ALPHABET SONG A-B-C-D-E-F-G H-I-J-K-L-M-N-O-P Q - R - S - T - U and V, W - X - Y and Z Now I know my A - B - C's Next time won't you sing with

me? The Ants Go Marching The ants go marching one by one, hurrah, hurrah The ants go marching one by one, hurrah, hurrah The ants go marching one by one, The little one stops to suck his thumb And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching two by two, hurrah, hurrah The ants go marching two by two, hurrah, hurrah The ants go marching two by two, The little one stops to tie his shoe And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching three by three, hurrah, hurrah The ants go marching three by three, hurrah, hurrah The ants go marching three by three, The little one stops to climb a tree And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching four by four, hurrah, hurrah The ants go marching four by four, hurrah, hurrah The ants go marching four by four, The little one stops to shut the door And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching five by five, hurrah, hurrah The ants go marching five by five, hurrah, hurrah

The ants go marching five by five, The little one stops to take a dive And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching six by six, hurrah, hurrah The ants go marching six by six, hurrah, hurrah The ants go marching six by six, The little one stops to pick up sticks And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching seven by seven, hurrah, hurrah The ants go marching seven by seven, hurrah, hurrah The ants go marching seven by seven, The little one stops to pray to heaven And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching eight by eight, hurrah, hurrah The ants go marching eight by eight, hurrah, hurrah The ants go marching eight by eight, The little one stops to shut the gate And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching nine by nine, hurrah, hurrah The ants go marching nine by nine, hurrah, hurrah The ants go marching nine by nine, The little one stops to check the time And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! The ants go marching ten by ten, hurrah, hurrah The ants go marching ten by ten, hurrah, hurrah The ants go marching ten by ten, The little one stops to say "THE END" And they all go marching down to the ground To get out of the rain, BOOM! BOOM! BOOM! Circle Time (to the tune of "Row, Row, Row Your Boat") Hush, hush, quiet please. Come and stand around. Take two hands and form a circle; Now, let's all sit down.

The Colors of our Clothes (to the tune of "The Farmer in the Dell") Oh, who is wearing [color]? Oh, who is wearing [color]? Please tell me if you can, Oh, who is wearing [color]? Oh, [name] is wearing [color]! Oh, [name] is wearing [color]! That's the color of her [article of clothing], Oh, [name] is wearing [color]!

Insert a different name each round. Teaching Tips: Begin by using yourself as the example. Point to an item you are wearing and ask students what color it is. Teach second verse first. Continue to sing about yourself, using three or four colors and items of clothing (until students are comfortable with song). Select a student. Ask class, "What color is [name] wearing?" Sing song, after students respond. Repeat for two or three students. Select a student. Begin to sing, "Oh, [name] is wearing"; stop and allow students to answer. Continue, pausing at the end of each line to await class response. Select a student. Begin to sing. Stop at end of line, and point to one student. Await this students response. Ask students, "Who is wearing [color]?" Allow several to respond. Repeat until all are comfortable. Ask students, "Who is wearing [color & article of clothing]?" Repeat this activity until students are comfortable. Introduce verse one. Allow students to answer before continuing with verse two.

The Farmer in the Dell The farmer in the dell, The farmer in the dell

Hi, ho the derry-o, The farmer in the dell The farmer takes a wife,>BR>The farmer takes a wife Hi, ho the derry-o, the farmer takes a wife The wife takes a child... The child takes a nurse... The nurse takes a dog... The dog takes a cat... The cat takes a rat... The rat takes the cheese... The cheese stands alone... Five Little Ducks Five little ducks Went out one day, Over the hill and far away, Mother Duck called, "Quack, quack, quack, quack." But only four little ducks came back. Four little ducks Went out one day, Over the hill and far away. Mother Duck called, "Quack, quack, quack, quack." But only three little ducks came back. Three little ducks Went out one day, Over the hill and far away. Mother Duck called, "Quack, quack, quack, quack." But only two little ducks came back. Two little ducks Went out one day,

