Content Page

1.0 Introduction

2.0 Rationale and commentary for choosing the genres .1

2.1 Story...2
2.2 Song...3
2.3 Poetry.4

3. 0 Rationale and commentary for producing the activities..5

3.1.1 Activities designed from short story- The Enormous Turnip7
3.1.2 Activities designed from song- Old Mc Donald Had a Farm...10
3.1.3 Activities designed from poetry- Write your own poem. ..14

4.0 Reflection on the Learning Experience ...18

5.0 Conclusion ..19
Bibliography..........20
Appendixes ...21
TSLH06: Literature in the Classroom 10051472

1.0 Introduction

This portfolio consists of 3 genres of children literature. The genres are a short story:
The Enormous Turnip, a song: Old Mc Donald had a Farm, and an adaptation of
Poem in my pocket; from Poetry Time in BBC British Council (n.d ). The genres and
activities designed are chosen for year 3 learners in Malaysia context. In this essay, I will
justify my reasons for choosing these three genres. After that, I will comment on the
activities that I have produced. Lastly, I will reflect on my learning experience for this
module.

2.0 Rationale and commentary for choosing the genres

Firstly, the three genres are chosen because they promote language learning.
Language learning can be experienced through the exploration of the words choice within
the material. The choice of words in the story, the song and the poem are considered not
too challenging yet not too easy. This consideration is important to keep the language
levels of the genres to be appropriate for the learners proficiency. Appropriate level of
challenging words within materials is vital to give suitable supports and boost motivation
among learners to interact with the materials (Bazo, 2002)
Next, the content of the genres are suitable the learners age. Two of the genres
are similar to the topic in the English textbook of Year 3. The story is about relationship
within a family while the song is about animals at the farm. Even though the poem is not
covered to any topic in the textbook, the activities designed support Moving Around
which is about transports. These genres also offer opportunities for designing a few
follow-up activities. I will comment more about this in the third section.

2.1 Story
I chose a story because the advantages that the story offers to help language learning in
my lesson. According to Hughes (1967), story can be used to introduce new vocabulary
with interesting ways. Learners may enjoy reading, listening and talking about the story if
they find it interesting and enjoyable.
Another significant feature of the story is the repetition of some lines. The
repetition helps the learners to memorise the language. Hall (1989:26) claims that

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repetition (of letters here where alliteration is concerned) is always most
satisfying to children. It appeals to their sense of ritual.

Usually, learners remember the repetitive parts of story well if it is repeated and
associated with action. The story is a pattern story. Bittner (2003) emphasises on the
importance of a pattern story as it is easy to learn. According to her, young children can
learn it very fast since they will soon figure out the pattern of the story.

Next, the story is a useful teaching material to cater for different learners either
their age or ability group. This is because stories in general allow readers to interpret the
stories differently. Different interpretation happens because the readers can imagine and
create the image about the story according to their opinion. The imagination and fantasy
is crucial in cognitive development among young learners (Moon, 2000)

2.2 Song:
Another genre I chose to be exploited in my lesson is a song: Old Mc Donald had a
Farm. Some children like listening to songs and most of them enjoy singing too! Using
songs to introduce language and revise vocabulary are great ways to help children
remember. This is because the repetition phrases and consistency of a few words in the
lyrics. Unconsciously, the learners are drilled to memorise the words. This meaningful
way of remembering language is important as the learners grasp the language. In contrast,
they are enjoying themselves. Eken (1996: 46) suggests that song is useful:
To present a topic, a language point, lexis, etc.
To practice a language point, lexis, etc.
To focus on common learner errors in a more direct way
To encourage extensive and intensive listening
To stimulate discussion of attitudes and feelings
To encourage creativity and use of imagination
To provide a relaxed classroom atmosphere
To bring variety and fun to learning

For example, the song offers sufficient opportunities for the learners to focus on the past
tense such as Old Mc Donald had a farm and adverb such as here, there and

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TSLH06: Literature in the Classroom 10051472
everywhere. These phrases are reoccurred for a few times in the lyrics. The repetition
phrases in the song allow the learners to use the phrases. After listening to the song,
students create their own lyrics by adding animals that they know.

2.3 Poetry
The third genre is a poem. Similar to the story and song, Fenwick (1990:96) comments
that very young children enjoy poetry... They like repetition and alliteration. Poetry also
offers appreciation on the beauty of the language to its readers. According to Hall (1989:
9)
The language of poetry is alive, not just because individual words are precise,
but also because its combinations of words are original and unexpected every
word, however, simple and ordinary on its own, counts and contributes to the final
effect.

