ESL in Song Volume IIIs level 2

CANTOS PARA TODOS VOLUME IIIs Student Manual Level 2 PAGE 1

Completely revised3rd Edition, July 1994

©1994 Cantos Para TodosP.O. Box 657, Silver City, NM 88062

All Rights ReservedSongs ©1990 Cantos Para Todos, Inc.

Stories and Songs for:Stories and Songs for:Stories and Songs for:Stories and Songs for:Stories and Songs for:

RoutinesVocabularySyntaxLiteracyTime

EmotionsVocations

CANTOS PARA TODOSVOLUME III

English withMusic

ESL in SongLevel 2

GoodMorning

byROY E. HOWARD

MARIANA MARGUÍA-FERRER

CANTOS PARA TODOS VOLUME IIIs Student Manual Level 2

Completely revised3rd Edition, July 1994

©1994 Cantos Para TodosP.O. Box 657, Silver City, NM 88062

All Rights ReservedSongs ©1990 Cantos Para Todos, Inc.

Stories and Songs for:Stories and Songs for:Stories and Songs for:Stories and Songs for:Stories and Songs for:

RoutinesVocabularySyntaxLiteracyTime

EmotionsVocations

CANTOS PARA TODOSVOLUME III

English withMusic

ESL in Song

byROY E. HOWARD

DAN GOMEZMARIANA MARGUÍA-FERRER

Level 2

GoodMorning


Cantos Para Todos offers a special thanks to these and many others who contributed to thedevelopment of this special volume on teaching English to speakers of other languages.

ResearchJaneen Howard, Mariana Murguía-Ferrer, Michelle Prieto, Brian Dunn, Roderick Grubbs, Socorro

Herrera-Dávila, Jesús Azúa, Roberto Ibarra

DevelopmentDan Gómez, Roy E. Howard, Roy Jones

ProductionPaul Carlos Anaya, Robert Hunter, Renee García, Marcos López, F.Andrea García, Anthony García,

James Brown

Sound EngineeringDavid Gómez, Timothy J. Jones

AdministrationSaúl Ramos, Patty Alvarado, Sandra K. Young, Elizabeth Garza, Gloria Caudillo, Francisco Ferrer,

Janeen Howard

A special thanks to the teachers and students of Lubbock Indepedent School District, AlbuquerquePublic Schools and the Lubbock Private Industry Council and the Joint Training Partnership Act. Mayyou keep singing and keep learning and keep growing. The Second Edition owes much to the inspira-tion of Colegio Ghandi, Mexico, D.F. where two languages are valued, and New Mexico ESL teacherJaneen Howard. This edition is dedicated to the English teachers of Colegio Ghandi.

Tapes are in DBX stereo. Song words, stories, illustrations, and other items may be reproduced forclass members, but not for distribution to other teachers. If you need more copies please call.

CANTOS PARA TODOSMaterials with Multiworlds in Mind

Bilingual/Multicultural Education Publishers and Consultants

P.O BOX 657 Silver City, New Mexico 88062-0657(505) 388 4696 (and FAX)

Mariana Murguía de Ferrer / Daniel P. Gómez / Roy E. Howard


English with MusicCantos Para Todos Volume III

Cassette Tape Song ListTapes are recorded in DBX stereo. Most songs have the

voice only on the left channel; you may delete the voice by turningthe balance to the right. Some songs are responsive or have a partfor boys and another for girls; you will hear the boys on the left andthe girls' part on the right. Some songs are the same on bothchannels.

Song words, stories, illustrations, and other items may bereproduced for class members, but not for distribution to otherteachers. If you need more copies please call.

The CD version is not divided by channels. It is mucheasier to find the songs on the CD. Search by channel as indicatedbelow.

Tape 1bLevel Two

20. Good Morning Roy Howard, ©Cantos Para Todos

21. This Old Man England Traditional

22. A-Hunting We Will Go England Traditional

23. London Bridge England Traditional

24. Count By Ten Roy Howard, ©Cantos Para Todos

25. Five Hundred Miles ©Hedy West, U.S.

26. Three Blind Mice England Mother Goose Rhyme

27. Ten Little Indians U.S. Traditional

28. The Months Roy Howard, ©Cantos Para Todos

29. Happy Birthday U.S. Traditional, Music by Mildred & Patty Hill

30. Polly Put the Kettle OnMother Goose Rhythme, Music of England, Scotland or Germany

31. Mother's Knives and Forks U.S. Traditional, Music Janet Gaynor

CDLevel Two

20 Good Morning21 This Old Man

22 A-Hunting We Will Go23 London Bridge24 Count By Ten

25 Five Hundred Miles26 Three Blind Mice

27 Ten Little Children28 The Months

29 Happy Birthday30 Polly Put the Kettle On

31 Mother's Knives and Forks


Instructions for students: Do not fill this out for yourself. Another person must fill this out for you. Interview your partner.

