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    89 views49 pages

    Let's Chant Let's Sing 3

    Uploaded by

    mihaela

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 49
    Table of Contents Unit 1 ‘where's Roy? Ler's Sing 1 Lunchroom, Music Room, Classroom, Gym Let's Talk 2 Where's the Gym? Let's Talk 3 ‘Twenty Tired Teachers Let’s Leorn 4 Thirty Dirty Blackbirds Let's Leorn 5 ‘Sue Doesn't Have Any Glue Let's Sing 6 Who Has the Scissors? Who Has the String? Let's Talk 8 Sticky, Icky Glue Let's Talk 9 Poper and Giue Let's Learn 10 I Have Paper But I Don't Have Glue Let's Learn tt Busy, Busy, Busy Let's Sing 12 1 Like My Classes Let's Tok ty ‘What Do You Do on Monday? Let's Tak 15 ‘What Does He Do After School? Let's Learn 16 Alter Class Chant Ler's Leorn 7 Unit 4 Three Fifteen Song Let's Sing 18 Sorry I'm Lote Let's Talk 19 ‘When Does She Go toWork? Let's Tak 20 Ben Rides His Bike to School Let's Learn 2 Usually Ride My Bike fo Schoo! Let's Learn’ 22 Page Unit 5 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 40 41 42 Short Shorts Let's Sing ‘Which One Do You Went? Let's Talk Cowboy Boots Let's Learn Do You Ever Wear Bocts in the Bathtub? Let’ Learn Polka Dot Party Let's Learn Unit 6 ‘The Bookstore Song Ler's Sing Help Me, Please Let's Talk Where Are You Going? Let's Learn Are You Going to the Pork? Let's Learn ‘Are You Going to the Party? Let's Learn Unit 7 Where Were You ot Two? Let's Sing How Wos the Party? Let's Tak Seesaw, Seesaw, Slide Let's Learn ‘We Were All at Patty's Party Let's Learn Where Was Everybody Yesterday? Let's Learn Unit 8 ‘Where Did You Go? Let's Sing 1 Found a Dollar! Let's Tak Solty Popcorn Let's Learn He Ate an Apple. She Ate a Pear. Let's Learn Pink ond Sticky Cotton Candy. Let's Learn 43 Eee WHAT IS LET'S CHANT, LET'S SING? This book's 0 collection of Y chan ond sangs by Carolyn Graham, each based ono Frequently used languoge function or grammatical structure. You wll find this book useful fr previewing, reinforeement, review, or simply 08 @ way to oda some funto your ‘losses. Though itcon be used independenty, Let's Chant, Lets Sing 3 corresponds tothe sybus of Lots Go Student Book 3, The tobe of coctenis Inloates trom which saction of the unit in Lets Go 8 ‘a paricular chant or sang derives, COnthe recording, the songs and chants ore each recorded twice fo provide chiiren with clea models, och chant is head fist by an adult solo veioe, to ‘adel the rhythm and intonation. Thani is peated in cal-and-esponse sly by 0 group of children. Each songs heord first by the group of children. This is faliowed by 2 korooke version (music only), Alor ‘Students have mastered the songs, his version provides « challenging opportunity to sing cong without the recorded Iyres. Icon also be used fo do original vations. Presenting the Chants Step 1 Review the main structure found in the chont (or Introduce it, i you haven't akady done so) Use pictures or actual objects whenever possibie, Stop 2 Pay the first version onthe recording once a cllow stdents to become fomilar wth the chant Step 3 Before the students open their books, begirtecching ‘he chan tine by tine. Soy one ine, then have the students repeat afer you. Include the claps, which ore indicated by asterisks (*). You can use the recording to ‘madel each line, you preter. Step 4 Hove the students open thelr books. Play the recording ‘gein rom the beginning. A fist, have tho class road long silenty with he text fo got eoquainted wth the speed and rhythm of he chant. Then the students con {in in. Repect the chant several times. step 5 (Once the students are comfortable withthe chont, civide them inio two groups. Most ofthe chants ore esigned tobe interocve, Have the fist group chant ‘the questions, and the second group chant the onswers. In other words, group chants he ines on the Tet and group ® char the ina tha oo indented, Aer @ few chan, the students wil Become fomilor with his pater, ‘Step 6 Follow the instructions for extension aces ofthe bottom of each poge, or erste your own activites. Presenting the Songs Stop 1 FRview or introduce the main structure found inthe song (follow Step 1s outlined in ‘Presenting the