front". (don't do it) Any child who makes a mistake must sit down and is out of the game, until only one is left.