y u q LN | Fats pe, yt teal star naan Cee & <5 Gy i OXFORDfable of Contents Unit 1 Unit 2 Unit 3 Unit 4 Poge ‘She Wants to Bo on Engineor Lot's Sing I Tm Ten Years Old Let's Talk 2 ‘Math Camp Let's Talk 3 ‘They Like Animals, Let's Learn 4 Question Chant Let's Learn 5 Who's That Girl? Let's Chant 6 ‘The Pony Tail Song Let's Talk 7 Who Do You Look Like? Let's Tak 8 ‘My Uncle Paul Is Very Tall Let's Talk 9 Her Unole Is the Man with Glasses Let's Learn 10 What'll | Need? Let's Talk un ‘The Weatherman Song Let's Sing 12 You'll Need a Jacket Let's Talk 4 Boots and a Backpack Let's Learn 15 Tomorrow She'll Go Camping Let's Learn 6 ‘Tike Maps Let's Talk 7 ‘An Elephant Is Bigger than a Flea Let's Sing 18 History Is Eosier than Math, Let's Tak 20 Run, Rabbit, Run! Let's Learn 2 Cheetah Chant Let's Learn 22Unit 5 Unit 7 Last Summer, What Did You Do? Hurry Up! Hurry Up! Slow Down! Winter, Spring, Summer, Fall ‘What's Your Favorite Season? ‘Yesterday Was Wonderful! How Much Do You Want? ‘What's in the Picnic Basket? Midge, Midge, What's in the Fridge? Are There Any Cookies in the Cookie Jar? Billy Ate A Little How Old Were You? Do You Kiiow How to Dance? What Did You Do When You Saw the Tiger? What Were You Doing When the Telephone Rong? What Was He Doing When the Doorbell Rang? ht 1.Con't Wait Have You Ever Broker Your Elbow? Have You Ever Stayed Up All Night? Lion Soup Things I've Seen Let's Chant Let's Talk Let’s Talk Let's Talk Let’s Learn Let's Chant Let's Talk Let's Talk Let's Learn Let's Learn Let's Chant Let's Talk Let’s Learn Let's Learn Let’s Learn Let’s Talk Let’s Sing Let’s Learn: Let’s Learn Let's Learn: Page 23 24 25 26 ar 28 29 30 32 33 34 35 36 37 38 39 40 4 42 44Teacher's Notes WHAT IS LET'S CHANT, LET'S SING? ‘This book is a collection of Wo chants end songs by Carolyn Graham, each based on a frequently used languoge funsion or grammatical austure. You wil find this book useful for previewing, reinfecomont, review, or simpy os 0 way fo add some fun to your ‘lasses. Though i con be used independent, Les (Chant, Lets Sing 5 corresponds tothe sylobus of Lets Go Student Book 5. The tale of cortenis, indleates from which section ofthe unt in Lers Go 5 © paricular chon or song derives. (On the recording, he songs and chants o each recorded twice to provide chidren with clear models. Each chont is performed fst by an odut so} voice, to ‘medel the rhythm and intonation. Than ii repeated in cal-and:-response style by a group of cilren. Each song is performed fist by a group of chigren. This 's olowed by a karaoke version (music only. After sludents have mastered the songs, his version provides a challenging opportunity to singalong without ‘ne recorded lyis. I can also be used fo do orignal variations. Presenting the Chants ‘step 1 Review the min situcture found inthe chant (or Introduce if you haven’ aleody done so). Use pictures or actus! objects whenever possible. ‘step 2 Ploy the fe! version onthe recording onc? to allow students to become familar wih the chon ‘stop 3 Before the students open their books, becin teaching ‘ne chant line by line. Soy one ne, then Fove the students repeo! offer you. Include ihe clogs, which aro Indicated by asterisks (). You con use the recording to ‘mode! each line, if you prefer. ‘step 4 Have the students open their books. Ply the recoraing ‘gain fom the beginning, At fist, have the closs read ‘long silently wih the text to get acquainted with the ‘sp00d ond rythm of the chant, Then the students con jpin in. Repeat the chont several imes, ‘step 5 ‘Once tha studants are camfertable withthe chet divide them into two groups. Most ofthe chants oe ‘designed to be interotive. Heve the fest group chant ‘ne questions, and the second group chant the ‘answers. In other words, group | cons the lines on tne let, and group 2 chonis the lines that are indented, After afew chants, he students wil become familor ‘with tis pattern. Step 6 Follow the intuetions for extension octvties atthe bottom of each page, or create your own actives. Presenting