Table of Contents Unit 1 Unit 2 Unit 3 Unit 4 Poge ‘The Hi Song Let's Sing 1 ‘The Good-bye Song Let's Sing 2 What's This? What's That? Let's Learn 3 Look at That! What's That? Let's Learn’ 4 This, That, These, Those Let's Learn Some More 5 Yes, Its, No, ItIsn't Let's Learn Some More 6 What's the Matter? Let's Sing 7 T'mCoid Let's Tok 8 Hi, Jack. How Are You? Let's Talk 9 Who's She? Let's Learn 10 IsHe a Teacher? Let's Learn Some More " ‘The Telephone Number Song Let's Sing 12 ‘Where's the Bed? Let's Learn 13 ‘There's. Lamp on the Big Blue Table Let's Learn Some More 4 Are There Books in the Bathtub? Let's Learn Some More 15 ‘Where Do You Live? Let's Learn Some More 16 What's Wrong? Let's Sing 7 Look at Me! Let's Learn 18 How Old Is She? Let's Learn Some More 19 My Dog Can Wak. Let's Learn Some More 20 Can Your Pony Sing? Let's Learn Some More 2iUnit 5 poe) ‘The Spaghetti Song Let's Sing 22 ‘Do You Want a Hot Dog? Let's Learn 23 ‘1 Wont a Salad Let's Learn 24 ‘Hungry Boy Chant Let's Learn Some More 25 Does He Like Cookies? Let's Learn Some More 26 Unit 6 Whose Watch Is That? Let’s Sing 27 Kenny's Dog Likes Candy Let's Talk 28 ‘What Do You Have in Your Bog? Let's Leorn 29 Do You Have a Pencil Case? Let's Learn Some More 30 ‘What Does She Have in Her Book Bag? _Let’s Learn Some More 31 What Time Is 11? Let's Sing 32 What Time Is It? It's Eleven O'clock Let's Talk 33 What Do You Do in the Morning? Let's Learn au What Does He Do at Sx O'elock? Let's Learn Some More 36 Does He Woke Up at Six in the Morning? Let's Learn Some More 36 What Are You Doing? Let's Sing 38 Long, Black Hair Let's Learn 39 What Is He Doing? Let’s Learn 40 Is the Baby Walking? Let's Learn 41 Where's Penny? Let's Learn Some More 42Bree Ce WHAT IS LET'S CHANT, LET'S SING? “This book is a colection of W chonts and songs by Carolyn Grohom, each based on a trequerty used language function or gommaticalsructure. You will find this book useful for previewing, reintorsemert, Feview, or simpy 08 0 way 1o add some fur fo your ‘losses. Though I can be used independerty, Let's (Chon, Le's Sing 2 corresponds tothe sylebus of Let's Go Student Book 2 Both the tobe of contents and the icons on each page indicate from which secon ofthe unin Lars Go 20 particular chont or sang derives. (On the recording, the songs and chants areeach rocorded twice fo provide chen with cleo modes, och chants heard frst by on adult sole voice, to ‘made! the rhythm and intonation, Then it isrepecte in cal-and-response siyle by 0 group of eléran. Each songs heard firs by the group of children. This ie Fallowed by o karaoke version music only). After students have mastered the songs, tis version provides « challenging coporunily fo sing aong without ‘the recorded lyrics. I con eso be used te) orignal voritions, Presenting the Chants ‘Step 1 Foview the min structure found inthe chat (or introduce it, f you never' aeady done £0) Use Pictures or actual objects whenever possible Step 2 Pay theft varsion en the recording once 0 allow ‘students fo become fomior withthe chant ‘step 3 ‘Before the students open their books, bagin teaching ‘he chant ine byline. Say one ne, then have the students repeat after you. Include the claps which are ingicated by asterisks (*). You con use the cording fo ‘model each tne if You rater. Step 4 Hove the students open their books. Pay the recording ‘gin fom the begining, At fis, have ne dass reed ‘long silently withthe text Yo get ocquaintedwith the ‘speed and rhythm ofthe chant. Then the students oan Join in. Repeot the chant several times. ‘step 5 (Once the students ore comfortable with the shan, vice them into to groups. Mest ef the chen are dsigned tobe interactive, Hove the is roup chont ‘he questions, ond the second group chant the ‘onswers. In other