These characteristics of poetry make learning language special and unique. Language of
poetry requires precise and appropriate choice of words to leave greater impact on the
readers. In addition, I believe the skills of writing poetry can develop creative writers
with great sense of language awareness. This is because the writers are aware with their
writing.? Even though the activities designed for this selected poem are not polishing the
learners poetry writing skills, the tasks somehow expose the learners to poetry. Exposure
to a different type of literature especially poems in the lessons will help to provide
opportunities to interact with language. Fenwick (1990:95) emphasises the advantages of
learning poetry as
it (poetry) makes use of language in imaginative, sensitive and emotional
waysit encourages precision in speech and writing it encourages
experimentation in speech and writing

In conclusion, there are a few considerations are made while selecting the genres
which lead me to designed follow up activities (please refer to the second section) from
these genres. Later, in the description about the activity, one can learn the advantages of
these genres offer to the language teaching and learning. There are many language
activities can be carried out with them. The genres also allow teachers to suit learners
need and differences. This contributes to provide meaningful learning to the learners.

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3. 0 Rationale and commentary for producing the activities

I will discuss the reasons for designing the activities for the story in table 1, the song in
table 2 and the poem in table 3. These activities can be carried out either as a series of
teaching activities or as individual activity on its own (please refer to the tables).
However, due to the words limit, I will only highlight the main activity for each genre:
the role play for the story, the puppet for the song and complete your own poem for the
poetry.

The previous paragraphs mentioned about the three genres can be explored and
produce many language activities or as follow up activities to encourage language
learning among the learners. Moon (2000:88) defines a language activity is activity that:
has a clear language-teaching goal
has a clear and meaningful goal or purpose for learners
has a clear outcome(s) for the learners
involves learners in works or activity which requires the use of the L2
facilitates language learning.

However, the activities need to be carefully planned and altered to engage the
learners with language when learning takes place. Brewsters et al (1992:114) highlight:
learning activities must present and practise English in a systematic and
comprehensive way so that the new language items can be assimilated by the
pupils

Fenwick (1990: 57) stresses that

systematic planning is needed, however, if enthusiasm, spontaneity and
inventiveness are to produce useful result.
He brings up the point because he believes taking part in fiction-related activities should
help our pupils to develop a deeper understanding of the material which they read
(Fenwick, 1990: 57)

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Secondly, most of the activities can be adapted to cater for learners needs and
differences. For instance, the role play of The Enormous Turnip encourages all level of
learners to enjoy and participate in the activities. It gives room for every leaner to work at
their own pace. Vale and Feunteun (1995) stress that every learner learns at different pace
and manner from one another. It is the teachers role to suit the activities to the learners.

Even though the activities cater for differentiation, the learners are encouraged to
share the same learning activities and experience. All the activities designed encourage
the learners to work within ability group or pair work. Doing the activities together also
create sense of achievement when achieving the tasks goal (Moon, 2000). The learners
learn to support each other to overcome the challenges in achieving the learning outcome.
In other words, pair work or group work activities create cooperation and supportive
environment in the learning. By doing pair work or group work, Moon (2000:58) claims
the learners also have more language exposure and practise. It is because while doing
any group work or pair activities, the learners have to communicate. This is important for
language development. Some of the learners benefit from talking to their friends in
learning the target language. Pair works and group works somehow change the teachers
traditional roles which the teacher is the main controller of the lesson to teacher as a
facilitator. However, teacher has to monitor and move around the class to facilitate the
language learning. The monitoring is needed to avoid the learners from being off task. it
is also to support any learners who have difficulty with the task. The teacher also needs to
control the level of noise from interrupting other classes.

Finally, each of the activities has their own specialty to attract the learners
attention to engage with the task. The learners enjoy themselves while learning language.
Moon (2000: 91) suggests teachers to provide a clear and meaningful purpose for using
language to encourage learners participation with the activity. The participation can also
be increased by selecting activities that the learners may find interesting and enjoyable.
This helps the learners to be on task and exercise the language. These are crucial
elements in language learning. According to Halliwell (1992:4), children have an
amazing ability to absorb a language through play and other activities which they find
enjoyable.