the Songs Step 1 Review o inroduce the mein ucture found inthe song (folow Siep (os autned in “Presenting tho Choris Step2 Play th fest version onthe recording once to alow studens fo become famior withthe Song Stops Before the students open thir books, presen the song line by in. Sing each ne, then hve the students repeat after you. Use the recording to model each lne, iF you preter. Stop 4 Hove the studenis open ther books. Play the recording ‘goin from the beginning, AI fist, have the students red long withthe fres to become counted wth the speed ard rhythm of the song. Py the fis recoréing ofthe song several times and invite students fojonin Step 5 (Once studonis have mastered the song, they wil be abe tory singing lang with he koroke version. At frst hoy ean do ns a8 o group. As they become mare confident, they may wish ty iin pais or nda. ‘The karacke version can os0 be used for vations or ational verses writen by the students, Stop 6 Luke me chomts, tte songs can iso be don interactively. Divide the clss into opproprate groups for each song Note: Bring in percussion instruments whenever Possible, suchyas tambourines, maracas, and bells. let students Help you create interesting arrangements fo accompany both the songs and the chants,She Wants to Be an Engineer a abo She wants tobe an en-gi- neor, ‘She wants to be an en-gi- Bb Es ab nee. Her mover was an en-ghneee. Her fath- er Was one too. Bb Bh ES a ‘She wants to be an en- gi- newt She does-n't want to be Ab C7 FT Bir eb suse She doesn't want to be a sailor She doesn't want to be an ab 1 Bb eb air Eng’ lish teacher She wants to be an en- gi- neo ® Ab C7 FT Bi ‘She wants to be an en-gi- neer She does-n't want to be a lawyer B ab eB Bh ‘Shedoesn’t want to te a rich man’s wife, oh, nov She wants to be an en-gi- Bb cr F Bir reer, just like her mt-ma, ‘She wants to be an en-gi- ner.I'm Ten Years Old Tim ten yeors old. My name is Sue. Thave a brother ‘And a sister, too. My sister is eight. Her name is Mary She loves to reod The dictionary. Every day From one to three, She looks up words From Ato Z. My brother is twelve His name is Buddy. He hates to read. He hates to study. Every day From one to three, He plays computer games With me. The students Gnd their siblings:Math Camp ‘Arne went to math camp, ‘Where did she go? * She went to math camp. ‘Anne? Oh, no! ‘Anne hates math. She told me so. Why did she go to math camp? I don't know. t ‘Jim went to swimming camp. Where did he go? e * He went fo swimming camp. Jim? Oh, no! Jim hates to swim. He told me so. Why did he go to swimming camp? I don't know. z Have pairs create their own verses for the chant (og. Kim went to tennis camp). Have pairs perform thelr chants for the class.BE a They Like Animals E 5 F @ Mark kes an-i-mals, He wants to be a vet @ Fran loves an-i-mals She wants to buy a dog. c 7 Al likes an - | mals, He wang to have a et Sian loves an- i- mals. He wants to get a frog. F Bb A Pam loves an-i- mals Her pets are nev - er sed She Ed loves an-i- mals He Sees them ever ~ y night He Bb F c F took her dog to math took his horse to Englsh class and taught him how to write, camp and taught him how to add.Question Chant ‘What does she want to do? I don't know, Ask Sue, i ‘What does he wart to be? T don't know. e ‘What does he have to do? ‘sonion 6 a Wel she ep? yxy V° * ? * bd e ‘What do they like to ect? 6 I don't know. Ask Pete. Where are they going to go? I don't know. Ask Joe. Why did she go away? Idon't know. 2 Ask Foy. Why did she sell the bike? I don't know. Ask Mike. Have students make their own questions for this chant, Then they can perform it ina chain using their own questions and the names of classmates.Who's That Girl? Who's that? Who's that? ‘Who's that girl? Who's that? Who's that girl in the short black dress? ‘That's my older sister, Bess. Who's that? Who's that? Who's that boy? Who's that? ‘Who's that boy with the baseball bat? That's my younger brother, Pat. ‘Who's that woman in the long red skirt? ‘Who's that man in the bright green