words, group chants the lines onthe Jef. ond group 2 chants the lines that are inente Aior@few chants, ha students wil become femiior vit this patorn step 6 Folow the instructions for extension activities atthe bottom of each poge, or create your own activa, Presenting the Songs ‘step 1 Review or introduce the main structure found inthe ong (fellow Step | os outlined in “Preserting the Chonis). ‘step 2 Play the first version onthe recording once to allow students to become familar with the song. step 3 Before the students open their books, present the song line by line. Sing each tne, then have te students ‘open! afer you. Use he recording fo model each ine, ityou preter. ‘Step 4 Have the students open their books. Pay the recording ‘gein rom the beginning. A fist, have the students ‘e0d olong with the fries to become acquainted with the speed and rhythm of the song, Pay the ist recording ofthe song several times and invite students to inn ‘steps (Once students have mastered the song they wil be ‘objeto ry singing along with the karooke version. AI first they can do his os a group. As they become more confident, they may wish ory iin pal ar individual ‘The kerooke vorsion can olsa bo used fr varations ot Cedational verses writen by the students, Step 6 Like the chs, the songs can also be done interactively. Divide the less info opproprite groups ‘or each song, ‘Note: Bring in percussion instruments whenever possible, such as tambourines, maraoos, and bell. Let ‘Students help you create interesting arrangements fo ‘occampany bath the songs and the chant,The Hi Song Hi, Seatt. How are you? I'm fine. Thank you. Hi, o7 6 Jen-ny. How are you? Tm fine. Thank you. Hi John. How are you? Tm fine. Thank you. Hi, Li- sa. How are you? Im fine,The Good-bye Song s Goodbye, Scott. See you la- ter, al - li-ga- tor! or a Good-bye, Kate. See you la - ter, al - li- ga tor! c Goodbye, An - dy. See you la - ter, al - Hi- ga tor! 6 3 o7 a oe : te SSS o = See you la- ter, See you la - ter. Goodbye, Scott!What's This? What's That? What's this? * * What's that? * * This is a spider. That's a cat. What's this? * * Whot's that? ** This is a baseball. That's a bat. This is a spider. - z That's a cat. sien. This is a baseball. alll. That's a bat. UMltcon. Use pictures ofthese objects as releronces for the chant.Pe Per Look at That! What's That? Look at that! * * What's that? ** What's that on your hat? What's that? ** I's acat.** I's cat. ** What's that on your hat? I's acat.** Lock at that! * * What's that? ** What's that on your desk? It's acat.** Lock at that! * * What's that? * * What's that in your bag? I's a.cat. ** Look at that! What's that? Look at that! What's that? Its a cat.** Its a cat. ** Use pictures as references for the chant. For a variation, have students ‘make cats, hats, azd bags out of paper or other material. Students, can use the objects as references for the chant.Let's Learn Some More This, That, These, Those This, * that, * These, * those, * What are these? * What are those? * These are spiders Those are frogs. These are rabbits. Those are dogs. This, * that, * Those, * these * What are those? * What are these? * Those are jump ropes. These are bats. Those are lions. These are cats. ‘Use pictures as references for the chant.mY Yeeros Yes, It Is, No, It Isn't Is that a frog? No, it isn't. Yes, itis. No, it isn't. Yes, itis. Yes, it is. No, no! No, it isn't. Is this a pencil case? No, it isn't Yes, itis. No, it isnt Yes, itis. Yes, itis. No, no! No, it isn’t. ‘Are these cassettes? No, they aren't. ‘Are those cassettes? No, they aren't. Yes, they are. Yes, they are. No, no! No, they aren't. ‘Wake verses using other objects,What's the Matter? What's the mat- ter? © What's the mat - ter? ce 7 ° ‘What's the mat-ter? I am sick What's the mat- ter? F ce a7 c Are you 0 KY T am sick to - day. Oh, no! c F © What's the matter? I am ver-y, ver-y sick to- or © Fe day. Oh, no! Tam ver-y, ver = y, ver-y, ce or © ver - y sick to - day. That's too bad!