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Songs and Rhymes in Teaching English at

Primary Schools

Term paper, 2001, 23 Pages

Songs and Rhymes

in Teaching English

at Primary School

Simone Luck, Nicole Sonnenberg, Volker Geyer

Date: 15 July 2001

Contents

page

1. Introduction.................................................................................... 12. The importance of using songs and rhymes in teaching Englis................. 1

2.1. Familiar way for language acquisition ........................................ 12.2. The holistic approach ............................................................ 22.3. Motivation by songs and rhymes .............................................. 22.4. Provision of meaningful vocabulary .......................................... 32.5. Support for phonetic development ........................................... 32.6. The cultural aspect .................................................................. 3

3. How to teach songs and rhymes ........................................................ 4

3.1. Guidelines for teaching rhymes and chants ................................ 43.2. Guidelines for teaching song ................................................... 5

4. Types of songs and rhymes .............................................................. 5

4.1. Types of songs ........................................................................ 64.2. Types of rhymes ...................................................................... 74.3. Chants ................................................................................. 9

5. Exploiting songs and rhymes ............................................................ 9

5.1. Song or rhyme pictures .......................................................... 95.2. Find the word ........................................................................ 95.3. Mixed-up lines or words ........................................................ 10

5.4. Song and rhyme contest ........................................................ 10

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6. Problems ...................................................................................... 107. Conclusion .................................................................................... 11

References

Appendix

1. Examples for types of songs2. Examples for types of rhymes

1. Introduction

Poetry and music are elements of each human society. They show many aspects of its culture- the relationship to the past and the ancestors, the faith, the fun and the anxieties of its

people, the hopes and the view of the future. Music and poetry have immanent powers, forexample they give people energy who had none before or they can change peoples mood.

They occur in all phases of ones life from birth to death. So they play an important role in theprocess of learning and using the mother tongue. Music and poetry are also an essential partof foreign language learning for young learners (see Phillips 1993: 100).

In this paper we describe the importance of using songs and rhymes in teaching English as aforeign language in the primary school. Beside these theoretical points we give practicaladvices how to teach songs and rhymes. After a classification we describe some possibilitiesto exploit songs and rhymes in lessons and say something about possible problems with usingthese language forms.

There are a lot of song and rhyme collections in public libraries or in our personal ones.Therefore we do not work out another collection but list only a few that we tried out in ourlessons and which are appended to this paper.

2. The importance of using songs and rhymes in teaching English

There are many reasons for using songs and rhymes in teaching English as a foreign languagein primary schools. Naturally, "children really enjoy learning and singing songs" (Phillips1993: 100)and have fun doing rhythmic activities while reciting rhymes. But there aredeeper psychological, cultural and linguistic aspects.

2.1. A familiar way of language acquisition

Children grow up with songs and rhymes and develop their first language by them. Apartfrom being the most important spoken language, songs and rhymes are the first experienced

parts of communication in the childrens mother tongue. They listen and react to nurseryrhymes and finger games spoken and often acted by their parents. They go to sleep withlullabies sung by their closest care-givers or try to imitate little songs by babbling. So songsand rhymes give them an intimate feeling, a special connection with their human environmentand influence the acquisition of their first language in an important way.

Analogous to the development of the mother tongue, the following points also support

foreign language acquisition :

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music, rhythm and rhymes produce a positive live feeling they motivate to learn and to be active children do not understand all words but do not feel inhibited rhythm supports vocabulary and structure learning

2.2. The holistic approach

Songs and rhymes are both means and content of foreign language acquisition. There is nogap between the language used in lessons and that used in real-life situations. Eachunderstanding and each reacting are progresses in language learning.

Songs and rhymes stimulate the hemispherical interaction. Busy with songs and rhymes theleft hemisphere (vocabulary, structure of the language) and the right hemisphere (rhythm,feelings, mimic, gesture, senso-motoric etc.) work together and make learning more effective.So it is small wonder how quick students are at learning songs and rhymes.

The holistic approach also means that rhymes and songs are connected with other learningand living areas like sport, literature, music and art.

2.3. Motivation by songs and rhymes

Pupils motivation to learn "largely depends on the teaching methods and the teachers

personality" (seminar script from 24/04/01: 2). If the teacher skillfully uses songs andrhymes the pupils usually are highly motivated. Songs and rhymes are relaxing, they vary thelessons progress, theyprovide fun and action "and encourage harmony within oneself andwithin a group" (Murphey 1992: 8). So the pupils are learning with fun and more effectivelythan without these forms. Even shy or slow learning children are given encouragment bysinging or speaking in choir and so they feel able to speak in a foreign language.

