Run, Run, Run!

happy kids , jumping
I teach very young learners. I love the energy that these students bring to my class!  The question is how to harness that energy productively.  This chant from Magic Time One 2nd edition (OUP) is perfect for very young learners.

In the lessons prior to this, students learned about various pets, such as cat, dog, rabbit, bird, turtle, and frog.  (Actually the artwork shows additional pets that the children find in the pictures). The four verbs in this lesson are jump, run, hop, fly.

First of all, students practice each of the four verbs–jump, run, hop, fly–standing in one place.  It’s also important for young learners to learn “Stop!”  It’s fun to make it a game by saying these verbs several times (Jump! Jump! Jump!), and then “Stop!”  You can do this with music by starting and stopping the music.  When my students, they love to make interesting poses, too.

Secondly, put these four words into the chant pattern.  I like to do this as a fingerplay sitting with the students.

For jump, place two fingers in your palm, then pretend to “jump.”

For run, make your fingers move quickly in your palm.

For hop, place one finger in your palm, then pretend to “hop.”

For fly, move your fingers in the air.

You can place the four picture cards in the order of the song like this.  Put the three verbs in one row, and run in another.

Jump           Hop                Fly

              Run

You can see in the video that my students matched the animals to the picture cards.

Run, Run, Run! from Magic Time One 2e Unit 10

Jump! Jump! Run, run, run!

Jump! Jump! Run, run, run!

Jump! Jump! Run, run, run!

Jump! Jump! Stop!

Change jump to hop.  Then change to fly.

Here’s a video of some of my very young learners performing this chant.

Students extend this language by putting it into the phrase, It can _______.  Students are then able to talk about all of the pets they’ve learned about.

Have fun!!!

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Happy Valentine’s Day

How will you celebrate Valentine’s Day with your young learners?  Here are two songs that build English language skills along with movement.images.jpeg

For many years my kindergarten students have been celebrating letters at this time of year.  Many of my Japanese students struggled to pronounce /v/ from the word “Valentine.”  This little song is based on the Japanese song “Tulip” (Lightly Row).  It teaches simple social language along with the sound /v/ for Valentine.  When the children hear the word “valentine,” they make a heart shape with their fingers, arms, or whole body.

Be My Valentine song by Kathy Kampa

from Kathy Kampa’s Special Days and Holidays CD

I like you. You like me.Unknown-2.jpeg

Will you be my Valentine?

I like you. You like me.

Be my Valentine.

[v] [v] Valentine!

[v] [v] Valentine!

I like you. You like me.

Be my Valentine.

Here’s a video link to give you some ideas of how to move to the song.  Special thanks to my nieces Brooke and Shannon for helping out.

The song “I’m Your Friend,” a new song from my album Jump Jump Everyone, invites students to move in various ways, such as skipping, jumping, walking, even skating! Developing gross motor skills is important for young learners. You can sing this with small or large classes.  Here are the lyrics to the song.

Chorus: I’m your friend. You are mine.

Will you be my Valentine?

I’m your friend. You are mine.

Will you be my Valentine?

Let’s walk.

  1. Walk, walk, walk with me. Walking, walking, 1-2-3,

4-5-6, 7-8-9,  Will you be my Valentine?

*repeat with skip, jump, slide, skate, dance

With a small group, it’s easy to have all of the students join hands in a circle.

With a bigger group, students can form partners.  Here’s a short video clip of my Magic Time class singing I’m Your Friend.

You can find these songs on my CDs Kathy Kampa’s Special Days and Holidays and Jump Jump Everyone.

Kathy Kampa's Special Days and Holidays

Children’s songs for special events for pre-school, kindergarten, and elementary students Mimi CD cover 2015-10-12 at 1.04.43 AM

What Day Is It?

happy children group in school

Students love to make letter shapes with their bodies.

Learning the names of the days of the week in English can be tricky.  For many of us, we teach our English class on the same day each week.  This song “What Day Is It?” is a fun way to practice the days of the week.

First of all, write a letter on the board or show a picture card.  Model making that letter with your fingers, arms, or whole body.  Make the letter so that students are able to read it. You might imagine how that letter would look when you write it on your whiteboard. Students will be able to “read” your letter. Invite students to make letters with you.  They might even make letters with the entire class! Try making letters in many different ways.

