Jump in A Teachers Book

2
Vanessa Reilly
Teacher’s Book A
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Contents Page
About Jump In! 3
Components 4
Introduction 6
Syllabus 9
Objectives 13
Tour of a unit 16
Stories 20
Ideas bank 29
Classroom language 31
Hello! 33
1 Look at my mask! 41
2 Wait and see ... 51
Project 1: Pop-art faces 61
3 What do you want to be? 65
4 I’m hungry! 75
5 Wake up, Tex! 85
Project 2: Hen and chick 95
Jump In! Extra Activities
Festivals Christmas 99
Festivals Spring 109
Festivals Summer 119
1
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1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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and education by publishing worldwide. Oxford is a registered trade
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the scope of the above should be sent to the ELT Rights Department, Oxford
University Press, at the address above
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this same condition on any acquirer
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information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work
isbn: 978 0 19 404583 4
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Author: Vanessa Reilly
Jump In! A storycards
Illustrations by: Mike Byrne/Advocate (Festivals: Christmas, Festivals: Spring,
Festivals: Summer); Emma McCann (Units 1, 2, 4, 5, 7, 8)
Jump In! A flashcards
Illustrations by: Michael Emmerson/Advocate; Emma McCann
Jump In! Frankie, Dizzy & Spot puppets
Based on characters created by: Emma McCann
Jump In! A project posters
Illustrations by: Julia Woolf/Painted-Words.com
Jump In! A project photo flashcards
The publisher would like to thank the following for their kind permission to reproduce
photographs and other copyright material: Corbis pp. 1 (Boy smiling/Ocean), 2 (Egg/
Photolibrary), 3 (yellow chick/DLILLC); Alamy Images p. 2 (Egg Shell/Andrew
Paterson).
Oxford Splash Frankie, Dizzy & Spot puppets
Based on characters created by: Emma McCann
© 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

About Jump In!
Jump In! is a three-level course for children between the Jump In! offers you a range of exciting and innovative
ages of 3 and 5 in Pre-Primary. It is a flexible and innovative teaching resources that allow for significant language
course that can suit all your classroom needs and be easily exploitation. There are puppets of three of the course
adapted to every timetable scenario. It has also been characters. In addition, there are beautifully illustrated
developed with great attention to the needs and abilities flashcards of all the vocabulary, and storycards for presenting
of children at this age, as well as to the general objectives the stories.
for Pre-Primary education. Each of the levels is especially
Digital resources are fully integrated within the methodology.
tailored to the cognitive abilities and development of the
The Classroom Presentation Tool allows you to make
age group, in order to provide a positive and fun English-
the most of your whiteboard, and both the Teacher’s
language learning experience. The course offers a wealth of
Resource Pack & the Teacher’s Website offer a myriad of
activities and ideas for introducing and practising language,
supplementary material to meet all your teaching needs.
as well as a beautifully illustrated range of supporting
Phonics worksheets are provided for those teachers who
materials.
want to practise early reading skills and there is a DVD full
The syllabus for the course has been developed with the of songs and stories to entertain and motivate your class.
Pre-Primary curriculum in mind. It fits neatly into the subject The story and song animations can also be found on the
areas and projects that the children will be learning about Lingokids app which contains Jump In! -specific content.
in other classes, making it easy to collaborate with the class
We’re sure that you and your students will love Jump In! It
tutor and providing a truly globalized approach to language
offers activities and ideas for making English engaging, while
learning. There is thorough use of recycling, too, so that
delivering genuine language progress.
each subsequent level revises the language of the previous,
making sure that children constantly have opportunities to Jump into a world of fun!
revise and build on what they know.
Emphasis is also placed on the learning and practice
of communicative language or Basic Interpersonal
Communication Skills (BICS). This area of language learning
is very much essential to a child’s confidence and enables
them to communicate effectively early on in their learning
experience. This language is also introduced alongside
opportunities to develop Cognitive Academic Language
Proficiency (CALP), which introduces the child to terms and
concepts about the world around them and ensures they
are exposed to a balanced range of language.


p o nen ts
Com Class Book
• 5 units, 2 project units plus an introductory Starter unit
• Worksheets practising the key language
• Seasons integrated into Festivals unit topics
2
• Colour stickers for every unit

• 9 pop-outs
• Envelope for keeping together pop-outs and stickers
DVD
• Animated versions of all the stories
Vanessa Reilly • Animated versions of all Lesson 2 songs, clearly
highlighting the target vocabulary
4
• Live-action versions of all Lesson 4 songs, with
children and teacher demonstrating actions
4 Audio CDs
Vanessa Reilly • Contain all songs, stories, Tex’s words and Frankie talks
A audio, as well as routine songs, chants and karaoke
DVD versions
Audio CDs
Teacher’s Resource Pack

Vanessa Reilly
Jump In A_Audio CD_tracklist.indd 1 2/22/17 8:48 PM
Storycards
1 • All 8 stories with full-colour illustrations
• Story script, comprehension questions and song
5
lyrics on the reverse side
Flashcards
• 72 full-colour flashcards
Jump In! A © Oxford University Press chef • Flashcards for all the main vocabulary
• Characters, weather, numbers and colours flashcards
Jump In A flashcards.indd 1 3/2/17 3:58 PM
Jump In! A • Unit 1 • © Oxford University Press
Jump In A storycards.indd 1 3/2/17 4:05 PM
Jump In! A
© Oxford University Press shop assistant
for use in lesson routines

Jump In A flashcards.indd 2 3/2/17 3:58 PM
Jump In! A • Unit 5 • © Oxford University Press
Jump In A storycards.indd 2 3/2/17 4:05 PM
Reward stickers
• 5 colour-coordinated sticker sheets for classroom use
in games
Project posters
• 2 large posters, with full-colour illustrations, to help
present and exploit the language learnt in the Class
Book
Project photo flashcards

• 3 full-colour photographic flashcards for presenting
the project concept and language in all units
Character puppets
• Hand puppets with moveable mouths for Frankie and
Dizzy
• Finger puppet for Spot
Hello! Hello! Hello! Hello! Hello! Hello!
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beak
wing
I’m I’m I’m I’m I’m I’m

happy! happy! happy! happy! happy! happy!
Hello! Hello! Hello! Hello! Hello! Hello!
I’m I’m I’m I’m I’m I’m

happy! happy! happy! happy! happy! happy!
© Oxford University Press
Jump In! A • Project 2: Hen and chick •
Jump In! A • Project 1: Pop art faces • © Oxford University Press eyebrows cheeks chin teeth
Jump In A_Project Lesson Flashcards.indd 1 3/18/17 12:37 PM

sticker_2pp.indd 1 13/10/2011 12:34
4 Components

Teacher’s Book
• Introduction section that explains the methodology and
concept of Jump In!, as well as sections on the use of stories,
songs and chants, routines and puppets 2
• Complete description of the syllabus and objectives for

Vanessa Reilly Unit 4 Lesson 1 3 Tex’s words: Vocabulary presentation
the course
Tex’s words EXTRA ACTIVITY: If your class has studied Jump In! Starter,
revise the food vocabulary from Unit 5: juice, banana,
Materials yoghurt, sandwiches.
Circle time and Weather routine materials
Character puppets • Put the Unit 4 food flashcards (set 1) on your desk. Tell
the children that Tex is going to teach them some new
Routine clock
•
words. Play Tex’s words (CD1 track 33) as you take out the
Class Book: Tex’s words worksheet (p.23) flashcards one by one and show them to the children.
Tour of a unit explaining the principal points of each lesson

Units 1–6 flashcards
Unit 4 food flashcards (set 1) Tex’s words $ 1•33
Hello, everyone. Oh, I’m hungry! Hmm, what can I eat?
Unit 4 storycards
Sandwiches. Oh, yum, yum! I like sandwiches.
Unit 4 stickers Cheese. I like cheese.
Audio CDs 1 & 2 Chicken. Mmm, yummy! I like chicken.
DVD Salad. Oh, yum, yum! I like salad.
•
Spaghetti. I like spaghetti.
And chocolate! Oh, yum, yum, yum! I like chocolate.
4 • Play the track again, teaching the actions for each food
Extensive ideas bank, full of extra suggestions in order to

item. Encourage the children to copy the actions as they
hear each food item.
SUGGESTED ACTIONS: You may wish to teach and incorporate

I’m hungry! $ 1•35 / DVD Unit some 4 Story 5 Table
or all of the following actions time: Tex’s words worksheet
into the song:
1 Narrator Frankie, Dizzy, Tex and Spot are in a boat
sandwiches on the
– mime with stickers
eating a sandwich with both hands.
pond. Dizzy is hungry. cheese – mime nibbling on a small • If piece
you haveof cheese.
a Routine clock, move the hand to ‘Table time’
Dizzy I’m hungry. Can we have our
make the most of the resources

picnic,–please?
chicken pretend to bite into a chicken leg.the Table time rhyme (CD1 track 8), motioning for
and play
Hmmmm, what can I eat? salad – palms facing upwards andthe slightly cupped,
children to gomake
back to their tables.
Frankie How about a sandwich? two small circular movements with them.
Dizzy Yes, a sandwich! I like sandwiches. • Give out the worksheet from the Class Book. Point to one
spaghetti – pretend to twist spaghetti around a fork.
2 Frankie Do you like cheese? How about a cheese sandwich? of the foods in the picnic basket and say What’s this? Can
chocolate – pretend to break off a chunk of chocolate
Dizzy I like cheese … you show me? Point to the food items and try and elicit
from a bigger bar.
3 Dizzy … but I don’t like cheese sandwiches. from the children what they are.
A
• Youa may also sandwich? • Show
wish to play the word the children
list (CD1 track 34)the stickers. The children then complete
to help
•
©
4 Tex Do you like chicken? 23 How about chicken
the worksheet using the stickers.
Jump In! A Oxford University Press
Dizzy I like chicken … consolidate the new vocabulary further. Again, encourage
the class to repeat the actions as• they
5 Dizzy … but I don’t like chicken sandwiches. Once hear
thethe words.have finished, name the foods and ask
children
Detailed lesson plans for each unit, including unit overviews Teacher’s Book 1 Circle time and Weather routine
6 Frankie How about salad? Do you like salad? How about the children to listen and point as you say them. You may
Unit 4 word list $ 1•34
• If you have a Routine clock, movea salad sandwich?
the hand to ‘Circle time’
sandwiches, cheese, chicken, salad,pace
wish to do this several times, varying the order and the
spaghetti, chocolate
before the start of class. Dizzy I like salad … at which you say the words.
… but • If you have time, this is also a good opportunity to revise
• Start the lesson with the Circle time andI don’t likeroutine
Weather salad sandwiches.
EXTRA ACTIVITY: Use Tex’s word game on your Interactive
7 Narrator colours, pointing to each food and asking, e.g. What colour
you have chosen to do with your class. Dizzy has an idea. Whiteboard to practise the Tex’s words lexis further. See the
is the salad? What colour is the cheese?
• As the children are going to learnDizzy Have we got spaghetti?
how to express food Extra activities section (p.124) for more information.
Tex Yes, we have. Here you are.
preferences in this unit, it might be a good idea to revise
4 Story time: I’m hungry!
to plan any extra resources needed

8 Dizzy Great! I love spaghetti sandwiches.
the question: What’s your favourite …? Ask them What’s your
Frankie & Tex Spaghetti sandwiches?
favourite colour/toy/job?, showing them the relevant sets of • If Oh,
you Dizzy!
have a Routine clock, move 6 Tidythe handup andto ‘Story
saytime’
Goodbye
flashcards to help them answer.• After the story, display the food flashcards and playon thethe
Story time rhyme (CD1 track 7), encouraging
board • Encourage the children to tidy up by singing or playing
and ask the children which word was the not
children
in thetostory
join in with the actions.
the Tidy up time song (CD1 track 10).
2 Revision • To help
(chocolate). Invite one of the children to come outcontext
set the and of the story, play the Let’s sing
circle the chocolate flashcard.
• If you have a Routine clock, move the hand to ‘Goodbye’.
karaoke version of Hello, how are you? (CD2 track 32), using
• As there are many songs the children will have learnt • Sing the Goodbye song (CD1 track 3). Have the puppets
• If you have time, you may wish to play
by now that have very definite accompanying actions,
the line
theI’m againRub your tummy while singing to
hungry.
story
•
emphasize the meaning. wave goodbye as you put them away.
using the CD and storycards.
choose three songs to practise at this stage.
• Tell the children they are going to hear a story about
• Display on the board the three sets of flashcards that support
Comments and tips for the teacher

Frankie, Tex, Dizzy and Spot. You can choose to play the
the three songs you’ve chosen, e.g. socks, boots, sweater,
story on the CD (CD1 track 35) and use the storycards, or
jacket, hat, mittens / fire fighter, chef, shop assistant, teacher,
play the DVD (Unit 4 Story).
doctor, waiter / seeds, shoots, stems, leaves, buds, flowers.
• Now act out one of the songs and have the children guess
which one you are miming. Once they have guessed all
three, ask the children which is their favourite song from
•
the ones on the board. Encourage the whole class to sing
and act out the most popular song.
Creative ideas for revision and extension of language 76 Unit 4
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Teacher’s Website
• Templates and cut-outs for making class resources, such 4045834 Jump In A_TB prelims.indb 77
Unit 4 77
5/16/17 6:54 PM
as a Routine clock, masks and Weather monitor badges

• Extra Tex’s words worksheets for further practice of the main
vocabulary Hello Spot!
All
units
• Extra Frankie talks worksheets to reinforce the unit

3 Frankie talks
communicative language 6 5
• Dizzy’s project worksheets, for reinforcement of the project
language and practice of the key concept 4
• A clearly structured phonics programme that offers a one- or Make a Spot mask. Jump In! A • Photocopiable © Oxford University Press 8
two-year introduction to the main sounds/letters of English

•
Let’s go shopping! Jump In! A • Photocopiable
Includes an introduction section that explains the rationale

for phonics and what it involves
• Mapping grids that describe the sounds for each term,
SPAPMB0028d.jpg
Untitled-2 116 25/10/2011 14:21
covered in one- or two-year programmes

• Session notes that suggest how to introduce and practise
Jump In! Phonics
Phonics fan
t s
the sounds and build solid reading skills

• Printable resources, and ideas for how to use them, such as
letter flashcards, wordcards and phonics fans
p a
•
Jump In! Phonics
© Oxford University Press Jump In! Phonics
Audio for all the sounds and words, and also simple tongue
twisters to assist with practice and pronunciation
Classroom Presentation Tool

• Enhanced e-book version of the Class Book
• Display the Class Book, animations and videos on your
interactive whiteboard
• Use online or download to a tablet
• Includes all live action song videos, story and song
animations
• Includes all class audio and colouring tools
Lingokids™ home learning app

• Extra interactive Jump In! vocabulary practice games
• All Jump In! animations and song videos
• Additional song videos and games to extend vocabulary
learning
• Works across mobile and tablet devices
• Personalised reports on student’s progress in the Parent’s
dashboard
Components 5

d u c t io n
Intro
Spot is very quiet, but is constantly learning. The words she
can say in English are largely reflective of what the children
will be able to produce and she, like the children, grows in
confidence and ability as the course progresses. Dizzy is
very theatrical. She often takes the centre stage in stories,
and she’s very keen to learn and get involved in new
adventures.
The other set of characters in Jump In! is important, too; these
are the children that appear in the stories for the Festivals units,
which typically reflect a cultural context. Children will be
able to relate to the situations of these characters and learn
something of UK culture and traditions in certain festivals. In
Level A, we meet Oscar and Sophie, a brother and sister, and
their family, and share their adventures at Christmas, in spring
and on holiday in the summer.
Jump In! is a three-level course for children between Communication and play
the ages of 3 and 5 in Pre-Primary. It is a course for ALL
The methodology of Jump In! is focused on developing the
Pre-Primary classes, no matter the length of the class or
children’s listening and speaking skills through authentic
the number of hours per week. In developing the course,
audio materials and communicative activities and games.
great attention has been paid to the needs and abilities of
The main vocabulary in each unit is presented in Tex’s words,
children at this age, as well as to the general objectives for
which introduces the main topic and a simple lexical set
Pre-Primary education.
associated with this. The communicative language in each
The key aim of Jump In! is to provide the children unit is introduced in Frankie talks, where the children are
in your class with a positive English-learning experience. taught useful sentences and expressions that they can use in
The course makes the most of children’s love of stories, songs, everyday situations. This language is sometimes called BICS
chants, playing, drawing, cutting, sticking and colouring. All (Basic Interpersonal Communicative Skills) and is essential
the activities and resources have been carefully devised and for allowing language learners to interact and communicate
designed to make learning fun and to motivate the children with each other in everyday social situations. The routines and
by providing them with a sense of achievement, whatever activities in the course provide children with real opportunities
their ability. The activities also have clear learning objectives to practise this language, and constant recycling is built into
and demonstrate understanding, so that both teachers and every unit and level of the course.
parents can see exactly how a child is progressing.
When teaching young children, it is important to focus on
Characters and concept developing the whole child – socially, emotionally, physically
Jump In! is about four friends: Frankie the frog, Tex the turtle, and intellectually. Play and games can help meet these
Dizzy the duck and Spot the ladybird. They live around a big, goals. Dramatic play (doing actions and role play) works
blue pond in a special Jump In! world, which we are invited to on language development, fine motor skills, coordination,
explore through the many adventures they have in the stories. self-esteem and imagination. Games develop social skills
(through cooperation, turn-taking and sharing), language
Each character has a distinct personality and role in the course,
and vocabulary development, and emotional expression.
which children of the age group will easily be able to relate to.
Tex is a very practical character. He has a magical shell, from Jump In! provides opportunities and realistic suggestions
which he can produce anything he wishes, no matter what size! for the types of games appropriate for Pre-Primary, as well
Frankie is very friendly and talkative; for this reason, he is the as instructions on how to set up these games. Moreover,
primary tool for teaching communicative language. care has been taken to ensure that there is a rich variety of
activities throughout the course, both in the lesson notes
and in the Class Book. This means that there are activities to
suit all learning styles and individuals.
6 Introduction

Classroom language
Stories Digital resources

Jump In! is a story-led course, putting stories and the scenarios Jump In! includes several resources that will help you
they depict at the heart of the learning process. Using stories make the most of the digital equipment you may have in
has long been considered sound educational practice, and your school or classroom. These are easy to use and fully
the benefits of the Jump In! stories are that they are fun, integrated into the lessons, with tips and suggestions for
relevant to the age group and present a context for the target how to exploit them further.
language of each unit, not to mention being beautifully The Classroom Presentation Tool will give you all the stories,
presented. Children will find working with the stories and songs and DVD content for this level in one easy-to-use
the characters appearing in them a motivating experience place. The lesson notes always provide an alternative activity
that makes learning English both accessible and enjoyable. using flashcards or storycards for when the Interactive
They will also love the illustrations and the variety of detail Whiteboard isn’t available.
in the images. The storycards allow you to make the most of The Teacher’s Website includes all the photocopiable material
the stories, as they include comprehension questions, plus for this level, giving you printable worksheets to revise Tex’s
script and song lyrics on the back. This means that they can words, Frankie talks and also general cut-outs and activities, such
be used for retelling the stories in subsequent lessons, as as the Routine clock and masks.
well as in activities, such as ordering the cards or acting out
The Jump In! A DVD contains animated versions of all the
particular scenes. See the story lessons in each unit for more
unit stories, animated versions of all the vocabulary songs
ideas on how to make the most of the storycards and story
from Lesson 2, plus live-action versions of the songs from
time in your classroom.
Lesson 4. These can all be used to further revise and exploit
Songs and chants the main unit language, as well as a reward for children
All the main language in Jump In! is supported in the various when they are working well.
songs and chants that accompany each unit. Digital resources in the classroom offer you an alternative
The vocabulary in Tex’s words and the expressions in Frankie way to practise the language from the course and can add
talks are both reinforced through catchy songs. The songs an exciting dimension to your English-language lessons.
themselves often have traditional or familiar tunes, so as to Interspersing your teaching with short bursts of digital
make them easier to learn for both the teacher and the class. content can help the flow of a lesson, keep up the pace
They also have suggested actions that support the meaning and encourage class participation.
of the words and aid a ‘scaffolded’ learning approach. Of course, working with new technology in the classroom
An extensive bank of routine songs and chants is also available isn’t always straightforward. Make sure you set aside time
to set up the equipment and get your colleagues to help
for use in class. They can be used as part of the routines, acting
you or coordinate with you when they would like to use
as lesson markers or transitions, making it easier to signal
the projector or Interactive Whiteboard as well.
the stage of the lesson (e.g. the Tidy up time song) or what’s
As well as the above components, the Lingokids™ home
happening next (such as the Story time rhyme). learning app extends the Jump In! course into the home
Character puppets environment. The app provides vocabulary games,
Among the many fantastic resources offered by Jump In! animations and videos. It also shows a student progress
report in the parent’s dashboard.
are the character puppets. These represent important vehicles
of language presentation and communication in English for the Using English in the classroom
course, for a variety of reasons: It is particularly important to use English in situations that
• They are a great way to encourage children to speak are repeated in every class, such as when developing your
(children will often speak to a puppet when they are classroom routine, giving instructions and conducting activities.
too shy to speak to you!). Where possible, it is best to avoid overuse of the mother tongue
• They help develop children’s social, personal and emotional in English lessons.
skills, as children build up a rapport with them. Jump In! promotes and facilitates using English in the
• They can provide an information gap and a new reason classroom in a number of ways: by encouraging use of
to review and reinforce simple questions and answers. the target language, through the introduction of simple
• They show children how to play games and do activities, sentences and instructions in English, and through the
and can help play down any mistakes by laughing and support of flashcards, gestures, actions and TPR (total
giving the children another opportunity. physical response). Remember that, at this young age,
• They can help you to build up a set routine for each children respond very well to gesture and intonation in the
lesson and also help with discipline. voice to understand messages; they are, after all, doing this
constantly in their mother tongue.
• They only speak English!
Introduction 7

The ‘silent period’ Evaluation
It is important to remember that some young children Evaluation is an ongoing aspect of Jump In! and the teaching
can spend time absorbing language before they actually notes give clear guidance on how and when to monitor each
produce anything. It is best not to force these children to child’s progress. There are printable evaluation grids on the
speak English as this could create emotional stress; however, Teacher’s Website for you to download and use at the end of
like Spot the ladybird, even when small children are not each term and year.
actually saying very much, they are still taking in information.
In fact, some children say nothing at all in class, but then go Parental involvement
home and ‘share’ what they have learnt in English with their Parental support and encouragement are essential to a
family. Jump In! aims to provide children with appropriate child’s success in any subject.
practice of the new language through songs, stories and role Jump In! provides numerous opportunities for parents to share
play, games and communicative activities. This will equip in their children’s English-learning experience. All parents,
the children with the ability and the need to speak when including those who cannot speak English, can use the
they are ready, as well as the actions and gestures to show Jump In! resources available to them to support their children.
understanding even if they are silent. It is highly motivating for parents to see their child’s progress
in learning a foreign language – and many report that they
Pronunciation, phonemic awareness and phonics
end up learning some English, too!
Jump In! concentrates on the spoken word and
The lesson notes include tips for involving the parents as
communicative language, but there are activities that
much as possible in the unit topics, such as ideas for items
take advantage of young children’s innate ability to copy
they can send in, or topics they can research and talk about
language in order to develop their pronunciation and
together. As they work through the course, the children will
intonation. As well as the core activities in the unit lessons,
make pop-outs and storybooks, which they can then take
the Extra activities section for each unit supports further
home and share with their families.
pronunciation practice and highlights phonemic awareness.
Parents can further support their child’s learning by using the
The term ‘phonics’ refers to a method whereby children are
Lingokids Jump In! app which contains Jump In! live action
taught to associate specific sounds with specific written letters
videos, song and story animations and interactive vocabulary
or combinations of letters. Using these sounds and letters,
practice.
children are then able to ‘decode’ or read simple words. It is
one method used successfully with native speakers of English;
however, as with anything, practice and variety count a great
deal when preparing children to read and feel confident at
reading, and the time you choose to introduce the written
word will depend on many different factors.
In line with this, the Jump In! Phonics section that can be
found on the Teacher’s Website, will provide you with a
simple sequence of sounds and printable resources, should
you wish to introduce phonics to your class. This method
offers two programmes: one that provides two years’ worth
of material and one that covers one year only.
8 Introduction

SClassroom
yllablanguage
us
Hello!
Objectives Language
• Recognize and respond to the question What’s your name? New
• Present and practise colours vocabulary Hello, what’s your name?
• Present and practise numbers vocabulary I’m …
• Introduce or reintroduce the course characters yellow, blue, green, red
• Establish classroom routines Numbers 1–4
Routine
sunny, windy, rainy, snowy
1 Look at my mask!
Objectives Language
• Present and practise parts of the face vocabulary New
• Recognize and respond to the question How are you? face, eyes, ears, nose, mouth, hair
• Review colours and numbers vocabulary How are you?
I’m happy / sad / sleepy.
Numbers 5, 6
Revision
yellow, blue, green, red
Numbers 1–4
sunny, windy, rainy, snowy
2 Wait and see ...