* 2 I'm Cold What's the matter? I'm cold. ** What's the matter? He's cold. ** What's the matter? He's cold. * * He's very, very cold. ** What's the matter? I'm tired. * * What's the matter? She's tired. * * What's the matter? She's tired. * * She's very, very tired. * * What's the matter? Tm sad. ** What's the matter? He's sad. ** What's the matter? He's sad. ** That's too bad. That's too bad. Students can perform this chant ina chain. Have them sit in a circle or semi-circle. Each student says one line of the chant. Note that the pronouns in each verse will vary depending on who says the second line,eed Hi, Jack. How Are You? Hi, Jack. How are you? I'm fine. How's Sue? She's 6 > fine. How's Joe? Hes sick. Oh, no! “Hi, John. How are you? I'm fine. How's Lou? He's o7 6 fine. Hows Jill? She's fine. How's Bill? He's c 6 fine. How's Fred? He's fine. How's Ted? He's fine. Hows Joe? He's. sick. Oh, no!‘Who's she? * * Who's she? ** ‘She's Mrs. Brown. She's Mrs. Brown. Who's Mrs. Brown? Who's Mrs. Brown? She's my English teacher. * ‘Who's he? ** Who's he? ** He's Mr. Brown. He's Mr. Brown. ‘Who's Mr. Brown? Who's Mr. Brown? He's my music teacher. * 10Let's Learn Some More Is He a Teacher? Is he a teacher? ir Yes, he is. Is she a student? Yes, she is. Are they nurses? No, they aren't. They're doctors. *** Is he a farmer? No, he isn't. Is she a cook? No, she isn't. Are they teachers? No, they aren't, They're students. (Continue with other occupations, Hold up occupation picture cards or pictures from ‘magazines and allow students to give yos or no answers to your prompts. ‘Try to follow the same pattem that is sot in the chant (Le. two "yes" ‘answers and one “no” answer, followed by three “no” answers). AThe Telephone Number Song @ Whats your tel-e- phone num - ber? D What's your tel- e- phone mum ber? 3 . 36. What's your tel-e-phone num - ber? 1 2 3-4 D 8 9, ar > 4 5 6 That's my tel-e- phone num - © What's his telephone mamber? @ What's her telephone number? ‘What's his telephone number? ‘What's her telephone number? ‘What's his telephone amber? What's her telephone number? (655-4821 242-4668 ‘That's his telephone number. ‘That's her telephone number, 2Z ee eas Where's the Bed? Where's the bed? ** It's in the bedroom. * Is this the bedroom? * Yes, itis. ** Where's the bathtub? * IFS in the bathroom. * Is this the bathroom? * Yes, itis. ** Where's the stove? ** It's in the kitchen. * Is this the kitchen? * Yes, it is. Where's the sofa? * Its in the living room. * Is this the living room? * Yes, it is. ** ~ BLet's Learn Some More There's «a Lamp on the Big Blue Table There's a lamp on the big blue table. Where? Next to the big blue chair. ** There's a cat on the big blue sofa. Where? Next fo the big blue chair. There's a bird behind the sofa. Where? Next to the big blue chair. ** There's a dog in front of the sofa. Where? ja siadents color the chant. Have students: iccording to the description in verses using classroom furniture. “Let’s Learn Some More Are There Books in the Bathtub? Are there books in the bathtub? * * CEE No, there aren't. ** FEEEEEEEE E45 @ Are there books in the sink? * * SS No, there aren't. ** SI Are there books in the refrigerator? * * No, there aren't. ** No, there aren't. No, there aren't. * * * Zp=ss == Is there a bird on the bed? * * Yes, there is. ** Is there a spider on the sofa? * * Yes, there is. ** Is there a baby in the bathtub? * * Yes, there is. * * Yes, there is. Yes, there is. ‘ak students to write thiee questions with "Are there...” and three questions ‘with "Is