We started at the beginning of the alphabet.  Students made  A, a, and B, b (see B below).  In Magic Time (Oxford University Press) students have fun making letter shapes to learn the letter name and its sound.

Now write the names of the days of the week.  Run your finger under the word as you say it (Sunday). Point out the first letter. Encourage students to make that letter with their bodies in several ways.  Remind students that days of the week begin with capital letters. As you can see, sometimes the letters appear flipped around to us.  The important idea is that students are making the letter shapes.

I love to catch my students making their amazing letters by taking photos. Remember CCBA (Catch Children Being Amazing!)

Pass out the “days of the week” cards, one to each student. Students line up in order around the circle starting with Sunday.  Students make the initial letter shape as they sing  each day of the week.  When they sing “Tra la la la la” add a group movement, such as pat your knees, clap your own hands, clap your “neighbor’s” hands.

What Day Is It? 

from Magic Time Two, Unit 8, Use the Words

What day is it?

Today is Sunday.

Today is Sunday.

Today is Sunday.

Tra la la la la.

*repeat with the remaining days of the week

Here are some of my students demonstrating this song.  Come and join them!

 

 

 

 

Caterpillars, Butterflies, and CLIL

Image courtesy of japanachai at FreeDigitalPhotos.net

Image courtesy of japanachai at FreeDigitalPhotos.net

Have you heard of the acronym CLIL? It stands for Content and Language Integrated Learning.  CLIL lessons link classroom content with vocabulary and grammar paradigms. We can bring the world of nature into our English lessons!

Here’s a great CLIL science lesson you can teach your young learners today! It introduces students to a butterfly’s life cycle. Like all powerful lessons that provide “many ways to learn,” this lesson teaches English through words, pictures, chants, movement, logic, and more!

 Through this activity, students will:

 -know the names of the butterfly life cycle

create movements for each part, with fingers, with whole body

perform a chant

recognize a life cycle (you may refer to “The Very Hungry Caterpillar” by Eric Carle)

Please refer to the illustration below as we go through the steps of the lesson.

1.  First, present the new language:

egg              caterpillar            chrysalis               butterfly

Butterfly life cycle drawings. pngYou may introduce the language using the picture card illustrations (right), or find your own pictures in books or on the Internet.  It’s fun for students to find these images in the story of “The Very Hungry Caterpillar.”

2.  Next, create finger shapes for each word.  The “finger play movements” below the illustrations will show you how, or use your imagination to create your own ideas.

3.  Say the chant using the finger movements.

 Tiny Egg Chant  (Butterfly Life Cycle Chant)

by Kathleen Kampa © 2013

Tiny egg, tiny egg  X  X  XX  X  (ch – ch- ch ch – ch)

Tiny egg, tiny egg  X  X  XX  X  (ch – ch- ch ch – ch)

Tiny egg, tiny egg  X  X  XX  X  (ch – ch- ch ch – ch)

1-2-3-4   LOOK!

Caterpillar, caterpillar X  X  XX  X  (ch – ch- ch ch – ch)

Caterpillar, caterpillar X  X  XX  X  (ch – ch- ch ch – ch)

Caterpillar, caterpillar X  X  XX  X  (ch – ch- ch ch – ch)

1-2-3-4  Look!

Chrysalis, chrysalis X  X  XX  X  (ch – ch- ch ch – ch)   (Repeat 3 times)

1-2-3-4  Look!

Butterfly, butterfly X X XX X  (ch – ch- ch ch – ch)   (Repeat 3 times)

Wait . . . .   Good-bye!

____________________________________________

Here is a simple recording of the chant that you can use:

The professional recording can be found on Jump Jump Everyone.

4.  Finally, you can expand the activity by having students move to the chant using their whole bodies. Students can bend down to make tiny egg shapes, then wiggle about on their tummies as caterpillars. They can balance in a on one foot in a chrysalis shape. While students are balancing quietly, give each student one or two colorful scarves for butterfly wings.  Your students might enjoy moving around the room like butterflies.  I often play “Aviary” by Camille Saint-Saëns, or the Japanese song “Cho Cho.”

_______________________________________________________________

Through the power of CLIL, students have now experienced the life cycle of a butterfly in a meaningful and memorable way. The vocabulary they have learned has real meaning, and they will happily repeat the activity many times in future lessons.

Let us know how this activity works in your classroom, and if you discovered any new ways to teach it!

Happy Teaching!

Kathy and Chuck

Let’s Celebrate Girls’ Day! It’s Time for Hina Matsuri!