2.4. Provision of meaningful vocabulary

Songs and rhymes present a lot of linguistic material in a natural linguistic context. So theysupport the monolingualand contextual approachin teaching a foreign language. Words insongs and rhymes are meaningful to the learner, which influences the acquisition in a positiveway. "In general they use simple conversational language with a lot of repetition" (Murphey1992: 7). Therefore songs and rhymes stick in the learners mind and the words andexpressions used are memorized more easily. Besides, songs and rhymes provide many

possibilities for constant repetition and revising as important mechanisms of the languageacquisition.

2.5. Support for phonetic development

"Poems, rhymes, chants and songs could be used to give a feeling for the rhythm of thespoken language. Many well-known rhymes make use of the iambic pentameter, the naturalrhythm of the English language" (Straeter-Lietz 1999: 9).Practising intonation throughreciting rhymes and poems is mostly funny and very effective. To vary the sometimes boring

pronunciation teaching it is a proven remedy using rhymes and rhythmic chants, e.g. withminimal pairs.

2.6. The cultural aspect

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Songs and Poems are important elements of each culture. Learning this authentic materialpupils get to know parts of a foreign culture. It satisfies childrens natural curiosity about

everything new. Being familiar with songs and rhymes in a foreign language pupils feelcloser to the foreign culture and its language. If the pupils hear the same melodies or similarrhymes they are astonished at the parallels between their own culture and the foreign one. So

the foreign cultures arent alarming and frightening but interesting and worth beingdiscovered. Its an important contribution to the development of tolerance and open-mindedness.

3. How to teach songs and rhymes

The following guidelines are not meant to be dogmas. According to the specific situationsthey could be varied by the teacher.

3.1. Guidelines for teaching rhymes and chants

For presentation rhymes or chants should be played from a CD or spoken by the teacher andthe actions should be demonstrated. Then the teacher should check if the students understoodthe content. It is not necessary to translate word by word but the students should know whatthe rhyme or chant means. This step can be supported by visual aids. Now the students learnthe text step by step. In the literature are to be found two tried and tested methods: the

snowball principleand the echo principle.

Thesnowball principlemeans that the teacher says a sequence becoming longer and longer.After each saying the students repeat that sequence in chorus. For example (fromHere we goround the mulberry bush)

Teacher: This is ...Students: This is ...Teacher: This is the way ...Students: This is the way ...Teacher: This is the way we wash ...Students: This is the way we wash ... etc.

The echo principle(see Schmid-Schnbein 2001: 120, 121) means that the students as agroup imagine they are an echo in a mountain wood, a valley etc. The teacher shouts asequence and the students repeat the teachers sequence. It is expedient to build up a longer

structure from its end. For example (from The wheels of the bus)

Teacher: all day long ...Students: all day long ...Teacher: round and round ...Students: round and round ...Teacher: round and round all day long ...Students: round and round all day long ... etc.

Both methods can also be supported by visual aids. If there are any actions they should bedone by the students while learning the text because it is easier to learn them together. Longer

texts can be learned verse by verse in the following lessons. Now the children say the wholerhyme in chorus, in groups or alone and do the actions.

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3.2. Guidelines for teaching songs

The order and the way of teaching songs is similar to teaching rhymes and chants.At first the song should be sung by the teacher or played from a CD once or twice while thestudents only listen. They begin to understand and to absorb the tune and the rhythm. During

the next playing or singing the students can clap the rhythm or hum the tune. Before learningthe text step by step (see 3.1.) the teacher should check the understanding and explain thewords the children did not understand. Then the students sing the song several times, at firstsupported by the teachers voice, later without the teachers support.

4. Types of songs and rhymes

There are a lot of different types of song and rhyme with special characteristics. But not allare useful for primary school students. The teacher has to check the suitability according tothe size of the text, the vocabulary, the structure and his didactic intention. The followingtypes of songs and rhymes are each linked with an example of which the texts are to be found

in the appendix.