Objectives Language
• Present and practise family vocabulary New
• Recognize and respond to the question What’s your favourite colour? mummy, daddy, sister, brother, granny, grandad
• Review colours, numbers, greetings, weather and feelings vocabulary What’s your favourite colour?
orange, brown, purple, pink
Revision
Colours
Numbers
Greetings
Weather
Feelings
Project 1: Pop-art faces

Objectives Language
• Project: Extend parts of the face vocabulary and investigate faces in pop art New
eyebrows, cheeks, chin, teeth
Syllabus 9

3 What do you want to be?
Objectives Language
• Present and practise jobs vocabulary New
• Recognize and correctly respond to the request Can I have …? using classroom fire fighter, chef, shop assistant, teacher, doctor, waiter
items vocabulary Can I have a …, please?
• Review colours, numbers, greetings, face, weather and feelings vocabulary school bag, book, pencil, crayon
Revision
Colours
Numbers
Greetings
Face
Weather
Feelings
4 I’m hungry!
Objectives Language
• Present and practise food vocabulary New
• Recognize and correctly use I like … in relation to food vocabulary sandwiches, cheese, chicken, salad, spaghetti,
• Review vocabulary from Units 1–3 chocolate
I like …
juice, bananas, yoghurt
Revision
Colours
Numbers
Face
Family
Jobs
Weather
Feelings
10 Syllabus

5 Wake up, Tex!
Objectives Language
• Present and practise farm animals vocabulary New
• Learn some new greetings cow, horse, pig, sheep, hen, chick
• Recognize and correctly respond to the instructions Get out of bed. Open your eyes Good morning, Goodnight
and Go to bed. Close your eyes Get out of bed, Open your eyes
• Review vocabulary from Units 1–4 Go to bed, Close your eyes
Revision
Colours
Numbers
Face
Family
Jobs
Food
Weather
Feelings
Project 2: Hen and chick

Objectives Language
• Project: Present and practise hen and chick vocabulary and learn about the life New
cycle of a hen egg, shell, wing, beak
Festivals Christmas
Objectives Language
• Present and practise toys vocabulary New
• Recognize and respond to the question What do you want for Christmas? computer game, puppet, train, book, car, costume
• Review colours, numbers and weather vocabulary What do you want for Christmas?
I want a …, please.
Revision
Colours
Numbers
Weather
Syllabus 11

d u c t io n
Intro
Festivals Spring
Objectives Language
• Present and practise flowers vocabulary New
• Recognize and correctly respond to the instructions Look on/under/in … seeds, shoots, stems, leaves, buds, flowers
• Review vocabulary from Units 1–5, and Festivals Christmas unit Look on/under/in …
Revision
Colours
Numbers
Toys
Face
Family
Jobs
Weather
Feelings
Festivals Summer
Objectives Language
• Present and practise summer vocabulary New
• Recognize and correctly respond to the instruction Let’s (have a picnic) sun cream, sun hat, T-shirt, water, sun umbrella,
• Review vocabulary from Units 1–5, Festivals Christmas, and Festivals Spring units sunglasses
Let’s have a picnic!
oranges, apples, cherries
Revision
Colours
Numbers
Toys
Face
Family
Jobs
Flowers
Food
Farm animals
Weather
Feelings
12 Syllabus

ObClassroom
jectivlanguage
es
Jump In! and the objectives for Pre-Primary education
A young child’s capacity for learning languages is well way for the child’s continued learning through Primary
known and accepted by most specialists, and there is and Secondary education. Children who have their first
every reason therefore to integrate English teaching into contact with a foreign language in Pre-Primary will naturally
the general Pre-Primary methodology. When language develop a range of aptitudes and skills that will help them
acquisition begins at such a young age, it can be an throughout their language studies.
enjoyable and motivating experience that paves the
1 Self-knowledge and autonomy

1 To form a balanced and Children are encouraged to be themselves and to participate in their own way in a
positive image of oneself classroom environment. Jump In! offers a variety of activities for presenting and practising
through interaction language, which are designed to appeal to different personalities and learning styles,
with others and gradual so that children feel confident in the classroom. Frankie, Tex, Dizzy and Spot each
recognition of one’s own have different personalities and excel at different things. So too do the children, Oscar
characteristics, possibilities and Sophie. The children in the classroom will be able to identify with the characters
and limitations, developing portrayed and the experiences they have.
self-esteem and autonomy. The stories also portray typical scenarios, both at home and at school, that show the children
the importance of respecting one another, working together and sharing. In the Class Book
activities, they will explore expressing themselves, consolidating what they have learnt and
developing cognitive skills. And through the games and activities, they will learn about
teamwork and helping others.
2 To have an awareness of, Jump In! puts a big emphasis on using physical movement, both to support learning
and use, one’s whole body and as a way to bring variety and fun into the classroom. There are TPR activities to
and its different functions, consolidate and recycle language, plus there are actions suggested for all the songs that
experimenting and then help reinforce meaning. This way, the language children are using is meaningful and their
learning to coordinate and ability to express themselves is not limited. The routine songs and chants also incorporate
control both gesture and movement and use the classroom as an environment, rather than a static set-up. The level
movement with increasing of challenge in the Class Book worksheets gradually increases through each level, so as to
precision. match the cognitive development of the child and to keep them motivated. The pop-outs
also help with motor skills by requiring children to press out, fold and manipulate them as
part of an activity. The cut-outs, such as the storybooks and Photocopy Masters, provide
more challenge as the children get older, plus leaving them with something to keep and a
feeling of achievement at having made something themselves.
3 Identify one’s own feelings, Jump In! invites children to participate in the class in a way that they find most comfortable.
emotions, needs and The routines are slowly built up, so as to make the lesson set-up clear and familiar, while
preferences, expressing there are roles within the lesson that children can take part in on their own
them and communicating or in groups, thus fostering teamwork and respect for one another. There are specific
them to others, and in turn routines and topics in the course that encourage the children to express themselves as
recognizing and respecting individuals, e.g. enabling them to say how they feel or talk about their favourite colour.
those of others. There are regular opportunities for personalizing their work and talking about their own
experiences of a particular topic.
The stories in Jump In! help the children to learn to express emotions and give the
teacher opportunities to discuss problems and experiences that are typical for the age
group. Above all, children are encouraged to contribute at a level, and in a manner
in which, they are able, so that they feel confident.
4 To carry out routine activities The routines suggested in Jump In! are gradually built up in line with the confidence and
with increasing autonomy, challenge that the children need. There are routines that require monitors, such as the
growing in self-confidence Weather routine, and routines that require collaborative work, such as the Tidy up routine.
and initiative, and developing Children are given roles within activities and role plays to build their confidence, and there is
strategies for meeting one’s always a model to follow with clear instruction in the Teacher’s Book for how to do this.
basic needs.
Objectives 13

5 To adjust one’s behaviour to the Jump In! gives the teacher both the ideas and resources to introduce teamwork into the
needs of others, developing English class. There are group games and activities where the children collaborate together.
respectful, helpful and There are also projects and cross-curricular topics that involve contributing together to
collaborative attitudes towards larger pieces of work, all encouraging respectful and collaborative attitudes towards their
other people, not being classmates. There are suggestions, too, for how to widen this to other parts of the school
too timid to put one’s view and curriculum, so that children can present songs, stories or projects they have worked on
forward, but equally not always to their peers.
dominating the group either.
6 To continue developing Wherever possible, Jump In! highlights the importance of good habits. There are
habits and attitudes in the specific topics on health and hygiene, as well as opportunities to talk about sharing and
areas of personal safety, supporting one another in the class. Via the stories, relevant topics in the wider world
hygiene and health, with are raised, such as caring for the environment, expressing how we feel and learning to
an appreciation of the develop positive attitudes to others.
importance of balance and
emotional well-being in our
everyday lives.
2 The physical, natural, social and cultural world around us

1 To observe and actively Jump In! looks at themes that are relevant to a child at this age. Each topic revolves
explore the environment, around a place or experience they can identify with: playing together, going to school,
drawing conclusions about having a picnic, going on holiday, and so on. The stories and the ideas in the Teacher’s
situations and key facts, Book draw out ways to talk about these experiences and what children can learn from
and showing an interest them. The children are encouraged to recognize and react to situations, as well as to
in learning. explore their own interests and share them with the class.
The cross-curricular topics and ideas for collaborating with other teachers offer children
ways to learn through English and explore the world around them.
2 To relate to other people in Jump In! includes activities that require independent work (such as Class Book
an increasingly mature and worksheets), as well as class or group work, thus giving the children opportunities to
appropriate way, learning to experience different social interactions. Each lesson is established around routines that
recognize social norms and make it feel familiar and give the children opportunity for responsibility, too, such as the
to adapt one’s behaviour Tidy up routine or the opportunity to be a Weather monitor.
accordingly. Social norms are included in the Frankie talks language, so that children are learning to
communicate in English, not just learn vocabulary, and to build up their confidence in
responding appropriately to instructions and questions.
3 To learn about different Various festivals are covered in Jump In!, Christmas is explored in the first term, followed
social groups close to one’s by Easter and on to summer and the holiday season. Jump In! offers stories, songs and
own experience, and about DVD material of children in other countries celebrating these festivals, giving the class
some of their characteristics, a chance to talk about their own experiences and be aware of cultural differences. This
cultural heritage, values and fosters trust and appreciation for children from different backgrounds in their own class.
lifestyle, to generate trust,
respect and an appreciation
of difference.
4 To acquire foundation Although maths is not part of an English course, Jump In! includes activities that build
maths skills, identifying numeracy skills at the right level of cognitive challenge for the age group. Worksheets
attributes and qualities include sequencing and sorting skills, as well as working with simple numbers. There
and establishing patterns are extra ideas for teachers to take this further in line with what the children are doing
by grouping, classifying, in their maths curriculum.
ordering and quantifying.
14 Objectives

Classroom language
5 To learn about and value Jump In! encourages respect for the environment by grounding the main course concept
the basic components of in an outdoors context, and using this concept to look at the natural world around us.
our natural environment Frankie, Tex, Dizzy and Spot are curious about the seasons, the weather and the way
and how they interact, things grow, and these themes are all explored in stories and songs and consolidated in
showing care, respect worksheets.
and responsibility for
conservation.
3 Language: Communication and representation

1 To use language as a tool Language, both aural and oral, is always supported in Jump In! with actions and
for learning, representation, responses that make it meaningful to the child. For example, the routines are supported
communication and with routine songs and chants that include actions and the Frankie talks language is
enjoyment, for the expression supported by songs, games and worksheets. In the early stages of school life, emphasis
of ideas and feelings and is placed on communicating with gesture if the child doesn’t know or remember a word,
valuing oral language as a helping them to communicate and show understanding. All aspects of the classroom are
way of relating to others and delivered in English, so that the children become comfortable and expand their passive
structuring society. knowledge quickly. The rich and attractive illustrations help children to follow the stories,
and the repetitive language and simple actions encourage them to join in according to
their own ability.
2 To express feelings, desires Jump In! gives the children opportunities to express their feelings and desires orally
and ideas orally, and by other through the Frankie talks lessons, where communicative language is introduced and
means, choosing the most used in relevant situations in the classroom, such as expressing how they feel, talking
appropriate means according about what they like and asking for something. The songs and stories that support this
to one’s communicative language also use actions to help the children remember and understand what it is they
intention and situation. are saying.
3 To understand the intention Jump In! encourages English as the lingua franca in the English classroom, but also
and message of other encourages L1 as appropriate for talking about experiences and as a way for children
children and adults, adopting to show they have understood an instruction. The Teacher’s Book includes suggested
a positive attitude towards phrases and examples of how to set up activities or use the puppets to get the most out
both one’s native language of English. Children are encouraged to listen carefully to the teacher and to each other in
and a foreign language. games and when acting out stories.
4 To understand, reproduce Children are exposed to different types of text in Jump In!, both via the stories and the
and recreate different songs. They also make use of their pop-outs to act out and participate in activities, showing
forms of text, giving one’s their understanding.
opinions and demonstrating
enjoyment and interest.
5 To build an awareness of Reading and writing in English is very much at the discretion of the teacher, but
the social use of the written Jump In! provides a wealth of opportunities to include and practise early literacy skills.
word, exploring its function The sequencing and recognizing of shapes is included in worksheets throughout the
and valuing it as a means of course, as well as incidental text. The Jump In! Teacher’s Website also gives teachers the
communication, information option to introduce sounds and letters, with audio support and printable materials that
and enjoyment. help work on pre-reading and then decoding of simple words.
6 To begin learning about art Jump In! explores art both as a specific topic and via the illustrative styles throughout the
in its different forms and course. Children are exposed to rich and detailed artwork in different fashions, helping them
to experiment with drama to experiment with their own creative expression.
and artwork using different Acting out and using actions is an important part of the stories and songs experience in
techniques. Jump In!, so that children join in and then start to use the language they are learning. The
puppets are an important tool in bringing out this wherever possible.
Objectives 15

o f a u n it
To u r
Jump In! is organized into five units, two Project units, three Lesson 1 Tex’s words
Festivals units plus an introductory Starter unit.
Each main unit comprises six lessons, featuring a story, two
songs, worksheets, stickers, pop-outs, flashcard games and
digital material, to maximize your class’ English-learning
experience.
The following is an overview of one unit from Jump In! A. It
describes the principal learning objectives and structure of
each lesson, as well as how and when resources are used.
The number and format of each lesson are designed to
be flexible enough to suit most timetable requirements,
and make it easy to extend lessons further or skip material
when necessary.
There is also an Extra activities section for extension or
reinforcement of the main language. This makes use of
the flashcards, puppets and storycards and provides more Objectives
information about all the other great supplementary Present the Tex’s words vocabulary
material available on the Teacher’s Website. Present the unit story
Every lesson is presented with a similar structure and set of Review previous unit’s language
routines. All the routines are accompanied by audio in the 1 The lesson starts with the Circle time and Weather
form of songs or chants, as well as supporting materials, such routine, where the class sings the Circle time boogie and
as flashcards or puppets. We suggest that you use these talks about the weather. Guidance is provided on how
routines from early on in the year, so as to establish and build this routine can be adapted to suit the specific learning
on them as the course progresses. A well-conducted routine needs of the children.
can limit the need for use of the mother tongue; repetitive 2 The children complete a short revision exercise using
and routine language can help you to organize your classes language from a previous unit.
and makes the children aware of what you want them to do 3 Tex presents the new vocabulary for the unit using
and how you expect them to act. the flashcards. To support learning and facilitate
understanding, every new word is accompanied by a
suggested action.
4 The story is told for the first time using storycards and
the story audio (or the DVD).
5 This is followed by Table time. Children complete the
Tex’s words worksheet using the stickers. This worksheet
covers the new vocabulary in the context of the story.
6 The class tidies up and says goodbye to Frankie, Tex,
Dizzy and Spot, before singing the Goodbye song.
16 Tour of a unit

Lesson 2 Lesson 3
unit
3 What do you want to be? Lesson 3
Jump In! A
© Oxford University Press Pop-out
Objectives
Review the Tex’s words vocabulary and practise it via a song
Retell the unit story Objectives
Prepare and use the unit pop-out Review Song 1
1 The children complete the Circle time and Weather routine. Revise the story with the animated version on the DVD
2 They practise and revise the Tex’s words vocabulary Retell the story and practise the Tex’s words vocabulary
with a game. with the pop-out
3 The children listen to Song 1 of the unit and revise the 1 The children complete the Circle time and Weather routine.
actions for the Tex’s words vocabulary by acting out the 2 They use flashcards or actions to complete a song-related
song. There is also a DVD animation of the song that activity.
they can watch. 3 A flashcard game practises the Tex’s words vocabulary further.
4 During Table time, the children prepare their pop-outs. 4 Children then watch the story on the DVD in preparation
5 The children then listen to the story and use their for the next activity.
pop-outs in response to the Tex’s words vocabulary.
5 The class retells the story using the pop-outs they
6 Finally, the children tidy up and say goodbye.
prepared in Lesson 2 and the character puppets.
Tour of a unit 17

o f a u n it
To u r
Lesson 4 Frankie talks Lesson 5 Reinforcement
(optional)
unit
3 Frankie talks
3 3 2 2 1
Let’s go shopping! Jump In! A • Photocopiable
If you feel your class requires further practice of the

Objectives unit language, this optional lesson provides additional
Review Song 1 and play a game activities and games to support this.
Review the story and answer questions about it
Present and practise the Frankie talks language via a song Objectives
Revise the Frankie talks language
1 The children complete the Circle time and Weather routine.
Consolidate the Tex’s words and Frankie talks language
2 The children play a game using Song 1.
Act out the unit story
3 They review the story with the storycards and answer
comprehension questions about the storycard scenes.
2 They play a flashcard game to practise the unit language.
4 The Frankie talks language is presented via Song 2,
3 They then sing and act out Song 2.
which the children can listen to before watching live-
action footage on the DVD. 4 The children play another language practice game.
5 During Table time, they complete the Frankie talks worksheet 5 They then review the story, using the comprehension
to consolidate the language and practise Song 2. questions to practise all the new language for the unit.
If they are ready, the children can also act out the story.
18 Tour of a unit

Lesson 6
Objectives
Review Song 2
Complete a story-ordering activity
Make a storybook of the unit story
2 They play a game using Song 2.
3 This is followed by Talk time, where the class uses the Frankie
puppet to practise the Frankie talks communicative language.
4 During Table time, the children complete a story-ordering
activity and make their very own storybook from the
Class Book.
5 They listen to the story and follow it in their storybooks.
Tour of a unit 19

S to r ie s
1 Look at my mask! $ 1•15 / DVD Unit 1 Story
1 2 3 4
5 6 7 8
1 Narrator Frankie, Dizzy, Tex 2 Dizzy Look at my eyes. I’ve 3 Dizzy Look at my ears. 4 Dizzy Look at my nose.
and Spot are by the pond. got green eyes! Look, I’ve I’ve got ears! Look, I’ve I’ve got a nose! Look, I’ve
Dizzy is happy. got GREEN EYES! got EARS! got a NOSE!
Dizzy Look at my mask,
everyone!
Frankie That’s a lovely
mask, Dizzy. Can I try it
on, please?
Dizzy No! It’s my mask!
Narrator Frankie is sad.
5 Dizzy Look at my mouth. 6 Dizzy And look at my 7 Narrator Now Dizzy is sad. 8 Tex It’s OK, Dizzy. It’s
I’ve got a mouth. Look, lovely hair. I’ve got hair! Dizzy Frankie, Tex, Spot. sunny. We can hang your
I’ve got a MOUTH! Look, I’ve got HAIR! Help! Look at my lovely mask on the line to dry.
hair! Boo hoo! Dizzy Thank you Tex, you
are clever!
I’m sorry, Frankie. You can try
my mask on when it’s dry.
Frankie Thank you, Dizzy!
Narrator Dizzy is happy
again.
And Frankie is happy, too!
20 Stories

2 Wait and see ... $ 1•21 / DVD Unit 2 Story
1 2 3 4
5 6 7 8
1 Narrator This is a story 2 Narrator One day, 3 Narrator Mummy frog 4 Narrator Mummy frog,
about Frankie’s family. Mummy frog is sitting and Daddy frog are sitting Daddy frog and Sister frog
Frankie This is my mummy. under the big tree by the under the big tree by the are sitting under the big
This is my daddy. pond. Daddy frog hops up, pond. Sister frog hops up, tree by the pond. Brother
This is my sister. hop, hop, hop. hop, hop, hop. frog hops up, hop, hop, hop.
This is my brother. Daddy Hello, Mummy. Sister Hello Mummy and Brother Hello Mummy,
And this is me. How are you? Daddy. How are you? Daddy and Sister. How
Mummy I’m fine. And you? Mummy & Daddy We’re are you?
Daddy I’m fine, too! Why fine. And you? Frog family We’re fine.
are you sitting under this Sister I’m fine, too! Why And you?
tree? are you sitting under this Brother I’m fine, too! Why
Mummy Wait and see! tree? are you sitting under this
Mummy & Daddy Wait tree?
and see! Frog family Wait and see!
5 Narrator Mummy frog, 6 Narrator Suddenly, the 7 Narrator Hop! Hop! Hop! 8 Narrator Splash! Splash!
Daddy frog, Sister frog and frogs look up. One, two, Hop! Hop! Splash! Splash! Splash!
Brother frog are sitting three, four, five leaves Five leaves! Red for Mummy Frankie I love autumn!
under the big tree by the are falling. frog, orange for Daddy frog, Frog family So do we!
pond. Frankie hops up, Red, orange, green, yellow green for Sister frog, yellow
hop, hop, hop. and brown! for Brother frog and brown
Frankie Hello Mummy, Mummy One each! for Frankie!
Daddy, Sister and Brother.
How are you?
Frog family We’re fine.
And you?
Frankie I’m fine, too! Why
are you sitting under this
tree?
Frog family Wait and see!
Stories 21

3 What do you want to be? $ 1•29 / DVD Unit 3 Story
1 2 3 4
5 6 7 8
1 Narrator Frankie, Dizzy, Tex 2 Dizzy OK, Frankie. You 3 Dizzy Yes, here you are 4 Dizzy What about you,
and Spot are by the pond. start! What do you want Frankie. Tex? What do you want
Dizzy Let’s play with the to be? Frankie Thanks, Dizzy! to be?
costume box. I know! Let’s Frankie I want to be a fire Tex I want to be a chef.
play What do you want fighter. Can I have the fire Can I have the chef’s
to be? fighter’s costume please, costume please, Dizzy?
Dizzy?
5 Dizzy Yes, here you are Tex. 6 Dizzy What about you, 7 Frankie & Tex What about 8 Dizzy I want to be a
Tex Thanks, Dizzy! Spot? What do you want you, Dizzy? What do you teacher. Now, sit down
to be? want to be? everyone. Let’s listen to
Spot Shop assistant! the story!
Dizzy Here you are, Spot!
You can play with the shop!
22 Stories