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Girls’ Day is celebrated on March 3rd in Japan. It’s called “Hina Matsuri”.  Beautiful dolls called “Hinaningyo” are displayed on red stairs.

Here is a photo of the beautiful dolls from our kindergarten at Seisen International School. Starting at the top, you can see the emperor and empress dressed in traditional clothing of the Heian period. On the lower steps, you can see the attendants and musicians.  Miniature furniture is also displayed.

These dolls are displayed for Hina Matsuri.

These dolls are displayed at my school for Hina Matsuri/ Girls’ Day.

At this time of year, we can find displays of these beautiful dolls in many public places. This set was on display at a local onsen.

IMG_6016

Since we’ve been living in Japan for over 25 years, I wanted to write a song in English to help my students talk about the celebration.  It’s written to the tune “Kaeru no Uta.” The melody goes up and down, just like the stairs for the dolls.  My students really love it!

I’d like to gift you with this free professional recording of “We Love Hina Matsuri” for Girls’ Day on March 3rd! Scroll to the end of the post below.

Here are some notes to dance along with it.

We Love Hina Matsuri

Words by Kathleen Kampa, Music: Kaeru no Uta

We love Hina Matsuri

Students cross hands over heart. Lean side to side (R/L/R/L)

Pretty dolls for us to see

Girls: Bend knees side to side four times.  Boys: Pretend to look at the dolls

Girls’ Day! Girls’ Day!

Girls: Curtsy to right, then to left. Boys: Bow two times.

Hina Matsuri is Girls’ Day.

Stand tall              clap  clap   clap

Students sing this song all together twice.

Then, divide students into two groups.

The first group starts singing We love Hina Matsuri, and continues to sing to the end of the song.

When the first group gets to the second line, Pretty dolls . . .  the second group begins singing We love Hina Matsuri.  

Continue in the same way. This is called a canon.

We end by singing the song all together again.

Now you can even divide into four groups!   Each group begins at a new line.

Art Projects:

After you’ve finished singing, try some origami.

Our students enjoy making origami dolls. We usually make two dolls representing the emperor and the empress.

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For more ideas, check out this site.  www.origami-club.com/hina/     When you click the left oval (おりかた), you can see how to make it the origami. When you click the right oval (あにめ), you can easily understand how to fold.  Thanks to Yoko Matsui for sharing this site filled with lots of great ideas.

For something simpler, try these coloring activities.

.hinamatsuri_kf_studio-689x1024

These songs “grow” in my classroom. We Love Hinamatsuri is one of 15 great songs for kids on Kathy Kampa’s Special Days and Holidays.

There are also 23 great songs for kids on Kathy Kampa’s Jump Jump Everyone. This album is filled with movement songs, classroom management/transitional songs, and CLIL/content songs. They’ve grown in my young learner classroom.

These two CDs each include a handy attached booklet with lyrics, and are available for teachers in Japan at ETJ Book Service.

For teachers residing outside of Japan, the songs are available for download through iTunes.

 

Children's songs for special events for pre-school, kindergarten, and elementary students

Children’s songs for special events for pre-school, kindergarten, and elementary students

Cover screen shot

Lots of great movement songs, transitional songs, and CLIL/content songs!

1

Santa’s Cookies and Milk

Our Christmas Tree here in Japan with ornaments from around the world

Our Christmas tree here in Japan with ornaments from around the world

Christmas is a magical time of year! My students and I sing about Santa Claus, reindeer, Christmas trees, jingle bells, and gingerbread cookies. We sing songs about the birth of Jesus, too. Students dress in festive costumes. I love this time of year with my students! Even though our two sons are adults, we still gather together at Christmas and enjoy many of the traditions they knew as children. Our Christmas Eve celebrations include a festive dinner, opening gifts by the Christmas tree, and singing Christmas carols. When the evening draws to a close, we still put out a plate of homemade cookies and a glass of milk for Santa Claus. A note is written for Santa, and the next morning a reply from Santa is waiting for us!

Cookies and Milk left for Santa

Cookies and milk left for Santa

I wrote this simple song to the melody of Twinkle, Twinkle Little Star to remember this special moment in our lives. Here’s a complimentary music track for you from my CD entitled Kathy Kampa’s Special Days and Holidays.