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3.1.1 Activities designed from short story- The Enormous Turnip

I found it is interesting to create a play activity for the story. This is because allowing
children to act out and improvise scenes from books encourages greater understanding
(Fenwick, 1990: 58). The play is an action play. An action play is similar to an action
games when there are instructions are followed by movements (Moon, 2000). The play is
introduced by the teacher when the teacher performances the play for the first time.
Gradually, the teachers control of the lesson gets lesser when the learners start to
participate in the play. By the end of the activity, the learners take over the control of the
activity. This is essential as learners have more choices over what to say, which allows
them to experiment with language (Moon, 2000: 58)
The play also is brushing up the learners reading skill to read the script; speaking
skill while they try to act out the scene; and listening skill to take turn in the play. It also
facilitates and introduces some vocabulary related to family members and part of tree.
Next, the play somehow tries to cater for learners differences. Some young
learners tend to respond well to actually doing rather than just hearing the teachers voice.
Some learners need to do action in order to reinforce the language. In the play, there are
scenes when the characters of the story are holding each others cloth while pulling the
turnip. It is vital to varied teaching and learning styles and activities to suit different
learning styles. Perhaps they learn best when their learning styles are catered.

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The Enormous Giant Turnip

Topic/ unit 8 : From plants to us

Aim: This lesson aims to teach action verb.

Context: Year 3, 40 minutes lesson

o Classroom Organisation:
The first activity takes place in a spacious area.

Objectives:
To enable pupils to understand the story (eg. Characters and plot)
To enable pupils to sequence the story
To enable pupils to remember repeated phrases in chunks
To improve pupils listening and speaking skills

Learning Outcomes:
At the end of the lesson, pupils should be able to:
Understand the story
Sequence the story
Remember some repeated phrases in chunks
Feel confidence in using the language

Previous knowledge:
1. Pupils already have the basic knowledge about the family members (they
were taught in Year 1)

Materials and Resources :

Adaptation of The Giant Turnip from http://www.terriebittner.com/LDS

%20Treasures/LDS%20Treasures/ familyhomeevening/patternstories.htm
a spacious area
pictures for activity 1
:

Teaching and learning mode:

o Whole class approach.
o Teachers are aware of the differentiation among the pupils.
o Every pupil has the chance to participate in the lesson.
o Nonetheless, extra help will be given to the low abilities.

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Activity 1:
Duration: 15 minutes

Procedure:
1. T asks L to go outside of the class to have a spacious area. If it is raining or not
enough space outside the class, the lesson can take place inside the class. the L
need to move their tables and chairs to the side of the classroom
2. T asks Ls about plants that grow underground.
3. T stick pictures of carrot, tapioca, yam, turnip etc which are plants that have
edible root and asks Ls to say out loud the name of the plants while T writes
their under the pictures.
4. when the L are ready, T tells them they are going to listen to a story: the
enormous turnip
5. T tells the story with appropriate action related to the story. T uses as many as
actions and facial expression as possible to make Ls understand the story.
6. T tells Ls that she or he is going to ask some Ls to join her or him while she or
he is telling the story
7. T asks the Ls to identify repeat words of the story
8. T asks any Ls who remember the story to say the story while T writes the story
on the blackboard
9. T asks all Ls to read/say and remember the repeated words together.

Activity 2 [ a continuation from activity 1]

Duration: 25 minutes
Procedure
1. T asks Ls to form a group of 7 people for role play
2. in each group, T asks any Ls possibly those who are confident and volunteer to
be the story teller
3. the identified Ls tell the story while others joining and saying loud the repeated
lines together
4. T asks Ls to change their role and use different plants that are written on the
black board
Table 1: Activities designed for short story The Enormous Turnip

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3.1.2 Activities designed from song- Old Mc Donald Had a Farm

The selection for the activities is made due to provide some visual, auditory, and
kinaesthetic (VAK) resources for the learners to understand the target language. The song
gives opportunities to create enjoyable and meaningful environment. Including song into
language learning classroom makes the lesson livelier. The selected song is played as
background music. The learners listen to the songs while producing the puppet. This
helps learners to be familiar with the rhythm of the song. By the time the teacher plays
the song, the students are usually singing along. This is because they have heard the song
a couple of times while they are producing the puppet. The puppet activity suits the visual
and kinaesthetic. This is because the learners need to colour and do some hands-on
activity. The process of learning helps to create concrete learning experience. Later, the
learners are going to use the puppet when they are singing the song. Old Mc Donald had
a farm. Besides singing, the learners need to make and match the appropriate noises of
the animals with the picture. The classroom will get very noisy. An appropriate level of
noise is OK, as long as the learners are not shouting and interrupting other classes.
However, the activities have to be associated to recycle the language. If the activities only
engage the learners with art, the learning outcome may not be achieved. Therefore, the
activities have to be designed carefully for language purpose.