4.1. Types of songs

Finger play songsThe content of these songs can be illustrated by the childrens finger movement. They supportthe acquisition of gesture meaning and the use of nonverbal expressions. They also developthe childrens senso-motoric abilities.Example:Hickory dickory dock

Counting songsThese songs support the learning of numbers and are often connected with using fingers.Most of them train the numbers from one to ten.Example: Ten little Indians

Spelling songsThey are useful to train the sounds of the English alphabet. The separate letters mostly sounddifferent from their pronunciation in words. Therefore the pupils need help for learning theindividual letter sound.Example:Farmer Brown has got a dog

Action songsThe biggest group of songs aims at associating words with movements of their body. Theyalso "internalize the sounds and rhythms of English, ... develop a sense of rhythm [and] ...give the children a chance `to let off steam." (Phillips 1993: 101)Example:If youre happy

Songs for special occasionsThese songs are suitable for deepening the special vocabulary and for celebrating theseoccasions in the school. They emphasize the cultural aspect of songs.Example:Black and gold (for Halloween)

Spirituals

Spirituals are religious songs. They are connected with the Christian culture and often very

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traditional. Singing simple spirituals the children enjoy the sound and the special rhythm ofgospels. Example:Kumbaya, my Lord

Drop-a-word songsThese songs train the childrens concentration. They are often combined with actions instead

of the dropped words. Drop-a-word songs "encourage internalisation of language" (Murphey1992: 130).Example:My hat it has three corners

Role-play songsThis type of song "contextualize vocabulary and make the transfer from singing tomeaningful referents." (Murphey 1992: 129) They use the childrenslove for stories and role

playing.Example: There was a princess long ago

Topic songs

Many songs support the acquisition of vocabulary according to a special topic like "The daysof the week", "The weather" or "The family". If they do not fit in with other categories theyare called "topic songs".Example:Look outside (for the topic "The weather")

4.2. Types of rhymes

Rhymes are taught "to practise the sounds, rhythms and stress patterns of English and insome cases to practise a structure" (Phillips 1993: 108). The didactic background of sometypes of rhymes is similar to the types of songs described. Above therefore we list the typesof rhymes without detailed descriptions unless there is not a corresponding type of songs.

Finger play rhymesExample:Incy Wincy Spider

Counting rhymesExample: One two - I see you

Choosing rhymes (counting-out rhymes)Sometimes a little trick is necessary to choose one from among the children without causing asquabble. Choosing rhymes are very useful for that. They connect random selection with

rhythmic speaking and train the vocabulary.Example:Apples, peaches

Action rhymesExample:Jumping Jack

Jump rope rhymesThe children like rope skipping. This rhythmic activity is often connected with these simple

poems. Jump rope rhymes support the acquisition of numbers or simple sentence structures.Example:Bread and butter

Rhymes for special occasionsExample:Hey-ho for Halloween

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Clapping rhymesThe reciting of these very rhythmic rhymes is supported by hand clapping. Each clappingrhyme has its own pattern how to clap hands with a partner standing opposite. These rhymessupport the development of a feeling for rhythm for the language and, moreover, they trainthe right pronunciation of vocabulary.

Example:A sailor went to sea, sea, sea

Ball bouncing rhymesThey train the feeling for rhythm and the concentration both on reciting and ball bouncing.Example:Number one, touch your tongue

Topic rhymesExample: Take a snowball (about the topic "Winter")

4.3. Chants

"A chant is a like a song without music or a poem with a very marked rhythm." (Phillips1993: 100) All types of short rhythmic texts or even word groups are suitable to transfer intoa chant. The speaking can be supported by finger snapping, feet stamping or the use ofrhythmic instruments. Words or texts spoken as chants are more memorable and motivatingthan normal speaking. For instance, minimal pairs can be spoken as chants to train thedifferences between the pronunciation of word pairs. Short dialogues in the form of a chantsupport the memorization of common expressions and structures.

5. Exploiting songs and rhymes

Songs and rhymes can be exploited by other activities after learning and often use. The aim isto enjoy the increase of knowledge but also to practise listening skills and the vocabulary.The following ideas are taken from Phillips (1993: 112,113).

5.1. Song or rhyme pictures

The teacher shows the children pictures that illustrate the content of a song or a rhyme - somewith gaps or mistakes. After listening, singing or reciting the children should find themistakes or complete the pictures.

If a song or a rhyme tells a story, the illustrating pictures could be cut out and mixed. The

children listen to the song or rhyme and put the pictures in the right order. It can be done atthe blackboard or on a handout.

5.2. Find the word

Before playing or singing a song or reciting a rhyme the teacher asks the children to listen fora certain word. Then they write down the number of times this word occurs.

To train the listening skills another possibility is to sing or recite wrong words in the texts.The children compare with their own knowledge and write down the number of mistakes.