Santa’s Cookies and Milk Words by Kathleen Kampa and Charles Vilina Spoken: Dear Santa, Welcome to my house. I’ve been very good this year. Have some cookies. (gesture with one hand to the side) Have some milk. (gesture with the other hand) Christmas cookies and a glass of milk. (Twist hands like twinkling Christmas stars. You can make it fancier by moving your hands in big circles from above your head to your sides.) Eat the cookies. 1-2-3 (gesture eating cookies, then fingers 1-2-3) Drink the milk. It’s from me. (gesture drinking milk, then point to self) Have some cookies. (gesture with one hand to the side) Have some milk. (gesture with the other hand) Christmas cookies and a glass of milk.   (Twist hands like twinkling Christmas stars. You can make it fancier by moving your hands in big circles from above your head to your sides.) Spoken: Thanks Santa! Have a good night! Good-bye! For more tips on performances, see our last blog post. https://magictimekids.com/2014/12/05/making-the-most-of-student-performances/

Cute way to give Christmas cookies!

A cute way to give Christmas cookies!

Check out this cute idea for a cookie holder, too. Invite students to decorate the plate before folding it up. Be sure to show students a model of the folded one so that they know where they can draw. Turn the plate upside down on a clean surface to add drawings. Cut on the lines, too, before drawing.  Remember that the drawings will be on the bottom of the plate. Decorate with red ribbon and a little bell for Christmas. Wishing you all the best for Christmas and throughout the year from our family to yours.  May the magic of Christmas remain in your hearts.

Chuck, Christian, Kathy, and John on Christmas Eve 2013

Chuck, Christian, Kathy, and John on Christmas Eve 2013

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Reading and Dancing Holiday Songs

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It’s October and we’re busy singing and dancing to Halloween songs. My students love getting up and moving to a song! At this time of year, we’re marching like monsters, skipping like skeletons, waltzing like witches, and jumping like jack-o-lanterns. If you want to find more Halloween songs, you can find teaching notes for songs like “Marching Monsters” on earlier blogs on this site.

On this blog, however, I want to share a handout and flash cards made by my good friend Setsuko Toyama. Setsuko is a well-known teacher trainer and author in Japan. On her worksheet, students match the same initial sound of the words, an important skill in developing phonemic awareness. They also have fun playing with alliteration, words that begin with the same sound. Many American nursery rhymes feature alliteration.

Marching Monsters worksheet and flashcards

I like having my students do craft projects from time to time. While they’re busy creating their artwork, I play music to fit the holiday. Kathy Kampa’s Special Days and Holidays CD has several Halloween songs that children can easily sing along to for your Halloween parties.

Check out my Pinterest page for lots of Halloween craft activities.

Grasshoppers, Butterflies, and Spiders

While our summer was filled with many opportunities to enjoy the nature of Minnesota, it was also a busy time of successfully completing my MA degree. Now we have time to share many more ideas with you!

On our second day back at school, my Grade One students found a giant grasshopper outside of our classroom. It was as big as a praying mantis. We took it into our classroom. What an exciting way to begin our new school year!

Giant grasshopper

Giant grasshopper

Children are fascinated with living creatures–especially insects and other mini-beasts. While some children may be a bit timid about holding certain insects, most seem to enjoy them.

Here are a couple of activities that you can easily do in your classroom.

1.  Simple, Invented Songs

It’s easy to nurture creativity in young learners through music.  Try “playing” with words.

Here’s a simple pattern to create a song or chant.

I Love Bugs!

I like ladybugs. (longer word, 2-3 syllables)

I like ants. (shorter word, 1-2 syllables)

I like bumblebees. (longer word, 2-3 syllables)

I love bugs!

 

Students choose three insects for their song, usually one shorter word, and two longer words.

When young children sing, they often use so and mi in their invented songs.  You can use so and mi for this song, too.

My students think it’s funny to sing the negative form of this. I don’t like ______.  I hate bugs!

 

Another activity to help students play with words is to repeat the first consonant of a word, such as /b/ /b/ /b/ /b/ Bees!  Bees!

2. Stories

I love using stories with my students–especially predictable ones.  A predictable story uses repetition, similar to the way a song might have a chorus.  It might have repeated words, phrases, sentences, and other patterns.  New characters, new events, and other surprises keep the children guessing about what’s going to happen next.

Story: The Very Busy Spider by Eric Carle

This story shows how a spider gradually spins a web. In my edition of this book, students can also feel the change in the web as it gets bigger.  You can read the book to your students in a traditional manner, but you can use the pictures in the book like flash cards to help you tell the story.