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Old Mc Donald had a Farm

Topic/ unit 8: My Animals Friends

Context: year 3, 1 hour lesson

Aim: This lesson aims to use song to review the vocabulary about farm animals

o Classroom Organisation:
Teachers will come to the class earlier to set up the teaching aids and prepare for
the lesson.
The learners sit in their ability group

Objectives:
To enable pupils to sing the song
To enable pupils to remember repeated phrases within the song
To improve pupils listening and speaking skills
To recognise farm animals
To produce their puppet animals to hold while singing and to act out with their
friends

Learning Outcomes:
At the end of the lesson, pupils should be able to:
Sing the song
Remember some repeated phrases in chunks
Feel confidence in using the language
Recognise farm animals
Use the puppet in other appropriate activities

Previous knowledge:
1. Pupils have learned about farm animals in the previous lesson.

Materials needed:
1. Old Mc Donald had a Farm rhyme- lyric & song
2. Pictures of animals
3. Animals sound (cards) for matching the animals with their sounds
4. Activity sheet A that have the lyric of the rhyme. There are a few blanks for the
learners to complete. This sheet should cater for different level of learners.
5. Activity sheet B for puppets making instruction
6. Materials for making puppet e.g scissors, animals template etc

Teaching and learning mode:

o Group work approach.
o Teachers are aware of the differentiation among the pupils.
o Every pupil has the chance to participate in the lesson.
o Nonetheless, extra help will be given to the low abilities.

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Language demand:
Teaching process and procedure- sequence connectors> first, second, then,
next, after that, finally
Teaching instruction using simple verbs- open, tip, cut, chop, put stir, peel,
slice, add, pour..
Teaching vocabulary: farm animals and their sound

Language element:
Topic:
Process and procedure

Vocabulary:
Animals and their sound
Animals template, cereal box, scissors, colour pencils, glue, cello tape, sticks,
Verb= colour, paste, cut, stick, act out
Sequence connector= first, next, after that, then, finally

Grammar:
Adverb e.g here, there, everywhere
Sequence connectors
Simple verb e.g cut, stick, colour etc

Listening:
Listen to Ts instructions
Listen to the song
Ps listen to their friends description about their puppets

Speaking
Answering/ completing the blanks in the song lyric
Ps share their description about their own puppet with their friends.

Reading:
Reading the song lyric
Understanding of simple instructions
Ps follow the instructions for making the puppet.

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Activity 1:[ warm up activity]

Duration: 5 minutes
Procedure
1. T chooses animals the children know or pre-teach the animals for the song
ducks, pigs, horses, sheep etc.
2. T makes a poster size of farm animals and wild animals.
3. T asks Ls to circle only animals which can be found in the farm.
4. T asks Ls to guess what sounds do the animals in the farm produce.

5. T prepares sheets of paper to match animals and their sounds. T asks Ls to paste
the sound which belongs to particular animal.

Activity 2
Duration: 25 minutes
Procedure:
1. T and Ls listen to the recording of Old MacDonald Had A Farm,
2. Listen to the recording of the song line by line; "Old MacDonald Had a Farm"
and ask children to join you
3. T projects the OHT that has the lyric for the rhyme.

*the lyric has some blank lines

4. T and Ls try to fill the blank together.

5. Sing the full version of rhyme together with the song provided on tape.
6. Promote mimics, gestures, etc. associated to the meaning to make children play
a participative role freely

7. T distributes the sheets of paper that have the lyrics with some blanks. T asks Ls
to complete the rhyme at their own pace.

Activity 3- Puppet time

Duration: 30 minutes
Procedure
1. T prepares the materials needed for the activity.
2. T asks Ls to sit in their group colour.
3. T asks Ls to observe carefully what T is doing at the front of the class
4. T shows the materials needed for the puppets making
5. T shows the steps for making puppet one by one.
6. T asks Ls whether they understand the procedures.
7. T asks the group leader for each colour group to take the materials needed.
8. T distributes the different *instruction sheets according to group colour.

*(The instructions are written with a different support for each group according
to their level of proficiency.)