shirt? ‘Who's that boy with the curly hair? ‘Who's that girl with the teddy bear? ‘That's my mother in the long red skit. That's my father in the bright green shirt ‘That's my brother with the curly hair ‘That's my sister with the teddy bear. Have stadents bring in picures of their siblings, relatives, or friends. Students can ‘work in pairs or small groups, asking questions about each other's pictures.2 The Pony Tail Song Bb @ Bar - be has braids, long brats Jim < my has shor, black, straight hair. Bb apn-y tall Bar bie has braids, Penny has @ pony tal Jim- my has short, black, Pen = ny has a pen long braids. Pen- ny has a pon-y tail straight hair, Penny has a pon- y tal Kath - y has short, red, cul-y hair Pen - ‘Ted - dy has short, black, straight hai. Pen ~ By ab tail ‘Ann- ie has short, red, tai. Pen- ny has long, blonde, B, Bb BbWho do you look like? 1 look like my brother. Tm atte bigger, But we look like each other. He's younger and shorter. He's four foot three, But everyone says He looks like me Who Do You Look Like? oo) my mother. ‘She hos short hair, But we look like each other. ‘She has brown eyes. My eyes ore blue, But [look like my mother. I really do. Who do you look like? Have students make up their own verses, using their family ‘members. They can illustrate their chant, and point to the illustration as they perform their chant for the class.BE My Uncle Paul Is Very Tall My Uncle Paul is very tal He doesn't look like me at all He's very toll He's six foot three. He doesn't look a bit ike me. My Uncle Paul is very tall He doesn't look like you at all, His hair is black. His eyes ore blue. He doesn't look a bit ike you My Aunt Christine is very smal. ‘She doesn't look like Uncle Paul Hor hair is brown. Her eyes are green. She looks just ike her friend Eileen. ‘Students make new verses, changing the adjectives: fal, six foot three, black, blue, brown, and green. If desired, students can illustrate their chants. six foot thrée = six feet and threo inches (1905 Gm)Bw Her Uncle Is the Man with Glasses Her uncle is the man with glasses. Her aunt is the woman with the baby. Her mother is the woman in blue, Her brother is the boy in red. Her cousin is the boy in the T-shirt, Her sister is the git! in sneakers, Standing by the barbecue. Sitting with her Uncle Fred Each student draws a picture of their family at a family gathering, party, or barbecue. Then studerts work in pairs and talk about their illustrations. Finally, the pairs use the illustrations to tell the class about each other's family (e.g., Her mother is the woman in the polka-dot dress). 10BE What'll I Need? Tm going camping. Whot'l I need? Tm going camping. Whot'l I need? T'm going camping. What'l need? You'll need a tent ‘And a flashlight. ** * Whot'l I need? I'm going swimming, Whot'l I need? Tm going swimming, What I need? You'll need a towel ‘And a bathing suit. * * * CCC Stadonts work in pairs, Have each student lista few activities. ‘The students then take tums asking each other the question ‘an¢ giving the appropriate onswer. uThe Weatherman Song Ea ab ‘Weath - er-man, weath- erman, lis - ten to me. B Bb How will the wiath = er be? How will the weath - er be? Weatherman, weath - erman, lis - fen tome How will the weath- er be to morrow? Will i rain?No, no. Will i a a snow? No, no, Will the sun come out? T—dontt know. 1 dont inow. Will the stars be right’ inthe ab Bb B sky to-night? Will it be all right? 1 don't now. \idy 2Weath - er-man, ans - wer me, yes or no? Will it rain to-mor - row? will it snow? ‘Ans - wer me, weath - er-man, yes or no? = Bb Bb Will it rain b-mor - row? Will it snow? Will it Ab Bb rain? No, no. Will it snow?No, no. Will the moon come out? I don't know, I dont know. Will the stars be bright inthe ab B eb sky) to night? Wil it be all Hight? I don't know.Bees You'll Need a Jacket Where are you going? To San Francisco, Lucky you! San Francisco! ‘When are you going? In August. * You'll need jacket at night, ** ‘A jacket in August? Yes, that's right! You'll need a jacket at night. ** Where are you going? Tm going to Paris. Lucky you! You're going to Paris! When are you going? In April." You'll need a jacket at night. ** A jacket in April? Yes, that's rightl You'll need a jocket at night. ** Don't forget your raincoat. Take an umbrella, ‘And you'll need ai jacket at night! 