4 I’m hungry! $ 1•35 / DVD Unit 4 Story
1 2 3 4
5 6 7 8
1 Narrator Frankie, Dizzy, Tex 2 Frankie Do you like 3 Dizzy … but I don’t like 4 Tex Do you like chicken?
and Spot are in a boat on cheese? How about a cheese sandwiches. How about a chicken
the pond. Dizzy is hungry. cheese sandwich? sandwich?
Dizzy I’m hungry. Can we Dizzy I like cheese … Dizzy I like chicken …
have our picnic, please?
Hmmmm, what can I eat?
Frankie How about a
sandwich?
Dizzy Yes, a sandwich!
I like sandwiches.
5 Dizzy … but I don’t like 6 Frankie How about salad? 7 Narrator Dizzy has an idea. 8 Dizzy Great! I love
chicken sandwiches. Do you like salad? How Dizzy Have we got spaghetti sandwiches.
about a salad sandwich? spaghetti? Frankie & Tex Spaghetti
Dizzy I like salad … Tex Yes, we have. Here sandwiches? Oh, Dizzy!
… but I don’t like salad you are.
sandwiches.
Stories 23

5 Wake up, Tex! $ 2•4 / DVD Unit 5 Story
1 2 3 4
5 6 7 8
1 Narrator Frankie, Dizzy, Tex 2 Narrator Frankie, Dizzy 3 Narrator Frankie, Dizzy 4 Narrator Frankie, Dizzy
and Spot are at the farm. and Spot see a cow. and Spot see a horse. and Spot see a pig.
But Tex is asleep! Spot Cow! Spot Horse! Spot Pig!
Dizzy Quack! Quack! Quack! Dizzy Hello, cow. Can you Frankie Hello, horse. Can Dizzy Hello, pig. Can you
Wake up, Tex. We’re at the help us wake Tex? What you help us wake Tex? help us wake Tex? What
farm! noise do you make? What noise do you make? noise do you make?
Narrator But Tex doesn’t Cow Moo! Moo! Moo! Horse Neigh! Neigh! Neigh! Pig Oink! Oink! Oink!
wake up! Narrator But Tex still Narrator But Tex still Narrator But Tex still
Frankie Ribit! Ribit! Ribit! doesn’t wake up! doesn’t wake up! doesn’t wake up!
Wake up, Tex. We’re at the
farm!
Narrator But Tex still
doesn’t wake up!
5 Narrator Frankie, Dizzy 6 Narrator Then Spot has 7 Narrator But Spot moves 8 Tex Are we at the farm yet?
and Spot see a sheep. an idea! She flies to Tex … her wings and tickles Tex’s Frankie & Dizzy Yes, we are!
Spot Sheep! and sits on his nose. face … and Tex wakes up! Cow Moo! Moo! Moo!
Frankie Hello, sheep. Can Dizzy Spot, you can’t help. Tex Huh! Huh! Huh! Horse Neigh! Neigh! Neigh!
you help us wake Tex? You’re not noisy! That tickles! Pig Oink! Oink! Oink!
What noise do you make? Sheep Baa! Baa! Baa!
Sheep Baa! Baa! Baa!
Narrator But Tex still
doesn’t wake up!
24 Stories

Festivals Christmas $ 2•12 / DVD Festivals: Christmas Story
1 2 3 4
5 6 7 8
1 Narrator Oscar and Sophie 2 Mummy Oscar, what do 3 Narrator It’s Christmas 4 Narrator Oscar and Sophie
are writing letters to Father you want for Christmas? Day! Honey the dog is open the presents.
Christmas. Oscar I want a book, a car playing with the presents. Oscar The blue present is
Oscar Sophie, what do you and a fire fighter costume. Sophie Oh, no! Oscar, look! for me.
want for Christmas? Mummy What about you, Oscar Oh, no! Honey is No, it’s a puppet. It’s for
Sophie I want a computer Sophie? What do you want playing with the name you, Sophie.
game, a puppet and a for Christmas? tags from the presents! Sophie The red present is
train. What do you want Sophie I want a computer a computer game for me.
for Christmas? game, a puppet and a train. No, it’s a book. It’s for you,
Oscar I want a book, a car Oscar.
and a fire fighter costume.
5 Sophie I think the orange 6 Oscar There are three 7 Oscar Yes, it’s a fire fighter 8 Oscar It’s a bone!
present is for me. Yes, it’s a presents left. costume! Sophie A bone?
train! Open the yellow one, Sophie Three! Sophie Yes, it’s a computer Oscar It’s a present
Oscar. Oscar Yes! One, two, three! game! for Honey from Father
Oscar Yes, it’s a car! Oscar What about this Christmas!
present? Let’s open it Honey Woof! Woof!
together!
Sophie OK. One, two, three!
Stories 25

Festivals Spring $ 2•18 / DVD Festivals: Spring Story
1 2 3 4
5 6 7 8
1 Narrator It’s spring. 2 Narrator Grandad gives 3 Narrator Oscar and Sophie 4 Narrator Oscar and Sophie
Grandad has got a bag Oscar and Sophie some water the seeds every day. water the seeds every day.
of seeds. spades. Then one day … Then one day …
Oscar & Sophie What Grandad First, you need to Oscar & Sophie Look! Oscar & Sophie Look!
kind of seeds are they, dig some holes in the soil. Sophie I can see one, two, Oscar I can see one, two,
Grandad? Narrator So Oscar and three, four, five shoots! three, four, five stems!
Grandad Why don’t you Sophie dig five holes with
plant the seeds and wait their spades.
and see? It will be Grandad Now you need to
a surprise! put a seed in each hole and
cover the seeds with soil.
The seeds need water and
the sun to make them big
and strong.
5 Narrator Oscar and Sophie 6 Narrator Oscar and Sophie 7 Narrator Oscar and Sophie 8 Narrator Oscar and Sophie
water the seeds every day. water the seeds every day. water the seeds every day. see one, two, three, four,
Then one day … Then one day … The buds get bigger and five beautiful sunflowers!
Oscar & Sophie Look! Oscar & Sophie Look! bigger and bigger. Then Oscar & Sophie Look! Five
Sophie The stems have Oscar The stems have one day … sunflowers!
got leaves! got buds! Grandad They’re beautiful.
Look, they’re dancing in
the sun!
26 Stories

Festivals Summer $ 2•24 / DVD Festivals: Summer Story
1 2 3 4
5 6 7 8
1 Narrator It’s summer. 2 Mummy Oscar and Sophie, 3 Daddy Oscar and Sophie, 4 Grandad Oscar and Sophie,
Oscar and Sophie are it’s very sunny. You need to it’s very sunny. You need it’s very sunny. You need to
at the beach with their wear sun cream. to wear a sun hat. wear a T-shirt.
mummy, daddy, granny Oscar OK, Mummy, but Oscar OK, Daddy, but Oscar OK, Grandad, but
and grandad. It’s hot quickly. I want to play. quickly. I want to build quickly. I want to play ball.
and sunny. Sophie Me too! a sandcastle. Sophie Me too!
Oscar I’m hot! Sophie Me too!
Sophie Me too!
5 Oscar It’s too hot! 6 Narrator Grandad has 7 Grandad That’s better! 8 Mummy Anybody hungry?
Sophie Yes, it’s too hot and an idea. Granny The water is nice Let’s have a picnic!
too sunny! Grandad I know! Let’s go and cool! Oscar Yes! I love picnics!
Granny Oscar and Sophie, swimming in the sea! Sophie Me too!
you need to drink water. Oscar Good idea, Grandad. Narrator Everyone sits
Oscar Thank you, Granny. I love the sea! under the sun umbrella
I’m thirsty! Sophie Me too! to have a picnic.
Sophie Me too! Thank Daddy I like cheese
you, Granny! sandwiches!
Granny And I like chicken.
Mummy Who wants juice?
Everyone Me!
Sophie I love the beach.
And I love summer!
Oscar Me too!
Stories 27

d u c t io n
Intro
28 Stories

IdeClassroom
as balanguage
nk
Before you start Weather monitor badges
The Teacher’s Website also includes cut-out badges for the
Setting up the Jump In! area Weather routine (Photocopy Master 3). Choose a Weather
You could set the scene for telling stories or doing the Circle monitor at the start of the lesson and give them a badge to
time routine in Jump In! by recreating a wall display of the wear. They can prepare the washing line and pin the relevant
pond. This can be made from felt and material glue, which can weather flashcard on to the line while you sing the Weather
then be attached to a wooden brush handle. The scene can song.
also be created in card, but the felt version is inexpensive and An explanation of how to introduce the Weather routine is
long-lasting, and can be used year after year. included in the lesson notes. At the start of the school year,
The Teacher’s Website includes illustrations of Frankie, Tex, it is a good idea to introduce things gradually, but you can
Dizzy and Spot (Photocopy Masters 9 and 10), which you can include it from whichever point in the year that you see
enlarge, mount on cardboard, and cut out to place in your most appropriate.
pond scene. You may wish to involve your class in colouring
in and decorating these characters.
Character puppets
Depending on your classroom situation, you might want
Washing line to use the Teacher’s Resource Pack for storing the puppets
or a bag or box that would be suitable. Either way, it is
The washing line is a way to display flashcards and storycards
nice to have something to store the puppets in, as well as
instead of sticking them on the board.
something that will enable you to create some suspense
You will need some thick string without too much elasticity before bringing out the characters.
for the line (plastic covered lines are too slippery, especially
when using laminated materials) and some coloured pegs. Starting and finishing the lesson
The children can also have their own peg with their class If you are the class teacher, you could take on the role of
number or name on it. You can use this to remember who English teacher when the English class starts. You could say
came out to the washing line last, helping you to choose Abracadabra! and turn yourself into ‘The English Teacher’, maybe
different members of the class. When doing an arts and crafts even changing your name to its English equivalent, if possible.
activity, using their class number pegs saves any confusion At the end of the class, turn yourself back to class teacher and
regarding who the picture belongs to if they have forgotten the children tell you what they have learnt in English.
to write their name on it. Children of this age love to tell people about what they
The easiest and safest way of fixing a line is to use two hooks. have learnt. If you are not the class teacher, but the English
These can either be screwed into a wooden surface or specialist, you could use the return of the class teacher to
into a dowel plug (if on plastered walls). It would be worth motivate the children. Warn the teacher beforehand that
enquiring whether these small, unobtrusive fixtures could be you are going to tell them that the children know some new
installed as a permanent feature in your classroom. English words, and that the children will say them for the
teacher. If the teacher doesn’t understand English, all the
Why use a washing line?
better, as you can say a word and the children point to the
• Pegging objects on to a line works on the children’s fine and flashcard to show the teacher what it means. If your class is
gross motor skills, at the same time as working their thinking particularly confident, the children can go and point to the
skills, therefore forging vital connections in the brain. flashcards and say the English word.
• Anything displayed on the washing line is clearly visible to
the group and can be presented at eye level. Magic Jump In! spray
• Materials can be added to or taken away by teachers and In addition to, or as an alternative to the Quiet time song,
children. the Magic Jump In! spray can be used as a way to calm the
• It is a low-tech interactive resource! children after a high-energy activity.
• It is an extremely flexible resource. You will need an empty, clean, water spray bottle. Decorate
• Washing lines are cheap and easy to make. They can your bottle in an Jump In! theme; for example, cover it in
be permanent or temporary, set up according to the blue felt and stick on green lily pads . To help convey the
requirements of your work and your setting. idea that the spray is ‘magic’, you may wish to stick stars or
• Washing lines are a useful tool to promote the pre-reading glitter on the bottle, too.
skill of left–right orientation. With this in mind, always begin Fill the bottle with water before class (you may wish to add
activities from the left-hand end of the line. a few drops of lavender oil, which has a calming effect). Tell
the children that Tex has given you some magic water from
the Jump In! pond, and that when the magic water falls on
them, they need to listen and get ready for the next activity.
Spray a small amount of ‘magic spray’ upwards towards the
ceiling, so that the water droplets fall gently
on to the children.
Ideas bank 29

Jump In! box Jump In! envelope
The Jump In! box should be big enough to comfortably All the pop-outs and stickers that come with the Class Book
contain a number of flashcards in order to play various are supplied – and can continue to be stored – in a separate
language games with your class. envelope. Children can personalize this, so that they know
You will need a large shoebox or photocopy paper box which is theirs. The Photocopy Masters 9 and 10 include
with a lid. Cut a hole in the lid big enough for a child to put images of Frankie, Tex, Dizzy and Spot. Give the children
their hand in and take out a flashcard. Decorate your box in copies of these and ask them to choose their favourite
keeping with the Jump In! theme; for example, cover the box character and colour them in. The children can then stick
in blue paper and draws splash marks all over. their favourite character on to the envelope and write their
Your Jump In! box can be used every time the children play a name.
related language game.
Bringing the puppets to life
Routine clock The following are some tips for using the puppets in class.
To help children know what is happening in class, and also • Hold the puppets at the children’s eye level, rather than
to make them aware of the transition between activities, it is at the height of your face, as it brings the puppets closer
a good idea to make a Routine clock. to the children.
You will need a large piece of paper or a number of smaller • Tell the children how the puppets are feeling. This is
pieces of paper taped together. Draw and cut out a circle particularly useful when setting the scene for a story. Play
from the paper. This will become your clock face. With the with the pitch and tone of your voice, depending on how
remaining paper, cut out a ‘pointer’ and attach it to the the puppets are feeling.
middle of the circle, like a clock hand. Divide the clock face • Tell the children when one of the characters has a
into 6 and cut out the images from Photocopy Masters 1 and birthday. You can have a party for the character’s birthday
2 to stick into each section of the clock. (Depending on the and make cards and a cake for them. Once parents are
size of your clock, you may wish to enlarge these pictures involved in their children’s learning, you could ask for
first.) You could, of course, colour the pictures or get the volunteers willing to organize the characters’ birthday
children to colour them in during the first lesson and make parties and their cakes.
the Routine clock together. • Always choose a favourite colour, food, animal, toy, etc. for
The different pictures on the clock represent important all the characters. The children are always interested in this
stages of the lesson: the children sitting in a circle is Circle type of information once they have learnt the language,
time; the pair of dice represents Game time; the open book and enjoy being able to understand and express these
is Story time; the boy singing is Song time; the teacher with things in English.
a Frankie puppet is Talk time; the table and chairs is Table • If you or a colleague are going to a special place, take one
time; and the teacher waving represents the Hello and of the puppets and photograph them while there to show
Goodbye routines. to the children after you return.
You may wish to use the Routine clock at the very beginning • You could take photos of the characters around town,
of the lesson to run through the things you will be doing e.g. at the shops, outside the school or at the fire station.
that day, e.g. Today, we’ll start with Song time and then play This could be related to the theme of a unit, e.g. at a
a game … To make a transition from one lesson stage to supermarket being photographed with the different
another, simply move the pointer to the relevant part of food items from Unit 4.
the clock. Often, there is a song or a chant to accompany • You could also take photos of the puppets at different
the lesson transition, too. celebrations, e.g. Christmas or Easter.
• As a reward for good behaviour or excellent work, children
Running the class could take a puppet of their choice home for the evening.
Send the child home with a note asking a parent to take
Eeny meeny photos of them with the puppet, doing all the things they
do after school.
This is a useful rhyme for dividing children into groups or
choosing someone to start a game. Do this once the class
has been learning English for a few months and get them
to join in with you:
Eeny, meeny, miney, moe.
Catch a tiger by the toe.
If he hollers, let him go,
Eeny, meeny, miney, moe – you are it!
30 Ideas bank

Classroom laClassroom
ngualanguage
ge
Saying hello and goodbye Instructions
Hello Please
Goodbye! Thank you
Good morning Thanks
Good afternoon In English, please
See you next lesson Quiet, please
Is (Peter) here? Sit down
Time to go Stand up
Now it’s time for (lunch)! Come here, please
See you tomorrow Listen
See you next time Hold hands
Look at me/ Watch me
Where’s the …?
Congratulating and encouraging Here it is
the children Show me …
Well done! Be careful!
Good work! Point to …
Good / Very good Hand out the books/worksheets
Fantastic! / Great! Ready?
Nearly! Open your book
Try again! Close your book
Other expressions
Language presentation
What’s this?
Can you guess …?
Who’s this?
What’s Frankie got today?
What colour is it?
Where’s Spot?
What number is it?
What’s the weather like?
Let’s sing a song!
Let’s listen to a story!
Classroom language 31


H e llo !
Hello! overview
If a doctor, lawyer or dentist had 40 people in his office at one About Hello!
time, all of whom had different needs, and some of whom • In Hello!, the children will meet or become reacquainted
didn’t want to be there and were causing trouble, and the with Frankie the frog, Tex the turtle, Dizzy the duck and Spot
doctor, lawyer or dentist, without assistance, had to treat them the ladybird. They will practise the colours, numbers 1–4,
all with professional excellence for nine months, then he might weather vocabulary and they will also learn some simple
have some conception of the classroom teacher’s job. greetings and how to introduce themselves: I’m …
Donald D Quinn
• It is in this unit that you can begin to set the structure for
Objectives future lessons through various classroom routines and
lesson transitions. To suit both your timetable and the
Present and practise colours vocabulary: yellow, blue,
particular needs of your pupils, the routines are intended
green, red, numbers 1–4 and weather vocabulary
to be flexible; in particular, the Circle time and Weather
Recognize and respond to the question What’s your name? routine introduced in this unit can be tailored to fit your
Introduce or reintroduce the course characters specific teaching requirements.
Establish the routines for the course • It is a good idea to send a letter to parents at the
beginning of each unit, explaining what the children
Materials will be doing in their English classes. You might want to
Character puppets include information about the unit and content you will
Routine clock be working on in the coming weeks, and explain the
Class Book importance of using the Audio CD and the Lingokids
Jump In! App for further practice at home (see p.8 for more
Numbers flashcards: 1–4
information on parental involvement).
Colours flashcards: yellow, blue, green, red
• The children will be learning colours, numbers and
Characters flashcards weather vocabulary, as well as simple greetings in this
Weather flashcards unit, so you might like to ask parents to send in items
Weather monitor badges: Photocopy Master 3 from related to the topic, such as different coloured objects
Teacher’s Website or toys and weather-related objects.
Hello! pop-outs
Hello! stickers
Jump In! envelopes
Reward stickers
Audio CDs 1 & 2
TEACHING TIP: When it comes to establishing discipline,

you need to see what works for you and the children you
teach, but it’s important to have a ‘system’ from the very
beginning. The children need to know what is expected
of them rather than to be disciplined and not know why.
One solution is to draw two faces in the corner of the
board at the start of each lesson – one happy and the
other sad. Make name cards and stick them on the board
in between the two faces. If the children do something
good, e.g. help a friend or tidy up after themselves, move
their name over to the happy face column. If a child
does misbehave, you can move their name card across
to the sad face column, but do give them the chance to
move back to the middle and eventually to the happy
face column. At the end of the class, make a point of
congratulating those who are in the happy face column.
Hello! 33

Hello! Lesson 1 SUGGESTED ACTIONS: The following actions could be used:
Hello, everyone. Come and play – the children wave both
Materials hands in the air and sweep their right arms in front of
Character puppets them from left to right.
Class Book worksheet (p.1) It’s going to be a happy day! – using both fingers, draw a
Numbers flashcards: 1–4 big smile from the middle to either side of your mouth.
Do a high five – the children give each other high fives.
Characters flashcards
And boogie on down – the children wiggle their hips.
Audio CD1 Clap your hands – the children clap hands.
Hello! stickers And turn around – the children turn around once.
Now sit down! – the children sit in a circle.
Hello!
TEACHING TIP: In this unit, the children will meet or become
reacquainted with the characters. If your class has not studied
Jump In! Starter, this is an opportunity for them to get to
know the characters. Even if your class has studied Jump In!
Starter, you may have new children in your class who are not
familiar with the characters.
• Put on the Frankie and Dizzy puppets to start the class.

Play the Hello song (CD1 track 2) and go around the circle
greeting the children with the puppets and waving. Make
the puppets open and close their mouths as if singing and
go around the circle, greeting the children and waving to
the class using Dizzy.
TEACHING TIP: Don’t sing the song immediately. Allow the

1
Jump In! A
© Oxford University Press children to listen to the words properly before they are
encouraged to join in.
1 Circle time routine
• Start the lesson with the Circle time boogie. Play CD1 track 6 Hello song $ 1•2
and do the actions, encouraging the children to join in. Tune: The farmer’s in his den
We say hello like this.
TEACHING TIP: The children will soon learn the actions as
Hello!
they will do this routine at the start of class every day. We say hello like this.
Hello!
Circle time boogie $ 1•6 We say hello to all our friends.
Hello, everyone. Come and play. We say hello like this.
It’s going to be a happy day! Hello!
Do a high five, • Give the three puppets to different children. Play the Hello
And boogie on down. song again. Encourage the children to go around waving
Clap your hands, to their classmates.
And turn around.
Do a high five, 2 Reintroducing the characters
And boogie on down. • Play Hello, what’s your name? (CD1 track 11). Animate
Clap your hands, the puppets as they introduce themselves.
Now sit down!
Hello, what’s your name? $ 1•11
Hello, what’s your name? Hello, what’s your name?
I’m Frankie, hello! I’m Frankie, hello!
Hi, how are you?
I’m fine, thank you!
I’m Tex, hello! I’m Tex, hello!
Hi, how are you?
I’m Dizzy, hello! I’m Dizzy, hello!
Hi, how are you?
34 Hello!