What is your name? _____________________________

Where do you live?_________________________________________________________________

What do you like to do?_____________________________________________________________

What do you like to do at school?_____________________________________________________

How old are you? _________________

What do you like to do with your friends?_____________________________________________

Why do you want to learn English? ____________________________________________________________________________________________________________________________________

What do you do in English class? ___________________________________________________

What is your teacher's name? _________ ______________________________________________

What is your mother's name?________________________________________________________

When is your birthday?_____________________________________________________________

What is your address?______________________________________________________________

What is today's date? ______________________________________________________________

What I read in English: ________________________________________________________________________________________________________________________________________________

Who speaks to you in English? __________________________________________________________________________________________________________________________________________

Tell me the days of the week.___ ________________________________________________________________________________________________________________________________________

Tell me five things that you like ________________________________________________________________________________________________________________________________________

Tell me three things you do not like _____________________________________________________________________________________________________________________________________

What do you want to learn today?______________________________________________________________________________________________________________________________________


RoutinesRoutinesRoutinesRoutinesRoutines

Good Morning&&&&& Roy Howard

Good Morning, good morning,how are you today?

Good Morning, good morning,I'm fine, thank you, and you?

Yes, I am just fine too.

Greetings

Good morning, how are you today?Good morning, I'm fine, thank you,

and you?Yes, I am just fine too.

Good afternoon, how are you today?Good afternoon. I'm fine, thank you,


Good evening, how are you tonight?Good evening, I'm fine, thank you,


Hello, how are you.I'm fine, and you?

I'm fine, thank you.

Hi, what's up?Hi, how ya doin'?

Telephone greetings:

HelloHello, my name is John. Is Jill there?

Hello.Hello, this is John, may I speak to Jill?

Hello, Smith residence.Hello, is Mr. Smith in?

Yes, may I tell him who is calling?This is John.

One moment, please.


This Old Man1.

This old man, he played oneHe played knick knack on this thumb.

Knick knack patty whack, give the dog a bone.This old man came rolling home.

2.This old man, he played two,

He played knick knack on this shoe.Knick knack patty whack, give the dog a bone.

This old man came rolling home.3.

This old man, he played three,He played knick knack on this knee.

Knick knack patty whack, give the dog a bone.This old man came rolling home.

4.This old man, he played four,

He played knick knack on this door.Knick knack patty whack, give the dog a bone.

This old man came rolling home.

Instructions:line one: Hold up the number of fingers called for (he played four, means four

fingers)line two: tap on the object mentionedline three: knick touch left knee, knack, touch right knee, patty whack clap hands

twiceline four: revolve hands around each other


Grammar

•morphology: he played - Search yourbooks for examples of past tense verbs with-ed, such as stay - stayed, pay - paid, tie -tied, cry - cryed, etc.

•phonology: Feel your throat vibrate whenyou say th in the

join the s to the o in this oldpronounce the d in oldpronounce the ng in rolling

He played knick knack on mythumb.

Note that some of these wordshave silent letters.

•syntax:This old man, he played one. This

old man played one.Note that when the he is added

to the first alternative, a comma is required.

•semantics: knick knack, patty whack:these are nonsense syllables (vocables)which have no meaning, they only are inthe song, because they sound fun.

•spelling: Many words in English havesilent letters. Practice examples that youfind in your literature and other textbooks.Spelling words should come from theliterature being studied.


VocabularyVocabularyVocabularyVocabularyVocabularyand Syntaxand Syntaxand Syntaxand Syntaxand Syntax

Grammar

•morphology: he played - Search your books for examples of past tense verbs with -ed,such as stay - stayed, pay - paid, tie - tied, cry - cryed, etc.