9. After Ls have finished making the puppet, T encourages Ls to talk about the
puppet as their pet/ or appropriate topic with their friends.
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TSLH06: Literature in the Classroom 10051472
Table 2: activities plan for song Old Mc Donald had a Farm

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3.1.3 Activities designed from the Poetry- Write your own poem

The activity is an adaptation from poetry time in BBC British Council (n.d). It is
adapted to teach the topic in the textbook. It is used to introduce the learners with new
vocabulary and some grammar pattern. As the learners learn about the pattern of the
poem, they are given an activity sheet which requires them to complete the poem.
However, the sheet is different for every ability group. I have simplified the tasks
to cater for different level of learners proficiency. This differentiation can be observed in
the appendix. The learners have to fill in the blanks, with a little help from the words in
the boxes. However, the arrangement of the words in the box is different to suit the
learners ability. Appropriate challenge and support are vital to motivate learners and
make them think (Moon, 2000). On the other hands, the differentiation given in the
writing activity to learners need to be challenging. Giving so much support to some
learners may hinder them from being creative in their work. Some of learners will only
produce poems by only referring to the words given in the sheet. They may not look for
alternative words to create their own poem in the next activity. This is a disadvantage if
the lesson is aimed to promote creative thinking.
Later, the learners are encouraged to write their own description about their
favourite transport. In this stage, the teacher will give example of short poems to describe
the teachers choice of transport. By doing this, the learners are exposed with different
more poems. Perhaps, some learners may imitate the poem to produce their own poem to
describe their transport. The learners work will be compiled and displayed at the
English corner or any appropriate place in the class. Learners always are enthusiastic to
show their best work to please other. Displaying the learners work will motivate them to
produce a quality work (Moon, 2000). Before compiling and displaying the learners
work, the teacher has to check on the spelling and grammar error. However, Bazo (2002)
highlights some important point in error correcting of learners work. He suggests to
teachers sometimes to not over do in correcting the learners writing in order to
encourage them to keep writing. This is essential to keep up the self esteem of beginners
in the target language. If the teachers correct every single mistake that learners do, it is
afraid the learners do not want to write anymore.

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Poem: Adaptation of Poem in My Pocket; in Poetry time at BBC British

council teaching English

Topic/ unit 8: moving around [transport]

Context: year 3, 1 hour lesson

Aim: This lesson aims to use different worksheets to cater for all abilities ranges.

o Classroom Organisation:
Learners sit in their ability group
Teacher prepares the material needed

Objective:
1. To enable introduce new vocabulary
2. To enable learners to be exposed with poetry
3. To enable learners to learn the pattern of the poem in order to produce their own
poem

Learning outcome

At the end of the lesson:

1. learners are able to recognise new vocabulary
2. learners can remember some of the poem lines and replace the blank lines with
given words and learners own words
3. learners understand the poem with the help of pictures/ authentic materials and
gestures.
4. learners produce their poem and share it with their friends

Previous knowledge:
Learners are taught about transport that they see everyday e.g car, bicycle,
motorcycle, lorry etc.

Materials needed:
Poem in my pocket; in Poetry Time at BBC teaching English from:
http://www.teachingenglish.org.uk/download/britlit/cool/poetrytime.pdf
Pictures/ authentic models of transports e.g car, motorcycle, train, bus,
lorry, aeroplane etc
a box to place the pictures/ mode
adaptation of poem with blank lines

Teaching and learning mode:

o Group work class approach.
o Teachers are aware of the differentiation among the pupils.
o Every pupil has the chance to participate in the lesson.
o Nonetheless, extra help will be given to the low abilities.

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Language demand:
Teaching process and procedure- sequence connectors> first, second, then,
next, after that, finally
Teaching instruction using simple verbs- open, tip, cut, chop, put stir, peel,
slice, add, pour..
Teaching vocabulary:

Language element:
Topic:
Process and procedure

Vocabulary:
Transport e.g car, bicycle, lorry etc
Container e.g Bag, Box,Bucket
Adjective to describe something e.g feeling
Personal pronounce e.g you, we, they, etc

Grammar:
Adjective
Personal pronounce
Verb e.g look, found etc

Listening:
Listen to Ts and Ls instructions and poem recitation

Speaking
Ls try to respond to the Ts question
Ls participate in the activity.

Reading and writing:

Ls complete the activity sheet.