A.  Pre-read by looking at the pictures of the animals in the book.  You can chant this pattern, or sing it to the melody of “The Farmer in the Dell.”

The horse says “Neigh!”
The horse says “Neigh!”
Let’s play together. “Neigh! Neigh! Neigh!”

Many animals visit the spider, but the spider continues to spin the web.
Repeat with the other animals from the story (cow, sheep, goat, pig, dog, duck, rooster).

The cow says “Moo!”
The cow says “Moo!”
Let’s play together. “Moo! Moo! Moo!”

The phrase for the rooster is longer than the rest.

“Cock-a-doodle-doo!”  “Cock-a-doodle-doo!”  Let’s play together. “Cock-a-doodle-doo!”

B. Now add the following chant pattern.

(But the spider said . . . )
Sorry. I’m busy. I’m spinning a web.
Busy, busy, busy. I’m spinning a web.

Add gestures to help children remember the language. Change your voice to express the sounds of the animals.

C.  Now I “read” the story by showing the children the pictures of the animals and singing the animal songs. I show students the web in the book.  With a small class, students can feel the texture of the web on the page. On subsequent readings, you can draw the web on a whiteboard as the story progresses by drawing a couple of lines at a time.  If your students can sit in a circle, you can even create a yarn web by passing a ball of yarn from one student to one across on the other side.

D.  At the very end, an owl comes and the spider is sleeping.

Whisper . . . .

The spider was busy, but she’s sleeping now.
Sh! Sh! Be quiet!  She’s sleeping now.

*Another fun predictable story with insects and animals is Lily and the Moon by Mari Nakamura and Patricia Daly Oe.

3.  Find It!

You can look for insects outside with your students.  You can also find them in books! In Magic Time One, Unit One, Annie and Ted are outside playing.  In addition to finding the target vocabulary, students can look for animals and insects on these pages too.  They can find a dragonfly, grasshopper, rabbit, turtle, frog, squirrel, bird, butterfly, and caterpillar.  We love to add little surprises for the students to discover.

Enjoy this season of insects and mini-beasts!  Happy teaching!

 

 

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Let’s Pretend for Halloween–Time for Witches, Black Cats, and More!

Shannon

Brooke and Shannon

My nieces like to dress up as black cats for Halloween.

I love Halloween! It’s a time of year when students can enjoy expressing their ideas. They’re encouraged to use their imaginations and can pretend to be many different characters.

How can your students use their imaginations?

First, you can encourage students to create movements like Halloween characters. For example, students can make a pose while sitting. Then, they can do movements around a circle. Finally, you can let them move freely around an open space. For shy students, demonstrate some simple ideas. Soon they’ll be creating their own ideas.

Students can also use their imaginations with costumes or props. With a scarf, a student can turn into a prince or princess, ride a witch’s broomstick, or become a spooky ghost. Pieces of fabric can be used over and over again and made into various costumes. Show students photos of children dressed up to go trick-or-treating. Although many companies sell fancy costumes, I have fond memories of creating costumes from things we had around the house.

Here’s a Halloween song I wrote entitled “I’m A Witch.” It prompts students to imagine that they’re different Halloween characters. To teach this song, sit with students in front of you.

(Use the transitional song:  Come and sit in front of me . . .)

Show students images of each of the characters in the song — a witch on a broomstick, a ghost floating in the air, a bat flying in the air, an owl sitting in a tree, and a black cat creeping. Using visuals is important — especially for students learning English. This is an important first step in learning the vocabulary in the song.

Here’s a simple version of the song. (A more professional version is available below.) You can listen to the song while showing students these pictures.

Here are the lyrics if you want to sing along.

I’m A Witch

Words by Kathleen Kampa and Charles Vilina

copyright © 2013 by Kathleen Kampa

Music: Skip to my Lou

(Available on iTunes on Kathy Kampa’s Special Days and Holidays — see Track #10)

Spoken: Let’s be witches and fly on our broomsticks.

Hee! Hee! Hee! I’m a witch!

Hee! Hee! Hee! I’m a witch!

Hee! Hee! Hee! I’m a witch!

Happy Halloween!

Spoken: Let’s be ghosts and float gently through the air.

Boo! Boo! I’m a ghost! (3X) Happy Halloween!