there..2" Then, have them draw a picture to illustrate the answers to their questions, Next, have the students work in pairs to answer ‘each other's questions following the pattern in the chant. FaPeeves Where Do You Live? Where do you live? * * live in a house on Green Street. ‘Where do you live? * * live in a house on Green Street. Where is your house? It's next to the school. Where is the school? In front of the trees. alte Where are the trees? > Behind the school. <> Behind the school on Green Street. ‘Have sludants work in pairs to create thelr own version of this chant, substituting Green Street, school, and trees with other words. Pairs can perform their chants for the class.What's wrong, An- dy? I can't find my book. eb sbr What's wrong, An - dy? I can't find my book. ab eb 7 I can't hear the teach- er. I can't reach the book-shelf. F7 Bb slowing 8b I can't find my pencil. I can’t see the board. Oh, An- dy! a eb SS, Se He can't hear the teach-er. He can't reach the book- shelf. Fr abr eb He can't find his pen - cil. He can't see the board. v718 eee Look at Me! Look at me. * * Tecan climb a tree. Look at me. ** Look at me. * * Look at him. * He can swim. * * Look at him. * He can swim. ** Look at me. * * Ican climb a tree. Look at me. ** Look at me. * * Look at her. * She can run. * * Look at her. * She can run, * * Look at me. ** Tecan climb a tree. Look at me. ** Look at me. ** a s¢ & Have three students ad out the chant (Le, pantomime climbing a tee, swimming, and running) while the rest of the class recites the chant. For variety, substitute other verbs.Pe eee How Old Is She? How old is she? She's three years old. How old is she? She's three. Can she run? Can she jump? Yes, she can. She can run. She can climb a tree. How old is he? He's two years old. Can he climb a tree? Can he talk? He can climb a tree. He can count to three. He can tolk, talk, talk, talk, talk. ‘Have students bring in pictures of thelr younger siblings, rel ‘Students can work in faizs or small groups, asking questions about each other's pictures (How oid is she? Can he talk? Can she read a book’, ete). 9| Let's Learn Some More My Dog Can Walk My dog con walk, but he can't talk. He.can walk. * * But he can't talk. My bird can fly, but he can’t swim. He can fiy. ** But he can't swim. My fish can swim, but he can't fly. He can swim. * * But he can't fly. My bird can sing. My bird can fly. But he can't say, “Hi,” ‘And he can't say, “Bye.” 20Pet Ce kd Can Your Pony Sing? Can your pony sing? No, he can't. Can your dog dance? A) Gu) Gay Gs No, he can't. wh, Can your cat count to four? \ Con he open the door? No, he can't. No, he can't. No, he can't. ** Can your fish swim? Yes, he can. Can your frog jump? Yes, he can. Can your brother climb a tree? Can he count to three? Yes, he can. Yes, he can. Yes, he can. ** ‘Have students recite the chant with opposite answers [eg., "Can your ‘pony sing? Yes, he can.”). Students can draw pictures of the new verses and use their pictures as references for the revised chant.Do you like spa- ghet - ti? ‘Yes, I do. I like spa- ghet - t,__—too. © Do you want spaghetti? Yes, I do. To, too. Ido, too. Do you want spaghetti? Yes, I do. want spaghetti, too. 2a Do You Want a Hot Dog? Do you want a hot dog? *No, thank you. *No, thank you. T'm not hungry. Do you want a salad? *No, thank you. *No, thank you. Tm not hungry. Do you want a sandwich? *No, thank you. T'm not hungry. Tm not hungry. Do you want a cookie? *Oh, thank you. *Oh, thank you. “Yes, please.