5.3. Mixed-up lines or words

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To promote reading skills and knowledge about sentence structure the teacher can copy thetext from textbooks or other sources, cut it out and mix the order of words or lines. Thechildren listen and put the lines or words in the correct order again.

5.4. Song or rhyme contest

The English teacher organises a contest where the children recite their favourite rhymes orsing their favourite songs. They can perform it alone or in groups. A jury choose the best

performer but all children involved should get an appreciation to keep up their motivation. Itis also possible to celebrate a "Day of the English language" where the children can showtheir knowledge in songs, rhymes and plays. There are no limits for the teachers ideas.

6. Problems

Beside the many advantages there are also problems in using songs and rhymes for Englishteaching. Not all teachers are able to read notes and to work out new songs. Therefore songs

should be an important element in further vocational teacher training. Besides, the departmentof education should provide enough money for CDs and appropriate equipment for Englishlessons. A good help for quite unmusical teachers is to transfer new texts into well-knownmelodies.

Some authentic rhymes or songs contain old expressions or dialectal or distorted linguisticmaterial. Therefore teachers should check their collected material for useful and suitablecontent.

7. Conclusion

Songs and rhymes have an important function in teaching English as a foreign language inprimary schools. Beside games and visual aids they support by virtue of their typicalcharacteristics the language acquisition for younger learners. Songs and rhymes combineimportant didactic claims like theholistic, the monolingual andthe contextual approachwithfun, activity and motivation. Almost incidentally the children become familiar with parts ofthe foreign culture and see them as enrichment for their own life.

According to the guidelines for teaching songs and rhymes and depending on the concretesituation the teacher can vary the way of teaching these forms. It should not be forgotten to

back up the basic vocabulary before introducing a song or rhyme or making sure that the

content is understandable. The teacher should provide different possibilities for the studentsto comprehend the text.

The English teacher can choose from among a lot of types of songs and rhymes with specialcharacteristics and different actions. Each teacher should collect useful songs and rhymes onwhich he can fall back. If he or she knows the possibilities to exploit these orms the teachershould be able to use songs and rhymes successfully in English lessons.

We know from our experience that children love English songs and rhymes. All teachersshould see this big advantage and use songs and rhymes as an permanent part of their Englishlessons not only in primary school.

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We as teachers also enjoy singing, dancing and reciting with our children in class because itgives us the chance to influence the childrens development in a positive way and to intensify

relationship to our children.

References

Gompf, G. & Fromm, R. (1991):Here we go Teil 1, Lehrerhandbuch. Leipzig,

Stuttgart, Mnchen: Ernst Klett Verlag.

Lehmann, H. (1998): ,,We sing and play I & II" in Grundschulunterricht 1/1998 &

4/1998. Berlin: Cornelsen Verlag.

Murphey, T. (1992):Music and Song. Oxford: Oxford University Press.

Phillips, S. (1993): Young Learners. Oxford: Oxford University Press.

Piepho, H.-E. (1998): "Was soll im Fremdsprachenunterricht erfolgreich vermittelt

werden?" inFremdsprachenfrhbeginn 1/1998: 5 -10.Berlin.

Schmid-Schnbein, G. (2001).Didaktik: Grundschulenglisch. Berlin: Cornelsen

Verlag.

Straeter-Lietz, C. (1999). ,,First experiences" inFremdsprachenfrhbeginn 5/1999:

8 - 12. Mnchen.

Bumblebee 3 & 4, Lehrerhandbuch. Hannover: Schroedel Verlag.

Fun & Action 1, Arbeitsheft. Leipzig, Stuttgart, Dsseldorf: Ernst Klett Grundschulverlag.

Kooky 1 & 2, Lehrerhandbuch. Berlin: Cornelsen Verlag.

Appendix

1. Examples for types of songs

Finger play songs:Hickory dickory dock

Hickory, dickory, dock,The mouse ran up the clock.The clock struck one (in the next verses two, three ...),The mouse ran down,Hickory, dickory, dock.

While singing the song the fingers of the right hand play the mouse on the left arm. When theclock struck, the children clap the number of strikes and count.

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Counting songs: Ten little Indians

One little, two, little, three little Indians.For little, five little, six little Indians.Seven little, eight little, nine little Indians,

Ten little Indian boys (in the second verse - girls).

While singing the song the children show the numbers with their fingers.