Hello, what’s your name? Hello, what’s your name? 5 Game time: Where’s Frankie?
I’m Spot, hello! I’m Spot, hello! • Display the numbers flashcards 1–4 on the board. Slowly
Hi, how are you? count to 4 in English, pointing at the numbers as you say
I’m fine, thank you! them. Encourage the children to join in with you.
• Play the song again and teach the children the actions.
When you get to the part of the song where the characters TEACHING TIP: A good alternative to displaying flashcards
say their names, or make the character puppets appear in on the board is to use a ‘washing line’. See p.29 for more
the order of the song. information.
SUGGESTED ACTIONS: The following actions could be used: • Put the characters flashcards on the desk. Remove them
Hello – the children wave. at random, greeting each one by saying Hello, Frankie/Tex/
What’s your name? – the children shrug their shoulders. Dizzy/Spot!
I’m fine, thank you – point to yourself with thumbs on both • Shuffle the characters flashcards. Make it obvious you are
hands, do a ‘thumbs up’ and then bow. shuffling the cards by saying Shuffle! Shuffle! Shuffle! Stick
the characters flashcards face down on the board, under
TEACHING TIP: The actions that accompany songs are each number. Now ask Where’s Frankie? and invite the
extremely important, as they provide support and children to point to or say a number. If the children don’t
scaffolding for the new language the children are learning. find Frankie, say No, sorry! Once they find Frankie, turn over
Even shy children will join in with the actions. Once the the card and encourage the children to say Hello, Frankie!
children are more confident, you can use the actions to Repeat this procedure with other characters.
prompt a response. If a child forgets what a question
means, as soon as you support it with the corresponding 6 Tidy up and say Goodbye
actions, you will help jog their memory and link the • Encourage the children to tidy up by singing or playing
language to a song that, by then, they will know very well. the Tidy up time song (CD1 track 10).
Tidy up time song $ 1•10

3 Acting out the song Tune: Mary had a little lamb
• Choose four children to be Frankie, Tex, Dizzy and Spot, Now it’s time to tidy up,
giving them the puppets. Take on the role of the narrator.
Tidy up, tidy up.
Play Hello, what’s your name? (CD1 track 11) and walk up to
Now it’s time to tidy up, 1, 2, 3!
each character when it’s their turn in the song. Encourage
the child to step forward when their character is singing • Then sing the Goodbye song (CD1 track 3). Have the
and do the actions. Encourage the whole class to join in puppets wave goodbye as you put them away.
with the actions.
Goodbye song $ 1•3
Tune: The farmer’s in his den
4 Table time: Worksheet with stickers
We say goodbye like this.
• Play the Table time rhyme (CD1 track 8), motioning for
Goodbye!
the children to go back to their tables.
We say goodbye like this.
Table time rhyme $ 1•8 Goodbye!
It’s Table time, listen to me. We say goodbye to all our friends.
It’s time to sit down, 1, 2, 3! We say goodbye like this.
Goodbye!
It’s Table time, listen to me.
It’s time to sit down, 1, 2, 3!
• Now give the children the sheet of Hello! stickers and
encourage them to match them with the characters on
the worksheet. Say Use the stickers. Stick Frankie, Tex, Dizzy
and Spot.
• Play Hello, what’s your name? (CD1 track 11) while the
children are working.
• Once the children have finished their worksheets, play
the song again or alternatively, sing one of the characters’
names at random, for example, I’m Frankie, hello! and
encourage the children to point to the character they hear.
Hello! 35

Hello! Lesson 2 Let’s sing karaoke: Hello song $ 2•28
Tune: The farmer’s in his den
Materials We say hello like this …
Character puppets We give a kiss like this …
We give a hug like this …
Colours flashcards
We hold hands like this …
Weather flashcards
Hello! pop-outs 2 Weather routine
Jump In! envelopes • Now that the children are familiar with the Circle time
Audio CDs 1 & 2 routine, teach (or reintroduce) the Weather routine.
• Display the weather flashcards at the front of the class,
pointing at the weather types as you say them. Encourage
Hello!
the children to join in with you.
• Put on the Frankie puppet and ask the children about
the weather. You could use the following weather rhyme,
inserting different weather conditions into the rhyme to
suit the day.
What’s the weather today?
Look and see.
Is it hot? Is it sunny?
You tell me!
• Invite individuals to remove the flashcards that don’t
apply to the weather that day.
Jump In! A © Oxford University Press Pop-out TEACHING TIP: As you talk, support each weather type
with an appropriate action, so that all the children can join
TEACHING TIP: At the start of the school year, you may in – even those who don’t feel like speaking yet.
have some upset children, especially if your English class
is at the start of the day. As well as the character puppets, • Now sing the Weather song (CD1 track 4) or the Let’s
it is helpful to have three or four additional cuddly toys sing karaoke version of the Weather song (CD2 track 29),
or puppets available. You can ask a child who is looking referring the children to the flashcards left on display. You
tearful to look after one of the toys as the toy is very shy. may need to sing the verse a number of times if they have
The children tend to enjoy the responsibility and it acts as chosen two weather conditions.
a distraction. You can even involve the child by addressing
TEACHING TIP: A model of the Weather song for sunny
them and their toy, e.g. by having the character puppets
you use address their toy. weather has been provided in the routines songs. You
can use the Let’s sing karaoke version to sing about all
other weather types.
1 Circle time routine
• Start the lesson with the Circle time boogie (CD1 track 6). Weather song $ 1•4 /
Encourage the children to join you in doing the actions Let’s sing karaoke: Weather song $ 2•29
as you sing. Tune: If you’re happy and you know it
• Put on the Frankie and Dizzy puppets to start the class. Oh, it’s sunny today, yes it is.
Play the Hello song (CD1 track 2) and go around the Yes it is!
circle, greeting the children with the puppets and doing Oh, it’s sunny today, yes it is.
the actions. Yes it is!
• Play the song again, choosing four children to give the Oh, it’s sunny today. Oh, it’s sunny today.
puppets to. Oh, it’s sunny today, yes it is.
• Now give the character puppets to three different Yes it is!
children. Either play the song again, or sing one of the • From this point on, include the Weather routine in every
alternative verses using the Let’s sing karaoke version (CD2 Circle time. At the beginning of each class, it’s a good
track 28). Encourage the children to get involved with any idea to choose a Weather monitor for the day, who
new actions, using the puppets to help them. is responsible for displaying the appropriate weather
flashcards in advance of the Weather routine.
36 Hello!

3 Game time: Everybody point to yellow! 5 Game time with pop-outs
• Put the characters flashcards on the board in the following • Split the class into four groups and assign each a character.
order: Dizzy, Frankie, Tex, Spot. Point at each in turn, eliciting Put up the colours flashcards on the board in the order of
the character names from the children. the Colours chant (CD1 track 12): yellow, blue, green, red.
• Put the colours flashcards on the desk in the following • Hold up the Dizzy puppet and chant Yellow, yellow, Dizzy
order: yellow, blue, green, red. Remove the yellow flashcard, is yellow. Have Dizzy jig about and encourage the ‘Dizzy’
saying the colour clearly and encouraging the children groups to hold up their pop-outs. Then say Everyone point
to repeat. Then say Yellow, yellow, Dizzy is yellow. Put the to yellow! Have Dizzy point to the yellow flashcard and
yellow flashcard next to the Dizzy flashcard on the board. encourage the ‘Dizzy’ group to all point to the yellow
Repeat for the other colours flashcards. flashcard, too.
• Remove the colours flashcards from the board and shuffle • Repeat with the other characters (using the puppets).
them, making it obvious to the children. Holding the • Now play the Colours chant, wearing the correct puppet
flashcards face down so they cannot see the colours, ask for each verse, and encouraging each character group to
a child to choose a flashcard and show it to the class. hold up their pop-outs and point to the correct colour as
Say, e.g. Blue! Who is blue? and encourage the children to they hear it.
respond with the correct character’s name (Frankie). The
child holding the flashcard can then attach it to the board Colours chant $ 1•12
next to Frankie. Repeat with the other flashcards. Yellow, yellow, Dizzy is yellow.
Everyone point to yellow!
TEACHING TIP: The amount of language support the
children will require for this activity is dependent on Blue, blue, Frankie is blue.
how much exposure to colours vocabulary they have Everyone point to blue!
previously had. Support your class as much or as little as Green, green, Tex is green.
you feel is appropriate. Everyone point to green!
Red, red, Spot is red.
4 Table time: Pop-outs Everyone point to red!
• Play the Table time rhyme (CD1 track 8), motioning for
the children to go back to their tables. 6 Tidy up and say Goodbye
• Give each child their pop-outs sheet. Say Pop out the • Encourage the children to tidy up by singing or playing
puppets. Pop out the legs. Although this should be easy, the Tidy up time song (CD1 track 10).
go around checking whether any children are having • Then sing the Goodbye song (CD1 track 3). Have the
difficulties. Rather than doing it for them, encourage a puppets wave goodbye as you put them away.
child that has finished to help someone else by saying
[Name], help [name], please!
• Once the children have all their pop-outs, play Hello,
what’s your name? (CD1 track 11) and encourage the
children to hold up their puppet at the appropriate time
in the song.
• Invite four children to come to the front with a different
pop-out puppet (one each of Frankie, Tex, Dizzy and Spot)
and act out the song for the class. Encourage the other
children to follow the action with their own pop-outs.
• If you have time, you could play the song again, choosing
another four children to come to the front.
TEACHING TIP: Most of the children will want to come

out and be one of the four characters. It is a good idea
to make a note of who has had a go and to make this
obvious to the children so that when you finish the
activity you can tell them that those who haven’t had a
go can do it in the next class. You can even read out the
list of the children who have had a go in this class and
acknowledge whose turn it will be next time.
TEACHING TIP: The pop-outs can contain a lot of small

pieces. Encourage the children to use their Jump In!
envelopes to store these pieces (see p.30), or ask parents
to supply a small container for this purpose.
Hello! 37

Hello! Lesson 3 3 Table time: Role play
• If you have a Routine clock, move the hand to ‘Table time’
Materials Play the Table time rhyme (CD1 track 8), motioning for the
Character puppets children to go back to their tables.
Routine clock • Ask four more confident children to come to the front and
Colours flashcards then give each of them a character puppet. Say to each
Weather flashcards child in turn Hello, what’s your name? and encourage them to
respond I’m [+ character’s name], hello!
Weather monitor badges: Photocopy Master 3 from
Teacher’s Website • Divide the children into pairs. Using their pop-out puppets,
encourage them to roleplay the exchange. If you feel the
Audio CDs 1 & 2
children need the support, you can play Hello, what’s your
name? (CD1 track 11) in the background while they play.
1 Circle time and Weather routine
• At the very beginning of the class, assign a Weather 4 Game time: No, no, yes!
monitor for the day and give them a Weather monitor • If you have a Routine clock, move the hand to ‘Game time’
badge (Photocopy Master 3). Encourage them to prepare again and tell the children that you are going to play a
for the Weather routine by choosing and displaying the game called No, no, yes!
appropriate weather flashcards. Say [Name], you are the • Show the children the four colours flashcards yellow, blue,
Weather monitor. What’s the weather today? green and red, eliciting the names.
TEACHING TIP: You may wish to make a Routine clock to
• Now say a colour. Show the children the flashcards again,
one by one. The children have to say No until you show
mark the key stages in your lesson, such as Talk time, Circle
them the flashcard of the colour you said, when they have
time, Table time, Story time, etc. More information about
to say: Yes + the colour, e.g. Yes. Yellow.
making this Routine clock can be found on p.30.
• To make this activity more difficult, you can show incorrect
• If you have a Routine clock, move the hand to ‘Circle time’ colours flashcards to the class more than once before the
before the start of class, then start with the Circle time correct one.
boogie (CD1 track 6), doing the actions and encouraging
the children to join in. 5 Tidy up and say Goodbye
• Now play the Hello song (CD1 track 2). As the children will • Encourage the children to tidy up by singing or playing
be more familiar with the Circle time routine, choose four the Tidy up time song (CD1 track 10).
children straight away to take the character puppets, and • If you have a Routine clock, move the hand to ‘Goodbye’.
go around waving to the rest of the class during the song.
• Then sing the Goodbye song (CD1 track 3). Have the
• Give the puppets to four different children. Either play the puppets wave goodbye as you put them away.
Hello song again, or sing one of the alternative verses using
the Let’s sing karaoke version (CD2 track 28). Encourage the
children to get involved with any new actions, using the
puppets to help them.
• Now refer to the flashcard(s) the Weather monitor has
displayed, saying the weather rhyme as you do so.
• Now sing the correct version of the Weather song (CD1
track 4 / CD2 track 29).
2 Game time: Guess who’s saying Hello!

• If you have a Routine clock, move the hand to ‘Game time’
and tell the children they are going to play a game called
Guess who’s saying Hello!
• Tell one of the children to cover their eyes. Now choose
another child to come out and say Hello! The first child has
to guess who it is. You could include yourself to make it
slightly easier for some children.
• If there are children in your class who do not mind being
blindfolded, they could feel the other child’s face as well
as listening to them say Hello!
• Repeat the game a number of times. If you want to
make it more linguistically challenging (but easier for the
children to guess as they hear their classmate say more),
you could encourage the second child to say more words
they know in English, such as colours or numbers, which
will also enable the blindfolded child to more easily
recognize their voice.
38 Hello!

Hello! Lesson 4 • Repeat until there are about five children in the line. Then
say Goodbye, everyone! And sit down on one of the empty
Materials chairs. Everyone else in the line should also try to sit down.
Character puppets The child left in the middle then starts the game again,
choosing someone who hasn’t yet had a go.
Routine clock
Numbers flashcards 4 Game time: Guess my name
Characters flashcards • Tell the children that you are going to play a game called
Weather flashcards Guess my name.
Weather monitor badges • Give a confident child a bag with one of the characters
Audio CDs 1 & 2 flashcards inside. Encourage them to keep what they see
a secret.
• The rest of the class must then guess who is in the bag by
1 Circle time and Weather routine saying Hello, Frankie/Tex/Dizzy/Spot! The child with the bag
• At the very beginning of the class, assign a Weather remains silent until someone guesses the correct character.
monitor for the day and give them a Weather monitor When this happens, the child removes the flashcard from
badge. Encourage them to prepare for the Weather the bag and says Hello, I’m [+ character’s name]!
routine by choosing and displaying the appropriate • Now secretly change the flashcard in the bag and invite
weather flashcards. Say [Name], you are the Weather another child to the front.
monitor. What’s the weather today?
• If you have a Routine clock, move the hand to ‘Circle time’ 5 Tidy up and say Goodbye
before the start of class, then start with the Circle time • Encourage the children to tidy up by singing or playing
boogie (CD1 track 6), doing the actions and encouraging the Tidy up time song (CD1 track 10).
the children to join in.
• Now play the Hello song (CD1 track 2). As the children will
be more familiar with the Circle time routine, choose three
• Then sing the Goodbye song (CD1 track 3). Have the
puppets wave goodbye as you put them away.
children straight away to take the character puppets, and
• Give the puppets to three different children. Either
play the Hello song again, or sing one of the alternative
verses using the Let’s sing karaoke version (CD2 track 28).
Encourage the children to get involved with any new
actions, using the puppets to help them.
• Now refer to the flashcard(s) the Weather monitor has
displayed, saying the weather rhyme as you do so.
• Now sing the correct version of the Weather song (CD1
2 Game time: Musical hugs

and tell the children that you are going to play a game
called Musical hugs.
• You need to play this game in a space where the children
can move around a little.
• Play some music and the children dance along. Stop the
CD, and the children find one friend to hug and to say
Hello [+ child’s name] to.
3 Game time: What’s your name?

• Tell the children that you are going to play a game called
What’s your name?
• Sit the children on chairs in a circle and stand in the
middle. Go up to a child and ask What’s your name?
Encourage them to reply with I’m [name]. What’s your
name? Reply and shake hands.
• Encourage the child who has just responded to stand up
in front of you. They then choose someone in the circle
to approach and ask What’s your name? That child then
replies and stands up to join the line.
Hello! 39

Extra activities Who’s got it?
Numbers flashcards
Hello! Goodbye! • Give out the numbers flashcards 1–4 to four children who
Characters flashcards come and stand at the front of the class. The children hold
• Choose four children to be the characters, Frankie, Tex, the flashcards facing the class. Say the numbers and the
Dizzy and Spot. Stand them in front of the board and write rest of the class has to say the name of the child holding
the numbers 1–4, one number each, above their heads. the corresponding flashcard. Once you have named all
Give each of the four children a characters flashcard and the numbers, the children with the flashcards hide them
tell them it is a secret and that they mustn’t let the others behind their backs. Now say a number and the children
see. It is best for them to hold the flashcards to their body. have to remember who has that flashcard.
Now tell the four children to face the board. • This game can be played using the colours or characters
• The rest of the class guesses where each character is saying, flashcards, too.
e.g. Number 1. Hello, Frankie! If the class guesses correctly,
the child turns around to face the class. They show their Sorting colours
flashcard to class and say Hello! This child continues to face A bag, Different coloured objects (red, yellow, green and blue),
the class while they guess where the other three characters Colours flashcards, Character puppets
are. Once the children have guessed all four, encourage • Prepare a bag of red, yellow, green and blue objects. These
them to say Goodbye, Frankie/Tex/Dizzy/Spot! while you could be things from around the classroom, e.g. building
collect the flashcards one by one. blocks, plastic fruit, other toys.
• Put the four colours flashcards in a space of their own in
Musical flashcards the middle of the circle and place each puppet with its
Characters flashcards, Audio CD1 colour flashcard.
• With the children standing in a circle, give out the • Encourage different children to come and take an object
characters flashcards at random. Now encourage the out of the bag, say what colour it is and place it in the
children with flashcards to hold up the card and everyone correct colour group. If the objects are vocabulary the
greets them as that character, e.g. Hello, Dizzy! children have already learnt, then you can extend the
• Play Hello, what’s your name? (CD1 track 11) and indicate vocabulary when praising the children saying, e.g. Good
that you want the children to pass the flashcards in one [+ child’s name]. Yellow. A yellow banana.
direction. Remind them to pass them carefully. When you
get to the second Hello, what’s your name?, stop the CD Flashcard walk
and encourage the child holding the character who is Characters flashcards, Colours flashcards
about to sing to reply, e.g. I’m Frankie, hello! • Arrange the characters and colours flashcards in a big
• The object of the game is for the flashcards to change circle. Play some music while the children walk around
position in the circle so that different children get a the outside of the circle. When the music stops, call out
chance to practise the answer to the question. You a flashcard, and the child standing next to the flashcard
will need to make sure that the same children don’t must repeat what you’ve said.
always get the flashcards. If the children are passing the
flashcards carefully, this should be easier to control.
Frankie, clap your hands

Characters flashcards, Audio CD1
• Divide the class into four groups. The children can stay at
their desks or you can bring them out to the front in four
lines. Attach one of the characters flashcards at the head
of each line and tell each group/line that they are the
character you have assigned to them.
• Play the Circle time boogie (CD1 track 6) and remind the
children of each of the actions in the song.
• Now say one of the action lines from the song, but
addressing one of the characters, e.g. Frankie, do a high five!
All the children in Frankie’s line must do the high five action.
• Repeat the procedure, naming the other characters and
saying one of the action lines from the song.
40 Hello!

unit
a t my m a sk !
1 Look
Unit overview
A teacher affects eternity; he/she can never tell where [their] About the unit
influence stops. • In this unit, the children will be introduced to parts of
Henry Brooks Adams the face vocabulary and will also learn how to talk about
their feelings.
Objectives
Present and practise parts of the face vocabulary: face,
• Ensure the class understands that you will be focusing on
faces and feelings in this unit by discussing this in their L1
eyes, ears, nose, mouth, hair
prior to starting the unit. Encourage them to talk about
Recognize and respond to the question How are you? and point to the different parts of their faces and discuss
Review colours and numbers vocabulary how we can show different feelings. To help consolidate
their understanding, you may wish to bring in close-up
Materials pictures of faces from magazines, and encourage the
Circle time and Weather routine materials children to talk about how the people might be feeling.
Character puppets • In the Extra activities section for this unit, there is advice on
Routine clock how to use the extra worksheets available on the Teacher’s
Class Book Website that provide further practice of the Tex’s words
and Frankie talks language. There are also suggestions for
Numbers flashcards
a pronunciation practice activity, focusing on providing
Characters flashcards clear and accurate models of the new language for the
Unit 1 parts of the face flashcards children to follow.
Unit 1 feelings flashcards
Unit 1 storycards: Look at my mask!
Unit 1 pop-out
Unit 1 stickers
Jump In! envelopes
Jump In! box
Teacher’s Website: Photocopy Masters 11, 12, 22
Reward stickers
Audio CDs 1 & 2
DVD
Unit 1 41

Unit 1 Lesson 1 • Now play the Hello song (CD1 track 2). As the children will
be more familiar with the Circle time routine, choose four
Tex’s words children straight away to take the character puppets, and
Materials
• Give the puppets to three different children. Either play the
Character puppets Hello song again, or sing one of the alternative verses using
Routine clock the Let’s sing karaoke version (CD2 track 28). Encourage the
Class Book: Tex’s words worksheet (p.3) children to get involved with any new actions, using the
Weather monitor badges puppets to help them.
Weather flashcards • Now refer to the flashcard(s) the Weather monitor has
Unit 1 parts of the face flashcards displayed, saying the weather rhyme as you do so.
Unit 1 storycards • Now sing the correct version of the Weather song (CD1
Unit 1 stickers
Audio CDs 1 & 2 TEACHING TIP:
From this point on, choose the elements of
DVD the Circle time and Weather routine that work best with
your children and that you feel the most comfortable with.
This might change slightly from day to day, depending
1 on what time of the day you have your English class. For
example, if your class is at the start or end of the school day,
the children may be sleepy. At such times you may want to
do the Circle time boogie very energetically, followed by all
the verses of the Hello song and then the Weather song. At
other times, for example, after break time, you may need to
settle the children. Here, you may just wish to sing the Circle
time boogie followed by the Quiet time song, to calm the
children ready for the next activity.
2 Revision
• Put on the Dizzy and Frankie puppets and play Hello,
what’s your name? (CD1 track 11), acting out the song.
• Now take the puppets around the class, using them to
Jump In! A
3
ask different children Hello, what’s your name?
EXTRA ACTIVITY: Once the children have lost their initial 3 Tex’s words: Vocabulary presentation
shyness, you may need to have a settling song or activity. TEACHING TIP: If your class has studied Jump In! Starter, refer
Introduce the class to the Quiet time song (CD1 track 9).
back to the parts of the body vocabulary and elicit the
Quiet time song $ 1•9 words: body, arms, legs, head, establishing with the children
Tune: Quiet time for baby that they already know four body words in English.
You could also count the words in order to practise the
Quiet time for Frankie, numbers. Say Very good. We can say 1, 2, 3, 4 body words in
Quiet, everyone. English! with lots of enthusiasm in your voice to show how
Quiet time for Frankie, pleased you are with them for remembering the words.
Quiet, everyone.
• Take out the Unit 1 parts of the face flashcards. Tell the
children that Tex is going to teach them some new
1 Circle time and Weather routine words. Play Tex’s words (CD1 track 13) as you take out the
• At the very beginning of the class, assign a Weather flashcards one by one and show them to the children.
monitor for the day and give them a Weather monitor
badge. Encourage them to prepare for the Weather Tex’s words $ 1•13
routine by choosing and displaying the appropriate Hello everyone! Look!
weather flashcards. Say [Name], you are the Weather Face, face. Touch your face.
monitor. What’s the weather today? Eyes, eyes. Touch your eyes.
• If you have a Routine clock, move the hand to ‘Circle time’ Ears, ears. Touch your ears.
before the start of class, then start with the Circle time Nose, nose. Touch your nose.
boogie (CD1 track 6), doing the actions and encouraging Mouth, mouth. Touch your mouth.
the children to join in. Hair, hair. Touch your hair.
42 Unit 1

• Play the track again and encourage the children to 5 Table time: Tex’s words worksheet
touch the parts of their face as they are mentioned. with stickers
• You may also wish to play the word list (CD1 track 14) • If you have a Routine clock, move the hand to ‘Table time’
to help consolidate the new vocabulary further. Again, and play the Table time rhyme (CD1 track 8), motioning for
encourage the class to touch the parts of their face as the children to go back to their tables.
they hear the words.
• Give out the worksheet from the Class Book. Point to the
Unit 1 word list $ 1•14 different parts of the face and establish that the children
face, eyes, ears, nose, mouth, hair have to add the features, saying The face needs eyes, ears,
a nose, a mouth and hair.
4 Story time: Look at my mask! • Show the children the stickers. The children then
• If you have a Routine clock, move the hand to ‘Story time’ complete the clown’s face using the stickers.
and play the Story time rhyme (CD1 track 7), encouraging • Once the children have finished, name the parts of the
the children to join in with the actions. face and ask the children to listen and point as you say
• Tell the children they are going to hear a story about them. You may wish to do this several times, varying the
Frankie, Tex, Dizzy and Spot. You can choose to play the order and the pace at which you say the words.
story on the CD (CD1 track 15) and use the storycards,
or play the DVD (Unit 1 Story). 6 Tidy up and say Goodbye
• Encourage the children to tidy up by singing or playing
Look at my mask! $ 1•15 / DVD Unit 1 Story the Tidy up time song (CD1 track 10).
1 Narrator Frankie, Dizzy, Tex and Spot are by the pond. • If you have a Routine clock, move the hand to ‘Goodbye’.
Dizzy is happy.
Dizzy Look at my mask, everyone!
• Sing the Goodbye song (CD1 track 3). Have the puppets
wave goodbye as you put them away.
Frankie That’s a lovely mask, Dizzy. Can I try it on, please?
Dizzy No! It’s my mask!
Narrator Frankie is sad.
2 Dizzy Look at my eyes. I’ve got green eyes! Look, I’ve got
GREEN EYES!
3 Dizzy Look at my ears. I’ve got ears! Look, I’ve got EARS!
4 Dizzy Look at my nose. I’ve got a nose! Look, I’ve got a NOSE!
5 Dizzy Look at my mouth. I’ve got a mouth. Look, I’ve got
a MOUTH!
6 Dizzy And look at my lovely hair. I’ve got hair! Look, I’ve
got HAIR!
7 Narrator Now Dizzy is sad.
Dizzy Frankie, Tex, Spot. Help! Look at my lovely hair!
Boo hoo!
8 Tex It’s OK, Dizzy. It’s sunny. We can hang your mask
on the line to dry.
Dizzy Thank you Tex, you are clever!
I’m sorry, Frankie. You can try my mask on when it’s dry.
Frankie Thank you, Dizzy!
Narrator Dizzy is happy again.
And Frankie is happy, too!
• If you have time, you may wish to play the story again
• Note that as face is not mentioned in the story, you may
need to practise this word a little more. You could ask the
children to listen carefully to the story again and tell you
which word is missing.
Unit 1 43

