8.TOMMY THUMB
Esconderemos las manos detrás de la espalda diciendo HAND BEHIND YOUR BACK!
Comenzaremos a cantar la canción e iremos enseñando los dedos nombrados y cambiando el tono de nuestra voz:
Tommy thumb, Tommy thumb, where are you?
Here I am, here I am, how do you do? (pulgar y voz grave)
Peter pointer,Peter pointer, where are you?
Here I am, here I am, how do you do? (Índice y voz normal)
Toby tall,Toby tall,where are you?
Here I am, here I am, how do you do? (corazón)
Ruby ring,Ruby ring,where are you?
Here I am, here I am, how do you do? (anular y voz aguda)
Baby small, baby small, where are you?
Here I am, here I am, how do you do? (meñique y susurrando)
 Fingers all, fingers all, where are you?
Here we are, here we are, how do you do? (toda la mano y saludar)

Hay varias versiones:
https://www.youtube.com/watch?v=10tyR4_yrpw
https://www.youtube.com/watch?v=s0g7kNjU1xQ

7. THE WHEELS ON THE BUS:
Pondremos las sillas en filas de dos imitando a los asientos de un bus e imitaremos las acciones del conductor.
The wheels on the bus go round and round,
round and round, round and round.
The wheels on the bus go round and round,
all day long
the wipers on the bus go swish, swish,swish,
swish, swish,swish,swish, swish,swish,
the wipers on the bus go swish, swish,swish,
all day long
The horn on the bus goes beep, beep, beep
beep, beep, beep, beep, beep, beep
The horn on the bus goes beep, beep, beep
all day long 
The children on the bus go chat, chat, chat
chat, chat, chat, chat, chat, chat
The children on the bus go chat, chat, chat
all day long
The people on the bus go up and down, 
up and down, up and down.
The people on the bus go up and down, 
all day long.
The babies on the bus go fast asleep,
 fast asleep, fast asleep,
The babies on the bus go fast asleep,
all day long.
The babies on the bus go gua, gua, gua
gua, gua, gua, gua, gua, gua
The babies on the bus go gua, gua, gua
all day long.
The dadies on the bus read, read
read ,read ,read
The daddies on the bus read, read
all day long.
The mums on the bus shhhh, shhh,
shhhh, shhh, shhhh, shhh,
The mums on the bus shhhh, shhh,
all day long.

http://www.youtube.com/watch?v=JfwqSXmJ-mE

5. OLD MAC DONALD HAD A FARM:
Esta canción es ideal interpretarla cuando estemos con el tema de los animales. Podemos hacer caretas y nos las pondremos cuando salgan los animales correspondientes o bien podemos imitar los gestos del perro, del gato, etc.
Old mac donald had a farm, ee-ay-ee-ay-o!
and on that farm he had a dog, ee-ay-ee-o!
with a bow-bow here and a bow-bow there
here a bow, there a bow, everywhere a bow-bow!
Old mac donald had a farm, ee-ay-ee-ay-o!
Old mac donald had a farm, ee-ay-ee-ay-o!
and on that farm he had a caw, ee-ay-ee-o!
with a moo-moo here and a moo-moo there
here a moo, there a moo, everywhere a moo-moo!
Old mac donald had a farm, ee-ay-ee-ay-o!
Old mac donald had a farm, ee-ay-ee-ay-o!
and on that farm he had a duck, ee-ay-ee-o!
with a quack-quack here and a quack-quack there
here a quack, there a quack, everywhere a quack-quack!
Old mac donald had a farm, ee-ay-ee-ay-o!
Old mac donald had a farm, ee-ay-ee-ay-o!
and on that farm he had a sheep, ee-ay-ee-o!
with a baa-baa here and a baa-baa there
here a baa, there a baa, everywhere a baa-baa!
Old mac donald had a farm, ee-ay-ee-ay-o!

Hay varias versiones de esta canción:
http://www.youtube.com/watch?v=7_mol6B9z00
https://www.youtube.com/watch?feature=player_embedded&v=hDt_MhIKpLM

6. 1,2,3,4,5 ONCE I CAUGHT A FISH ALIVE!

Para esta canción podemos sentarnos en el suelo formando un corro y que los niños hagan la mímica apropiada. Taparemos los ojos a uno de los niñ@s que se pondrá en el centro del círculo y permanecerá con la mano extendida señalando con el dedo índice hacia delante. El resto del grupo se irá moviendo en circulos alrededor de ella y cuando dejemos de cantar la persona protagonista, con los ojos tapados, estrá señalando a alguien del grupo, a quién preguntará: WHAT´S YOUR NAME? La persona señalada dirá su nombre al resto del grupo y cambiará el puesto a quien estaba en el centro del círculo.

1,2,3,4,5, once I caught a fish alive (contamos hasta 5 y hacemos como si cogieramos un pez)
6,7,8,9,10 then I let him go again ( contamos el resto de dedos y hacemos como si dejáramos caer el pez)
why did you let him go?
because he bit my finger so (levantamos el dedo señalando)
which finger did he bite? 
This little finger on my right!
ow! (señalamos con uno de los dedos)

https://www.youtube.com/watch?v=CsnuED9h4OQ

4. THE RAINBOW SONG.
Para esta canción se puede elaborar un arco iris y colgarlo en la pared para que cada niño señale su color. Otra forma es que cada niño vaya vestido de un color y cuando se diga su color se levanten, o que señalen algo de ese color que haya en la clase. Hay múltiples formas de usar esta canción.