° ET I Want a Salad Twant a salad. What about you? | Iwant a salad, too. ** Ted wants a hot dog. | What about you? \ I want a hot dog, too. * * Meg wants a cookie. What about Sue? Sue wants a cookie, too. * * Bill wants a sandwich. What about you? Twant a sandwich, teo. * * What about her? She wants an orange. What about him? He wants an apple. What about you? What about you? Twant an apple, too. * * Have students act out the chant using pictures or props: Substitute ‘the names in the chant with the students’ actual names. For variaty, use other food vocabulary. PyLearn Some More Hungry Boy Chant What does he want? What does he want? ‘ Listen carefully. He wants One egg, Two bananas, Three hot dogs, Four hamburgers, Five cookies, Six sandwiches. “He's a hungry boy. * * He's a very hungry boy. * * He's a hungry boy. * * He's a very hungry boy. * *Ee Learn Some More Does He Like Cookies? Does he like cookies? Yes, he does. Does he like coke? Yes, he does. Does he like ice cream? Yes, he does. Does he like salad? No, he doesn't. Cookies? Yes! Cake? Yes! Ice cream? Yes! Salad? No! Does he like cookies? Yes, he does. Does he like salad? No! ‘ave students work in pahs to make a list of three foods that like, and one food that their partners don't like. Then have students say the chant using their partners" informatiWhose Watch Is That? Whose watch is that? Its Jen ny’s watch. Whose o7. e hhat is that? Its Jen-ny’s hat. Whose books are those? ‘They're © o7. 6, Jen - ny's books. Whose cat is that? It’s Jen-ny’s cat. se c Ws An - dys watch, It’s Jen - ny’s watch. Its 8 D7, 6 i ‘An- dys hat, It’s Jen-ny’s hat, They're An- dy’s books. They're ce g, br s, Jen- ny’s books. Its An-dy's cat. Its Jen-ny’s cat. 72 Kenny's Dog Likes Candy Kenny's dog likes candy. Kenny's dog likes hats. Kenny's dog likes crayons. Kenny's dog likes cats. Kenny's cat likes chocolate cake. Kenny's cat likes eggs. Kenny's cat has two blue eyes ‘nd four short ugly legs. Have the students draw a picture of Kenny's cat and what it likes, based on the details from the chant. Students can uso their drawings as references for the chant.Let's Learn What Do You Have in Your Bag? What do you have in your bag? Look and see. Books! Books! One, two, three. One for you, and ‘wo for me. Books! Books! One, two, three. What do you have in your hand? Look and see. Candy bars! Candy bars! One, two, three. ‘One for you, and two for me. Candy bars! Candy bars! One, two, three. What do you have on your desk? Look and see. Pencils! Pencils! One, two, three. One for you, and two for me. Pencils! Pencils! One, two, three. ‘Use books, candy bars, and pencils as references for the chant Use pictures instead of real objects, if desired. 29Learn Some More Do You Have a Pencil Case? (Melody: LONDON BRIDGE) c or a © Do you have a pen-cil ease? Yes, I do. I do, too. a7 ce Does she have a pencil case? No, she does - n't. © Doyou havea brush and comb? © Do you have a comic book? Yes, Ido. Yes, Ido. do, too. do, to. Does he have a brush and comb? ‘Does she have a comic book? ‘No, he doesn't. No, she doesn't 30Let's Learn Some More What Does She Have in Her Book Bag? What does she have in her book bag? *She has a spider. What does she have in her book bag? *She has a snake. *She hos a spider. & *She has a snake. What does she have in her book bag? * She has a snake. What does he have in his book bag? *He has a candy bar. What does he have in his book bag? *He has a cake, * He has a candy bar. * He has a cake. What does he have in his book bag? * He has a cake. *She has a spider. *She has a snake. * He has a candy bar. * He has a cake. Male new verses using other objects. 