Spelling songs:Farmer Brown has got a dog

Farmer Brown has got a dog and Rover is his name, sir.Farmer Brown has got a dog and Rover is his name.R-O-V-E-R, R-O-V-E-R, R-O-V-E-R,and Rover is his name.

Instead of "dog" and "Rover" in the next verses stand:cat - Pussy - P-U-S-S-Yhen - Polly - P-O-L-L-Ycow - Milly - M-I-L-L-Ycock - Sammy - S-A-M-M-Yhorse - Ronny - R-O-N-N-Y

Action songs:If youre happy

1. If youre happy and you know it, clap your hands.

If youre happy and you know it, clap your hands.

If youre happy and you know it

and you really want to show it,If youre happy and you know it, clap your hands.

2. If youre happy and you know it, stamp your feet...

3. If youre happy and you know it, sing a song, tra-la-la...4. If youre happy and you know it, shout "HOORAY"...

5. If youre happy and you know it, do it all:

clap your hands, stamp your feet, sing a song, shout "HOORAY"...

Songs for special occasions:Black and gold

1. Black and gold, black and gold. Its Halloween tonight.Black and gold, black and gold. Its Halloween tonight.

Brooms and cats and pitch-black hats and a pitch-black night.Brooms and cats and pitch-black hats and a pitch-black night.

2. Black and gold...Yellow pumpkin, yellow moon, yellow candlelight.

Spirituals:Kumbaya, my Lord

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Kumbaya, my Lord, kumbaya.Kumbaya, my Lord, kumbaya.Kumbaya, my Lord, kumbaya,oh, Lord, kumbaya.

Drop-a-word songs:My hat it has three corners

My hat it has three corners Code of the action while dropping out the1 2 3 4 word:Three corners has my hat 1 = my (hand on chest)3 4 1 2 2 = hat ( hand on hat)And had it not three corners 3 = three (show three fingers5 3 4 4 = corners ( hand on elbow)It would not be my hat. 5 = negative verb (shake finger)5 1 2

Role-play songs: There was a princess long ago

1. There was a Princess long ago, long ago, long ago

There There was a Princess long ago, long long ago.

2. And she lived in a big high tower, a big high tower, a big high tower,

And she lived in a big high tower, long long ago.

3. A wicked fairy waved her wand, waved her wand, waved her wand,

A wicked fairy waved her wand, long long ago.

4. The Princess slept for a hundred years, a hundred years, a h. y.,

The Princess slept for a hundred years, long long ago.

5. A great big forest grew around, grew around, grew around,

A great big forest grew around, long long ago.

6. A handsome Prince came riding by, riding by, riding by,

A handsome Prince came riding by, long long ago.

7. He chopped the trees down one by one, one by one, one by one,

He chopped the trees down one by one, long long ago.

8. He woke the Princess with a kiss, with a kiss, with a kiss,

He woke the Princess with a kiss, long long ago.

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9. So everybodys happy now, happy now, happy now,

So everybodys happy now, long long ago.

Topic songs:Look outside

Look outside, look outside, its sunny out today.

Its sunny outside, its sunny outside, its sunny out today.

According to the real weather can be sung instead of "sunny":cloudywindyrainyfoggysnowystormy

2. Examples for types of rhymes

Finger play rhymes:Incy Wincy Spider

Incy Wincy Spider climbed up a water spout.Down came the rain and washed the spider out.Out came the sunshine and dried up all the rain.And Incy Wincy Spider climbed up the spout again.

While saying the rhyme the fingers play the spider, an arm is the water spout. The fingersshow the rain. The sun is shown by a big arm wave.

Counting rhymes: One two - I see you

One, two- I see you.One, two, three - you see me.

Choosing rhymes:Apples, peachesApples, peaches, pears and plums,Tell me when your birthday comes!

While saying a game leader point at a child at each syllable. The last child tells its month ofbirth, e.g. "March"

The next children say the month beginning from January.

January, February, March.

The last child is the chosen one.

Action rhymes:Jumping Jack

Jumping Jack, jumping Jack,Clap your hands - clap, clap, clap.

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While saying this rhyme the children jump like a jumping Jack.

Jump rope rhymes:Bread and butter

Bread and butter, sugar and spice,

How many boys/girls think Im nice?

Now the jumping child or others count the jumps.

One, two, three...

Rhymes for special occasions:Hey-ho for Halloween

Hey-ho for Halloween. All the witches to be seen.Some black and some green. Hey-ho for Halloween.

This rhyme can be spoken like a witch, a ghost, a cat etc.