Spoken: Let’s be bats and fly through the night sky.

Eeek! Eeek! I’m a bat! (3X) Happy Halloween!

Spoken: Let’s be owls and turn our heads from side to side.

Whoo! Whooo! I’m an owl! (3X) Happy Halloween!

Spoken: Let’s be black cats. Put on your whiskers and sneak around.

Meow! Meow! I’m a black cat! (3X) Happy Halloween!

Now students can stand in a circle, move around the circle, or move freely around the classroom. Hold up pictures of each character. Before playing the music, I like to practice movements for each of the characters. You may want to share your own ideas. Just remember that if you demonstrate the movement first, your students are more likely to copy your ideas.

Here are some suggestions:

Witch: Students pretend to fly on broomsticks by holding their hands in front of their bodies and galloping.

Ghost: Students move their arms smoothly up and down, while walking in curvy pathways around the room.

Bat: Students pull their elbows in to create small wings. They move quickly around the room. My students also like to pretend they’re sleeping bats by folding their arms in and creating an upside-down pose.

Owl: Students stand in one place with their arms down. They turn their heads from side to side.

Black Cat: Students pretend to have whiskers, paws, and a tail. They sneak around with tiptoeing movements. I remind them to be “kind cats.”

Whenever students are moving in your classroom, check to make sure that everything is safe. Push chair legs in, and move things out of the way.

Now play the music! My students love moving freely about the room while they hear the cues. I remind them to stop after each character, and listen for the new cues. I hope that your students have as much fun as mine do with this song!

The professional version of “I’m a Witch” is available on iTunes and CDBaby. Just click on the title below:

 Kathy Kampa’s Special Days and Holidays (Click on Track #10)

Happy Halloween and Happy Teaching!

Kathy and Chuck

27

How Can You Build English Throughout a Lesson? Use Transitional Songs, Part One

DotIn any children’s class, many activities are needed to keep students happy and motivated throughout the lesson.  Transitional songs are a perfect way to signal to children that one activity is ending and another is beginning.  A good transitional song also has other benefits:

  1. It supports the natural rhythm and intonation of the phrase or sentence you are using.
  2. The melody is quickly learned and recognized by students, so they move into action as soon as they hear it.
  3. In most cases, children can be encouraged to sing along, building group cohesion as well as productive language skills.
  4. Transitional songs soon become part of a classroom routine, giving students a sense of structure and making them feel secure during the lesson.

Today, for Part One, we present three transitional songs that help to make activities smooth and enjoyable for students. The lyrics for each of the transitional songs are included below with a simple recording.  A professional recording is now available on “Jump Jump Everyone.”

1.  Let’s Make a Circle

Many language activities work well with students seated (or standing) in a circle.  This transitional song quickly motivates children into forming a circle in the classroom.

Let’s Make a Circle  (copyright © 2012 by Kathleen Kampa and Charles Vilina)

(melody:  Skip to My Lou)

Let’s make a circle big and round.

Let’s make a circle big and round.

Let’s make a circle big and round.

Everybody please sit down. (or Let’s make a circle big and round to remain standing)

2.  Come and Sit in Front of Me

This transitional song works well when you want students to sit as a group in front of you, perhaps for a storytelling session.

Come and Sit in Front of Me  (copyright © 2012 by Kathleen Kampa and Charles Vilina)

(melody:  Muffin Man)

Come and sit in front of me,

In front of me, in front of me,

Come and sit in front of me,

In front of me.

3.  Cards, Please!

Many activities involve the use of picture cards for language support. After the activity is over, this transitional song gets the picture cards back to you quickly and efficiently.

The song is sung as a dialogue between the teacher and students.  The word cards can also be changed to any other item that needs to be collected (papers, crayons, etc.)

Cards, Please!  (copyright © 2012 by Kathleen Kampa and Charles Vilina)

(melody:  Skip to My Lou)

T: Cards please.   Ss: Here you are.

T: Cards please.   Ss: Here you are.

T: Cards please.   Ss: Here you are.

All: Thank you very much!

You can sing these transitional songs in your classroom.  The songs are also professionally recorded here on “Jump Jump Everyone.”  Check out the link on iTunes .

Mimi CD cover 2015-10-12 at 1.04.43 AM

This album has lots of movement songs which are important for young learners growth and development.  Contact Englishbooks.jp or me (magictimekids@gmail.com) to order CDs.