Unit 1 Lesson 2 3 Song time: Touch your face
• If you have a Routine clock, move the hand to ‘Song time’
Materials and tell the children that they are going to hear a song.
Circle time and Weather routine materials • First, show the children the Tex’s words worksheet from
Character puppets Lesson 1. Play Touch your face (CD1 track 16), pointing to
Routine clock the various parts of the clown’s face as you hear them.
Class Book: Tex’s words worksheet (p.3) • Display the Unit 1 parts of the face flashcards in the order
Unit 1 parts of the face flashcards they appear in the song: face, eyes, ears, nose, mouth and
hair. Say the parts of the face and encourage the children
Unit 1 pop-out
to touch the parts of their face as they hear each word.
Audio CD1
• Play the new song again, demonstrating touching parts of
DVD your face to the children as the song plays. Encourage the
children to copy you.
Touch your face $ 1•16 / DVD Unit 1 Song 1
Pop-out
Touch your face, 1, 2, 3.
Stand up. Touch your face.
Copy me!
Touch your eyes …
Touch your ears …
1 Look at my mask!
Touch your nose …

Touch your mouth …
Touch your hair …
• If you have time, you may also wish to play the song again
on the DVD (Unit 1 Song 1).
Jump In! A
unit
4 Table time: Pop-outs

1 Circle time and Weather routine • If you have a Routine clock, move the hand to ‘Table time’.
• If you have a Routine clock, move the hand to ‘Circle time’ Play the Table time rhyme (CD1 track 8), motioning for the
before the start of class. children to go back to their tables.
• Start the lesson with the Circle time and Weather routine • Give out the Unit 1 pop-out. The children have to press
you have chosen to do with your class. out the mask and the eye holes.
FAST FINISHERS: Fast finishers can be encouraged to

2 Game time: Pass the puppet
practise the unit vocabulary by touching the parts of the
• If you have a Routine clock, move the hand to ‘Game mask’s face in an order you specify.
time’ and tell the children that you are going to play a
game called Pass the puppet.
• Arrange the children in a circle and pass the Frankie 5 Story time: Look at my mask!
puppet to an individual. Play Tex’s words (CD1 track 13), • If you have a Routine clock, move the hand to ‘Story
stopping at the end of the second line: Face, face. Touch time’ and play the Story time rhyme (CD1 track 7). Tell
your face. Repeat the line and encourage the child holding the children that they are going to hear the story again,
Frankie to follow the instruction, touching Frankie’s face. but that this time they are all going to be Dizzy and use
The child then passes Frankie to the person on their left. their pop-out mask. Play the story (CD1 track 15) and
Play the next line of the track and again encourage the encourage the children to point to the parts of their mask
child to follow Tex’s instruction, touching Frankie’s eyes. and repeat the parts of the face as Dizzy mentions them.
The children continue to pass Frankie around the circle
until the track has finished. 6 Tidy up and say Goodbye
• Now add Dizzy to the circle and play the game again. Two • Encourage the children to tidy up by singing or playing
puppets in the circle means that everyone should easily the Tidy up time song (CD1 track 10).
get to have a go.
EXTRA ACTIVITY: If you have used Jump In! Starter, you • Sing the Goodbye song (CD1 track 3). Have the puppets
could introduce revision of the parts of the body wave goodbye as you put them away.
vocabulary into this game.
44 Unit 1

Unit 1 Lesson 3 3 Game time: Say the number
Materials and tell the children that you are going to play a game
Circle time and Weather routine materials called Say the number.
Character puppets • Show the children the parts of the face flashcards and
Routine clock elicit the words. Display the flashcards, numbering them
Numbers flashcards 1–6 using the numbers flashcards.
Unit 1 parts of the face flashcards • Choose and say a face part at random. The children must
say what number it is. Repeat until all the parts of the face
Unit 1 storycards
have been mentioned.
Unit 1 pop-out
• Now reverse the game, saying a number and eliciting
Audio CD1 the vocabulary.
DVD
4 Story time with DVD
EXTRA ACTIVITY: You can change the way you present • If you have a Routine clock, move the hand to ‘Story
the puppets in each class so that you give them more time’ and tell the children that they are going to watch
of a personality. For example, you could play a game of the story on the DVD. Tell the class that it is important to
Wake up. Give out all the puppets apart from one, who watch the story carefully because they are going to act
is ‘sleeping’. Encourage the class to wake the puppet by it out afterwards.
saying Hello, [+ character’s name]. Pretend that the puppet • Play the story on the DVD (Unit 1 Story).
is still sleeping and get the class to greet the puppet
louder each time until they manage to wake them. 5 Table time with puppets and pop-outs
• If you have a Routine clock, move the hand to ‘Table time’.
Play the Table time rhyme (CD1 track 8), motioning for the
1 Circle time and Weather routine children to go back to their tables.
• If you have a Routine clock, move the hand to ‘Circle time’
before the start of class.
• Choose four children to be the characters in the story and
give them each a puppet. The child who is Dizzy will also
• Start the lesson with the Circle time and Weather routine need their clown mask pop-out.
you have chosen to do with your class.
• Either play the story on the CD (CD1 track 15) or use the
storycards, reading each scene in turn, and encourage
2 Song time: Touch your face your chosen characters to act along to the story. The rest
• If you have a Routine clock, move the hand to ‘Song time’ of the class should follow the story with their own mask.
and tell the children that they are going to sing the song
from the previous lesson. 6 Tidy up and say Goodbye
• Shuffle the Unit 1 face flashcards so they are in the • Encourage the children to tidy up by singing or playing
following order: face, eyes, ears, nose, mouth, hair. the Tidy up time song (CD1 track 10).
• Play Touch your face (CD1 track 16), pausing at the • If you have a Routine clock, move the hand to ‘Goodbye’.
beginning of each verse to present the relevant flashcard
and elicit the word. Encourage the children to sing along
to the words and touch the relevant parts of their face.
• If you have time, you can show the children the DVD
version of the song (Unit 1 Song 1). Play the DVD,
encouraging the children to watch and do the actions.
EXTRA ACTIVITY:
If you feel your class requires further practice
of the Tex’s words language, there is an additional worksheet
activity available on the Teacher’s Website. See the Extra
activities section (p.50) for more information.
Unit 1 45

Unit 1 Lesson 4 TEACHING TIP: The object of the game is for the flashcards
Frankie talks to change position in the circle so that different children

get a chance to say the vocabulary individually. This is a
Materials good opportunity for you to monitor which children (if any)
are having difficulties with the new words.
You will need to make sure that the same children don’t
Character puppets
always get the flashcards. If the children are passing the
Routine clock flashcards carefully, this should be easier to control.
Class Book: Frankie talks worksheet (p.5)
Unit 1 parts of the face flashcards
Unit 1 feelings flashcards 3 Story time: Look at my mask!
Unit 1 storycards • If you have a Routine clock, move the hand to ‘Story time’
and play the Story time rhyme (CD1 track 7). Tell the children
Audio CD1
that they are going to hear the story again.
DVD
• Tell the story using the storycards. Now the children are more
Paper fasteners familiar with the story, use the comprehension questions
on the back of each storycard to begin to exploit the scenes
more fully and revise language.
• At the end of each scene, encourage the children to
remember what happens next before you read on.
4 Song time: Hello, how are you?

• If you have a Routine clock, move the hand to ‘Song time’ and
tell the children that they are going to learn a new song.
• Read Storycard 1 from Look at my mask!
• Display the Unit 1 feelings flashcards in the order they
appear in the song: happy, sad, sleepy. Demonstrate each
of the feelings on your face, while pointing to the correct
flashcard. Alternatively, play the Frankie talks audio (CD1
track 17) to support your language presentation.
Frankie talks $ 1•17

5 How are you?
Jump In! A
I’m happy.
How are you?
1 Circle time and Weather routine I’m sad.
• If you have a Routine clock, move the hand to ‘Circle time’ How are you?
before the start of class. I’m sleepy.
• Start the lesson with the Circle time and Weather routine • Play Hello, how are you?, using either the CD (CD1 track 18)
you have chosen to do with your class. or the DVD (Unit 1 Song 2) to present the song. Teach the
children the actions as you sing.
2 Game time with song
• If you have a Routine clock, move the hand to ‘Game time’ Hello, how are you? $ 1•18 / DVD Unit 1 Song 2
and tell the children that they are going to play a game Hello, how are you? (x2)
with the song Touch your face. I’m happy! And you?
• With the children standing in a circle, give out the parts I’m happy, too!
of the face flashcards at random. Now point to a flashcard Hello, how are you? (x2)
and say the word. Encourage the child with that flashcard I’m sad! And you?
to hold up the card while everyone repeats the word. I’m sad, too!
Repeat with the other words.
Hello, how are you? (x2)
• Play Touch your face (CD1 track 16) and indicate that you
I’m sleepy! And you?
want the children to pass the cards in one direction. Pause
I’m sleepy, too!
the song at random intervals and elicit the vocabulary
from the children now holding the flashcards. Then restart
the music and continue the game.
46 Unit 1

TEACHING TIP: When you play the children a song for the 6 Tidy up and say Goodbye
first time, concentrate primarily on doing the actions in the • Encourage the children to tidy up by singing or playing
right place. Try to refrain from singing as the children will the Tidy up time song (CD1 track 10).
want to copy you, but at this stage, it is more important for • If you have a Routine clock, move the hand to ‘Goodbye’.
them to relate a word to its action and picture, and listen to • Sing the Goodbye song (CD1 track 3). Have the puppets
the pronunciation and intonation of the song than it is for wave goodbye as you put them away.
them to actually reproduce the words.

some or all of the following actions into the song:
Hello, how are you? – wave, then hold out your hand,
inviting the others to speak.
I’m happy – point to yourself with your thumbs. Using
both fingers draw a big smile from the middle to either
side of your mouth.
And you? – gesture forwards.
I’m sad – point to yourself with your thumbs. Pull a sad
face and draw an upturned mouth with your fingers.
I’m sleepy – put your head to on one side and put your hands
together, as though they are a pillow, closing your eyes.
• If you have time, play the song again using either the
CD or DVD.
5 Table time: Frankie talks worksheet

children to go back to their tables.
• Give out the worksheet from the Class Book. Ask the children
to trace over the happy, sad and sleepy mouths. Now play
Hello, how are you? (CD1 track 18) and encourage the children
to point to the happy, sad and sleepy mouths as they hear
the words in the song.
• If you are happy for the children to use scissors or a
punzón, encourage them to cut out the different mouths
to create three mouth cards. They personalize their face
with eyes and hair before choosing a mouth to place on
top of the face in the correct position.
TEACHING TIP: You could attach all the mouths to the

worksheet by fixing them in the correct place on the face
using a paper fastener. The children can move the mouths
over the face or out of the way, as required.
• If you would prefer for your children not to do any cutting,

you can simply ask them to personalize their face with
eyes and hair, then choose to draw a happy, sad or sleepy
mouth on the face instead.
• Check their understanding of the new vocabulary by asking
the children How are you? and encouraging them to show
you their chosen mouth, saying I’m happy/sad/sleepy!
Unit 1 47

Unit 1 Lesson 5 TEACHING TIP: Even if not everyone is singing, it is important
Reinforcement (optional) to check that everyone is doing the actions, and that they
are doing them in the right places in the song. Some
Materials children may still be too shy to speak, but if they are at least
responding with the correct actions, they will be making
sense of the words. Once the children know the actions
Character puppets well, you can use them to prompt communication.
Routine clock
Unit 1 parts of the face flashcards EXTRA ACTIVITY: If you feel your class requires further practice
Unit 1 feelings flashcards of the Frankie talks language, there is an additional worksheet
Unit 1 storycards activity available on the Teacher’s Website. See the Extra
Unit 1 pop-out
Audio CD1
DVD 4 Game time: Guess the feeling
TEACHING TIP: This lesson is a consolidation of all the lexis and
called Guess the feeling.
language learnt so far. As no new vocabulary is presented,
this lesson could be omitted if time is short.
• Display the Unit 1 feelings flashcards, saying the word
clearly and encouraging the children to repeat. Then
shuffle the feelings flashcards and place them face down.
1 Circle time and Weather routine • Invite a child to come and choose a card. They look at it in
• If you have a Routine clock, move the hand to ‘Circle time’ secret and must act out the feeling to the class for them
before the start of class. to guess. Shuffle the cards again and the first child to
• Start the lesson with the Circle time and Weather routine guess the feeling comes and selects a new flashcard.
you have chosen to do with your class. • Repeat the procedure with the other feelings.
2 Game time: Order the flashcards 5 Story time: Show what you know
• If you have a Routine clock, move the hand to ‘Game time’ • If you have a Routine clock, move the hand to ‘Story time’
and tell the children that you are going to play a game and play the Story time rhyme (CD1 track 7).
called Order the flashcards. • Use the storycards to retell Look at my mask! Use the
• Display the Unit 1 parts of the face flashcards in a random comprehension questions and song references on the
order. Play Touch your face (CD1 track 16), stopping the song back of the storycards to practise all the new language
after each verse and encouraging a child to come to the from the unit.
front and move the relevant flashcard into the correct order. • Encourage the whole class to get involved with acting out
• Now chant the face words in the correct order and parts of the story. Use the puppets, as well as doing any
encourage the children to repeat. relevant actions and using the unit pop-out.
• Remind the children of two of the feelings they learnt in TEACHING TIP: You can ask the children in L1 to expand
the previous class: happy and sad. Chant the parts of the
on the answer to some of the questions, e.g. why Frankie
face words again, first in a happy voice and then in a sad
is sad at the beginning of the story. This helps them to
voice. Encourage the children to join in with you.
understand other people’s feelings and, in particular, to
explore ways of avoiding making others feel sad.
3 Song time: Hello, how are you?
• If you have a Routine clock, move the hand to ‘Song time’.
• Display the Unit 1 feelings flashcards in the order they 6 Tidy up and say Goodbye
appear in the song: happy, sad, sleepy. Play Hello, how • Encourage the children to tidy up by singing or playing
are you? (CD1 track 18), encouraging the children to the Tidy up time song (CD1 track 10).
join in with the actions and sing along where they can. • If you have a Routine clock, move the hand to ‘Goodbye’.
Alternatively, play the song on the DVD (Unit 1 Song 2). • Sing the Goodbye song (CD1 track 3). Have the puppets
48 Unit 1

Unit 1 Lesson 6 3 Talk time: How are you?
• If you have a Routine clock, move the hand to ‘Talk time.’
Materials • Take the Frankie puppet around the class to greet the
Circle time and Weather routine materials children. Say Hello and encourage them to say Hello back.
Character puppets When they reply, Frankie could give them a kiss or a hug.
Routine clock • Now go around and have Frankie say How are you? and
Class Book: Unit 1 storybooks encourage them to answer.
Unit 1 feelings flashcards TEACHING TIP: Those children who are having difficulty
Unit 1 storycards verbalizing their response can just reply with actions or point
Audio CD1 to the appropriate flashcard; however, it is a good idea for
you to then say what they are miming and encourage them
6 3 to repeat after you.
4 Table time: Making the storybook

• Tell the children that they are going to make their own
storybook for Look at my mask!
8 1
• Display the storycards in a random order. Encourage
different children to come out and put the storycards in
the order they think they should go in.
• Now play the story (CD1 track 15) and check together
whether the order is correct.
TEACHING TIP: This is a very important exercise as it helps

Jump In! A
© Oxford University Press familiarize children with the format of stories: that there is
a beginning, a middle and an end.
1 Circle time and Weather routine • Show the children how to make the storybook using the
• If you have a Routine clock, move the hand to ‘Circle time’ page from the Class Book. First, cut or punch along the
before the start of class. horizontal, black, dashed line. Now fold each piece of paper
• Start the lesson with the Circle time and Weather routine in half along the vertical, grey, dotted line and slot one into
you have chosen to do with your class. the other. The scenes are numbered to help you. To secure
the pages, you could staple the book down the spine.
2 Game time with song EXTRA ACTIVITY: The children could make a cover for their
• If you have a Routine clock, move the hand to ‘Game time’ storybook before you staple.
and tell the children they are going to play a game using
the song Hello, how are you? (CD1 track 18). • Give out the worksheet and guide the children through
• Play the song first, encouraging the children to join in with the process of creating the storybook. Go around the
the actions and the singing. For each verse, hold up the class, stapling the spines of the storybooks.
correct feelings flashcard so that the class can see.
• Now hold one of the three Unit 1 feelings flashcards 5 Story time: Listen and follow
facing you and make it obvious that you are keeping it a • If you have a Routine clock, move the hand to ‘Story time’
secret. You could say to the children It’s a secret. Ask me. and play the Story time rhyme (CD1 track 7).
• Encourage the children to sing the question Hello, how are • Play the story (CD1 track 15) and encourage the children to
you? Then sing your chosen reply, e.g. I’m sleepy! And you? follow in their storybooks. Go around the class, monitoring
showing them the flashcard. Encourage the children to that the children are looking at the correct pages while the
complete the verse with I’m sleepy, too! story is playing.
• Repeat the activity a number of times, choosing a feelings
flashcard at random each time. 6 Tidy up and say Goodbye
Unit 1 49

Extra activities • Display the clown face at a height the children can reach,
and place the parts of the face next to it. Call on the
Tex’s words extra worksheet children to come out one by one to make the clown face.
Class Book pages 51 and 53, Photocopy Masters 11 and 12 Say, e.g. Put the mouth on the clown. They have to take the
part of the face, say it and add it to the face where the
• Make a funny faces book. Give each of the children a copy mouth would be located. Repeat this procedure until you
of Unit 1 Tex’s words worksheets from the Class Book, or
have completed the face.
Photocopy Masters 11 and 12 from the Teacher’s Website.
Show the children how to make the book. First, cut or Frankie talks extra worksheet
punch along the black, dashed lines. Now colour each Photocopy Master 22, Paper fasteners
of the four face pages, then fold along the vertical, grey, • Make a spinner. Give each of the children a copy of Unit 1
dotted line. This then creates a tab where the pages can Frankie talks Photocopy Master 22 from the Teacher’s
be stuck together. When their books are dry, encourage Website. The children colour and cut out the spinner
the children to flick through the book and point to the pieces. Show the children how to affix the spinner hand
different parts of the face. to the top of the hexagonal spinner base with a paper
Pronunciation practice fastener. The children can then be encouraged to practise
Unit 1 parts of the face flashcards, Audio CD1 the Frankie talks language by pointing the spinner hand to
an emotion you name, e.g. I’m happy. Alternatively, ask the
• Put up the parts of the face flashcards in the following children to work in pairs. They take it in turns to ask Hello,
order: face, eyes, ears, nose, mouth, hair. Play the word list
how are you? and reply with an emotion, using the spinner
(CD1 track 14), pausing after each word to repeat it and
for support.
revise pointing to the correct facial feature. Concentrate
on pronouncing the words very clearly and accurately in Nose to nose
this activity, and encourage the children to do the same. Music
• Now without the CD, repeat the activity, varying the pace • Form a circle with half the children, and then form a
at which you say the words. Remember to keep focus on slightly larger circle around them. The children in the inner
correct pronunciation throughout. circle stand facing out and the ones in the outer circle
• If you are interested in building the children’s phonemic face in. Each child should have a partner in front of them.
awareness, you may wish to concentrate on the initial • First, they greet each other, saying Hello, how are you? and
sounds for each word, too. answer, e.g. I’m happy!
Phonemic awareness • Now tell the children that you are going to play some
• A good sound to work on in this unit is /h/. Familiar words music and that the inner circle will dance standing still
beginning with this sound are hair, happy, hands and hello. and the outer will dance moving round in one direction
so they each change position.
• Start by repeating the sound /h/ a few times, encouraging
the children to join in with you. Now say the sound and • Stop the music and give an instruction, e.g. Touch your
the words, e.g. /h/ /h/ hair, /h/ /h/ happy, /h/ /h/ hands, eyes. The children must touch the part of the face you
/h/ /h/ hello. Do the actions for each word as you speak. have mentioned on the person now standing in front of
them. Once they have done this, start the music again
• You may wish to sing the Phonemic awareness song, to the
and the circles start dancing again. Repeat this with
tune of Frère Jacques:
different parts of the face.
/h/ /h/ /h/ /h/ /h/ /h/ /h/ /h/
Where are you? Where are you? Musical miming game
Here in hair and happy and hands. Music
Hello, too. Hello, too. • Tell the children that you are going to play some music for
them to dance to and that when the music stops, you will
Pin the face on the clown
give them an instruction and they have to do the action.
A clown face (felt/card), Adhesive Play the music, then stop it and say, e.g. I’m happy. All the
• Make a clown face from felt or card. Make the eyes, ears, children must smile broadly and mime being very happy.
nose, mouth and hair from separate pieces of felt or card, • Continue with other feelings. This game can also be played
with a reusable adhesive attached to the back. When
with the parts of the face vocabulary by saying, e.g. Touch
making the mouth, make sure it can be turned upside
your ears!
down to form a sad mouth.
50 Unit 1

unit
and see . . .
2 Wait
Unit overview
While we try to teach our children all about life, our children About the unit
teach us what life is all about. • In this unit, the children will be introduced to family
Angela Schwindt vocabulary and will also learn how to talk about their
favourite colour.
Objectives
Present and practise family vocabulary: mummy, daddy,
• Ensure the class understands that you will be focusing
on families in this unit by discussing this in L1 prior to
sister, brother, granny, grandad
starting the unit. Encourage them to talk about families
Recognize and respond to the question What’s your and how they can each be very different. It’s important
favourite colour? to be aware that family may be a sensitive topic for some
Review colours, numbers, greetings and routines vocabulary of your children and so you should be prepared to adapt
your lesson as necessary to accommodate this. To support
Materials this fact, there is a Let’s sing karaoke version of the We are a
Circle time and Weather routine materials family song available for you to use (CD2 track 33).
Character puppets • To help consolidate the children’s understanding, you may
Routine clock wish to bring in a photo of your family and/or ask parents
Class Book to supply some of the children’s own family photos.
Weather flashcard: windy • In the Extra activities section for this unit there is advice on
how to use the extra worksheets available on the Teacher’s
Colours flashcards
Website that provide further practice of the Tex’s words
Numbers flashcards and Frankie talks language. There are also suggestions for
Characters flashcards a pronunciation practice activity, focusing on providing
Unit 1 feelings flashcards clear and accurate models of the new language for the
Unit 2 family flashcards children to follow.
Unit 2 storycards: Wait and see …
Unit 2 pop-outs
Unit 2 stickers
Jump In! envelopes
Jump In! box
Teacher’s Website: Photocopy Masters 13,14, 23
Reward stickers
Audio CDs 1 & 2
DVD
Unit 2 51

Unit 2 Lesson 1 TEACHING TIP: When singing, make sure to exaggerate the
Tex’s words feelings actions to help the children picture the emotion.
• Repeat the procedure with the other feelings flashcards,

Materials
each time saying Hello, how are you? and trying to elicit
Circle time and Weather routine materials the correct answer from the children.
Character puppets
Routine clock 3 Tex’s words: Vocabulary presentation
Class Book: Tex’s words worksheet (p.9)
EXTRA ACTIVITY: If your class has studied Jump In! Starter,
Weather flashcard: windy
revise the family vocabulary using the flashcards: mummy,
Characters flashcard: Frankie daddy, baby, sister, brother and family. For every word they
Unit 1 feelings flashcards remember, praise them by saying, e.g. Mummy. Very good!
Unit 2 family flashcards
Unit 2 storycards • Take out the Unit 2 family flashcards. Tell the children that
Tex is going to teach them some new words. Play Tex’s
Unit 2 stickers
words (CD1 track 19) as you take out the flashcards one by
Audio CDs 1 & 2 one and show them to the children.
DVD
Tex’s words $ 1•19
Hello everyone. Look at my family.
2 This is my mummy. Can you see my mummy?
This is my daddy. Can you see my daddy?
This is my sister. Can you see my sister?
This is my brother. Can you see my brother?
This is my granny. Can you see my granny?
And this is my grandad. Can you see my grandad?
• Play the track again, pointing to the each of the family
flashcards as they are mentioned. Encourage the children
to point to the flashcards as they hear each family member.
• You may also wish to play the word list (CD1 track 20)
to help consolidate the new vocabulary further. Again,
encourage the class to point to the flashcards as they
hear the words.

