Focused skill: GrammarSteps:1) Teacher tells the class the title of the text and asks the pupils to think of and list vocabulary items that they might expect from the text.2) Teacher explains what is common noun and gives examples by using the vocabulary listed in step 1.) Teacher asks the pupils to read the text silently with a view to answering !h"#uestions.$) Teacher asks the pupils to match the words %occupation) with their respective pictures.&) Teacher asks pupils to write about their ambition based on the text. Name: ZACHARY FAROUK CHAITutorial Week 4 I!di"idual# iii) 'ased on your reading from a variety of sources( write a critical essay on some of the issues related to the teaching)learning of *rammar in the +alaysian ,S- classrooms. 'ased on Thornbury %2../)( grammar can be defined as the description of the rules forforming sentences( including an account of the meanings that these forms convey. 0n otherwords( grammaraddsmeaningsthat arenot easilyinferablefromimmediatecontext. 0n+alaysia( the teaching and learning of grammar starts from 1earand this continues on to-evel2.Teachers should employ various strategiesin teaching grammar so thatlearningbecomes effective(interesting( fun and relevant. *rammar should be taught in context aswell as explicitly so that pupils learn the rules of grammar and how to apply these rules inspeech and writing %+inistry 2f ,ducation( 2.1). 0n reality( we are still facing issues relatedto the teaching of *rammar in +alaysian ,S- classrooms. 3irst andforemost( theissuerelatedtotheteachingof *rammar in+alaysian,S-classrooms is$rammaticala%are!ess amo!$ &rimar' sc(ool )!$lis( la!$ua$eteac(ers. 4s we all aware( there has been considerable public concern in the media aboutthestandardof ,nglishlanguageteachingin+alaysiaandit isnot uncommontofindcomments in the newspapers about various inaccuracies in teachers5 use of ,nglish in theclassroom. 2ne of the related issues is the language awareness of teachers. 3or instance(the explicit knowledge those teachers have of the underlying systems of the language thatenables them toteach effectively. 2nefindingby +unib Shuib %2..6)foundoutthattwoma7or implications may be discerned from this issue( firstly in the context of their teachingandsecondlyinthecontext of their training. 0ntermsof teaching( their rather limitedgrammatical awareness may affect the accuracy of their teaching and indirectly the accuracyof what is learnt bytheir studentsfromthem. 0t is not impossiblethat their students5grammatical competencemayhavebeeninfluencedbytheinput receivedfromtheseteachers.Thedangerwiththisisthat theymayinpracticebecompoundingtheir pupils8language problems instead of relieving them. !ith this( the importance of havinggrammatical awareness among ,nglish language teachers has been emphasised by manyscholars for various reasons. Secondly( the issue related to the teaching of *rammar in +alaysian ,S- classrooms ist(eissueo**lue!c'"ersusaccurac'.3luencyversusaccuracyis( doubtless( theoneissue that affects each and every ,nglish as a Second -anguage teacher. 0ndeed( more thananyother(it isthis#uestionthat( regardlessof their level( location( or leanings( ,nglishteachers returns to over and over again. 0n +alaysian education( while the former is ideal forstudents who are able and wish to demonstrate their ability to perform functional tasks in,nglish( the latter more closely corresponds to the traditional ideal of language fluency. 4syou can imagine( this issue can affect almost every aspect of a teacher5s instructional stylein the classroom( meaning that in order to compare ,nglish teaching styles you must cometo terms with this #uestion. Such certainty may be elusive but it is important. 4fter all( thedifferencesbetween7ust twomethodsof ,nglishlanguageteachingwhichis*rammarTranslation %which puts an emphasis on accuracy over fluency ) and 4udiolingualism %whichfocuses on the opposite) can dramatically affect how and when teachers make corrections.4fter all( this issue gets to the heart of how to teach ,nglish because it #uestions the waythey measure success as educators.iv) -ist what you anticipate might be three benefits and three challenges of teaching largemulti"level classes.+e!e*its:1) There are always enough students for interaction. 2) !e get a rich variety of human resources) The teacher is not the only pedagogue$) 9rofessional development occurs naturallyC(alle!$es:1) !e often feel out of control2) 0n the large class we sometimes feel trapped in the problems of management) 0t is difficult to provide for individual learning styles4) 4ctivating the #uiet student is difficult