Clapping rhymes:A sailor went to sea, sea, sea

A sailor went to sea, sea, sea,To see what he could see, see, see,But all that he could see, see, see,Was the bottom of the deep blue sea, sea, sea.

The children stand in pairs facing each other and clap in time to the rhythm of the words.

Ball bouncing rhymes:Number one, touch your tongue

Number one, touch your tongue.Number two, touch your shoe.Number three, touch your knee.Number four, touch the floor.Number five, learn to jive.Number six, pick up sticks.Number seven, go to heaven.Number eight, over the gate

Number nine, touch your spine.Number ten - do it again.

While saying this rhyme the child bounce its ball and tries to do the described action.

Topic rhymes: Take a snowball

Take a snowball, put it on the ground,push it, roll it, make it big and round.

Look, your snowman is big and tall

but has no eyes, no nose at all.

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Two stones will do and a carrot, too.Now, Mister Snowman, how are you?

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TitleSongs and Rhymes in Teaching English at Primary Schools

EventSeminar

Author

Volker Geyer

Year2001

Pages23

Archive No.V106150

ISBN (eBook)978-3-640-04429-0

DOI10.3239/9783640044290

File size458 KB

LanguageEnglish

TagsSongsRhymesTeachingEnglishPrimarySchoolsSeminar

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Volker Geyer

, 2001, Songs and Rhymes in Teaching English at Primary Schools, Munich, GRINPublishing GmbH, http://www.grin.com/en/e-book/106150/songs-and-rhymes-in-teaching-english-at-primary-schools

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http://www.grin.com/en/e-book/122026/evaluation-of-the-uses-and-usefulness-of-comics-as-a-tool-in-second-languagehttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/120125/how-to-put-on-a-play-in-classhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/57504/the-didactic-functions-of-storytelling-in-the-primary-school-classroomhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/188405/the-role-of-english-as-a-world-languagehttp://www.grin.com/en/catalog/english-language-and-literature-studies/english-language-and-literature-studies-linguistics/http://www.grin.com/en/e-book/188405/the-role-of-english-as-a-world-languagehttp://www.grin.com/en/e-book/57504/the-didactic-functions-of-storytelling-in-the-primary-school-classroomhttp://www.grin.com/en/e-book/120125/how-to-put-on-a-play-in-classhttp://www.grin.com/en/e-book/122026/evaluation-of-the-uses-and-usefulness-of-comics-as-a-tool-in-second-languagehttp://www.grin.com/en/e-book/188405/the-role-of-english-as-a-world-languagehttp://www.grin.com/en/e-book/57504/the-didactic-functions-of-storytelling-in-the-primary-school-classroomhttp://www.grin.com/en/e-book/120125/how-to-put-on-a-play-in-classhttp://www.grin.com/en/e-book/122026/evaluation-of-the-uses-and-usefulness-of-comics-as-a-tool-in-second-languagehttp://www.grin.com/en/e-book/188405/the-role-of-english-as-a-world-languagehttp://www.grin.com/en/e-book/57504/the-didactic-functions-of-storytelling-in-the-primary-school-classroomhttp://www.grin.com/en/e-book/120125/how-to-put-on-a-play-in-classhttp://www.grin.com/en/e-book/122026/evaluation-of-the-uses-and-usefulness-of-comics-as-a-tool-in-second-languagehttp://www.grin.com/en/e-book/188405/the-role-of-english-as-a-world-languagehttp://www.grin.com/en/e-book/57504/the-didactic-functions-of-storytelling-in-the-primary-school-classroomhttp://www.grin.com/en/e-book/120125/how-to-put-on-a-play-in-classhttp://www.grin.com/en/e-book/122026/evaluation-of-the-uses-and-usefulness-of-comics-as-a-tool-in-second-languagehttp://www.grin.com/en/catalog/english-language-and-literature-studies/english-language-and-literature-studies-linguistics/http://www.grin.com/en/e-book/188405/the-role-of-english-as-a-world-languagehttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/57504/the-didactic-functions-of-storytelling-in-the-primary-school-classroomhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/120125/how-to-put-on-a-play-in-classhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/122026/evaluation-of-the-uses-and-usefulness-of-comics-as-a-tool-in-second-language

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The fascination of nursery rhymes