Over the hill and far away. Mother Duck called, "Quack, quack, quack, quack." But only one little duck came back. One little duck Went out one day, Over the hill and far away. Mother Duck called, "Quack, quack, quack, quack." But none of the five little ducks came back. Father Duck Went out one day, Over the hill and far away. Father Duck called, "Quack, quack, quack." And all of the five little ducks came back. The Fox Went Out on a Chilly Night The fox went out on a chilly night He prayed for the moon to give him light, For he'd many a mile to go that night Before he reached the town-o! Town-o! town-o! For he had many a mile to go that night Before he reached the town-o. Well, he ran til he came to a great big pen, Where the ducks and the geese were kept therein "A couple of you will grease my chin Before I leave this town-o! Town-o! town-o! A couple of you will grease my chin Before I leave this town-o." He grabbed the gray goose by his neck, And flung a duck across his back; He did not mind the "Quack, quack, quack!" And their legs all dangling down-o! Down-o! down-o! He did not mind the "Quack, quack, quack!" And their legs all dangling down-o. Then old Mother Flipper Flapper jumped out of bed,

Out of the window she popped her head, Crying, "John, John! The gray goose is gone And the fox is on the town-o! Town-o! town-o!" Crying, "John, John! The gray goose is gone And the fox is on the town-o!" Then John he went to the top of the hill, Blew his horn both loud and shrill. The fox he said, "I'd better flee with my kill-Or they'll soon be on my trail-o! Trail-o! trail-o!" The fox he said, "I'd better flee with my kill-Or they'll soon be on my trail-o!" The fox, he ran till he came to his den, And there were the little ones, eight, nine, ten, Saying, "Daddy, Daddy, better go back again, 'Cause it must be a mighty fine town-o! Town-o! town-o!" They said, "Daddy, Daddy, better go back again, 'Cause it must be a mighty fine town-o! Then the fox and his wife without any strife, Cut up the goose with a fork and knife. They never had such a supper in their life, And the little ones chewed on the bones-o! Bones-o! bones-o! They never had such a supper in their life, And the little ones chewed on the bones-o! Head and Shoulders, Knees and Toes (to the tune of "London Bridge") Head and shoulders, knees and toes, Knees and toes, Knees and toes, Head and shoulders, knees and toes, It's my body! Eyes and ears and mouth and nose, Mouth and nose, Mouth and nose, Eyes and ears and mouth and nose, It's my body!

Ankles, elbows, feet and seat, Feet and seat, Feet and seat, Ankles, elbows, feet and seat, It's my body! Teaching Tips Teach one verse at a time, adding new verse after students have mastered previous. Practice identifying body parts. Call out, "Touch your ________." The first student to touch the body part named gets a small prize (sticker, M & M, etc., balloon). As students progress, you may also play an elimination game like "Simon Says." Divide class into two teams. Name a body part. Each team must quickly take the shape of that particular body part. The first team to become a nose (for example) gets a point. Teach students to recognize words of body parts in the above song. Create "Body Memory" games for each student. Give students simple line art drawings of each body part and allow them to color these, cut them out, and paste each one on a separate index card. Students should then copy matching "body words" on separate cards. (You may write words for very young learners and ask them to trace them.) After cards are completed, students turn cards over face down, then, flipping two cards at a time, try to match body words with body parts.

The Hokey Pokey You put your right hand in, You put your right hand out; You put your right hand in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put your left hand in, You put your left hand out; You put your left hand in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put both hands in, You put both hands out;

You put both hands in, And you shake them all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put your right foot in, You put your right foot out; You put your right foot in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put your left foot in, You put your left foot out; You put your left foot in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put both feet in, You put both feet out; You put both feet in, And you shake them all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put your nose in, You put your nose out; You put your nose in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put your seat in, You put your seat out; You put your seat in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about!

You put your head in, You put your head out; You put your head in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! You put your whole self in, You put your whole self out; You put your whole self in, And you shake it all about. You do the Hokey-Pokey, And you turn yourself around. That's what it's all about! If You're Happy and You Know It If you're happy and you know it, clap your hands! If you're happy and you know it, clap your hands! If you're happy and you know it, Then you really ought to show, If you're happy and you know it, clap your hands! If you're happy and you know it, stomp your feet! If you're happy and you know it, stomp your feet! If you're happy and you know it, Then you really ought to show, If you're happy and you know it, stomp your feet! If you're happy and you know it, turn around! If you're happy and you know it, turn around! If you're happy and you know it, Then you really ought to show, If you're happy and you know it, turn around! If you're happy and you know it, do all three! If you're happy and you know it, do all three! If you're happy and you know it, Then you really ought to show, If you're happy and you know it, do all three! Suggestion: For EFL purposes, substitute other feelings (grumpy, sleepy, scared, excited, angry, amused, etc.) in place of "happy." Students' facial expression should match emotion.