•phonology: Feel your throat vibrate when you say th in the join the s to the o in this oldpronounce the d in oldpronounce the ng in rolling

He played knick knack on my thumb.Note that some of these words have silent letters.

•syntax:This old man, he played one. This old man played one.

Note that when the he is added to the first alternative, a comma is required.

•semantics: knick knack, patty whack: these are nonsense syllables (vocables) whichhave no meaning, they only are in the song, because they sound fun.

•spelling: Many words in English have silent letters. Practice examples that you find inyour literature and other textbooks. Spelling words should come from the literaturebeing studied.


A-hunting We Will Go

Oh, a-hunting we will goA-hunting we will goWe'll catch a little foxand put him in a boxand never let him go.

Oh, a-hunting we will goA-hunting we will go

We'll catch a little deerand put him right hereand never let him go.


We'll catch a little dogand treat him like a hog

and never let him go.

Oh, a-hunting we will goA-hunting we will goWe'll catch a little cat

and hold him just like thatand never let him go.


We'll catch a little goatand put him in a boatand never let him go.


We'll catch a little birdand tell him a kind word

and never let him go.


We'll catch a little skunkand put him in a trunkand never let him go.

(the music keeps playing so you can addyour own verses and keep singing)

Vocabulary Phraseshunting a-hunting we will godeer put him right heredog treat him like a hogcat hold him just like thatgoat put him in a boatbird tell him a kind wordskunk put him in a trunk


London Bridge

London Bridge is falling down,falling down, falling down.

London Bridge is fallling down,my fair lady.

Build it up with iron bars,iron bars, iron bars.

Build it up with iron bars,my fair lady.

Iron bars will rust and break,rust and break, rust and breakiron bars will rust and break,

my fair lady.

Build it up with sticks andstones, sticks and stones, sticks

and stones.Build it up with sticks and

stones,my fair lady.

Sticks and stoneswill tumble down,

tumble down, tumble down.Sticks and stoneswill all fall down,

my fair lady.

Build it up with iron bars,iron bars, iron bars.

Build it up with iron bars,my fair lady.

Here's a prisoner I have foundI have found, I have found

Here's a prisoner I have foundmy fair lady.

Off to prison s/he must gos/he must go, s/he must goOff to prison s/he must go

my fair lady.

Have the jailer lock him/her uplock him/her up, lock him/her

upHave the jailer lock him/her up

my fair lady.

This singing game can be used to choose up sides.The captains of the two teams join hands to forman arch. As the song is sung, the other players

walk single file in a circle passing under the arch.On the final word of each verse the captains droptheir arms and capture a player. The captuured

players alternately form lines behind their respec-tive captains. The verses are repeated until all of

the players have been selected.


London Bridge

London is the capital of the United Kingdom, adone of the largest cities in the world. It stands onboth sides of the Thames River which is both tidaland navigable, and which narrows to 325 yards atthe site of London Bridge. One of many finebridges which now span the Thames, LondonBridge first was built by the Romans. It washauled down by Vikings in the eleventh century,but rebuilt. It was the only bridge across the riveruntil 1750. The present bridge was built in 1831of Aberdeen granite. The precise limit of the tidesis marked by London Bridge, and when the tideebbs from the bridge, the foreshores of this old cityare worth searching for diverse relics whichremain from nearly 2,000 years of continuoushabitation.

Activity: Riddles

Why can't a man living on the east side of theThames River be buried on the west side of theriver?

because you don't bury the living

Do they have a Fourth of July in England?The Julys in England have every day

If you had only one match and entered a dark roomwhere there was a lamp, an oil heater, and somekindling wood, whch would you light first?

the match

Some months have thirty days, some have thirty-one days. How many have twenty-eight days?

every month has 28 days

How far can a dog run into the woods?half way, then he is running out

A woman gives a beggar fifty cents. The womanis the beggars's sister, but the beggar is not thewoman's brother, why?

the beggar is the woman's sister

Which weighs the most, one ton of feathers or oneton of steel?

they both weigh the same

It's not my sister nor my brother but still is a childof my father and mother, who is it?

me

A rooster was sitting on a fence between theUnited States and Mexico. Its head was in theU.S, and its tail was in Mexico. If it laid an egg,where would it fall?

roosters don't lay eggs

What nut makes a noise like a sneeze?cashew nut

What nut do people drink?Coconut

What kind of noise annoys an oyster?A noisy noise annoys an oyster.