Chants. Step 2 Pay the fest version on the recording once to allow ‘Students to become amir with he song Step 3 Bofare the students open ther books, present the song line by ine. Sing each tna, hen have the students repest offar you, Use the recording o medel each line, i you prefer Stop 4 Hove the students open thor books. Play the recoraing ‘goin from the beginning. At fst, ave the students read alongwith the lirics fe become acquainted with the speed and rhythm of the song. Pray the ist recording ofthe song several times and invite students to Join in Step 5 (Once students hove mastered the song, they willbe ‘ble fa ry singing along wih the karaoke version. At fis they con do this os 0 group. As they become more confident, they may wish fa ry tin pois or ingvidualy ‘The korooke version con ols be used for varions or Cdattional verses writen by ihe students. ‘step 6 Like the chants, the songs can also be done Inforactively. Divide the loss into appropriate groups for each song, "Note: Exing in percussion instruments whenever possible, such 0s fombbourines, maracas, and bells. Let ‘Students help you crete interesting orrangements to ‘Socampany beth the songs ond the chants Where's Roy? Where's Roy? Inthe lunch ~ room. ° Hes inthe lunch- room. Where? Inthe lunch- room. now, Where's Tim? In the gym He's there, in the gym. Where's reel 6 = = = =—— Kim? Inthe gym. Shes. there with him, He's 2 Lunchroom, Music Room, Classroom, Gym Lunchroom, music room, classroom, gym He likes her and she likes him. Lunchroom, music room, classroom, gym Amy likes Andy and Andy likes Kim. Boys’ room, girls’ room, library, hall The English classroom is very small Boys’ room, girls’ room, library, hall The English teacher is no! very tall. Have students d:aw a picture of a school (an aerial shot). They should label the rooms according to the description in the chant. Students use their picture as a reference for the chant. Where's the Gym? Where's the gym? I don't know. Ask her. ** Where's the gym? I don't know. Ask him. ** Where’s the gym? Ask her. Where's the gym? Ask him. Where's the gym? Where's the gym?. * It's next to the office. * Where's the office?. * Ws next to the gym. * * Where's the gym?" * | where's the gym? ** | There itis! ** There's the gym! ** Where's the gym? ME Sag oe OE Have six students act out the chant in front of the class. To do the chant exactly a= waitten here, line the students up in the following order: boy (or girl), gir, boy. gir ‘boy, boy. Say the chant, csking each student in turn, “Where's the gym?" If the | ‘lass only has boys or girls, change the pronouns in the chant accordingly. Twenty Tired Teachers wen - ty tir» ed texch - ers teaching Eng lish. Six = tysleep - y stu - dents speaking Eng - lish eb ‘wen = ty thi = 9) for = fy. wen = fy thir ty, for fy For iy ff = uy sik ty For gy fit ty ak. F QF Twen = ty tir - ed teSch - ers teach-ing Eng ~ lish Six - ty sleep - y stu - dents speak-ing Eng = lish Thirty Dirty Blackbirds ae eb — ab eb oe a SS hin = ty. dir = ty lack binds, Thirteen dogs Fr, ab ‘Thir - ty dir - ty blue - birds, Thirteen frogs. eb a _ ee —— Thit yds - ty bath= ts, Thirteen ats | 18 Fr Bb eb —— == SSS : = 6 = SSS hie > ty div > ty ba = bies wearing thir- teen hats f ry eb nee | SSS S== oe * oe | How man - y black: binds? How man - y_ dogs? oe F7 abr o SSS SS St How man - y blue birds? How man - y frogs? eb ab How man - y bath - tubs? How. man - y_ cats? eb F7_eb7 eb ow man - y ba - bies? How man - y hats? Sue Doesn’t Have Any Glue 6 Sue does-nt have an- y glue. 6 Sue doesnt hive an - y glue Sue has some pap - er Sue ‘has some string Sue has a bird and it's leam- ing to sing. ‘Sue has some rb bon Sue has some chalk Sue has a dog and its leam- ing to talk But Who Has the Scissors? Who Has the String? Who has the scissors? Who has the string? Ihave the scissors. I'm making a ring. What are you making? I'm making a cape. Where are the scissors? Who has the tape? Here are the scissors. Sue has the tape. What is she making? She's making a grape! ‘Sue with the names of students in the class, Fh ee Sticky, Icky Glue Sticky, Icky glue, me Sticky, icky glue, Glue on his T-shirt,“ O- Glue on