4Boots and a Backpack Let's go hiking. Whot'l I need? Boots and a backpack. NS Boots and a backpack. Will I need a sweater? What kind of boots? Yes, you will. Warm boots, Will [need a thermos? Hiking boots, Yes, you will Boots and a backpack. Will I need my sneokers? No, you won't. Just boots and a backpack, Boots and a backpack. (Create new verses using other activities and the clothing or equipment needed for them. 18Tomorrow She'll Go Camping Tomorrow she'll go camping With her cousins Bob and Kevin. Tomorrow I'll stay home in bed Watching Channel Seven Tomorrow she'll go swimming. She loves the cold blue sea. Tomorrow I'll stay home in bed Watching Channel Three. Tomorrow she'll be happy Inher new canoe. Tomorrow I'll stay home in bed Watching Channel Two. Make new verses using other activities, 16like maps. really do. like maps. Ido, too. like globes. Treally do. Thave one. Thove two. Mops of the world, Charis of the seo Thove an otlas. Thave three. Mops of the mountains, Charts of the seo— We both love Geography! Mops of the mountains, Charts of the sea— We both love Geography! Divide the class in half. Ore half reads the unindented sentences, the other hali reads the indented senteaces, and the whole class reads the last two verses. ‘Change pronouns to fist person plural (e.g., We like maps/We really do). Have groups compete to see which group can say their lines the loudest. vg An Elephant Is Bigger Than a Flea ‘ea T slid an el-e-phant is big-ger than a7 D FY ft, By a- e-phant is strong- er An S D A Phas’ les long-et. An elephant ls bigger than a Dea D #7 fea. Why? Be-cause an el-e-phant is eas. - to A D Sle inthe dark ‘An el e-phant is big-get, c D A ‘much, much big-get An el- e-phant is bigger than a D A Fy fea. % croc-o- dite is big- ger than a 18croc-o-dile” ives long-er. A croc o-dile is big-ger than a D D FY By. RB croc 0- dile is bet-ter than a G Br E7 * fl, Why? Because 2 croc-o-dile can smile. and he can 1920 History Is Easier than Math FE Bb F DG? co His-tor-y iseas-ier than math for me History is eas-i-er than F Bb F D ort His - tory is eas ier than ge - 0- graph- y c c F His-tor-y is eas-i-er than art, Sci-ence is hard-er than ab c c his - tor-y for me Science is hand-er than art. F Bb F DG c Scivence is hard-er than ge - o- graph - y. Sci-ence is hard-er than, F B F, D art Mus-ic is eas - iver than his = tory for me. ey F Bb ms FD Mus-ic is eas-iver than art Mus-ic is. eas-i-er than ge - o-graphy: a7 ocr F oe F Music is eas-i-er than art Js eas-Ker than artPACE 8 eo Run, Rabbit, Run! ‘A fox is bigger than a rabbt, * But a rabbit runs faster then @ fox. ** un, litte rabbit, run, run, run! Look ot that rabbit run! * * A fox is smarter than a rabbit, * But a rabbit runs faster thon a fox. ** Run, litte rabbit, run, run, run! Look at that rabbit run! * * ‘A fox is stronger than o rabbit, * But a rabbit runs faster thon o fox. * * Run, litte rabbit, run, run, run! Look at that rabbit runt * * Run, little rabbit, run, run, run! Look at that rabbit runt * * ‘Kesign students or smal. groups of students to be either the fox or the rabbit. ‘Students act out the chemt as they perform it. aconte YO 2 Cheetah Chant A greyhound is fast, Foster than a cat, But a cheetah is the fastest of all. ** A racehorse is fost, Foster than a fox, But a cheetah is the fastest of all. * * A rabbit is fast, Faster than @ cat, But a cheetah is the fostest of all. ** ‘The jackrabbit's faster than a baby kangaroo, But o cheetah is the fastest of all. * ‘Rssign students or small groups of students to each of the animals in the chant. Each student or group of students stcmds to say the animal's name when it appears. Encourage students to say the chant faster and faster, until it becomes very difficult for them to keep up.Last Summer, What You Do? Last summer, what did you do? went to Hawaii. 