What is it that goes from Los Angeles to SanFrancisco without moving?

the road

Why are weary people like automobiles?they are tired

What is the difference between a cat and acomma?

A cat has its claws at the end of its paws,and a comma has its pause at the end of its clause.

What will go up a chimney down but won't godown a chimney up?

an umbrella

What is the difference between an old penny and anew dime?

nine cents

Why are are fish considered well educated?because they spend so much time in

schools


LiteracyLiteracyLiteracyLiteracyLiteracy

fiftyKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK

sixtyKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKK

seventyKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK

eightyKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKK

ninetyKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK

one hundredKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKK

Count by Ten&&&&& Roy Howard

Ten, twenty, thirty,forty,

fifty, sixty, sev-enty, eighty,

ninety, one hundred.10, 20, 30, 40,50, 60, 70, 80,

90, 100

ten 10KKKKK KKKKK

twenty 20KKKKK KKKKK KKKKK KKKKKthirty 30KKKKK KKKKK KKKKK KKKKK KKKKK KKKKK

forty 40KKKKK KKKKK KKKKK KKKKKKKKKK KKKKK KKKKK KKKKK


Writing

BigAction words are not the only words that you should choose carefully. Descriptive words are justas important.

Big is a general word. Tall is more specific; so is fat. Each of these words tells in what waysomething is big. A word like monstrous tells us even more. Something monstrous is fright-ening as well as big.

Think of different words you might use to describe a house. Spacious might fit, or substantial,or huge. What about imposing? That could be used, too. But a word like fat would not work.

However, if you were describing a person, fat might be a better word than huge . The correctword will depend on the particular thing you are writing about.

Specific Words for Big

great hulking substantial

fat vast bulky

imposing gigantic massive

spacious monstrous heavy

huge tremendous strapping

Find the words in a dictionary Find the words in your readings

Write new sentences with these words Use the words in your story writing


BIGDate__________________

Name_________________

The word "big" fits in all of these sentences. However, another word can more explicitly describethe person, place, or thing.

1. Esa casa es espaciosa wide | spacious

That is a big house. That is a large | huge house.

2. Ese hombre es altísimo. tall | fat

That is a big man. That is a large | muscular man.

larger | big

3. Siéntate en esa silla más grande. Sit on that tall | fat chair.

4. Esa lluvia es fuerte. fast | longtime

That is a big rainstorm. It is raining hard| heavily.

5. Está nevando mucho. fast | longtime

That is a big snowstorm. It is snowing hard | heavily.

6. Ese hombre está panzón. fat| large

That man has a big belly. That man has a big |round belly.

____________________________________________________________________________________fat spacious monstrous bulky imposing

1. The inside of the church is ___________________.

2. The oversize package is too ___________________ for the mail slot.

3. The skyscraper commands an ____________________ view over the city.

4. The man is very ______________________, and can't get out of bed.

5. King Kong seems _____________________, even next to the Hulk.

6. Their mansion has a ___________________, interior.

7. (write your own) _______________________________________________________________

8. ______________________________________________________________________________


BIG Free Association Writing Technique correlated with Eng Chapt 2Step 1. Read from any literature at least until children are in the moodfor fantasy.Step 2. Read a story that uses the key words:

I stepped through the wall into a land of giants. Of course, I did not realize at first thatthe "forest of trees" I walked through was really an expansive lawn with gigantic blades ofgrass. It first struck me when I climbed a tall sturdy stalk of grass and sensed a huge shadow,like a cloud pass over me. I looked up in time to see a huge butterfly. Its substantial wingsspead over six feet in each direction. The body was at least as large as myself. My heart wentfrom shock and surprise to panic, when I heard a sharp snap, saw a long sticky tongue flickout and the butterfly disappear into the gaping jaws of a monstrous toad. My heart nearlystopped when I noticed that his huge, peering eyes had caught sight of me! As he repositionedhis hulking frame for the attack, I leaped hastily to the ground.

Step 3.Students write freely, anything that comes to mind.

A. Words B. Sentences

1. fat `1. He lowered the heavy crate into the ship's hold.2. spacious 2. The mountain was massive, but he was brave enough.3. huge 3. The box was too bulky to fit under the tree.4. hulking 4. He had a substantial breakfast today.5. vast 5. It was an imposing task, but he climbed the steep mesa.6. gigantic 6. He met the hulking bear in the path.7. monstrous8. massiveStep 4.Read a paragraph. The students write a story.