31What Time Is It? What time is it? Its eight 0! - clock. It’s 6 3 6 time for school. Let's got Come on, let's go! It's ce a o7, a time for school. Its eight o' - clock. Let's go! ‘What time is it? ‘What time is it? Its twelve oelock. It’s nine otclock It’s time for lunch. Let's go! Ie’ time for bed. Lat’s go! Come on, let's go! Come on, let's go! I's time for lunch. {Ws time for bed. Is twelve oelock. Lets go! Ts nine o'lock. Let's go! 2"A What Time Is It? It's Eleven O'clock What time is it? I's eleven o'clock. Is it time for lunch? No, it isn't. fet What time is it? It's eight o'clock. Is it time for school? Yes, it is Ae What time is it? I's five o'clock. Is it time for dinner? No, it isn't. iD What time is it? It's ten o'clock. Is it time for bed? Yes, itis. ‘Make new verses using olhor times of the day. Indicate the different times using either ‘model clock with movable hends or a drawing of « clock on the board. For the answers, follow the pattern of the chant (.e., first a "no” answer, then a “yes" answer)34 What Do You Do in the Morning? What do you do in the morning? What do you do in the morning? What do you do? What do you do? What do you do in the moming? Me, | 4 1 get up and brush my teeth, Wash my face, and comb my hair. 1 get up and brush my teeth, Wash my face, and comb my hoir. What do you do? I brush my teeth. What do you do? Iwash my face, What do you do? Tomb my hair. T.comb my hair in the morning. Repeat the chant using the third person singular tense she do in the morning? She gets up and brushes her tooth.Learn Some More What Does He Do at Six O'clock? ‘What does he do at six o'clock? Six o'clock in the evenng? He eats dinner at six o'clock. Six o'clock in the evening. ‘What does he do at seven o'clock? Seven o'clock in the evening? He studies English at seven o'clock. ‘Seven o'clock in the evening. What does he do at eight o'clock? Eight o'clock in the evening? He watches TV or reads a book At eight o'clock in the evening. What does he do at nine o'clock? Nine o'clock at night? os He takes a bath and goes to sleep ss At nine o'clock at night. Repeat the chant using the firet person singular tense (eg, "What do you do at six o'clock"), For variety, also make new verses using other activities.(Melody: FOR HE'S A JOLLY GOOD FELLOW) ° @ Does he wake up at six in the morn- ing, az. Wake up at six in the morn - ing, Wake up at six in the 6 DOA 0 oe morn - ing? He does. Yes, he does. He docs. Yes, he 3, 6 ° does. He docs. Yes, he does. ‘Does he wake up at six in the morn. ing? He does. Yes, he does. (Speen) He wakes up at six He wakes up at six ‘He wakes up at sixin the morning.© Does he study math © Does he take a bath in the morning, in the morning, t ‘Study math in the morning, ‘Take a bath in the morning, ‘Study math in the morning? ‘Take a bath in the morning? “He does. Yes, he does. He does. Yes, he does. He does. Yes, he does. He does. Yes, he does. He does. Yes, he does. He does. Yes, he does. ‘Does he study math Does he take a bath in the morning? in the morning? He does. Yes, he does. He does. Yes, he does. (Speer) (Spoken) ‘He wakes up at six and studies math, ‘He wakes up at six and studies math, Studies math in the morning. ‘Studies math and takes a bath, Studies math and takes a bath At six o'clock in the morning.Ae What Are You Doing? Chorus E What are you do- ing? Im play-ing a game. fa eb Watch what I do, And then do the same, What are you do- ing? Tm play-ing a game. eb sb 8b fa Watch what I do, And then do the same, © Nod your head. Cover your ears, Bend your knees. Count to four. Stamp your feet. Cross your legs. Now say “please” ‘Touch the floor. Clap your hands. ‘Touch your nose. Count to three. Blink your eyes. Wiggle your toes. Open your mouth. Smile at me. Shout “surprise!” Snap your fingers, _Stretch your neck, Climb a tree. Brush your hair. Raise your arms. Straighten your shoulders. Wave at me. ‘Sit on your chair, (Repeat Chorus) (Repeat Chorus)ee Long, Black Hair What are you doing? I'm combing my hair, Combing, combing, combing my hai Long hair, black hair. Long, block hair. What is she doing? She's combing her hair, Combing her long, black hair. Combing, combing, combing her hair. Combing her long, black hair. What is he doing? He's combing his hair, Combing his short, black hair. Combing, combing, combing his hair. Combing his short, black hair. Introduce other vocabulary used to describe hc curly, or straight. Have students cut out magazino pictures or draw their own pictures depicting people with different hair styles. Then they can make ‘new verses using their picturos or drawings as references for the chant. 