his shoe. ss 8 (ase, Glue on her notebook, gue on her chair, Sticky, icky glue on her long, dark hair Sticky, icky glue on her new pink dress, | Sticky, icky glue, what a great big mess! Sticky, icky glue, Sticky, icky glue, Glue on his T-shirt, Glue on his shoe. Alittle on me and a lot on you. Sticky, icky glue, Sticky, icky glue. Divide the class Into four groups. Assign each group a different part of the chant: (Group 1) the word sticty; (Group 2) the word icky: (Group 3) the word glue: (Group 4) all the rest of the words. Each group stands when saying its part of the chant: Paper and Glue @ wher co you have? Pa - ber and what do they haver Rib = bon Snd one ge Rib = bon and sla, What fan 1 do with it string He has some ib - bon and string You can. make won - der ~ ful FE eb What fan 1 make with it What does he she has some string. She has. =—rdb - bon and won - der - “fal things with your pa - per and F have? Pa - pero andl sting Pa 2 and Blue sie Rib > bon nd tng 6 c F What can I do with glue? What can 1 do with glue? Wonder ful, wonder - ful things! 10 I Have Paper But I Don’t Have Glue (Melody: TURKEY IN THE STRAW) A e ore = & —=— ae 7: eee eae 1 have pa-pon ef dont have glee r or 1 dont have glue 1 have pa per, but eb 7 a eee 4: Peet: Bbr b = = - a a Se Se pe 1 ed Ab, pee 1 want some glue, Lets ob By — 1, want some pa - — —— the glue. You can per share F7_eb7_eb SSS | You can have my glue n Mon = day, Tues - day Wednes = day, Thurs - day. Are you bus - y Fi ~ day? Yes Tam. Bi- day is a bus y day 2 = Are you bus - y Sat - ur-day? Can you play? Nol 8 Sat - ur-day's aver - y,ver- y bus-y day E Bus - y, bus - y; bus - y, 1 cant play. ° 6 Im E am bus = y,bus = yeve-ry day but not on San = day! A Och pes ne = ame ¥ — == x Sun day is my free day, and Team play! 4 I Like My Classes like my math class. Ido, too. I have a good teacher. Ido, too. Tm learning a lot. Lam, too. Icon use a calculator. Tcan, too. like my English closs. Ido, too. Thave a good teacher. Ido, too. Tm leaming a lot. Lam, too. can sing a song in English. Ican, too. Divide the class in half. One half will read the main sentences, the other half read the indented sentences. Change pronouns to first person plural (e.g.,"We like our math class/We do, too.") Have groups stand when saying their lines. Have groups compete to see which group can say their lines the loudest. ‘What do you do on Monday? * Igo to art class. * I go to art class every Monday. Every Monday * I go to art class. * Every day I paint and draw. ‘What do you do on Wednesday? *1.go to music class. *I.go to music class every Wednesday. Every Wednesday * I go to music class. * Iplay the piano every day. What do you do on Friday? * Igo to swimming closs. * Igo to swimming class every Friday. Every Friday * I go to swimming class. * Every day I swim in the pool. lave students create a chart describing their week (actual or fictitious). In pairs, students say the chant using the information from their charts. Give each student the chance to ask about his or her pariner’s chart, Students can then report their partner's schedule, using he and she. 15 2 i What Does He Do After School? What does he do after school’? What does he do? Where does he go? What does he do after school? Where does he go? Idon’t know. Does he practice the piano? I don’t know. Does he play outside? I don't know. Does he take a nap? Does he watch TV? I don't know. Don't ask me. Make new verses using olhor verb phrases. ‘Substitute ae with she, they, or students’ names. 16 After Class Chant After class, after class, after English class. = | What does he do after dass, after English class? * | He goes home and does his homework after English class. * After class, ofter class, after music class. * What does he do after class, after music closs? * He goes home and practices after music class. * After class, after class, after math class. What does he do affer class, after math closs? * He goes home and takes a nap after math class. * Fave students sit in a citcle, As they say the chant, they pass an object around the cixcle, ‘such as « ball or a bean bag. Encourage the students to pass the object on the downbeat ‘eg, in