If You're Sad and You Know It... If you're sad and you know it, Cry a tear. If you're sad and you know it, Cry a tear If you're sad and you know it, Then your face will surely show it. If you're sad and you know it, Cry a tear. If you're angry and you know it, Stomp your feet. If you're angry and you know it, Stomp your feet. If you're angry and you know it, Then your face will surely show it. If you're angry and you know it, Stomp your feet. If you're scared and you know it, Run and hide! If you're scared and you know it, Run and hide! If you're scared and you know it, Then your face will surely show it. If you're scared and you know it, Run and hide! If you're embarrased and you know it, Hide your face. If you're embarrased and you know it, Hide your face. If you're embarrased and you know it, Then your face will surely show it. If you're embarrased and you know it, Hide your face. If you're sleepy and you know it, Stretch and yawn. If you're sleepy and you know it, Stretch and yawn. If you're sleepy and you know it, Then your face will surely show it. If you're sleepy and you know it, Stretch and yawn.

If you're happy and you know it, Smile and clap. If you're happy and you know it, Smile and clap. If you're happy and you know it, Then your face will surely show it. If you're happy and you know it, Smile and clap. If you're excited and you know it, Jump up and down. If you're excited and you know it, Jump up and down. If you're excited and you know it, Then your face will surely show it. If you're excited and you know it, Jump up and down. If you're in love and you know it, Blow a kiss. If you're in love and you know it, Blow a kiss. If you're in love and you know it, Then your face will surely show it. If you're in love and you know it, Blow a kiss. Teaching Tips Name the emotion first in L1, then in L2. Draw or copy a 5 x 7 or larger line art drawing or portrait showing each emotion. Show a picture, and have the class respond, "S/He's _______________." As students master vocabulary, call on individual students instead of class. Play charades. Show one student a picture reflecting an emotion. The student must then imitate this emotion until another student correctly guesses the feeling. Show class a picture that reflects emotion. Ask, "How is s/he feeling?" Await class response. "Ask why is s/he feeling ___________?" Call on students to respond. Call a student outside the class. Whisper a sentence like, "The boy is sad." or "The man and woman are in love." Return to class, and ask student to draw picture of sentence. If class guesses correct sentence within twenty seconds, the artist gets a small prize.

If You Are Wearing... (to the tune of "If You're Happy and You Know it") If you are wearing red, shake your head, If you are wearing red, shake your head, If you are wearing red, Then please shake your head. If you are wearing red, shake your head. If you are wearing blue, touch your shoe... If you are wearing green, bow to the queen... If you are wearing yellow, shake like Jell-O... If you are wearing black, pat your back... If you are wearing brown, turn around... I'm a Little Teapot I'm a little teapot, short and stout Here's my handle, (Place one hand on hip.) Here's my spout, (Hold other arm out straight.) When I get all steamed up, I start to shout "Just tip me over and pour me out!" (Lean over in direction of spout.) The Itsy Bitsy Spider The itsy bitsy spider Crawled up the water spout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain. And the itsy bitsy spider Crawled up the spout again. Listen to the Teacher (to the tune of "Twinkle, Twinkle, Little Star") Students, students, look this way. Listen to what I will say. Fold your hands and sit up straight. Please be quiet as you wait.

Students, students, look this way. Listen to what I will say. The Mulberry Bush Here we go 'round the mulberry bush, The mulberry bush, the mulberry bush. Here we go 'round the mulberry bush, So early in the morning. This is the way we wash our clothes, Wash our clothes, wash our clothes. This is the way we wash our clothes, So early Monday morning. This is the way we iron our clothes, Iron our clothes, iron our clothes. This is the way we iron our clothes, So early Tuesday morning. This is the way we mend our clothes, Mend our clothes, mend our clothes. This is the way we mend our clothes, So early Wednesday morning. This is the way we sweep the floor, Sweep the floor, sweep the floor. This is the way we sweep the floor, So early Thursday morning. This is the way we scrub the floor, Scrub the floor, scrub the floor. This is the way we scrub the floor, So early Friday morning. This is the way we bake our bread, Bake our bread, bake our bread. This is the way we bake our bread, So early Saturday morning. This is the way we go to church, Go to church, go to church. This is the way we go to church, So early Sunday morning The Noble Duke of York