The raging storm kept on through the dark night. We worried about the possibility ofsome flooding, but never dared imagine the worst. High in the steep canyon, behind the mas-sive dam, the waters accumulated far beyond flood stage. Bulky flood gates had been open allweek, but the tons of earth and rock were no longer enough for the vast waters they held.With a tremendous crashing, crunching sound that could be heard for many miles, the watersbroke through. The surging, churning wave of water, mud, and rock crashed through thecanyon, poring and gouging and ripping everything in its path.

BIG Free Association Writing Technique , Big

Step 1. List to the teacher read a fun story. Step 2. Listen to the story about Giants.

I stepped through the wall into a land of giants. Of course, I did not realize at first that the"forest of trees" I walked through was really an expansive lawn with gigantic blades of grass. It


first struck me when I climbed a tall sturdy stalk of grass and sensed a huge shadow, like a cloudpass over me. I looked up in time to see a huge butterfly. Its substantial wings spead over six feetin each direction. The body was at least as large as myself. My heart went from shock and sur-prise to panic, when I heard a sharp snap, saw a long sticky tongue flick out and the butterflydisappear into the gaping jaws of a monstrous toad. My heart nearly stopped when I noticed thathis huge, peering eyes had caught sight of me! As he repositioned his hulking frame for the attack,I leaped hastily to the ground.

Step 3. After each word the teacher says, write the first word that comes to mind.

A. Words

1. _________________________________ 2. _________________________________

3. _________________________________ 4. _________________________________

5. _________________________________ 6. _________________________________

B. Sentences. After the teacher reads a sentence, write the first sentence that comes to mind.

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________

6. __________________________________________________________________________________

Step 4. Listen to a paragraph. The students write a story.

The raging storm kept on through the dark night. We worried about the possibility ofsome flooding, but never dared imagine the worst. High in the steep canyon, behind the massivedam, the waters accumulated far beyond flood stage. Bulky flood gates had been open all week,but the tons of earth and rock were no longer enough for the vast waters they held. With a tre-mendous crashing, crunching sound that could be heard for many miles, the waters brokethrough. The surging, churning wave of water, mud, and rock crashed through the canyon,poring and gouging and ripping everything in its path.


Five Hundred Miles

If you miss the train I'm onyou will know that I am goneyou can hear the whistle blow

a hundred milesa hundred milesa hundred milesa hundred miles

you can hear the whistle blowa hundred miles.

Not a shirt on my backnot a penny to my name

Lord, I can't go back homethis a'waythis a'waythis a'waythis a'way

Lord, I can't go back homethis a'way.

Activity: sound alike words. To do this activity,use the NAMES of the letters. In English, eachletter can represent many different phonemes, butthey all have only one name.

What letter is a human organ? i

What letter is a vegetable? p

What letter is a clue? q

What letter is part of a house? l

What letter is a large body of water? c

What letter is a sheep? u

What letter is a command to oxen? g

What letter is a verb of debt? o

What two letters are the condition of winter pave-ment? i c

What two letters make a word that means toomuch? x s

What two letters name a county in England? s x

What two letters name a creeping vine? i v

What two letters name a verb that means to rot orfall in ruins? d k

What two letters name a word meaning not diffi-cult? e z

What two letters name a girl's name? k t

What two letters name a written composition? s a

What two letters name a kind of pepper? k n

What two letters name a word meaning to surpassothers? x l

What two letters name a word resembling jeal-ousy? n v


Three Blind MiceRound

1. Three blind mice, three blind mice,2. See how they run, see how they run.3. They all run after the farmer's wife

who cut off their tails with a carving knife.4. Did you ever see such a sight in your life as

three blind mice.

Sing as a round: divide into groups. Each group starts at the beginning and sings the songclear through. Group two starts when group one reaches the line marked "2". Group

three starts when group one reaches the line marked "3". Group four starts when groupone reaches the line marked "4".

Ten Little ChildrenCounting Game

One little, two little, three little childrenFour little, five little, six little children,

Seven little, eight little, nine little children,Ten little children today.

Ten little, nine little, eight little children,Seven little, six little, five little children,

Four little, three little, two little children,One little child is left.