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http://www.grin.com/en/e-book/93423/the-fascination-of-nursery-rhymeshttp://www.grin.com/en/catalog/english-language-and-literature-studies/english-language-and-literature-studies-literature/http://www.grin.com/de/e-book/91646/emblematik-im-barock-in-andreas-gryphius-catharina-von-georgienhttp://www.grin.com/de/catalog/germanistik/germanistik-neuere-deutsche-literatur/http://www.grin.com/de/e-book/177843/eine-unterrichtsstunde-im-fach-deutsch-wir-schreiben-gedichte-steckbriefehttp://www.grin.com/de/catalog/deutsch/deutsch-paedagogik-didaktik-sprachwissenschaft/http://www.grin.com/en/e-book/153121/the-efficacy-of-foreign-language-teachinghttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/de/e-book/152157/die-bildungsbenachteiligung-von-schuelern-mit-migrationshintergrundhttp://www.grin.com/de/catalog/soziologie/soziologie-kinder-und-jugend/http://www.grin.com/de/e-book/152157/die-bildungsbenachteiligung-von-schuelern-mit-migrationshintergrundhttp://www.grin.com/en/e-book/153121/the-efficacy-of-foreign-language-teachinghttp://www.grin.com/de/e-book/177843/eine-unterrichtsstunde-im-fach-deutsch-wir-schreiben-gedichte-steckbriefehttp://www.grin.com/de/e-book/91646/emblematik-im-barock-in-andreas-gryphius-catharina-von-georgienhttp://www.grin.com/en/e-book/93423/the-fascination-of-nursery-rhymeshttp://www.grin.com/de/e-book/152157/die-bildungsbenachteiligung-von-schuelern-mit-migrationshintergrundhttp://www.grin.com/en/e-book/153121/the-efficacy-of-foreign-language-teachinghttp://www.grin.com/de/e-book/177843/eine-unterrichtsstunde-im-fach-deutsch-wir-schreiben-gedichte-steckbriefehttp://www.grin.com/de/e-book/91646/emblematik-im-barock-in-andreas-gryphius-catharina-von-georgienhttp://www.grin.com/en/e-book/93423/the-fascination-of-nursery-rhymeshttp://www.grin.com/de/e-book/152157/die-bildungsbenachteiligung-von-schuelern-mit-migrationshintergrundhttp://www.grin.com/en/e-book/153121/the-efficacy-of-foreign-language-teachinghttp://www.grin.com/de/e-book/177843/eine-unterrichtsstunde-im-fach-deutsch-wir-schreiben-gedichte-steckbriefehttp://www.grin.com/de/e-book/91646/emblematik-im-barock-in-andreas-gryphius-catharina-von-georgienhttp://www.grin.com/en/e-book/93423/the-fascination-of-nursery-rhymeshttp://www.grin.com/de/e-book/152157/die-bildungsbenachteiligung-von-schuelern-mit-migrationshintergrundhttp://www.grin.com/en/e-book/153121/the-efficacy-of-foreign-language-teachinghttp://www.grin.com/de/e-book/177843/eine-unterrichtsstunde-im-fach-deutsch-wir-schreiben-gedichte-steckbriefehttp://www.grin.com/de/e-book/91646/emblematik-im-barock-in-andreas-gryphius-catharina-von-georgienhttp://www.grin.com/en/e-book/93423/the-fascination-of-nursery-rhymeshttp://www.grin.com/de/e-book/152157/die-bildungsbenachteiligung-von-schuelern-mit-migrationshintergrundhttp://www.grin.com/en/e-book/153121/the-efficacy-of-foreign-language-teachinghttp://www.grin.com/de/e-book/177843/eine-unterrichtsstunde-im-fach-deutsch-wir-schreiben-gedichte-steckbriefehttp://www.grin.com/de/e-book/91646/emblematik-im-barock-in-andreas-gryphius-catharina-von-georgienhttp://www.grin.com/en/e-book/93423/the-fascination-of-nursery-rhymeshttp://www.grin.com/de/catalog/soziologie/soziologie-kinder-und-jugend/http://www.grin.com/de/e-book/152157/die-bildungsbenachteiligung-von-schuelern-mit-migrationshintergrundhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/153121/the-efficacy-of-foreign-language-teachinghttp://www.grin.com/de/catalog/deutsch/deutsch-paedagogik-didaktik-sprachwissenschaft/http://www.grin.com/de/e-book/177843/eine-unterrichtsstunde-im-fach-deutsch-wir-schreiben-gedichte-steckbriefehttp://www.grin.com/de/catalog/germanistik/germanistik-neuere-deutsche-literatur/http://www.grin.com/de/e-book/91646/emblematik-im-barock-in-andreas-gryphius-catharina-von-georgienhttp://www.grin.com/en/catalog/english-language-and-literature-studies/english-language-and-literature-studies-literature/http://www.grin.com/en/e-book/93423/the-fascination-of-nursery-rhymes