Jump In! A
9 mummy, daddy, sister, brother, granny, grandad
4 Story time: Wait and see …

1 Circle time and Weather routine • If you have a Routine clock, move the hand to ‘Story time’
• If you have a Routine clock, move the hand to ‘Circle time’ and play the Story time rhyme (CD1 track 7), encouraging
before the start of class. the children to join in with the actions.
• Start the lesson with the Circle time and Weather routine • To help set the context of the story, explain to the children
you have chosen to do with your class. that the story they are about to hear is set in autumn time
and elicit suggestions from the class as to what they think
2 Revision the weather will be like. Show the children the weather
• As the children have learnt What’s your name? How are flashcard for windy and sing the Let’s sing karaoke version of
you? up to now, you could use the puppets to go around the Weather song (CD2 track 29), substituting it’s sunny with
practising these questions. it’s windy.
• Say Let’s sing ‘Hello, how are you?’ Choose a feelings • Tell the children they are going to hear a story about
flashcard at random and elicit what it is from the children. Frankie and his family. You can choose to play the story on
Play Hello, how are you? (CD1 track 18) and encourage the the CD (CD1 track 21) and use the storycards, or play the
children to sing about the feeling you have chosen. DVD (Unit 2 Story).
52 Unit 2

Wait and see … $ 1•21 / DVD Unit 2 Story 5 Table time: Tex’s words worksheet
1 Narrator This is a story about Frankie’s family. with stickers
Frankie This is my mummy.
This is my daddy.
and play the Table time rhyme (CD1 track 8), motioning for
This is my sister.
This is my brother.
And this is me. • Give out the worksheet from the Class Book. Establish that
2 Narrator One day, Mummy frog is sitting under the big this is Frankie’s family after the story, each with their own
tree by the pond. Daddy frog hops up, hop, hop, hop. leaf. Point to the two blank leaves on the worksheet and
Daddy Hello, Mummy. How are you? try and elicit from the children who these frogs could be:
Mummy I’m fine. And you? Granny and Grandad. Explain that the children can colour
Daddy I’m fine, too! Why are you sitting under this tree? Granny frog’s leaf and Grandad frog’s leaf in an appropriate
Mummy Wait and see! colour for autumn (red, yellow, green, orange or brown).
3 Narrator Mummy frog and Daddy frog are sitting under the • Show the children the stickers. The children then complete
big tree by the pond. Sister frog hops up, hop, hop, hop. the worksheet using the stickers.
Sister Hello Mummy and Daddy. How are you? • Once the children have finished, name the family
Mummy & Daddy We’re fine. And you? members and ask the children to listen and point as you
Sister I’m fine, too! Why are you sitting under this tree? say them. You may wish to do this several times, varying
Mummy & Daddy Wait and see! the order and the pace at which you say the words.
4 Narrator Mummy frog, Daddy frog and Sister frog are
sitting under the big tree by the pond. Brother frog hops 6 Tidy up and say Goodbye
up, hop, hop, hop. • Encourage the children to tidy up by singing or playing
Brother Hello Mummy, Daddy and Sister. How are you? the Tidy up time song (CD1 track 10).
Frog family We’re fine. And you? • If you have a Routine clock, move the hand to ‘Goodbye’.
Brother I’m fine, too! Why are you sitting under this tree?
5 Narrator Mummy frog, Daddy frog, Sister frog and Brother
frog are sitting under the big tree by the pond. Frankie
hops up, hop, hop, hop.
Frankie Hello Mummy, Daddy, Sister and Brother. How
are you?
Frog family We’re fine. And you?
Frankie I’m fine, too! Why are you sitting under this tree?
6 Narrator Suddenly, the frogs look up. One, two, three, four,
five leaves are falling.
Red, orange, green, yellow and brown!
Mummy One each!
7 Narrator Hop! Hop! Hop! Hop! Hop!
Five leaves! Red for Mummy frog, orange for Daddy frog,
green for Sister frog, yellow for Brother frog and brown
for Frankie!
8 Narrator Splash! Splash! Splash! Splash! Splash!
Frankie I love autumn!
Frog family So do we!
EXTRA ACTIVITY: To draw the children’s attention to the two

missing characters from the story, you could display the
family flashcards on the board and play the story again. Ask
a child to come to the board and take down the flashcards
as they hear the word. The rest of the class should help
them. At the end of the story, ask the children which two
family members weren’t in the story: Granny and Grandad.
Unit 2 53

Unit 2 Lesson 2 We are a family $ 1•22 / DVD Unit 2 Song 1
Families can be big.
Materials Families can be small.
Circle time and Weather routine materials I love my family best of all.
Character puppets I love my mummy.
Routine clock My mummy loves me.
Class Book: Tex’s words worksheet (p.9) We are a family.
Numbers flashcards I love my daddy …
Unit 2 family flashcards Families can be …
Unit 2 pop-outs I love my sister …
Audio CD1 I love my brother …
DVD
Families can be …
I love my granny …
unit
2 Wait and see ... I love my grandad …

Families can be …
• If you have time, you may wish to play the song again

• Give out the Unit 2 pop-outs. Tell the children to colour
Granny and Grandad’s leaves in the same colour as the
previous lesson’s worksheet. The children have to press
Pop-out
Jump In! A © Oxford University Press
out the puppets and wrap the tabs around their fingers
to make rings.
• If you have a Routine clock, move the hand to ‘Circle time’ FAST FINISHERS: Fast finishers can be encouraged
before the start of class. to practise the unit vocabulary by having the family
• Start the lesson with the Circle time and Weather routine members hop on to the table in any order you mention.
you have chosen to do with your class. Try to choose a different order from that in the story.
2 Game time: Hello, Mummy! 5 Story time: Wait and see …

• If you have a Routine clock, move the hand to ‘Game • If you have a Routine clock, move the hand to ‘Story
time’ and play the Story time rhyme (CD1 track 7). Tell the
game called Hello, Mummy!
children that they are going to hear the story again, but
• Display the family flashcards. With the help of the Frankie this time they must listen carefully for when each family
puppet, encourage the children to say: Hello [+ family member]!
member is mentioned.
• Now turn the flashcards face down and number them 1–6,
• Play the story (CD1 track 21) and encourage the children
using the numbers flashcards.
to move each family member across the table in a
• Encourage your class to take it in turns to find where each hopping action as they hear them.
family member is saying, e.g. 1 – Mummy. If they guess
correctly, turn the flashcard to face the children and ask
them to greet the family member Hello [+ family member]! 6 Tidy up and say Goodbye
3 Song time: We are a family the Tidy up time song (CD1 track 10).
• If you have a Routine clock, move the hand to ‘Song time’ • If you have a Routine clock, move the hand to ‘Goodbye’.
and tell the children that they are going to hear a song. • Sing the Goodbye song (CD1 track 3). Have the puppets
• First, show the children the Tex’s words worksheet from wave goodbye as you put them away.
Lesson 1. Play We are a family (CD1 track 22), pointing to
the various family members as you hear them.
• Display the Unit 2 family flashcards in the order they
appear in the song: mummy, daddy, sister, brother, granny
and grandad. Say the names of the family members
and encourage the children to point to the appropriate
flashcard as they hear each word.
• Play the new song again, encouraging the children to
point at the correct flashcards as the song plays.
54 Unit 2

Unit 2 Lesson 3 3 Game time: Frog family
• If you have a Routine clock, move the hand to ‘Game
Materials time’ and tell the children that you are going to play a
Circle time and Weather routine materials game called Frog family.
Character puppets • Show the children the family and colours flashcards and
Routine clock elicit the words.
Colours flashcards • Display the colours flashcards on the board. Then place
Unit 2 family flashcards one of the family flashcards on each colour splash, as
though they are riding the different coloured leaves
Unit 2 storycards
from the story.
Unit 2 pop-outs
• Let the children look at the colour and family combinations
Audio CD1 for a while, and then turn all the family flashcards face down.
DVD • Now the children take it in turns to choose a colour and
say the member of the family, e.g. Blue. Mummy.
1 Circle time and Weather routine • If they guess correctly, turn the family flashcard face up
• If you have a Routine clock, move the hand to ‘Circle time’ and encourage the class to say Hello, Mummy!
• Start the lesson with the Circle time and Weather routine 4 Story time with DVD
you have chosen to do with your class. • If you have a Routine clock, move the hand to ‘Story
time’ and tell the children that they are going to watch
2 Song time: We are a family the story on the DVD. Tell the class that it is important to
watch the story carefully because they are going to act
• If you have a Routine clock, move the hand to ‘Song time’ it out afterwards.
from the previous lesson. • Play the story on the DVD (Unit 2 Story).
• Take out the Unit 2 family flashcards in a random order.
5 Table time with puppets and pop-outs
• Present the flashcards one by one, saying the word and
encouraging the children to repeat.
• Hold the family flashcards face down in the following order: children to go back to their tables.
mummy, daddy, sister, brother, granny, grandad.
• Choose seven children to be Frankie and his family in the
• Now present the mummy flashcard. Say the words of the story, each with a different pop-out family member.
song and remind the children of the word for the first
verse. Play the first verse of the song and encourage the
storycards, reading each scene in turn, and encourage your
children to sing the verse and point at the flashcard.
chosen characters to act along to the story. The rest of the
• Play the whole song, using each of the family flashcards class follows the story with their own pop-out puppets.
to encourage the children to sing each of the verses.
• If you have time, you can show the children the DVD 6 Tidy up and say Goodbye
EXTRA ACTIVITY: If you feel your class requires further practice • If you have a Routine clock, move the hand to ‘Goodbye’.
of the Tex’s words language, there is an additional worksheet • Sing the Goodbye song (CD1 track 3). Have the puppets
activity available on the Teacher’s Website. See the Extra wave goodbye as you put them away.
Unit 2 55

Unit 2 Lesson 4 TEACHING TIP: You may have to do this more than once
Frankie talks to give more children a turn to be Frankie and his family
members. Alternatively, you could leave a little time at the
Materials end of the class to give others a turn.
Character puppets 3 Story time: Wait and see …
Routine clock • If you have a Routine clock, move the hand to ‘Story time’ and
Class Book: Frankie talks worksheet (p.11) play the Story time rhyme (CD1 track 7). Tell the children that
Colours flashcards they are going to hear the story again.
Unit 2 family flashcards • Tell the story using the storycards. Now the children are more
Unit 2 storycards familiar with the story, use the comprehension questions
on the back of each storycard to begin to exploit the scenes
Audio CD1
more fully and revise language.
DVD
• At the end of each scene, encourage the children to
Magazines/Catalogues remember which family member comes next before
you read on.
4 Song time: What’s your favourite colour?

and tell the children that they are going to learn a new song.
• Display the colours flashcards in the order they appear
in the song: orange, brown, purple, pink, red, yellow, green
and blue.
• Point to the flashcards and say What’s your favourite colour?
Shrug your shoulders and point to the blue flashcard.
Ask Is it blue? Repeat for the other colours. Encourage
the children to repeat and copy the action. Alternatively,
play the Frankie talks audio (CD1 track 23) to support your
language presentation.

11
What’s your favourite colour?
Jump In! A
Is it orange?
Is it brown?
1 Circle time and Weather routine Is it purple?
• If you have a Routine clock, move the hand to ‘Circle time’ Is it pink?
before the start of class. Is it red?
Is it yellow?
• Start the lesson with the Circle time and Weather routine
Is it green?
Is it blue?
2 Game time with song • Play What’s your favourite colour?, using either the CD
(CD1 track 24) or the DVD (Unit 2 Song 2) to present the
• If you have a Routine clock, move the hand to ‘Game time’ song. Teach the children the actions as you sing.
and tell the children that they are going to play a game
with the song We are a family. What’s your favourite colour? $ 1•24 /
• With the children standing in a circle, give out the family DVD Unit 2 Song 2
flashcards at random. Now point to a flashcard and say What’s your favourite colour? (x3)
the name. Encourage the child with that flashcard to hold Tell us please.
up the card while everyone repeats the word. Repeat with
the other words.
Is it orange? Is it brown? Is it purple or pink?
Everybody. Think! Think! Think!
• Nominate seven children to be Frankie and Frankie’s
mummy, daddy, sister, brother, granny and grandad. Is it red? Is it yellow? Is it green or blue?
Frankie has the Frankie puppet and the family members We like colours. How about you?
hold the relevant flashcard.
• Play We are a family (CD1 track 22) and indicate that you
want Frankie to go and get his mummy, daddy, sister,
brother, granny and grandad, each time the family
member is mentioned in the song. Pause the song each
time this happens and elicit the vocabulary from the
children. Then restart the music and continue the game.
56 Unit 2

SUGGESTED ACTIONS: You may wish to teach and incorporate 6 Tidy up and say Goodbye
some or all of the following actions into the song: • Encourage the children to tidy up by singing or playing
What’s your favourite colour? – shrug your shoulders on What’s. the Tidy up time song (CD1 track 10).
Tell us please – beckon, then put your hands in a praying • If you have a Routine clock, move the hand to ‘Goodbye’.
position on please. • Sing the Goodbye song (CD1 track 3). Have the puppets
Think! Think! Think! – point to your temple each time. wave goodbye as you put them away.
We like colours – kiss the back of your hand on ‘like’.
How about you? – shrug shoulders, holding out your hands
palms up and then point forwards on you.
CD or DVD.
TEACHING TIP: The first time you do the song with the
children, just do the actions and encourage the children to
join in. This is an intensive listening activity, with the children
doing the actions in time to the song and listening closely to
the words.

TEACHING TIP: Before you do this activity, you will need
to do a colour-collecting activity. Divide the class into
eight groups according to their favourite colour from the
unit. Bring in some magazines, catalogues, etc. and give
some of them to each group. The children look through
the magazines, catalogues, etc. and find pictures of their
colour. They tear out the picture. The groups can help
another group if they find something in their colour,
tearing it out and giving it to that group.

• Give out the worksheet from the Class Book. Say What’s
your favourite colour? Elicit the names of the colours at
the top of the page. The children then colour the black
and white splashes at the bottom of the page using the
same sequence. Encourage the children to point at their
sequence of coloured splashes at the bottom of the page
and say the names.
• Once the children have finished colouring, ask them to
decorate their page with the pictures the groups have
collected and drawings in their favourite colour. Go
around writing the children’s names and their favourite
colours on their posters.
EXTRA ACTIVITY: You can display the children’s posters in

the classroom. In the future, you can ask, e.g. What’s Pepe’s
favourite colour? and encourage the others to look for that
child’s poster and tell you their favourite colour.
Unit 2 57

Unit 2 Lesson 5 EXTRA ACTIVITY: If you feel your class requires further practice
Reinforcement (optional) of the Frankie talks language, there is an additional worksheet

Materials activities section (p.60) for more information.
Character puppets 4 Game time: Dice game
Routine clock • If you have a Routine clock, move the hand to ‘Game time’.
Numbers flashcards and tell the children that you are going to play a game
Colours flashcards called the Dice game.
Unit 2 family flashcards • Arrange the children in a circle. Place the dice in the
Unit 2 storycards middle of the circle. Display the numbers flashcards
from 1 to 6. Now allow the children to choose six colours
Unit 2 pop-outs
flashcards, and display these on the board, next to each
Audio CD1 numbers flashcard.
DVD • Nominate a child to go to the centre of the circle and throw
Dice the dice. The child says the number they have thrown and
identifies the colour on the board. In order to be able to
practise all the colours, after a while, change two of the
colours flashcards on the board for the two that were left out.
5 Story time: Show what you know
• If you have a Routine clock, move the hand to ‘Story time’
1 Circle time and Weather routine and play the Story time rhyme (CD1 track 7).
• If you have a Routine clock, move the hand to ‘Circle time’ • Use the storycards to retell Wait and see … Use the
before the start of class. comprehension questions and song references on the
• Start the lesson with the Circle time and Weather routine back of the storycards to practise all the new language
you have chosen to do with your class. from the unit.
• Encourage the whole class to get involved with acting out
2 Game time: Pass the flashcard parts of the story. Use the puppets, as well as doing any
• If you have a Routine clock, move the hand to ‘Game time’ relevant actions and using the unit pop-outs.
called Pass the flashcard. 6 Tidy up and say Goodbye
• Sit in a circle with your class. Hold up a Unit 2 family • Encourage the children to tidy up by singing or playing
flashcard and say, e.g. sister. Pass it on to the child next to the Tidy up time song (CD1 track 10).
you who also says sister and passes it on to the next. • If you have a Routine clock, move the hand to ‘Goodbye’.
• You can then start to add variations, e.g. when you shout • Sing the Goodbye song (CD1 track 3). Have the puppets
Change! the children have to pass the flashcard in the wave goodbye as you put them away.
opposite direction, or if you say Stand up!, the children
have to stand up when they say the word.
• You can make the game more challenging by having a
number of flashcards going round at the same time.
3 Song time: What’s your favourite colour?

• Display the colours flashcards in the order they appear in
What’s your favourite colour?: orange, brown, purple, pink,
red, yellow, green and blue. Play the song (CD1 track 24),
encouraging the children to join in with the actions and
sing along where they can. Alternatively, play the song
• Now divide the class into six groups, assigning one
flashcard per group. Play the song again, encouraging the
children in each group to stand and wave their flashcard
in the air when it is time for their colour.
58 Unit 2

Unit 2 Lesson 6 3 Talk time: What’s your favourite colour?
Routine clock • Now go around and have Frankie say What’s your favourite
Class Book: Unit 2 storybooks colour? Encourage the children to answer with their
Numbers flashcards favourite colour. If any children have difficulty verbalizing
the name of the colour, you could encourage them to
Colours flashcards
point to their favourite colour poster and repeat after you
Unit 2 storycards or hold up the appropriate flashcard.
Audio CD1
6 3
• Tell the children they are going to make their own
storybook for Wait and see …
different children to come out and put the storycards
in the order they think they should go in.
8 1 • Now play the story (CD1 track 21) and check together
• Show the children how to make the storybook using the
page from the Class Book. (See the instructions on p.49.)
• Give out the worksheet and guide the children through
the process of creating the storybook. Go around the
class, stapling together the spines of the storybooks.
Jump In! A
5 Story time: Listen and follow

and play the Story time rhyme (CD1 track 7).
before the start of class. • Play the story (CD1 track 21) and encourage the children to
follow in their storybooks. Go around the class, monitoring
that the children are looking at the correct pages while the
story is playing.
2 Game time with song 6 Tidy up and say Goodbye
the song What’s your favourite colour?
• Spread six numbers flashcards around the classroom.
Now put one colours flashcard next to each number. • Sing the Goodbye song (CD1 track 3). Have the puppets
• Say What’s your favourite colour? Is it number 3? The children
look around the room for the number 3 flashcard, then
respond by singing the line for the appropriate colour,
e.g. Is it orange? Support the class with their singing as
necessary. Repeat until the children have sung about
each colour several times.
Unit 2 59