The noble Duke of York, He had ten thousand men. (Hold up ten fingers.) He marched them up the hill, (March on tip-toes in place.) And then he marched them down again. (March down until squatting.) And when you're up you're up. (March tall again.) And when you're down, you're down. (March to squat.) And when you're only half way up, (in half-way position) You're neither up (Stretch tall.) nor down. (Squat down.) Once I Caught a Fish Alive One, two, three, four, five, (Count with fingers.) Once I caught a fish alive. (Pretend to catch fish.) Six, seven, eight, nine, ten, (Count with fingers.) Then I let him go again. (Put hands together, then wave back and forth like fish swimming away.) "Why did you let him go?" (Shrug shoulders.) "Because he bit my finger so!" (Bite in the direction of finger.) "Which finger did he bite?" (Shrug shoulders.) "This little finger on my right." (Wave little finger on right hand.) One Little Elephant (Select one student to begin.) One little elephant went out to play Out on a spider's web one day. (Student dances around in circle.) S/He had such enormous fun, S/He called for another elephant to come. (Student stops, turns toward class, and calls another student to join [Student's Name, come here!].) Two little elephants went out to play, Out on a spider's web one day. (Students dance around in circle.) They had such enormous fun, They called for another elephant to come. (All students stop and turn toward class; last student called calls another student to join [Student's Name, come here!].) (Continue playing until all students are in the circle. ) [Total number of students] went out to play, (All students dance in circle.) Out on a spider's web one day. They pranced and danced and put on a show, 'Til one little elephant had to go. (All students stop. Call one student, saying "[Student's name], it's time to go!" This student then returns to his or her seat.)

[Number of students remaining in circle] went out to play, (Students dance in circle.) Out on a spider's web one day. They pranced and danced and put on a show, 'Til one little elephant had to go. (All students stop. The last student to return to his or her seat stands and calls another student, saying "[Student's name], it's time to go!" This student then returns to his or her seat.) Pretty Colors (to the tune of "Oh My Darling Clementine") Red and orange, Yellow, green, blue, Purple, brown, and pink and gray-Pretty colors are all around me, And I know each one by name! Teaching Tips: Begin by singing slowly. Show flashcard to match each color. Choose individual students who are mastering song to show flashcards. Give each student a flashcard. Student must stand when class sings color of his or her card. Place all flashcards on board. Ask various students to touch each color in the order the class sings them. Ask students stand each time the class sings a color they are wearing and to sit each time the class sings a color they are not wearing. Ask students to touch another student wearing the color being sung. Allow students to make color flashcards using crayons or paints and index cards. All students should show correct color when word is sung. Ask students to touch classroom objects that are the color being sung.

'Round the Clock (to the tune of "Twinkle, Twinkle, Little Star") 'Round the clock the hours go, (Point to clock.) Sometimes fast and sometimes slow. (Move clock hands fast, then slow.) Tell me what the two hands say, (Point to the two hands.) They will tell the time of day, Nine o'clock, it's time for bed. (Create rhymes for different hours.) Come along you sleepy head. Teaching Tips: As a related activity, make clocks from paper plates. Encourage children to use their clocks as they sing the song.

Hold a clock in front of the class. Move the hands to show different times, and ask students to identify the times. Begin by teaching hours (i.e. nine o'clock), then move to minutes (eight-thirty). After students master basic terms, introduce phrases such as "a quarter past," "half past," "a quarter of," and so forth. Call out times. Let children adjust their clocks to reflect the time you named. (This can be used as a contest.) Discuss what people do at different times of day. Ask children what time they get up, eat breakfast, go to school, come home, work on homework, eat dinner, get ready for bed, etc. Review the concept of rhyming words. Encourage children to make up their own rhymes for different hours.

