Where's My Desk?
(to the tune of "Where Is Thumbkin?")
Return to The EFL Playhouse Songs
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,
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!
- 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."
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