the first line, this would be on the words after, after. after, and class). At the ‘end of the question, the student who is holding the object must stand and say the answer. wv BESS 18 Three Fifteen Song eb @ The fif-teon. A quar- ter af- ter three. © Fight ff-teon, A quart-er_af- ter eight. eb eb Three fifteen, A quarter af-ter thee. What time is i? Eight fifteen, A’ quart-er af-ter eight, What time is it? al eb Please tell me Ws fifteen min- utes af ter three. ‘Are we late? Its ff feen minutes af - ter eight eb Bb @ ten fif-teen. A quar-ter af-ter ten Ten fif-teen, A @ Thee fif- teen. A quar- ter af-terthree. Three fif-teen. A eb ab, Abe = re 3 7 quar-ter af-te- ten. Les all singthis song a gin. I's Guat=ter af-te-thee, What time is 2 Plese tel ‘me. Ws & ob eb fit - teen min = utes af - ter ten fig - teen min = utes af - ter three. Sorry I'm Late Sorry Tin tole. That's OK, Im sorry I'm ate. Thats alright. I'm sorry I'm late. What time is it? It's a quarter to eight. Sorry I'm late. Where's Jack? It's ten to eight! Where's Jack? He's never late. He's always here at a quarter to eight. Here he comes! Sorry I'm late. Where's the teacher? It's five to eight! a Where's the teacher? She's never late SG * She's always here at a quarter to eight. Here she comes! Sorry I'm late. Divide the class into «mall groups @-5 students por group). Assign a verse to each group (or allow groups to select which verse they want to do). ‘Groups practice their verse, and then act it out in front of the class. 1» When does she go to work? She goes to work at nine. When does she come home? She comes home at five. She goes to work at nine ‘and comes home at five. She works eight hours a day. * * When does she go to bed? She goes to bed at ten. When does she get up? She gets up at six. She goes to bed at ten and gets up at six. ea ee Ben Rides His Bike to School Ben rides his bike to school. Ben always rides. * He never walks. He always rides. Ben always rides. * Wendy rides her bike to school. Wendy usually rides. * Sometimes she walks or takes the bus, but Wendy usually rides, * Amy usually walks to school. Amy usually walks. * ‘Sometimes she rides or takes the bus, but Amy usually walks. * David always walks to school. David never rides. * He always walks. He never rides. David never rides. * Say the chant using students names from the class and their true information. a I Usually Ride My Bike to School Lusually ride my bike to school, [=< but sometimes I don't Sometimes I do, but sometimes I don’. Tusually watch TV at night, but sometimes I don't. Sometimes I do, but sometimes I don't usually do, but sometimes I don't. Sometimes I do, but sometimes I don't. Tusually do, but sometimes I don't. ‘Sometimes I do, but sometimes I don't. ‘Make new verses using other verb phrases. [9]. RG) aeRO Short Shorts se ort shorts, to - day, they're wear ~ ing & os @ Jak - es > day, they're wear ~ ing OT - shins, to-day, theyre wear - ing sb, eb short shorts to day. The girls are all wear ing jack - ets to-day. The boys are all T-shirts to-day. The kids are all wear - ing Ab, eb Jong sets white T + shirts, long + ets, black T + shirts, long = shits, tong jack - ets, black — socks, and short shorts. (short shorts) white socks and short shorts, (hort shorts) Tong socks and short shorts. (Ghost shorts) Which One Do You Want? ‘Which one do you want’? S) : Iwont that one. 5 e This one? No, no, I want that one. Do you mean this one? No, no, that one. Which one? That one, I want thet one. Do you mean the green one? o No, not the green one. IT want that one. Which one? S That one! Have students role play the chant in pairs. First, pairs must decide what kind of store they are in (e.g.. shoe store, candy store, etc). One student pretends to be the shopkeeper, and the other is the customer. Students int to specific items asthey say the chant. Provide real props. if possible. on Cowboy Boots oe ee ae ardeantaes Bb Sa . ee ra eer What's she wearing? Cow-boy boots. F Cow- boy boots What are they wear ing? Bb F, c Cow-boy boots Cow-boy boots from Dallas, Tex - a. 25 2 Do You Ever Wear Boots in the Bathtub? @ Do you ever wear boots in the bathtub? © Do you ever wear