TimeTimeTimeTimeTime

The Months&&&&& Roy Howard

This song describes the climate in Lubbock, Texas. What is

the weather like where you live? Write a new verse telling

what your months are like.

1 .1 .1 .1 .1 .January, February, March,January, February, March,January, February, March,January, February, March,January, February, March,

January, February, March,April, May, June,April, May, June,April, May, June,April, May, June,April, May, June,April, May, June,

July, August, September,July, August, September,July, August, September,July, August, September,July, August, September,July, August, September,October, November,October, November,October, November,October, November,October, November,

December,December,December,December,December,October, November, December.

2 .2 .2 .2 .2 .The winter months are cold:The winter months are cold:The winter months are cold:The winter months are cold:The winter months are cold:

January, February, March,In Spring, there's wind and rainIn Spring, there's wind and rainIn Spring, there's wind and rainIn Spring, there's wind and rainIn Spring, there's wind and rain

April, May, June,Summertime is warmSummertime is warmSummertime is warmSummertime is warmSummertime is warm

July, August, September,the autumn nights are coolthe autumn nights are coolthe autumn nights are coolthe autumn nights are coolthe autumn nights are coolOctober, November, December.

3 .3 .3 .3 .3 .January, February, March,January, February, March,January, February, March,January, February, March,January, February, March,

April, May, June,April, May, June,April, May, June,April, May, June,April, May, June,July, August, September,July, August, September,July, August, September,July, August, September,July, August, September,

October, November,October, November,October, November,October, November,October, November,December.December.December.December.December.

JanuaryFebruaryMarchAprilMayJuneJuly

AugustSeptemberOctober

NovemberDecember


Happy Birthday

Happy birthday to you.Happy birthday to you.

Happy birthday dear ________Happy birthday to you.

This is the standard birthday greeting in allparts of the United States. Few peopleknow that it is sung to a tune written by

Mildred and Patty Hill, "Good Morning ToYou", which was highly popular for many

years.

Activity: learn this song and sing it on ornear the birthday of each member of the

class.

gramática: morphology•phonology•syntax•semantics•deletreo•grammar: morphology-phonology-syntax-seman-tics-spelling

•métodos de promover conversaciónmethods of fostering conversation

•como usar mejor el libro que ya tengobetter using my textbook

•comportamiento, disciplina en la clasebehavior, classroom discipline•como enseñar tomando en cuenta problemasen los hogaresHow to teach considering the problems they bringfrom home


gramática: morphology•phonology•syntax•semantics•deletreo•grammar: morphology-phonology-syntax-seman-tics-spelling

•métodos de promover conversaciónmethods of fostering conversation

•como usar mejor el libro que ya tengobetter using my textbook

•comportamiento, disciplina en la clasebehavior, classroom discipline•como enseñar tomando en cuenta problemasen los hogaresHow to teach considering the problems they bringfrom home

Mother's Knives andForks

These are mother'sknives and forks,

and this is father's table.This is sister's looking glass,and this is the baby's cradle.

This old nursery rhyme is also a finger playsong. To make the knives and forks, foldhands with fingers interlaced and pointingupwards; flatten fingers against the handsto make the table; turn hands, still folded,with thumbs straight up to form the look-

ing glass; lower thumb and cup foldedhands to form the cradle.

Polly,Put the Kettle On

Polly, put the kettle on,Polly, put the kettle on,Polly, put the kettle on,

We'll all have tea.

Sukey, take it off again,Sukey, take it off again,Sukey, take it off again,They've all gone away.

This old nursery rhyme has been creditedto various countries. Some believe the

words are English and the tune is Scottish.Others assign it to Germany, because thetune is very much like the Hansel andGretel Dance in the opera of the same

name by the German composerHumperdink. In the eighteenth century itwas a familiar nursery song and countrydance known as Jenny's Bawbee. I madeits appearance in the mussic halls about

1870. Children have made up countlessverses to the song to represent their inter-ests and activites. The rhythm is excellent

for tapping, clapping, or dancing.

Activity: make up new verses


When is your birthday? My birthday is _________________________________________.

When does school start? School starts __________________________________________.

What is today's date? ________________________________________________________.

Write about yourself and your family:

ESL in Song Volume IIIs level 2

Documents

Transcript of ESL in Song Volume IIIs level 2