2a What Is He Doing? What is he doing? He's playing a game. What is she doing? She's writing her name, Writing her name, Writing her name. What is she doing? She's writing her name. What is he doing? He's playing a game, Playing a game, Playing a game. What is he doing? He's playing a game. What is she doing? She's writing her name. Counting to three, climbing a treo). Have volunteers come to the front of the room to| pantomime the actions as the new verses are chanted.bt Is the Baby Walking? Is the baby walking? No, she isn't. Yes, she is! The baby's walking! Look! * The baby’s walking. Look! * The baby's walking! Is the baby talking? No, she isn't. Yes, she is! The baby’s talking! Listen! * The baby's talking. Listen! * The baby's talking! MA MA, DADA Listen! * The baby’s talking! MA MA, DA DA Listen! * The baby's talking! Following ihe pattem in verse one, make new verses using other verbs (e.g., sleeping, playing). aLet's Learn Some More Where's Penny? Where's Penny? She's at home. What's she doing? Talking on the phone. Talking on the phone. Talking on the phone. Talk, talk, talk, talk. Talking on the phone. Where's Randy? He's at home. What's he doing? Talking on the phone. Where are Steve and Linda? They're at home. What are they doing? Talking on the phone. Talking on the phone. Talking on the phone. Talk, talk, talk, talk. Talking on the phone. Repeat the chant using names of students in your own class.‘helt Se mo x dase or) = Isat Sera ono (Goran at SSS ape Serenata a a meas toa rart ine Ham oa on ‘pelepone ant gs) Toteeee Nts Soy oe Thee uence Sh Tae ty paasecenen Ramaananen Trak Ut etn erie saan ‘Wrow Dos ee) Wat eg ou ‘er ng? 8) {ior a tesa aware tig can na) Oscar) er St) nou fay Sr) ‘Seat Sat ‘he Soaps Sr mse ota et ne) averse foe) tesa ny echt "ny a ar eo Crore ie Center) ‘hr tha Seer frp oa wT rm Dees Cl ‘Tack unt rs aeseees yzsesasans Fars) ‘ato ur a) ‘sour eatin fet wet en Dut saat et aso) ‘att She Sos gb ‘it oS tr ok ar) Wat ine i er Ose (ate ie ee os ra) ost Ooes ine ern? SSiovteroemrshonap oa West Dw ie Ose ii reso Up Sui Pe Meg? ‘mec Wate Og ou (oe oor ‘ore ustea Via ee Osa at Ong on ‘Say wen se) ‘he ay Reig ee) ‘oes ay?Sing is a collection of chants and songs written by Carolyn Graham for students who are beginning their study of English, It follows the syllabus of the popular Lets Go but it can be used independently. Let’ Chant, Let’ Sing includes many new songs in addition to the songs from Let's Go. Melody lines are pr. all of the songs, and suggestions for extension activities ‘appear on most pages. A compact disc included with the book contains all of the chants and son Lots Go, « seven-lovel courso, combines « carofully controlled grammatical syllabus with functional dialogues, alphabet and phonics work, listening activities in every unit, ‘and songs and chants by Carolyn Graham. Four revievr units per level help to reinforce new structures and vocabulary. Classroom interaction in English is ‘encouraged from the very beginning through « focus on question and poe ee eee eee ee See ee ee eee aS ee Sherer este eee Ctra tome eters ‘Teacher Cards, and Wall Charts are also available. In addition, the Lets Go Picture Dictionary can be used across levels for extra vocabulary practice. OXFORD wl ORGHOLIP ANN Soot