Activity: Play With The Poem

Duration: 15 minutes
Procedure
1. T prepares the poem
2. T asks Ls to brain-storm the list of transports that they know.
3. T puts the pictures/ model of transport inside a box
4. T explains to Ls that the Ls are going to be called to recite the poem after the
T recites the poem. Hence, Ls have to listen carefully and observe what the T
is doing.
5. T recites the poem.
6. T gives hints to Ls about the transport by making the sound that the transport
produces if possible.
7. After Ls guessing the answer, T shows the picture/ model to the class.
8. T asks for volunteer to recite the poem and remodel what the T has done.

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9. T asks Ls to complete the activity sheet to produce their own poem. Use the
words in the boxes, Ask the children to create their own poems using the
words in the boxes
10. T invites Ls to share their poem with the class.

Activity 2 Write Your Own Poem

Duration: 10 minutes [ learners can continue the task at home]

Procedure
1. T asks Ls to draw their favourite/ dream transport
2. if there are Ls who do not favour drawing, the Ls can cut some pictures from
newspaper or magazine.
3. Ls have to write their individual poem that they write earlier in activity 1 on
the same paper. The poem does not necessarily related to the drawing.
4. After that, T asks Ls to write a short paragraph about the transport. Ls need to
justify why they choose the transport
5. T compiles Ls work and produce class scrap book.
6. T displays the scrap book at the Englishs corner.
Table 3: activities plan for poem Write Your Own Poem

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4.0 Reflection on the Learning Experience

Overall, the module has increased my awareness on the importance of using literature in
learning language in the primary school. Personally, I realised that literature can be
integrated in the lesson. There are so many materials can be exploited to teach and learn
language. I think using literature in a language classroom ease the language teachers to
teach. This is because there are many activities can be developed and designed from the
literature. The language used in the literature is usually appropriate to the primary
learners proficiency. It also provides opportunities for the teachers to either combine or
divide the skills for reading, writing, listening and speaking.
However, the teachers need to select and consider a few things in using literature
in the class. The teachers need to design the materials to suit number of the learners, class
size, learners need and their differences. It is not an easy task for the teachers to bear
these considerations in mind every time producing the teaching materials. Even though
the learners are different in their own ways, it is the teachers jobs to bridge the
differences together in order to balance the language development among the learners.
Perhaps, the teachers have to develop suitable materials for mixed groups yet cater for
learners differences in proficiency, ability and needs. This consideration is essential as
teachers need to develop appropriate strategies to enhance positive motivation to learn the
target language by using relevant materials and activities.
I would like to share my most significant learning experience on this module: the
micro teaching. It was my first time having real experience and exhausted to be a
teacher even though the learners are not the real learners. I had to consider many things
while looking for appropriate genres and activities to be exploited in a language
classroom. However, I am satisfied with the experience. Even though I have to do a real
preparation for the session, it was worth to do so. The preparation helped me to run the
class and eased my work for the assignment. The session was really meaningful. From
the microteaching session and the feedback from my learners, I learned that some of the
teaching plan may work yet some might turn out differently from what teachers expected
before the lesson took place. It was awesome to reflect on the experience and feedback as
they are really useful for my future practise.

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5.0 Conclusion

To sum up, literature offers many ways to facilitate language among learners. However,
using literature in the classroom demands teachers to consider many things. The teachers
need to select suitable materials for the language learning and teaching in primary
schools according to where the context of the teaching is taking place. The teachers need
to be aware of the strengths and limitations that the materials offer culturally,
linguistically and educationally to suit the learning context. The teachers also have to
know how the literature and any follow up activities might be used in the lessons.

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Bibliography

Bazo, P. (2002) Teaching the Four Skills in the Primary EFL Classroom
The Internet TESL Journal, Vol. VIII, No. 12, December 2002
Retrieved on 6th july 2007 from http://iteslj.org/Techniques/Bazo-FourSkills.html

BBC British Council Teaching English (n.d) retrieved 26th june 2007 from
http://www.teachingenglish.org.uk/download/britlit/cool/cool.shtml

Bittner, T. L.(2003) Learn to Tell Pattern Story: The Giant Turnip . Retrieved on
26th June 2007 From http://www.terriebittner.com/LDS%20Treasures/LDS
%20Treasures/familyhomeevening/patternstories.htm

Brewster,J., Ellis, G. & Girard, D. (1992)- The Primary English Teachers

Guide. London: Penguin

Brumfit, C. Moon, J., & Tongue, R. (Eds) (1991) Teaching English to

Children. London: Collins ELT

Cordes, D (n.d) Nursery Rhyme: Old Mc Donald had a Farm. Retrieved on

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TSLH06: Literature in the Classroom 10051472

Appendices

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