Red and yellow, pink and green
purple and orange and blue
I can sing a rainbow
sing a rainbow
sing a rainbow too 

http://www.youtube.com/watch?v=uTDJiPdz3L0

3. IF YOU ARE HAPPY AND YOU KNOW IT.
Esta canción es muy rítmica y pegadiza. Es un canto a la alegría. Se canta en corro y los participantes deben realizar las acciones que indica la canción con las manos, los pies, los dedos, etc.

If you are happy and you know it,
clap your hands(clap, clap)
If you are happy and you know it,
clap your hands (clap, clap)
If you are happy and you know it,
and you really want to show it.
If you are happy and you know it,
clap your hands (clap, clap)
If you are happy and you know it,
stomp your feet (stomp, stomp)
If you are happy and you know it,
stomp your feet (stomp, stomp)
If you are happy and you know it,
and you really want to show it.
If you are happy and you know it,
stomp your feet (stomp, stomp)
If you are happy and you know it,
shout we are (we are)
If you are happy and you know it,
shout we are (we are)
If you are happy and you know it,
and you really want to show it,
If you are happy and you know it,
shout we are (we are)
If you are happy and you know it,
do all three( clap, stomp, we are)
If you are happy and you know it,
do all three( clap, stomp, we are)

http://www.youtube.com/watch?v=pDSCgbSBwKA

2. HEAD, SHOULDERS, KNEES AND TOES:
Esta canción la podemos cantar como queramos, rápido,lento,bajito,gritando. Podemos ir quitando palabras y haciendo el máximo de gestos posibles.

Head, shoulders, knees and toes, knees and toe.
Head, shoulders, knees and toes, knees and toes.
And  eyes,  ears, nose and mouth.
Head, shoulders, knees and toes, knees and toes.

http://www.youtube.com/watch?v=BisOdUvyoEQ

1. BROTHER JOHN

Para esta canción sería interesante buscar una campanilla que nos ayudará a comprender el significado de la palabra BELL  y nos servirá para el siguiente juego: el grupo de niñ@s se colocan en corro bien cogidos o sin coger de las manos, alrededor de "Brother john" (niñ@s). se tumbará en el suelo, boca abajo y con los ojos cerrados y la campanilla en la espalda. Cantaremos la canción una vez, dando vueltas y justo antes de terminar la canción alguien del corro cogerá la campanilla y la esconderá en su espalda. El resto también pondrá sus manos detrás. Entonces Brother John irá preguntando hasta que encuentre la campanilla; HAVE YOU GOT THE BELL?...
Quien la posea tomará entonces el relevo
 Are you sleeping?
Are you sleeping?
Brother John
Brother John
Morning bells are ringing
Morning bells are ringing
Ding, dang, dong
Ding, dang, dong

https://www.youtube.com/watch?v=-vdnHErW624

C. WHO STOLE THE COOKIES FROM THE COOKIE JAR?

The group of children forms a circle the group asks the question and answer it with the given name. The person whose name is used refuses the accusation. the group insists. The person refuse once more. The group then asks who. the person gives the name of someone else in the group, and it goes on like that.

Group: who stole the cookies from the cookie jar?
_Jimmy_ stole the cookies from the cookie jar.
_Jimmy_ who me?
Group: yes, you!
_Jimmy_ Not me!
Group: then who?
_Jimmy_: __Linda_ stole the cookies from the cookie jar.
_Linda_ who me?
Group: yes you!

https://www.youtube.com/watch?v=ert9zlCx21E

D. LONDON BRIDGE
Two children join hands and form an arch.  They secretly decide who is silver and who is gold. The other children form a single line to pass under the bridge. Children in line pass under the bridge. On "My fair lady", the bridge falls and captures a prisioer. the bridge gently sways the prisoner back and forth. At the end of the chorus, the prisoner is secretly asked, "Do you want to pay with silver or gold?" The prisoner then stands behind the child representing this choice. This goes on until all children have been captured. A tug-of-war between "gold" and "silver" ends the game.

London Bridge is falling down,
Falling down, falling down, 
London Bridge is falling down,
My fair lady.
Chorus: (song after each verse)
Take the Key and lock her up
lock her up, lock her up
Take the Key and lock her up
My fair lady. 
Build ir up with iron bars
 iron bars,  iron bars
Build ir up with iron bars
My fair lady.
Iron bars will bend and break
bend and break, bend and break
Iron bars will bend and break
My fair lady.

https://www.youtube.com/watch?v=jWQ_ItM9KZM.
Es como el pase misi pase misa en español

B. PUNCHINELLO
Children form a circle. One child is in center as "it". "It" makes a motion while a children sing the first verse. Children copy "It"s motion during verse 2. "It" chooses another child to replace him and takes that person´s place in the circle.

What can you do, Punchinello funny fellow?
What can you do, Punchinello funny you?

You can do it, too  Punchinello funny fellow?
You can do it, too  Punchinello funny you?

You choose one of us  Punchinello funny fellow?
You choose one of us  Punchinello funny you?

A. EENY, MEENY, MINY MO
The first song is a topical choosing rhyme. It is normally used to determinate who is "it"
Eeny meeny miny mo,
catch a tiger by the toe.
If he hollers, make him pay
Fifty dollars every day.
My mother told me to
choose the very best one.