1 did, too. Did you buy anything? Yes, I did. I bought a two-dolar te. So did L Last winter, where did you go? went to London. So dd Joe. Did you buy anything? Yes, I did. I bought English feo. So dd he. Next winter, what are you going to do? We're going to go skiing, &) We are, too. Next summer, where are you going to be?Hurry up! Hurry up! ce Slow down! We're walking os fast as we can! * * Wolk a little faster! ‘Slow down! We're walking os fost as we can! * * We're going fo miss the bus! Wait for ust We're going fo miss the bus! Wat for ust Hurry up! Hurry upt Slew down! - We're walking as fast os we can! **, Divide the class into two groups. Have the one group read the unindonted lines very quickly, and the other group read the indented lines very slowly.Winter, spring, summer, fall, ike winter best of al Siver sky, snow!lokes fall, ike winter best of al Winter, spring, summer, fall, ike spring best of all. Flowers bloom, raindrops fall, | ike spring best of all. Winter, spring, summer, fail, 1 ike summer best of al ‘Swimming, playing basketball, 1 ike summer best of all. Winter, spring, summer, fal, ike fall best of all. Sweet September, red leaves fall, Divide the clase into amall groups. Have each group make a new line for the third line in each verse (e.g. Silver sky, saowflakes fall ). Groups perform their chant for the class,What's Your Favorite Season? What's your favorite season? I love winter. 1 don't like winter at al. ** ‘What's wrong with winter? hate the cold. 1 like spring or fall. ** What's your favorite season? Hove summer. I don't like summer at all. * * What's wrong with summer? Thote the heat. I don't like summer at all. * Thole winter. Tove fall 1 don! like winter at all. * * Tlove winter. Thate winter 1.do1! like winter at all. **Yesterday was wonderfull What did you do? I jumped in a plane and flew to Peru. Yesterday was wonderfull Where did you go? went fo a party in Mexico, Tomorrow is going to be wonderfull What are you going ‘0 do? Tim going to take a plane to Lima, Peru. ‘Tomorrow is going to be wonderfull ‘Where are you going to go? Tm going to go to a party in Mexico. 27Bee 28 How much do you want? Not too much, Just o ite. Not too much. A little of this ‘And a little of that. Justo little. Not too much. How many do you want? Not too many. Just o few. Not too much. One or two. Just atte Not too many. A ew of these Just o few. ‘And a few of those. Just o few. Not too much. One or two. Just alittle. Just o few. ‘One oF Ime. ‘Assign each group a different part of the chant. Group I can chant the words Not too much, Groug 2 the words Justa little, Group 3 the words Not to many, Group 4 the words Just « few, and Group 5 all the rest of the words. Each group stands when chanting its part.2 oc What's in the Picnic Basket? What's in the picnic basket, Joe? What's in the basket? I don't know. What's in the picnic basket, Lee? What's in the basket? Don't osk me. What's in the picnic basket, Andy? There's some peanut butter, ‘And some chocolate candy. bosket, Anna? ‘There's a ham and cheese sandwich, ‘And a big banana. What's in the picnic bosket, Ted? ‘There's cn apple, some cheese, And a loaf of bread. Have @ volunteer lead the chant by calling on classmates and using their names {in place of the names in tne chant. The students answer using new food items. 29Midge, Midge, What's i the ar Midge,* Midge, What's in the fridge? * What's in the fridge,” Midge? * * ‘There's some juice, Brice. ‘There's some apple juice. ‘There's some juice in the fridge, Bruce.* * Midge,* Midge,” What's in the fridge? * ‘What's in the fridge," Midge? * * ‘There's some ham, Sam. ‘There's some good ham. ‘There's some ham in the fridge, Som.* * 30Midge, Midge,” What's in the fridge? * What's in the fridge,” Midge? * * There's some cheese, Louise. ‘There's some Swiss cheese. ‘There's some cheese in the fridge, Louise. * Micge,” Midge," What's inthe tridge?