pajamas in the pool? &-~) Do you ever wear socks in the shower? o Qo Do you ever wear skis at school? oO & No, Inever wear boots in the bathtub. No, I never wear pajamas in the pool No, I never wear socks in the shower, o ‘and I never wear skis at school. ~O Do you ever wash your pig in the bathtub? Do you ever throw your pig in the pool? Do you ever put your pig in the shower? Do you ever take your pig to school? No, Inever wash my pig in the bathtub. No, I never throw my pig in the pool. No, I never put my pig in the shower, and I never toke my pig to school. ‘Make new verees using other verb phrases, but keeping the phrases in the bathtub, in the pool, in the shower, and at school. If desired, have students illustrate the now verses. Students can present their new verses tothe class, using the illustrations as cues for the questions and answers. Polka Dot Party 145 a - cee ie ee Gao silts Pol-'ka dot sweat-ers with pol Pol- ka dot sfip- pers and ce 6 pol-"ka dot shirts, 6 Pol- ka dot min - coats and a pol-ka dot blouse ya = ie Ter- ka dot "T-shirts in a pol- ka dot house CaaatonS Se c ¢ SSS as = Pol - ka dot sieak - ers and pol ka dot hats A bz, Pol = ka dot boos on a polka dot cat E Hun-dreds of pol- ka dots, red, white, and blue at a 6 E 6 == = oe e pol- ka dot part- y AL o7, pol- ka dot party for you, for you a for you. a The Bookstore Song 6 @ Where are you go - ing? To the book: store, ° 6 ‘To the book-store, To the book-store, When are you go- ing. >. s to the book-store? We're go - ing there to - day. a z @ what do you do in the book store? @ Look atthe books inthe ook - store ° se Inthe book- store? Inthe book- store? Inthe ook store. Tn the book store What do you do inthe book - store? Look atthe books inthe book - store. 0 Ei Help Me, Please Help me, please. Tean't open it. Oh, Mary, let me help you, Thanks, Joey. Thanks a lot. You're welcome. Help me, please. I can't close it Oh, Tony, let me help you. Thanks, Erin, "Thanks a lot. You're welcome. * Help me, please. Lean't hold him. Oh, Sally, let me help you. Thanks, Jimmy. Thanks alot. You're welcome. ‘Wake new verses using other verbs. Have students act out their new verses in pairs, using their real names. 29 2 Where Are You Going? Where are you going? Tm going to the park. Are you going with Tom? No, I'm going with Mark. Where is Sue going? ‘She's going to the store. Is she going at three? No, she’s going at four. Where is Jack going? He's going to Brazil Is he going with Bob? No, he’s going with Bill. ‘Make new verses using other verb phrases and the names of students in the class. 30 Bee Are You Going to the Park? Are you going to the park? Yes, lam. Do you go there every day? Yes, Ido. Do you like the park? Yes, Ido. Tlove the park. 149, too Are you taking a train? Yes, lam. Is Sue going, too? Yes, she is. Do you like the train? Yes, Ido. love the train. Ido, too. ‘Make new verses using other locations and modes of transportation. aL Are You Going to the Party? Are you going to the party’? Yes, Iam. How are you going? T'm riding with Sam. How is Jack going? Is he driving with Joan? No, he's not. He's going alone. How is Kate going? Is she going with Elaine? No, she’s not, She's toking a plane. How are they going? Are they going with us? No, they're not. They're taking @ bus. 2 2 eG) a Where Were You at Two? Where were you at two? T was at the 200. Where were you © Where were you A ‘Where were you s, Where was he at five at three? at four? at two? o'clock? 1 was in a tee 6 E We were "at the store. ° 1 was on a great big. rock — D He was at the 200. 