There Was an Old Woman Who Swallowed a Fly There was an old woman who swallowed a fly. I don't know why she swallowed a fly -Perhaps she'll die! There was an old woman who swallowed a spider That wriggled and wriggled and jiggled inside her She swallowed the spider to catch the fly, I don't know why she swallowed a fly -Perhaps she'll die! There was an old woman who swallowed a bird-How absurd to swallow a bird! She swallowed the bird to catch the spider That wriggled and wriggled and jiggled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed a fly -Perhaps she'll die! There was an old woman who swallowed a cat Imagine that! She swallowed a cat. She swallowed the cat to catch the bird-How absurd to swallow a bird! She swallowed the bird to catch the spider That wriggled and wriggled and jiggled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed a fly -Perhaps she'll die! There was an old woman who swallowed a dog

Oh, what a hog to swallow a dog! She swallowed the dog to catch the cat Imagine that! She swallowed a cat. She swallowed the cat to catch the bird How absurd to swallow a bird She swallowed the bird to catch the spider That wriggled and wriggled and jiggled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed a fly -Perhaps she'll die! There was an old woman who swallowed a goat. She opened her mouth and it went down her throat. She swallowed the goat to catch the dog-Oh, what a hog to swallow a dog! She swallowed the dog to catch the cat. Imagine that! She swallowed a cat. She swallowed the cat to catch the bird-How absurd to swallow a bird! She swallowed the bird to catch the spider That wriggled and wriggled and jiggled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed a fly -Perhaps she'll die! There was an old woman who swallowed a cow-I don't know how she swallowed a cow! She swallowed a cow to catch the goat. She opened her mouth and it went down her throat. She swallowed the goat to catch the dog-Oh, what a hog to swallow a dog! She swallowed the dog to catch the cat. Imagine that! She swallowed a cat. She swallowed the cat to catch the bird-How absurd to swallow a bird! She swallowed the bird to catch the spider That wriggled and wriggled and jiggled inside her. She swallowed the spider to catch the fly, I don't know why she swallowed a fly -Perhaps she'll die! There was an old woman who swallowed a horse... She died, of course! Ten Green Bottles

Ten green bottles Hanging on the wall. Ten green bottles Hanging on the wall. And if one green bottle Should accidentally fall, There'll be nine green bottles Hanging on the wall. Nine green bottles Hanging on the wall. Nine green bottles Hanging on the wall. And if one green bottle Should accidentally fall, There'll be eight green bottles Hanging on the wall. Continue counting down... One green bottle Hanging on the wall. One green bottle Hanging on the wall. If that one green bottle Should accidentally fall, There'll be no green bottles Hanging on the wall. Twinkle, Twinkle, Little Star Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky, Twinkle, Twinkle, little star, How I wonder what you are. Teaching Tips Teach with motions to help children master vocabulary. Contrast high and low. Point to the stars up high, then point to the ground down low. Ask children to name other objects that are up high and down low. Use the terms "high" and "low" to introduce the concept of opposites. Have children think of other words that might be opposites (hot/cold, night/day, etc.).

Depending on ages and ability levels, introduce the term "antonyms." Discuss the phrase "like a diamond in the sky." How is a star like a diamond? How is it different? What other objects can students compare stars to? With older students, introduce the concept of a simile. Allow children to make up their own similes. Encourage students to write out phrases, then draw pictures to illustrate them. Bind pages into a book.

The Vowel Song (to the tune of "B-I-N-G-O") The vowels of the alphabet, I know them all by name, oh! A-E-I-O-U A-E-I-O-U A-E-I-O-U I know them all by name, oh! The vowels of the alphabet, I know them all by name, oh! [clap]-E-I-O-U [clap]-E-I-O-U [clap]-E-I-O-U I know them all by name, oh! The vowels of the alphabet, I know them all by name, oh! [clap]-[clap]-I-O-U [clap]-[clap]-I-O-U [clap]-[clap]-I-O-U I know them all by name, oh! (Continue pattern.) The vowels of the alphabet, I know their short sounds too, oh. A-E-I-O-U (sing short vowel sound for each letter) A-E-I-O-U A-E-I-O-U I know their short sounds too, oh. The Walking Song (to the tune of "Are You Sleeping") Walking, walking. (Students walk around.) Walking, walking. Hop, hop, hop. (Students hop.) Hop, hop, hop. Runing, running, running. (Students run.) Running, running, running. Now we stop. Now we stop. (Students must stop.)