* ‘Whats in the fridge,” Midge? * ‘There's some bread, Ted. ‘There's some brown bread, There's some bread in the fridge, Ted.” * ‘There’s some juice, Bruce. ‘There’s some ham, Sam. ‘There's some cheese, Louise. There's some bread, Ted. ‘Say the chant aa a chain using names of students in the class. fidge = Felrigetator 31peal ets sera iaa es Are There Any Cookies in the Cookie Jar? B a eb In the cook-ie pe The Aw ihwe =} be coe m ie teebe tet Te ‘ a cook - ie jar is ful There ae a ice - cube tray is ful There are 8 sug - ar bowl is fall There is 3 cof = fee can is fall There isa ot of cook ies in the cook - je jae The Tot of “ice cubes inthe “ice - cube tay. The Jot of sigs arin the sug - ar bowl, The Jot of cof fer in the cof - fee can. The Bb cook - te ir s full ike cube ray fs ful. sug > ar bos is ful. col! fee can iS fal CS 32Billy Ate a Little Billy ote a litle. Larry ote a lot. Sue ate a few. Lou ate two. ‘The soup was delicious. The soup was hot. Billy ote a litle. Lorry ate o lot. The rolls were delicious. ‘The rolls were hot, Billy ate a litle. Lorry ate a lot. What obout Lou? He ate two. What obout Sue? She ote a few. OS Have students createnew verses using names of students in the class, 33How Old Were You? How old were you when you learned how to run? Iwas one. Iwas one. How old were you when you went to the 2007 How old were you when you started to ski? Twas three. Iwas three. How old were you when you helped at the store? I wos four. Twas four. How old were you when you learned how to dive? Iwas five. Iwas five. 1 was five when I leamed how to dive. 1 wos four when I helped at the store. was thrae whan I started to ski 1 was two when I went fo the zoo. wos one when I learned how fo run. Kg a class, create new verses using other activities and ageDo You Know How to Dance? Do you know how to dance? Yes, I do. earned how to dance when I was two, Where were you living when you were two? 1 was living with my grandma in the downtown zoo. Do you know how to ski? Yes, I do. learned how to ski when I was three. ‘Where were you living when you were three? | was living with o leopard in a coconut tree. Do you know how to swim? Yes, I do. learned how to swim when I was four. Where were you living when you were four? was living with a dolphin on the ocean floor. Have students practice tho chant in pairs, changing you to shelhe (e.g., Does she know how to dance? Yes, she does. She leamed how fo dance when she was two) 35What Did You Do When You Saw the Tiger? What did you do when you saw the tiger? What did you do when the tiger saw you? I started to run when saw the figer. When the tiger saw me, I hid in a tree. ‘What did you do when you saw the shark? ‘What did you do when the shark saw you? | swam to the boat when I saw the shark When the shark saw me, I got out of the sea. ‘What did he do when he sow the bear? ! What did he do when the bear saw him? He jumped in the water when he saw the bear. When the bear saw him, he started to swim, What did she do when she saw the spider? What did she do when the spider saw her? ‘She soid “Oh, my!" when she sow the spider. When the spider saw her, she said, “Bye-bye!” Divide the class into four groups. Assign a verse to each group. Groups practice: their vorse, and then act it out in front of the clas: 36What Were You Doing When the Telephone Rang? K ab F © What were you do- ing when the tel, - e- phone rang WR Nate You weae ing when St sare ed Pte" a c What were you do - ing when the tel, = e+ phone 1 was WAS WEE $a wear Ing Men fice Pon Tay Tas F Bb tobe ==5 = : ct .