Extra activities Cross the pond
Unit 2 family flashcards, Character puppet: Frankie
Tex’s words extra worksheet • Attach three family flashcards to the board in a row
Class Book pages 55 and 57, Photocopy Masters 13 and 14, face up and draw a pond around them. Choose a more
Paper fasteners, Cotton wool confident child to start play and give them the Frankie
• Make the frog family. Enlarge the Unit 2 Tex’s words puppet. Tell the class that they are Frankie and they have
worksheets in Class Book pages 55 and 57, or Photocopy to get across the pond by stepping on each stepping
Masters 13 and 14 from the Teacher’s website, to A3 stone, i.e. the flashcards. Tell the children they must make
to make Mummy, Daddy, Granny and Grandad. You Frankie jump from flashcard to flashcard, saying the
can make Frankie, his brother and sister from an A4 words on the flashcards to cross the pond. When a child
photocopy. manages to cross the pond, everyone claps. If a child
• Divide the class into seven groups and assign a family doesn’t know the word, Frankie falls into the pond and
member to each group. The children colour the parts of another child takes the Frankie puppet.
the frogs blue like the family in the story. Once they have • Once the children are used to repeating the words,
finished, they cut out the parts. change the flashcards for others.
• Show the class how to put the front and back of the frog Frankie talks extra worksheet
bodies together and staple or stick around one end. Fill the
Photocopy Master 23
frog with cotton wool and staple or stick around the rest of
the body to seal in the cotton wool. Finish the frog by adding • Colour and cut out. Give each of the children a copy of
the arms and legs using paper fasteners. Help the children Unit 2 Frankie talks Photocopy Master 23 from the Teacher’s
create the rest of the frog family in the same way. Website. Encourage the children to draw a picture of
themselves in the outline and then colour it in their
• The children can now colour the accessories to add to favourite colour. They can then write or copy their name
each one to make them into Mummy, Daddy, Sister, onto to the coloured blob. They can then be used to make
Brother, Frankie, Granny and Grandad. a class ‘favourite colour’ poster. At a later date, you can ask
• Display the frog family somewhere in the classroom. questions such as What’s Anthony’s favourite colour?, and
Whenever repeating the We are a family song or the story, refer the children to the poster.
you can use the models that the class has made instead of
the unit puppets. Memory game
Colours flashcards
Pronunciation practice • Display the colours flashcards on the board and say the colours
Unit 2 family flashcards, Audio CD1 one by one, encouraging the children to repeat the words.
• Put up the family flashcards in the following order: • Chant the words through three times in the order they
mummy, daddy, sister, brother, granny, grandad. Play the appear on the board, encouraging the children to join in.
word list (CD1 track 20) pausing after each word to repeat • Turn over the first flashcard, so it is face down. Ask the
it and point to the correct flashcard. Concentrate on children which one is face down. Once someone has
pronouncing the words very clearly and accurately in this guessed correctly, chant the words again, pointing at each
activity, and encourage the children to do the same. flashcard, but leaving the first one face down. Now repeat
• Now without the CD, repeat the activity, varying the pace the procedure, turning the second flashcard face down,
at which you say the words. Remember to keep focus on but still chanting all the words. Continue the procedure
correct pronunciation throughout. until all the flashcards are face down and the children are
able to remember where each one is.
• If you are interested in building the children’s phonemic
awareness, you may wish to concentrate on the initial Colours matching
sounds for each word, too. A bag, Different coloured items / felt shapes
Phonemic awareness • Fill a bag full of pairs of different coloured items or alternatively,
cut out pairs of shapes from different coloured felt.
• A good sound to work on in this unit is /ɡ/. Familiar words
beginning with this sound are green, granny and grandad.
• Give one colour from the bag to each child and tell them they
must find the other in the pair. Once everyone has found their
• Start by repeating the sound /ɡ/ a few times, encouraging ‘pair’ say, e.g. Stand up, orange! and encourage the relevant
the children to join in with you. Now say the sound and couple to come to the front and either give you their coloured
the words, e.g. /ɡ/ /ɡ/ green, /ɡ/ /ɡ/ granny, /ɡ/ /ɡ/ grandad. items or peg them to the washing line, if you have one.
Do the actions for each word as you speak.
• You may wish to sing the Phonemic awareness song, to the
tune of Frère Jacques:
/ɡ/ /ɡ/ /ɡ/ /ɡ/ /ɡ/ /ɡ/ /ɡ/ /ɡ/
Where are you? Where are you?
Here in green and in granny.
Grandad, too. Grandad, too.
60 Unit 2

o je ct 1
Pr
Project 1, Pop art faces 4 Song time: I can paint a face
Materials and tell the children they are going to learn a new song.
Circle time and Weather routine materials • Play I can paint a face (CD1 track 26), pointing to the
Character puppets relevant parts of the face on the poster each time.
Routine clock
I can paint a face $ 1•26
Class Book: Dizzy’s project worksheet (p.15)
Tune: Day-O
Painting, painting.
Project 1 project photo flashcard
I like painting. Do you like it too?
Project 1 project poster
Painting, painting.
Audio CDs 1 & 2
I can paint a face. How about you?
Hair and eyes and eyebrows, too.
1 Circle time and Weather routine I can paint a face. How about you?
• If you have a Routine clock, turn the hand to ‘Circle time’ Ears and cheeks and chin, too.
before the start of class. Hide the Project 1 project photo I like painting. How about you?
flashcard somewhere in the classroom and put Spot next
to it. Try to find somewhere where Spot is visible, but not Nose and mouth and teeth, too.
obvious, so the children have to look around the room a bit. Now I’ve finished. How about you?
you have chosen to do with your class. 5 Table time: Dizzy’s project worksheet
• Put on the Dizzy puppet to indicate to the children that • If you have a Routine clock, move the hand to ‘Table time’.
they are going to start a new project. Greet Dizzy, saying Play the Table time rhyme (CD1 track 8), motioning for the
Hello Dizzy! Everyone, say hello to Dizzy! Hello Dizzy! children to go back to their tables.
• Refer back to the poster, asking the children about the
2 Dizzy’s project: Vocabulary presentation colour of the girl’s various facial features. Say, e.g. What
• Use Dizzy to say Can you see Spot? Give one of the children colour are her eyes? and elicit the response.
Dizzy and encourage them to look for Spot around the • Hand out the worksheet from the Class Book and encourage
classroom. When Spot has been found, say Hello Spot! the children to create their own pop art versions of Frankie,
• Now show the children the project photo flashcard. Point Dizzy, Tex and Spot by colouring in the black and white
to the parts of the face on the flashcard that the children versions on the worksheet. They can copy the colours on
already know, eliciting the correct word each time. the page, or choose their own.
• Play the project word list (CD1 track 25), pointing at the • Play I can paint a face (CD1 track 26) as they work.
parts of the face as you hear them. • Once the children have finished, play I can paint a face
again, encouraging them to point to the correct facial
Unit 1 project word list $ 1•25 feature each time.
eyebrows, cheeks, chin, teeth
• Now repeat each word several times, each time pointing 6 Tidy up and say Goodbye
to the relevant part of the face on either the flashcard or
yourself. Encourage the children to repeat. To keep the • Encourage the children to tidy up by singing or playing
children on their toes, vary the order, pace and pitch at the Tidy up time song (CD1 track 10).
which you say the facial features. • If you have a Routine clock, move the hand to ‘Goodbye’.
3 Poster presentation wave goodbye as you put them away.
• Put up the Project 1 project poster. Play Touch your face
(CD1 track 16), pointing to the different parts of the child’s
face on the poster.
• Now use the poster to go over the new vocabulary. Point
at the child’s eyebrows, cheeks, chin and teeth in turn,
saying the word and encouraging the children to repeat.
• Ask Is she happy or sad? and elicit the response. You may
wish to use the Let’s sing karaoke version of Hello, how are
you? (CD2 track 32) to support this.
• Revise colours and help introduce the concept of pop art
by asking, e.g. What colour are her eyebrows? and eliciting
the response.
Project 1 61

Project 1, Pop art faces 4 Game time: Memory chant
• If you have a Routine clock, move the hand to ‘Game time’.
Materials and tell the children they are going to play a game called
Circle time and Weather routine materials Memory chant.
Character puppets • Stand the children in a circle. Put the project photo
Routine clock flashcard in the middle with the Project 1 parts of the face
Project 1 project photo flashcard flashcards surrounding it. Begin by pointing to a feature
on the project photo flashcard and naming it, encouraging
the children to repeat. Now point to the same feature again,
Project 1 parts of the face flashcards then point to a Project 1 parts of the face flashcard, naming
Audio CD1 the two features. Encourage the children to repeat. Build up
Teacher’s Website: Photocopy Master 33 the memory game, adding a new facial feature each time.
• If the children stumble over the order, go back to the
beginning and start again. Continue until the children
1 Circle time and Weather routine can name all ten features without hesitation.
• If you have a Routine clock, turn the hand to ‘Circle time’
before the start of class. 5 Table time: Trace and colour
• Start the lesson with the Circle time and Weather routine • If you have a Routine clock, move the hand to ‘Table time’.
you have chosen to do with your class. Play the Table time rhyme (CD1 track 8), motioning for the
2 Language practice: I can paint a face • Once the children are seated, show them the Project 1
• If you have a Routine clock, move the hand to ‘Song time’. Dizzy’s project Photocopy Master 33, and point to the
• Play I can paint a face (CD1 track 26), encouraging the different pictures of the girl’s face. Say Oh dear! What’s
children to join in with any singing they can manage. At missing? Point to the pictures and the different facial
this stage, you may wish to teach them some specific song features that need completing, trying to elicit the words.
actions, in addition to encouraging the children to point at • Now give out the pencils and worksheets. The children
the relevant parts of their faces. trace along the dotted lines to complete the faces.
SUGGESTED ACTIONS: You may wish to teach and incorporate • Play I can paint a face (CD1 track 26) as they work.
some or all of the following actions into the song: • Once the children have finished, they could colour the
painting – pretend to paint. faces using different colours to create a pop art effect.
like – make your hand into a fist and kiss the back of it.
EXTRA ACTIVITY: You could create a pop art gallery, displaying
finished – put both hands in front of you and move your
hands out at the wrists to signal it’s complete. the children’s completed pictures.
• Ask some more confident children to the front of class

to act out the song for everyone else.
6 Tidy up and say Goodbye
3 Poster time: I spy … the Tidy up time song (CD1 track 10).
• Display the poster. Play I spy … with the children using • If you have a Routine clock, move the hand to ‘Goodbye’.
colour clues instead of letter clues. Choose the coloured • Sing the Goodbye song (CD1 track 3). Have the puppets
facial features of the little girl in the main image on the wave goodbye as you put them away.
poster and say, e.g. I spy with my little eye, something green!
Encourage the children to look at the poster and name
the feature they can see that is green (eyes). If there is more
than one feature in the colour you choose, encourage the
children to name both.
• You may wish to draw attention to the unusual colours
used by questioning the children’s responses. Say,
e.g. Yellow teeth? Really? and encourage the children to
assure you that this is correct.
• Repeat the procedure a few times, then ask some more
confident children to come out to take over your role.
EXTRA ACTIVITY: If you have internet access in the classroom,

this may be a good time to show Andy Warhol’s painting of
Marilyn Monroe, so the children are able to see the similarities
between his artwork and the images on the poster.
62 Project 1

Project activity bank TEACHING TIP: There are extra words in this rhyme that the
Pop art faces children will probably not yet know in English, but which
it may be useful to teach them.
Choose one activity from each section to create your own
bespoke project lessons. Create as many lessons as your
timetable will allow.
3 Poster time
Touch your face
1 Circle time and Weather routine Project 1 project poster, Audio CD1
• If you have a Routine clock, turn the hand to ‘Circle time’ • Put up the Project 1 project poster. Play Touch your face
before the start of class. (CD1 track 16), pointing to the different parts of the
• Start the lesson with the Circle time and Weather routine child’s face on the poster.
you have chosen to do with your class. • Now sing or chant the song again, replacing the lyrics
with the new facial features. Point to them on the poster
2 Language revision as you sing them.
• Repeat the procedure, singing verses for all ten facial
Story time: Look at my mask! features the children now know in a random order. Ask
Audio CD1, Project 1 storycards / DVD Unit 1 Story children out to the front to point to the correct features on
• Retell the story using the CD (CD1 track 15) and storycards the poster as they hear them. The other children should
or the DVD (Unit 1 Story) to help set the project in context. respond by touching their faces in the correct place.
Talk about Dizzy’s mask and the different colours used
Pop art posters comparison
to differentiate the facial features. Use the story to revise
language, such as body parts, colours and numbers, as well Project 1 project poster, Various examples of Andy Warhol’s artwork
as the parts of the face vocabulary from the main unit. • Put up the Project 1 project poster and other examples you
have collected of Andy Warhol’s portraiture, such as Marilyn
Song time: Touch your face! Monroe, Beethoven, Queen Elizabeth II, Ingrid Bergman,
Audio CD1 Jackie Kennedy, Michael Jackson and Andy Warhol himself.
• Sing the Touch your face song (CD1 track 16), but replace Talk in English and in L1 about the paintings, asking the
the facial features with the project vocabulary facial children about the colours and what they like and dislike
features, as follows: about them.
Touch your eyebrows, 1, 2, 3. TEACHING TIP: You do not have to explain who the people
Stand up. Touch your eyebrows. in the portraits you choose are; simply use them as a way
Copy me! to talk about the pop art style.
Touch your cheeks, 1, 2, 3.
Stand up. Touch your cheeks.
Copy me!
4 Game time
Touch your chin, 1, 2, 3. Funny face
Stand up. Touch your chin. Dice
Copy me! • Write the numbers 1–6 at the top of the board and
Touch your teeth, 1, 2, 3. underneath draw one of the 10 facial features the
Stand up. Touch your teeth. children know. You must include face as number 6.
Copy me! • Give the children a dice and explain that they are going
• Encourage the children to join in with the words and to create a funny face on the board and that they must
the actions. throw a 6 to start. The children each take a turn throwing
the dice until a 6 is thrown. The child that throws the 6
Song time: In my mirror must then come to the front of the class and draw a face
• You may wish to teach your children this traditional rhyme: on the board.
In my mirror • From this point, the children continue to throw the dice
I can see and come up and draw the feature represented by the
Two little eyes number they have thrown. The game is over when every
That look at me. number on the dice has been thrown at least once. (This
may mean that the funny face has several noses, only one
Two little ears,
eye, three eyebrows, etc., but this is all part of the game!)
One little nose,
Ten little fingers,
• When the funny face is complete, review what has been
drawn with the children, asking, for example, How many
Ten little toes.
eyes/eyebrows/cheeks?
One little mouth
I open wide,
Two little rows
Of teeth, inside.
Project 1 63

5 Table time Art: Pop art masks
Frankie, Tex, Dizzy and Spot masks (Photocopy Masters 5–8)
Art: Pop art yourself • Refer the children to the Dizzy’s project worksheet they
Photocopies of photos of the children completed in Lesson 1 and tell them they are going to
• For this activity, you will need to ask the children’s parents make pop art masks of Frankie, Tex, Dizzy and Spot.
to send in a photo of the child in advance that you can • Divide the class into four groups and assign a character
photocopy. to each group.
• Show the children the black and white photocopies you • Give out the mask templates (Photocopy Masters 5–8
have made of their photos. Then ask the children to colour from the Teacher’s Website) for the correct character to
their face like the girl in the project poster. each group and encourage them to colour in their masks
• Once they have finished, you can go round discussing in a pop art style.
the colours they have chosen. You could then display the • Play I can paint a face (CD1 track 26) while the children work.
portraits as though they are hanging in an art gallery.
• Once you have done this, you can do a simple listening Art: A pop art project
activity where you name a colour and a part of the face Images of Andy Warhol’s paintings
and the class has to tell you who it is, e.g. Blue eyebrows, • If you would like to continue the Andy Warhol theme,
red chin. show the children Andy Warhol’s self-portrait. Tell them
who the artist is.
Art: Pop art poster
• Find other Andy Warhol pictures that your class might
Pop art photocopies of the children from Pop art yourself activity
find interesting, such as Barbie’s portrait, the banana,
• Use the photocopies of the children coloured in a pop art Coca‑Cola and Mickey Mouse.
style to make a giant pop art poster of the class, reflective
• Talk with the children in L1 about the paintings and Andy
of an Andy Warhol-style painting. Talk to the class about
Warhol. Tell the children that he is famous for using lots of
the different colours individuals have chosen and how
colours and that he also enjoyed painting famous people and
colourful the pictures look together.
items. Show them the pictures and talk about the colours.
• Ask the children which picture is their favourite and why.

64 Project 1

unit
do yo u wa nt to b e ?
3 Wh a t
Unit overview
Teaching is the profession that makes all the other TEACHING TIP: In this unit, the children will be looking at
professions possible. jobs; as such, it can be the perfect time to initiate having
Author unknown a daily classroom helper. Jobs for the classroom helper
could involve giving out pencils/books, helping you to
Objectives demonstrate a game, etc. Being a classroom helper allows
Present and practise jobs vocabulary: fire fighter, chef, the children to feel like they are ‘in charge’, giving them a
shop assistant, teacher, doctor, waiter greater sense of empowerment.
Recognize and correctly respond to the request Can I To distinguish the helper for the day, you could make
have …? using classroom items vocabulary a classroom helper medal. To make the medal, copy a
picture of Dizzy on to a round piece of card. Laminate this
Review colours, numbers, toys, and routines vocabulary
and make a hole to thread a piece of lace through, so that
the helper can wear it like a medal around their neck.
Materials
Character puppets About the unit
Routine clock • In this unit, the children will be introduced to jobs
vocabulary and will also learn how to ask for something
Class Book
and reply in the affirmative.
Units 1–2 flashcards on jobs in this unit by discussing this in their L1 prior to
Unit 3 jobs flashcards starting the unit. Encourage them to talk about what they
Unit 3 classroom items flashcards would like to be when they are an adult. Talk about the
Unit 3 storycards: What do you want to be? jobs they know of. Explain that there are lots of different
Unit 3 pop-outs jobs and that many of the people who do these jobs help
us in our everyday lives.
Unit 3 stickers
Jump In! envelopes
• In the Extra activities section for this unit there is advice on
Jump In! box Website that provide further practice of the Tex’s words
Teacher’s Website: Photocopy Masters 15, 24, 25 and Frankie talks language. There are also suggestions for
Reward stickers a pronunciation practice activity, focusing on providing
Audio CDs 1 & 2 clear and accurate models of the new language for the
DVD children to follow.
Unit 3 65

Unit 3 Lesson 1 3 Tex’s words: Vocabulary presentation
Tex’s words TEACHING TIP: Before introducing the new vocabulary,
and to set the context of the unit, talk to the children in
Materials L1 to find out what they know about jobs. Ask them if
Circle time and Weather routine materials they know the jobs their parents do. Then ask them What’s
Character puppets my job? and point to yourself. Say I’m a teacher. Show the
Routine clock children the flashcard of the teacher and do an action for
teacher, e.g. encourage the children to point at you and
pretend to write on an imaginary board.
Unit 3 jobs flashcards • Take out the Unit 3 jobs flashcards. Tell the children that
Unit 3 storycards Tex is going to teach them some new words. Play Tex’s
Unit 3 stickers words (CD1 track 27) as you present the flashcards one by
one and show them to the children.
Audio CDs 1 & 2
DVD Tex’s words $ 1•27
Hello, everyone. Look!
Can you see the fire fighter?
3 And the chef?
Can you see the shop assistant?
And the teacher?
Look, a doctor …
… And a waiter, too.
I want to be a chef.
What do you want to be?
• Play the track again, teaching the actions for each of the
jobs. Encourage the children to copy the actions as they
hear each job.

doctor – pretend to take your pulse.
teacher – the children point to you and you point to yourself.
Jump In! A © Oxford University Press
17 shop assistant– pretend to swipe a credit card.
fire fighter – pretend to hold a hose with both hands.
chef – use the index and middle fingers of both hands to
1 Circle time and Weather routine indicate the shape of a chef’s hat.
• If you have a Routine clock, move the hand to ‘Circle time’ waiter – pretend to balance a tray with one hand.
encourage the class to repeat the actions as they hear the
words.
2 Revision
• As there are many songs the children will have learnt Unit 3 word list $ 1•28
by now that have very definite accompanying actions, fire fighter, chef, shop assistant, teacher, doctor, waiter
choose three songs to practise at this stage. • If you have time, this is also a good opportunity to revise
• Display on the board the three sets of flashcards that colours and clothes, pointing to each flashcard and asking,
support the three songs you’ve chosen, e.g. face, eyes, ears, e.g. What colour are the socks? What colour is the hat?
nose, mouth, hair / computer game, puppet, train, book, car,
costume / socks, boots, sweater, jacket, hat, mittens. 4 Story time: What do you want to be?
• Now act out one of the songs and have the children guess • If you have a Routine clock, move the hand to ‘Story time’
which one you are miming. Once they have guessed all and play the Story time rhyme (CD1 track 7), encouraging
three, ask the children which is their favourite song from the children to join in with the actions.
the ones on the board. Encourage the whole class to sing • Tell the children they are going to hear a story about
and act out the most popular song. Frankie, Tex, Dizzy and Spot. You can choose to play the
66 Unit 3

What do you want to be? $ 1•29 / DVD Unit 3 Story 5 Table time: Tex’s words worksheet
1 Narrator Frankie, Dizzy, Tex and Spot are by the pond. with stickers
Dizzy Let’s play with the costume box. I know! Let’s play
What do you want to be?
2 Dizzy OK, Frankie. You start! What do you want to be?
Frankie I want to be a fire fighter. Can I have the fire
fighter’s costume please, Dizzy? • Give out the worksheet from the Class Book. Point to each
3 Dizzy Yes, here you are Frankie. character and remind the children of the lines from the story.
Frankie Thanks, Dizzy! Point to Frankie, for example, and say I want to be a fire fighter.
4 Dizzy What about you, Tex? What do you want to be? Invite a child to come and point to the fire fighter’s hat on the
Tex I want to be a chef. Can I have the chef’s costume sheet of stickers. Indicate that you want them to complete
please, Dizzy? the job costumes with the stickers.
5 Dizzy Yes, here you are Tex. • The children then complete the worksheet using the stickers.
Tex Thanks, Dizzy! • Once the children have finished, name the jobs and ask
6 Dizzy What about you, Spot? What do you want to be? the children to listen and point as you say them. You may
Spot Shop assistant! wish to do this several times, varying the order and the
Dizzy Here you are, Spot! You can play with the shop! pace at which you say the words.
7 Frankie & Tex What about you, Dizzy? What do you want
to be? 6 Tidy up and say Goodbye
8 Dizzy I want to be a teacher. Now, sit down everyone. • Encourage the children to tidy up by singing or playing
Let’s listen to the story! the Tidy up time song (CD1 track 10).
• Display and point to the jobs flashcards, and establish • If you have a Routine clock, move the hand to ‘Goodbye’.
which jobs didn’t appear in the story (doctor, waiter). • Sing the Goodbye song (CD1 track 3). Have the puppets
Individual children can come and point to the flashcards wave goodbye as you put them away.
on display.
Unit 3 67

Unit 3 Lesson 2 • Display the Unit 3 jobs flashcards in the order they appear
in the song: fire fighter, chef, shop assistant, teacher, doctor
Materials and waiter. Say the jobs and encourage the children to
Circle time and Weather routine materials do the appropriate action as they hear each word.
Character puppets • Play the new song again, demonstrating the actions to
the children as the song plays. Encourage the children
Routine clock
to copy the actions.
Unit 3 jobs flashcards Are you a …? $ 1•30 / DVD Unit 3 Song 1
Unit 3 pop-outs Tune: Frère Jacques
Audio CDs 1 & 2 Are you a fire fighter? (x2)
DVD Yes I am. Yes I am.
A bag I’m a fire fighter. I’m a fire fighter.
I help you. I help you.
unit
Are you a chef? …
3 What do you want to be? Are you a shop assistant? …
Are you a teacher? …
Are you a doctor? …
Are you a waiter? …

Jump In! A
© Oxford University Press Pop-out • Give out the Unit 3 pop-outs. The children have to press
out the characters in their jobs clothes
1 Circle time and Weather routine FAST FINISHERS: Fast finishers can be encouraged to listen
• If you have a Routine clock, move the hand to ‘Circle time’ to Are you a …? (CD1 track 30). As they listen, they should
before the start of class. find and show the correct puppet as they hear the jobs
• Start the lesson with the Circle time and Weather routine mentioned in the song.
2 Game time: Pass the parcel 5 Story time: What do you want to be?
• If you have a Routine clock, move the hand to ‘Game • If you have a Routine clock, move the hand to ‘Story
game called Pass the parcel.
this time they must listen carefully and show the puppets
• Display the jobs flashcards. Point to each card, saying of the different jobs as they hear them in the story.
its name and encouraging the children to do the action.
Now you do the action and encourage the children to
to show the puppets of the different jobs as they hear
guess the job.
them mentioned.
• Take down the jobs flashcards and put them in a bag. Sit
the children in a circle and play some music. The children
• Once the story has finished, establish which of the jobs
were not in the story and encourage the children to hold
pass the bag around the circle. When you stop the CD,
up these puppets and say the name of the job.
the child holding the parcel takes out a flashcard in secret,
stands up and mimes the job. Try to elicit the vocabulary or
say the word for the class to repeat. Repeat the procedure 6 Tidy up and say Goodbye
until the children have taken out all the flashcards. • Encourage the children to tidy up by singing or playing
3 Song time: Are you a …? • If you have a Routine clock, move the hand to ‘Goodbye’.
• If you have a Routine clock, move the hand to ‘Song time’ • Sing the Goodbye song (CD1 track 3). Have the puppets
and tell the children that they are going to hear a song. wave goodbye as you put them away.
• First, show the children the Tex’s words worksheet from
Lesson 1. Play Are you a …? (CD1 track 30), pointing to the
various jobs as you hear them.
68 Unit 3