6 Where was she at thine? she was in te wen 6 E == = a 2 Ca Where ere they at four? Thay wore "at the store. A ° 4 po ee, $= SS] a] Where was Jack? Where was Ray? ‘They were here all day. 33 How Was the Party? How was the party? It was fabulous! How was the music? It was great! * How was the food? It was wonderfull How was the party? It was great! * How was the beach? Tt was beautifull How was the weather? It was great! * How was the water? It wos wonderfull How was the party? It was great! * ‘Students act out the chant in pairsor in groups of 9-5. One student asks the questions, perhaps ‘using a pretend microphone (like reporter). The partner or the rest of the group responds to the reporter's questions. Encourage students to say their lines with a lot of expression. Seesaw, Seesaw, Slide eb Seesaw, see-saw, who's on the see - saw? See- sav, see-saw who's on the see-saw? see Sand~ y eb sb Fr eb fon the see-saw. 1 see Sam on the slide See sav, see - saw See- saw, see-saw slide slide. She saw Sand - y fon the see saw, Bb i sb She saw Simon the side. We Were All at Patty's Party F ab F cues SSS & et SI © We were all at Pat- 7s part-y. Where were you? © We wore there at Patsy pat-3. Where was Sie? cee We were all at Patty's part- y; Where were you? We were there at Pat- y's part-y. Where was Sue? father and my ss ter and my both= er vere ther fath- er and her sis ter and her broth- er were there ob F oF We were all at Pat- ty’s party. Where were you? ‘They were all at Pat- ty’s part-y. Where was Lou? Lou was there, Where was Ray? He was home in San-ta Fe Jim was there. Where was Joe? He was home in I~ da-ho. ‘They were all at Pat-ty's par- ty. Where were you? 36 Where Was Everybody Yesterday? Where wos everybody yeslerday? Where wos Bob? Where wos Ray? They were here. Where were you? Iwas here. They were, too. Where was your mother? She was here. Where was your brother? He was here. Where was Mary? Was she sick? if No, she was here with Bob and Rick. Z=2s——>>77) Where was Bobby? Where wos Sue? They were here. . But where were you? Say the chant using names of students in the class in place of Bob, Ray, Mary, and Bobby. 37 Where Did You Go? eb eb Where did you go? 1 went to'L. A. eb Who did you see? T saw Un-cle Ray. eby ab What did he do? What did he say? eb He said, "Good - bye, have a nice day” eb What did yor drink? A cup of tea eb What did You find? T found'a flea 44 —_ - fb Se What did you cat? 1 ate some. sh Fi How was the sh? ewasdel-i =~ 38 eb eb cious. Who did you see? ‘My Aunt Mar - ie. eb at three, ab When did you go? 1 went by What did you do? What did you say? eb said "Good - bye, have a nice day’ eb, Ab eb When she said, "HI", 1. said, "Good - bye, ab eb have a nice day. Have a nico day." ab eb When she ssid, you said, "Good - bye, eb eb o : — have a nice day. Have a nice day” 39 | ff Let I Found a Dollar! I found a doliar! ‘What did you find? I found a dollar. Where? * Where was it? Where did you find it? * Itwos under the chair. Where? * a There. * I found a wallet! I found a dollar there. What did you find? Under the chair, under the chair. Tfound a wallet. I found a dollar there! * Where? * Where was it? Where did you find it? * It was under the chair. Where? * There. * I found a wallet there. Under the chair, under the chair. I found a wallet there! * ‘Make new verses using other nouns and prepositions of location. Bags and bags of salty popcorn. Salty popcorn, nice and hot. What did you eat? We ate popcorn. Salty popcorn, nice and hot. @ How was the party? It was great. What did you do? We ate and ate. What did you eat? Salty popcorn. Salty popcom, nice and hot. We were hungry. We ate a lot. Seven bags of salty popcorn? Seven bags? That's a lot. Seven bags of salty popcorn. We were hungry. We ate a lot. Say the chant using cther foods, substituting vocabulary throughout the chant whonevernecessary. For example: "Bowls and bowls of chocolate ice crean/ Chocolate ice cream, nice and sweet,” etc. a 2 He Ate an Apple. She Ate a Pear. He ate an apple. What did she ect? She ate a pear. ** He saw a monkey. What did she see? She sow a bear. * * He lost his jacket. What did she lose? She lost her hat. * * He found a baseball. What did she fird? She found a bat. * * She sow an elephant. He saw a frog, < She saw a butterfly He sow a dog, He found an alligator on the grass! She found a caterpillar in her glass! ‘Make new verses for the chant using other nouns. You can also substitute the names of students in the class for the pronouns in the chant. 2 Pink and Sticky Cotton Candy F © - Pink and stck-y cotton eand-y, cot-ton cand-y nice and sweet F 1 love sticky cot-ton cand: ypink and sweet and good to eat po» ea a Glo oe 2 © = = = Cot-ton candy,

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