-corn when the tel - ¢-phone rang. k ithe ing 2S pa PRPS GRaS When stare = MO" Tae it F ic F c F ‘and rang and rang. and rang, @ What were you do-ing when it soins Shd rn ind ined and eune aia 4 Bb F fe . SF 6 a 2 ee start = ed to anos? What were you do - ing when it c F start - ed to snow? «Twas tak- ing a sun bath when it start ed t snow. Tt snowed and snowed and snowed and snowed 37What Was He Doing When the Doorbell Rang? What was he doing when the doorbell rang? He was packing his bags, getting ready to go. What did he do when the doorbell rang? He opened the door and said, “Hello.” What was she doing when it started to snow? She wes gelling dressed, getting ready to go. What did she do when it started to snow? She looked out the window and said, “Oh, no!” What was she doing when she dropped the cup? ‘She wes washing the dishes, cleaning up. ‘What did she do when she dropped the cup? ‘She found alll the pieces ond picked them up. Make now verses using other verb phrases.FCoE 1 1 ¢ Rc F me FF —_ 1 cant walt! Tim Jeav- ing to- mor-row at threei et a RR Have You Ever Broken Your Elbow? @ Hove you ev - er broken your el-bow? Have you @ ney =e broken “my elbow. Ive Siw oe diveen "@ tax-2 Have you F 5 Bb ev- er eat-en a snail? Haveyou ev - er ridden a never eats en 3 snail Te nov = er ridden 8 ev - ef flown your own plane? —-Haveyou ever for - gotten your Gm 7, 7 rhi=no or stepped on a= ons tal? No, Ive Fone or stepped en 3 ans tal, Have you book-bag on a usin the middle “of” Spain? 'No,. “Ive Bb F ab B nev - er driven a t- wi Tve nev - er flown my own Bb 2 Bb gan plane, But oneday I for- got my beau ti-fal_book-bag. B on a bus im the middle of SpainHave You Ever Stayed Up All Night? Have you ever stayed up all night? ** Have you ever seen a crocodile fight? * * Have you ever watched a kangaroo dance? ** Hove you ever lived in Pars, France? ** Have you ever heard a camel cry? * * Have you ever heard a bat say, *Hil"? ** Have you ever flown across the sea? ** Have you ever bitten a bumblebee? ** — No, I've never stayed up all night, * * ‘And I've never seen a crocodile fight. ** No, I've never watched a kangaroo dance, * * And I've never lived in Paris, France. * * No, I've never heard a camel cry, ** ‘And I've never heard « bat say, “Hil"** No, I've never flown across the sea, ** And I've never bitten a bumblebee. * * Have pairs create thelr own chant and perform it for the class. a aLion Soup A D c Have you ev = er have you ev - ey have you A = on soup? Have you G ev - er cat - en hi D ev + ahd a pce of tiger ple? OR ol D "Well, neith-erhave 1, but I've had: pea soup, flea soup, ‘bumble bee soup, pig soup, pear soup, horse °s hair soup, 2fish soup, frog soup, bark ing dog soup, bowls and bowls of A D c neith = er have I Good-bye!Things I've Seen ve seen a tiger, But I've never seen a bear, Ive studied English, But I've never studied Greek, ‘And I've never, ever, ever heard ‘An alligator speak. Tve been to Australia, > o ~ Ge a) I've seen a kangaroo, oD ‘ But I've never, ever, ever heard turtle count to two. ‘Have students create new verses using other objects that they have or havent ‘seen or heard. Have students illustrate their new verses. Students can present their verses tothe class, using the illustrations for reference.eesegeon Tevine kar et macro ‘oe Ta om eee tips Pe sternly Ne Unni Gas ep art an) rar tan re Theta ee) ethene ego ‘Seed oat i) ‘anda Baan) “te Unt tnt aeeeen Tenenon Se 0 Cama) “Enon se 6 ange |e is | tele See er) ‘opr ap Tne se) ‘tea fin at). oem "in ary US Co a ‘yy ot en So! ‘re png Samet 2) eg Se: gm ‘ha Forte Sees ‘nea eset Fen so a ra ‘Was Pee aa” ip an se ee Nd ag ene eps) “ct Ut cre) susaaayvan ere oy Cosa nb Cs se) ‘etna oy Cn Costa iy see) yan aut ow Otome) Sen ‘nati rene ae | as Yn Wanna ag? ‘aoe "eam e oy) a Ber rer a Eb? Ge) rc Err Ebr om) am a Sap UA? ot tn rs ‘ings Sos fo ‘ogee Sen eaania) eee Seen cere ret eer eee eet Ee eee ee ey fanetional dialogues, alphabet and phonics work, listening activities in every unit, ‘and songs and chants by Carolyn Graham, Fouir review units per level help to Pearse eae oe eee tee eee eee ce See eee ee eee ee tee poe ene eee ee Seat ere eee Available for each level ato « Student Book, « Teacher's Book with reproducible ee are eS ee eel ae Come eo Teacher Cards, amd Wall Charts are also available, In addition, the Lets Go Picture Dictionary can be used across levels for extra vocabulary practice, OXFORD pope A i 71 www.oup.com