Variation One: Sing as written until students are familiar with the words and actions. Once students become comfortable, call "Stop!" in different parts of the song (i.e. "...hop, hop, STOP!"). Students who move after stop is called are out. Play until only one player remains. Variation Two: As students grow more accustomed to Variation One, increase difficulty by calling stop only for part of the class (i.e. "Girls STOP!" or "six-year-olds STOP!"). In these instances, both students who fail to stop and students who stop when they aren't supposed to will be out. What's the Weather? (to the tune of Oh My Darling Clementine) What's the weather, what's the weather? What's the weather like today? Is it rainy? Is it windy? Are there clouds, or is there sun? The Wheels on the Bus 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 through the town. 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 through the town. The door on the bus goes open and shut Open and shut, open and shut The door on the bus goes open and shut All through the town. The driver on the bus yells, "Move on back! Move on back! Move on back!!" The driver on the bus yells, "Move on back!" All through the town. 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 through the town. The gas on the bus goes "Glunk, glunk, glunk

Glunk, glunk, glunk, glunk, glunk, glunk" The gas on the bus goes "Glunk, glunk, glunk" All through the town. The money on the bus goes "Clink, clink, clink, Clink, clink, clink, clink, clink, clink" The money on the bus goes "Clink, clink, clink" All through the town. The baby on the bus says, "Wah, wah, wah! Wah, wah, wah, wah, wah, wah!" The baby on the bus says, "Wah, wah, wah!" All through the town. The children on the bus laugh, "Ha, ha, ha! Ha, ha, ha, ha, ha, ha!" The children on the bus laugh, "Ha, ha, ha!" All through the town. The mothers on the bus say, "Shh, shh, shh! Shh, shh, shh, shh, shh, shh!" The mothers on the bus say, "Shh, shh, shh All through the town. Where is Thumbkin? (to the tune of "Are You Sleeping") Where is thumbkin, where is thumbkin? (Hands behind back.) Here I am! Here I am! (Bring right hand out from behind back with thumb extended ["thumbs up"] on first phrase, then produce left on second phrase.) How are you today, sir? (Move right thumb as if talking.) I am fine, thank you! (Move left thumb as if responding.) Happy day! Happy day! (Clap.) Repeat for other fingers (pointer, tall man, ring man, pinkie). Suggestion: After students become familiar with song, substitute children's names and use it for class opening. Alternate these words: Where is [student], where is [student]? (Teacher sings.) Here I am, Here I am! (Student responds, waving.) How are you today [sir or ma'am]? (Class sings.) I am [fine, happy, sad, tired, hot, cold, etc.], thank you. (Student responds alone.) [student] is [feeling], [student] is [feeling]! (Class responds.) Where's the Desk? (to the tune of "Where is Thumbkin?")

Where's my desk? Where's my desk? Here it is! Here it is! I can touch the desk,I can touch the desk, With my hand, with my hand. Where's my chair? Where's my chair? Next to my desk! Next to my desk! I will sit in my chair, I will sit in my chair, Quietly, Quietly. Where's my pencil? Where's my pencil? On my desk! On my desk I can hold my pencil, I can hold my pencil, In my hand, in my hand. Where's my textbook? Where's my textbook? In my bag! In my bag! I bring it to school each day, I bring it to school each day, In my bag, in my bag. Where's the floor? Where's the floor? Under my feet! Under my feet. I will walk around, I will walk around, On the floor, on the floor. Where's the wall? Where's the wall? Over there! Over there! It is far away, It is far away. It's over there. It's over there. Where's the ceiling? Where's the ceiling? Above my head! Above my head! I stretch, but I can't touch it. I stretch, but I can't touch it. It's too high! It's too high! Teaching Suggestions Teach basic classroom vocabulary--desk, chair, blackboard, pencil, crayon, eraser, textbook, notebook, wall, windown, door, floor, etc. Practice vocabulary by touching an item and asking students, "What is it?" Allow group response until most students are familiar with objects, then call on individual students. Review classroom vocabulary by playing "Touch It!" All students stand behind a line. The teacher names an object in the classroom, then calls "Touch it!" Students scramble to reach the item. The first student to reach it wins. To practice the words "in," "on," and "under," place a small object in, on, or under a cup. Ask the class to respond to each move with "in," "on," or "under." Provide

each student with a paper cup or yogurt container. Direct students to place their eraser in, on, or under the container. As students become more comfortable, change the objects. You may ask them to place their containers on the table or to place their pencil in the container and so forth. As a final review, place two known objects in relation to one another. Call on students to tell you, "The eraser is on the table," "The book is under the pencil," etc. Give a small reward for perfect sentences. Review "here" and "there" by creating two separate groups of objects. One group should be placed near the students (on the table, for instance, if students work around a table). The other should be placed away from the students (on the teacher's desk perhaps). Ask students, "Where is [object in one of the groups]?" Students should respond, "It's here" or "It's there."