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Teaching English in the Primary School

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http://www.grin.com/en/e-book/53166/learning-games-advanced-levelhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/45323/motivation-and-foreign-language-teaching-strategies-for-motivationhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/book/2528885/teaching-english-in-the-primary-schoolhttp://www.grin.com/book/2528885/teaching-english-in-the-primary-schoolhttp://www.grin.com/en/e-book/45323/motivation-and-foreign-language-teaching-strategies-for-motivationhttp://www.grin.com/en/e-book/53166/learning-games-advanced-levelhttp://www.grin.com/book/2528885/teaching-english-in-the-primary-schoolhttp://www.grin.com/en/e-book/45323/motivation-and-foreign-language-teaching-strategies-for-motivationhttp://www.grin.com/en/e-book/53166/learning-games-advanced-levelhttp://www.grin.com/book/2528885/teaching-english-in-the-primary-schoolhttp://www.grin.com/en/e-book/45323/motivation-and-foreign-language-teaching-strategies-for-motivationhttp://www.grin.com/en/e-book/53166/learning-games-advanced-levelhttp://www.grin.com/book/2528885/teaching-english-in-the-primary-schoolhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/45323/motivation-and-foreign-language-teaching-strategies-for-motivationhttp://www.grin.com/en/catalog/english/english-pedagogy-didactics-literature-studies/http://www.grin.com/en/e-book/53166/learning-games-advanced-level

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Handwriting Policy and Practice in English Primary Schools: An ExploratoryStudy

Soziologie / Methoden der empirischen und qualitativen Sozialforschung

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Learning and Teaching in Primary Schools


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History and English in the Primary School: Exploiting the Links

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Teaching Media in Primary Schools


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Teaching Media in Primary Schools

http://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/3993787/learning-and-teaching-in-primary-schoolshttp://www.grin.com/book/825708/history-and-english-in-the-primary-school-exploiting-the-linkshttp://www.grin.com/book/6328596/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328597/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328597/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328596/teaching-media-in-primary-schoolshttp://www.grin.com/book/825708/history-and-english-in-the-primary-school-exploiting-the-linkshttp://www.grin.com/book/3993787/learning-and-teaching-in-primary-schoolshttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/6328597/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328596/teaching-media-in-primary-schoolshttp://www.grin.com/book/825708/history-and-english-in-the-primary-school-exploiting-the-linkshttp://www.grin.com/book/3993787/learning-and-teaching-in-primary-schoolshttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/6328597/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328596/teaching-media-in-primary-schoolshttp://www.grin.com/book/825708/history-and-english-in-the-primary-school-exploiting-the-linkshttp://www.grin.com/book/3993787/learning-and-teaching-in-primary-schoolshttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/6328597/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328596/teaching-media-in-primary-schoolshttp://www.grin.com/book/825708/history-and-english-in-the-primary-school-exploiting-the-linkshttp://www.grin.com/book/3993787/learning-and-teaching-in-primary-schoolshttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/6328597/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328596/teaching-media-in-primary-schoolshttp://www.grin.com/book/825708/history-and-english-in-the-primary-school-exploiting-the-linkshttp://www.grin.com/book/3993787/learning-and-teaching-in-primary-schoolshttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/6328597/teaching-media-in-primary-schoolshttp://www.grin.com/book/6328596/teaching-media-in-primary-schoolshttp://www.grin.com/book/825708/history-and-english-in-the-primary-school-exploiting-the-linkshttp://www.grin.com/book/3993787/learning-and-teaching-in-primary-schoolshttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratoryhttp://www.grin.com/book/1419300/handwriting-policy-and-practice-in-english-primary-schools-an-exploratory

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TEACHING OF SCIENCE IN PRIMARY


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Psychology of Teaching and Learning in the Primary School

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Teaching and Learning in the Primary School


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Teaching Music in the Primary School


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Teaching Art & Design in the Primary School


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The Art of Peaceful Teaching in the Primary School - Improving Behaviour &Preserving Motivation


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Positive Teaching in the Primary School: Effective Classroom BehaviourManagement


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Assessment for Learning and Teaching in Primary Schools
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