Unit 3 Lesson 3 • Play the song again. The children holding the flashcards
lift them when they hear their word. Encourage the rest
Materials of the class to sing along and either point to the correct
Circle time and Weather routine materials flashcard or do the actions as they hear them.
Character puppets • If you have time, you can show the children the DVD
Routine clock
Unit 3 jobs flashcards
Unit 3 storycards EXTRA ACTIVITY:
Unit 3 pop-outs of the Tex’s words language, there is an additional worksheet
Audio CDs 1 & 2
DVD
Unit 2 family flashcards: mummy, daddy (optional)
3 Game time: Who am I?
1 Circle time and Weather routine and tell the children that you are going to play a game
• If you have a Routine clock, move the hand to ‘Circle time’ called Who am I?
before the start of class. • Show the children the jobs flashcards and elicit the words.
• Start the lesson with the Circle time and Weather routine Encourage a child to come to front and take one of the
you have chosen to do with your class. jobs flashcards at random, without the rest of the class
seeing which one. The class has to guess which flashcard
2 Song time: Are you a …? the child has by singing the question from the song,
• If you have a Routine clock, move the hand to ‘Song time’ e.g. Are you a doctor? (x2) If they guess incorrectly the
and tell the children that they are going to sing the song child says No!
from the previous lesson. • When the class chooses the correct job, the child has to
• Take out the Unit 3 jobs flashcards and put them on your show the flashcard and everyone joins in with the rest of
desk in a random order. Ask six children to come and the song, e.g. Yes I am. Yes I am. I’m a doctor. I’m a doctor.
stand at the front of class to help you. I help you. I help you.
• Present the flashcards one by one, saying the word and • Repeat with different children and different jobs.
encouraging the children to repeat. Give one flashcard to
each of the children. 4 Story time with DVD
• Play Are you a …? (CD1 track 30) once and establish that • If you have a Routine clock, move the hand to ‘Story
the flashcards the children are holding are not in the time’ and tell the children that they are going to watch
correct order. the story on the DVD. Tell the class that it is important to
• Ask the class to tell you the order of the song. Write the watch the story carefully because they are going to act
numbers 1–6 on the board, high enough to be above it out afterwards.
the children’s heads and encourage the rest of the class • Play the story on the DVD (Unit 3 Story).
to order the flashcards properly, e.g. One: fire fighter. The
child with that flashcard must move and stand under the 5 Table time with puppets and pop-outs
number 1. • If you have a Routine clock, move the hand to ‘Table time’.
EXTRA ACTIVITY: You could encourage the children to add
two extra verses to the song, as follows: children to go back to their tables.
Are you a mummy? (x2)
give them each a puppet.
Yes I am. Yes I am.
I’m a mummy. I’m a mummy.
I help you. I help you.
your chosen characters to act along to the story. The rest
Are you a daddy? (x2) of the class should act out the story using the relevant
Yes I am. Yes I am. pop-out as they hear each job being mentioned.
I’m a daddy. I’m a daddy.
I help you. I help you. 6 Tidy up and say Goodbye
You could then also include the flashcards of mummy and • Encourage the children to tidy up by singing or playing
daddy from Unit 2, as they are also important people who the Tidy up time song (CD1 track 10).
help us in the children’s lives. • If you have a Routine clock, move the hand to ‘Goodbye’.
Unit 3 69

Unit 3 Lesson 4 3 Story time: What do you want to be?
• If you have a Routine clock, move the hand to ‘Story
Frankie talks time’ and play the Story time rhyme (CD1 track 7). Tell
Materials the children that they are going to hear the story again.
Circle time and Weather routine materials • Tell the story using the storycards. Now the children
are more familiar with the story, use the comprehension
Character puppets
questions on the back of each storycard to begin to
Routine clock exploit the scenes more fully and revise language.
Class Book: Frankie talks worksheet (p.19) • At the end of each scene, encourage the children to
Festivals: Christmas toys flashcards remember what happens next before you read on.
Unit 3 jobs flashcards
Unit 3 classroom items flashcards 4 Song time: Can I have a school bag?
Unit 3 storycards • If you have a Routine clock, move the hand to ‘Song time’ and
Audio CDs 1 & 2 tell the children that they are going to learn a new song.
DVD • Hold up the shop assistant flashcard. Say the word and do
the appropriate action. Draw a simple kiosk on the board,
similar in style to Spot’s fruit kiosk in the story.
o b e? 1• • Display the Unit 3 classroom items flashcards and the book
flashcard from Festivals: Christmas in the kiosk window in
1•
the order they appear in the song: school bag, book, pencil
2• and crayon. Say Let’s play with the shop! and point at each
2•
flashcard in turn, saying Can I have a school bag/book/pencil/
crayon, please? Alternatively, play the Frankie talks audio
3• (CD1 track 31) to support your language presentation.
4•
2• 3• Frankie talks $ 1•31

3
Can I have a school bag, please?
1•
• Here you are. Anything else?
4•
Can I have a book, please?
Can I have a pencil, please?
Can I have a crayon, please?
•2 5•
•1 EXTRA ACTIVITY: By using the rest of the Festivals:

19
Christmas toys flashcards, you could extend this activity,
Jump In! A
saying Can I have a computer game/puppet/train/car/

1 Circle and Weather routine costume, please?
• If you have a Routine clock, move the hand to ‘Circle time’ • Play Can I have a school bag?, using either the CD
before the start of class. (CD1 track 32) or the DVD (Unit 3 Song 2) to present the
• Start the lesson with the Circle time and Weather routine song. Teach the children the actions as you sing.
Can I have a school bag? $ 1•32 /
2 Game time with song DVD Unit 3 Song 2
• If you have a Routine clock, move the hand to ‘Game time’ Can I have a school bag, a school bag, a school bag?
and tell the children that they are going to play a game Can I have school bag, a school bag, please?
with the song Are you a …? Yes, here you are.
• With the children standing in a circle, give out the jobs Anything else, anything else, anything else?
flashcards at random. Now point to a flashcard and say Can I have a book …?
the word. Encourage the child with that flashcard to hold
Can I have a pencil …?
up the card while everyone repeats the word. Repeat with
the other words. Can I have a crayon …?
• Play Are you a …? (CD1 track 30) and indicate that you
70 Unit 3

Can I …? – hold out both fists and bounce them down twice.
school bag – pretend to hold some backpack handles near
your shoulders.
here you are – pretend to hand over something.
Anything else? – move your hands outwards, palms up,
bouncing twice as you do so.
pencil – pretend to hold a pencil in your right hand and
sweep it across your left palm.
crayon – pretend to colour on your left palm, using a
crayon held in your right hand.
CD or DVD.

school bag and count the dots from 1 to 5. Now take a
pencil and show the children how they need to join the
dots saying Count with me: one, two, three, four, five – school
bag. Point to the other pictures and try and elicit the
objects saying What’s this? Ask the children to finish the
school items by drawing along the dotted lines.
• Now demonstrate how to cut across the cut lines dividing
the pictures.
• Once the children have finished, say the words one by
one and ask the children Can I have a school bag/book/
pencil/crayon? The children offer you the correct item.
If you would prefer for your children not to do any cutting,
you can simply ask them to point to the relevant school
item as you request it.

Unit 3 71

Unit 3 Lesson 5 • Now divide the class into two groups – one group is the
shoppers and the other is the shop assistants. Play the
Reinforcement (optional) song again, encouraging the children in each group to
sing the relevant lines of the song when it is time for their
Materials role, i.e. Shoppers: Can I have a school bag, a school bag, a
Circle time and Weather routine materials school bag? Can I have school bag, a school bag, please?
Character puppets Shop assistants: Yes, here you are. Anything else, anything
Routine clock else, anything else?
Festivals: Christmas toys flashcard: book EXTRA ACTIVITY: If you feel your class requires further practice
Unit 3 jobs flashcards of the Frankie talks language, there is an additional worksheet
Unit 3 classroom items flashcards activity available on the Teacher’s Website. See the Extra
Unit 3 storycards activities section (p.74) for more information.
Unit 3 pop-outs
Audio CDs 1 & 2 4 Game time: What has … got?
DVD
TEACHING TIP: This game is similar to activity 2, but
reversed. Activity 2 is purely listening and identifying the
TEACHING TIP: This lesson is a consolidation of all the lexis and target language, whereas this activity encourages the
language learnt so far. As no new vocabulary is presented, children to identify and say the target language.
1 Circle time and Weather routine called What has … got?
• If you have a Routine clock, move the hand to ‘Circle time’ • Choose a different six children from those in activity 2 to
before the start of class. come and stand in a row at the front of the class. Give
• Start the lesson with the Circle time and Weather routine each child a jobs flashcard. Say the name of the child
you have chosen to do with your class. holding the flashcard, e.g. I’m Pepe. The class has to say
the jobs word the child is holding, using the language
2 Game time: Who’s got it? from the song, e.g. I’m a fire fighter. Repeat the procedure
• If you have a Routine clock, move the hand to ‘Game time’ a number of times. As with activity 2, check that the
and tell the children that you are going to play a game children are paying attention by repeating some of the
called Who’s got it? children’s names a number of times.
• Display the Unit 3 jobs flashcards and encourage the
children to say the word and do the action for each. 5 Story time: Show what you know
• Bring out six children and give each a jobs flashcard. Play • If you have a Routine clock, move the hand to ‘Story time’
Are you a …? (CD1 track 30) and encourage the children and play the Story time rhyme (CD1 track 7).
with the flashcards to hold their card in the air when they • Use the storycards to retell What do you want to be? Use
hear their word. the comprehension questions and song references on the
• Now tell the children holding the cards that they must back of the storycards to practise all the new language
stay completely still, even when they hear the job on from the unit.
their flashcard. Say the different jobs using the language • Encourage the whole class to get involved with acting out
from the song, e.g. I’m a fire fighter. The class has to say the parts of the story. Use the puppets, as well as doing any
name of the child holding that card. Repeat the procedure relevant actions and using the unit pop-outs.
a number of times. Check that the children are paying
attention by repeating some of the jobs a number of times. 6 Tidy up and say Goodbye
3 Song time: Can I have a school bag? the Tidy up time song (CD1 track 10).
• If you have a Routine clock, move the hand to ‘Song time’. • If you have a Routine clock, move the hand to ‘Goodbye’.
• Display the Unit 3 classroom items flashcards and the • Sing the Goodbye song (CD1 track 3). Have the puppets
Festivals: Christmas book flashcard in the order they wave goodbye as you put them away.
appear in the song: school bag, book, pencil and crayon.
Play Can I have a school bag? (CD1 track 32), encouraging
the children to join in with the actions and sing along
where they can. Alternatively, play the song on the DVD
(Unit 3 Song 2).
72 Unit 3

Unit 3 Lesson 6 4 Table time: Making the storybook
Materials Play the Table time rhyme (CD1 track 8), motioning for the
Circle time and Weather routine materials children to go back to their tables.
Character puppets • Tell the children they are going to make their own
Routine clock storybook for What do you want to be?
Class Book: Unit 3 storybooks • Display the storycards in a random order. Encourage
Unit 3 classroom items flashcards different children to come out and put the storycards
Unit 3 storycards
Audio CDs 1 & 2
6 3

•
8 1
Play the story (CD1 track 29) and encourage the children
to follow in their storybooks. Go around the class,
monitoring that the children are looking at the correct
pages while the story is playing.

Jump In! A
1 Circle time and Weather routine • Sing the Goodbye song (CD1 track 3). Have the puppets
• If you have a Routine clock, move the hand to ‘Circle time’ wave goodbye as you put them away.

the song Can I have a school bag? (CD1 track 32).
• Spread the Unit 5 classroom items flashcards around the
classroom. Now ask different children to go and retrieve
the flashcards, saying [Name], can I have a …, please? The
class says and does the action for the classroom item,
then sings the relevant line from the song.
3 Talk time: Can I have a …, please?

• Take the Frankie puppet around the class to greet the
children. Say Hello and encourage them to say Hello back.
When they reply, Frankie could give them a kiss or a hug.
• Remind the children of Spot’s job as a shop assistant in
the story. Have Frankie ask Spot for different classroom
items, e.g. Can I have a pencil, please? You can then have
Spot reply using the language from the song Yes, here
you are. Anything else? Encourage the children to do the
appropriate action each time.
Unit 3 73

Extra activities The Jobs big book
Large pieces of card, Magazines, Wool, Ribbon
Tex’s words extra worksheet • Before starting the activity, write Jobs big book on the front
Class Book page 59, Photocopy Master 15 of a piece of card and below this, write I help you.
• Match the jobs. Give each of the children a copy of Unit • The children work in six groups, one for each job. Show
3 Tex’s words worksheet from the Class Book page 59, each group the flashcard for their job. The children then
or Photocopy Master 15 from the Teacher’s Website. look through magazines to find someone doing that job
Encourage the children to look at the jobs at the top of or a picture related to the job, i.e. they might collect a
the page and the objects at the bottom. They draw lines picture of a tray or a cup on the page for the waiter. The
to match the jobs and the objects they use. Once they children then say their job and show the rest of the class
have found them, encourage the children to point and say the pictures they have found.
what the jobs are. • Finally, give each group a large piece of card, and they stick
down the pictures they have found. Punch four holes in the
Pronunciation practice
same place down the left-hand side of each page. Put the
Unit 3 jobs flashcards, Audio CD1 Jobs big book together by threading wool or ribbon through
• Put up the jobs flashcards in the following order: fire the holes. Now show the children the Jobs big book they have
fighter, chef, shop assistant, teacher, doctor, waiter. Play made and ask them to say the job and do the action.
the word list (CD1 track 28), pausing after each word to
repeat it and revise the correct action. Concentrate on Frankie talks extra worksheet
pronouncing the words very clearly and accurately in this Photocopy Masters 24 and 25
activity, and encourage the children to do the same. • Let’s go shopping! Give each of the children a copy of Unit
• Now without the CD, repeat the activity, varying the pace 3 Frankie talks Photocopy Masters 24 and 25 from the
at which you say the words. Remember to keep focus on Teacher’s Website. The children colour and cut out the
correct pronunciation throughout. pictures of the Jump In! money, the kiosk and the purse.
• If you are interested in building the children’s phonemic The children use the kiosk and money to practise the
awareness, you may wish to concentrate on the initial Frankie talks language in pairs by pointing at a classroom
sounds for each word, too. item and asking, e.g. Can I have a school bag, please? Their
partner responds with Yes, here you are and they exchange
Phonemic awareness the Jump In! money.
• In previous units, the children have worked on initial sounds
but the most fitting sound to work on in this unit is the schwa What’s missing?
sound, /ə/. Familiar words using this sound (at the end of the Unit 3 classroom items flashcards
word) are waiter, doctor, teacher and fire fighter. • Display the six classroom items flashcards in a row. Allow
• Start by repeating the sound /ə/ a few times, encouraging the the children some time to memorize the items. Then ask the
children to join in with you. Now say the sound and the words, children to cover their eyes. Remove one of the flashcards.
e.g. /ə/ /ə/ waiter, /ə/ /ə/ doctor, /ə/ /ə/ teacher, /ə/ /ə/ fire fighter. The children then look at the flashcards. Ask What’s missing?
Do the actions for each word as you speak. Encourage the children to guess which classroom item is
• You may wish to sing the Phonemic awareness song, to the missing by saying, e.g. Can I have a pencil, please?
tune of Frère Jacques: • If they guess correctly, put the flashcard back in place and
/ə/ /ə/ /ə/ /ə/ /ə/ /ə/ /ə/ /ə/ say Yes, here you are. Repeat the procedure a number of times
Where are you? Where are you? until you have revised all the classroom items vocabulary.
Here in waiter, doctor and teacher.
Hidden objects
Fire fighter, too. Fire fighter, too.
A screen, Classroom items: school bag, book, pencil, crayon
Watch my lips • Put up a screen between you and the children using a
Unit 3 jobs flashcards large folder or book. Now drop a school bag, book, pencil
• Display the jobs flashcards and point to each one, encouraging or crayon on the table. The children must try and guess
the children to repeat the word and do the action. which classroom item it is from the sound. Encourage the
children to ask Can I have a …, please? when they guess.
• Now practise saying the words, but just by mouthing the When a child guesses correctly, they can come to front
words without making a sound. Exaggerate the mouth
and select a classroom item to drop.
movements so the children see how to position their mouths.
Point at one of the jobs flashcards as you mouth it, to make
sure the children have interpreted the word correctly.
• Now mouth a word and the children have to say the job
you have mouthed. Repeat the procedure with all the
jobs vocabulary.
74 Unit 3

unit
u ng ry !
4
Unit overview
I’m h
About the unit
The prime purpose of being four is to enjoy being four – • In this unit, the children will be introduced to food
of secondary importance is to prepare for being five. vocabulary and will also learn how to express food
Jim Trelease, The Read-Aloud Handbook preferences in English.
Objectives food and food preferences in this unit by discussing this in
Present and practise food vocabulary: sandwiches, cheese, L1 prior to starting the unit. Encourage them to talk about
chicken, salad, spaghetti, chocolate, juice, bananas, yoghurt what food they enjoy eating and which foods they would
Recognize and correctly use I like … in relation to food like to try. To help consolidate their understanding, you
vocabulary may wish to bring in some fruit and healthy snacks.
Review vocabulary from Units 1–3 • In the Extra activities section for this unit there is advice on
Materials Website that provide further practice of the Tex’s words
Circle time and Weather routine materials and Frankie talks language. There are also suggestions for
Character puppets
clear and accurate models of the new language for the
Routine clock children to follow.
Class Book
Numbers flashcards
Unit 4 food flashcards (sets 1 and 2)
Unit 4 storycards: I’m hungry!
Unit 4 pop-outs
Unit 4 stickers
Jump In! envelopes
Jump In! box
Reward stickers
Audio CDs 1 & 2
DVD
Unit 4 75

revise the food vocabulary from Unit 5: juice, banana,
Materials yoghurt, sandwiches.
Character puppets • Put the Unit 4 food flashcards (set 1) on your desk. Tell
the children that Tex is going to teach them some new
Routine clock
words. Play Tex’s words (CD1 track 33) as you take out the
Class Book: Tex’s words worksheet (p.23) flashcards one by one and show them to the children.
Unit 4 food flashcards (set 1) Tex’s words $ 1•33
Hello, everyone. Oh, I’m hungry! Hmm, what can I eat?
Unit 4 storycards
Sandwiches. Oh, yum, yum! I like sandwiches.
Unit 4 stickers Cheese. I like cheese.
Audio CDs 1 & 2 Chicken. Mmm, yummy! I like chicken.
DVD Salad. Oh, yum, yum! I like salad.
Spaghetti. I like spaghetti.
And chocolate! Oh, yum, yum, yum! I like chocolate.
4 • Play the track again, teaching the actions for each food
item. Encourage the children to copy the actions as they
hear each food item.

sandwiches – mime eating a sandwich with both hands.
cheese – mime nibbling on a small piece of cheese.
chicken – pretend to bite into a chicken leg.
salad – palms facing upwards and slightly cupped, make
two small circular movements with them.
spaghetti – pretend to twist spaghetti around a fork.
chocolate – pretend to break off a chunk of chocolate
from a bigger bar.
23 • You may also wish to play the word list (CD1 track 34) to help
Jump In! A
consolidate the new vocabulary further. Again, encourage
the class to repeat the actions as they hear the words.
• If you have a Routine clock, move the hand to ‘Circle time’ sandwiches, cheese, chicken, salad, spaghetti, chocolate
• If you have time, this is also a good opportunity to revise
colours, pointing to each food and asking, e.g. What colour
is the salad? What colour is the cheese?
• As the children are going to learn how to express food
preferences in this unit, it might be a good idea to revise
the question: What’s your favourite …? Ask them What’s your
favourite colour/toy/job?, showing them the relevant sets of • If you have a Routine clock, move the hand to ‘Story time’
flashcards to help them answer. and play the Story time rhyme (CD1 track 7), encouraging
the children to join in with the actions.
2 Revision • To help set the context of the story, play the Let’s sing
karaoke version of Hello, how are you? (CD2 track 32), using
• As there are many songs the children will have learnt the line I’m hungry. Rub your tummy while singing to
emphasize the meaning.
• Display on the board the three sets of flashcards that support
the three songs you’ve chosen, e.g. socks, boots, sweater,
jacket, hat, mittens / fire fighter, chef, shop assistant, teacher,
doctor, waiter / seeds, shoots, stems, leaves, buds, flowers.
76 Unit 4

I’m hungry! $ 1•35 / DVD Unit 4 Story 5 Table time: Tex’s words worksheet
1 Narrator Frankie, Dizzy, Tex and Spot are in a boat on the with stickers
pond. Dizzy is hungry.
Dizzy I’m hungry. Can we have our picnic, please?
Hmmmm, what can I eat?
Frankie How about a sandwich?
Dizzy Yes, a sandwich! I like sandwiches. • Give out the worksheet from the Class Book. Point to one
2 Frankie Do you like cheese? How about a cheese sandwich? of the foods in the picnic basket and say What’s this? Can
Dizzy I like cheese … you show me? Point to the food items and try and elicit
3 Dizzy … but I don’t like cheese sandwiches. from the children what they are.
4 Tex Do you like chicken? How about a chicken sandwich? • Show the children the stickers. The children then complete
Dizzy I like chicken … the worksheet using the stickers.
5 Dizzy … but I don’t like chicken sandwiches. • Once the children have finished, name the foods and ask
6 Frankie How about salad? Do you like salad? How about the children to listen and point as you say them. You may
a salad sandwich? wish to do this several times, varying the order and the
Dizzy I like salad … pace at which you say the words.
… but I don’t like salad sandwiches.
7 Narrator Dizzy has an idea. 6 Tidy up and say Goodbye
Dizzy Have we got spaghetti? • Encourage the children to tidy up by singing or playing
Tex Yes, we have. Here you are. the Tidy up time song (CD1 track 10).
8 Dizzy Great! I love spaghetti sandwiches. • If you have a Routine clock, move the hand to ‘Goodbye’.
Frankie & Tex Spaghetti sandwiches? Oh, Dizzy!
• After the story, display the food flashcards on the board wave goodbye as you put them away.
and ask the children which word was not in the story
(chocolate). Invite one of the children to come out and
circle the chocolate flashcard.
Unit 4 77

Unit 4 Lesson 2 • Display the Unit 4 food flashcards (set 1) in the order
they appear in the song: sandwiches, cheese, chicken,
Materials salad, spaghetti and chocolate. Say the food items and
Circle time and Weather routine materials encourage the children to do the appropriate action as
they hear each word.
Character puppets
• Play the new song again, demonstrating the actions to
Routine clock
Class Book: Tex’s words worksheet (p.23) to copy the actions.
Numbers flashcards
Unit 4 food flashcards (set 1) Do you like …? $ 1•36 / DVD Unit 4 Song 1
Unit 4 pop-outs Tune: She’ll be coming round the mountain
Audio CDs 1 & 2 Do you like sandwiches?
DVD Yes, I do.
Do you like sandwiches?
Yes, I do.
4 I’m hungry! Do you like sandwiches? (x3)
unit
Yes, I do.
Do you like cheese? …
Do you like chicken? …
Do you like salad? …
Do you like spaghetti? …
Do you like chocolate? …

Jump In! A
© Oxford University Press Pop-out • If you have a Routine clock, move the hand to ‘Table time’.
• Give out the Unit 4 pop-outs. The children have to press
• If you have a Routine clock, move the hand to ‘Circle time’ out the food items and sandwich slices.
• Start the lesson with the Circle time and Weather routine FAST FINISHERS: Fast finishers can be encouraged to
you have chosen to do with your class, along with any practise the unit vocabulary by creating different sandwich
revision you may wish to do. combinations in an order you specify.
2 Game time: In order

and tell the children that you are going to play a game • If you have a Routine clock, move the hand to ‘Story
called In order. time’ and play the Story time rhyme (CD1 track 7). Tell the
• Display the numbers flashcards from 1 to 6 on the board. Now
this time they must listen carefully and make the different
attach one of the food flashcards (set 1) below each one.
sandwiches suggested.
• Chant through the words a number of times in the order
they are in. Then collect the food flashcards, shuffle them
to create the different sandwich combinations as they
and put them back in a different order. See if the children
hear them.
can put the flashcards back in their original order.
• At the end, ask the children which pop-out they didn’t
use (chocolate). You could ask the children Do you like
3 Song time: Do you like …? chocolate sandwiches?
and tell the children that they are going to hear a song.
Lesson 1. Play Do you like …? (CD1 track 36), pointing to
the various food items as you hear them.
78 Unit 4

Unit 4 Lesson 3 3 Game time: Say the number
Circle time and Weather routine materials called Say the number.
Character puppets • Show the children the food flashcards (set 1) and elicit the
Routine clock words. Display the flashcards, numbering them 1–6 using
Numbers flashcards the numbers flashcards.
Unit 4 food flashcards (set 1) • Choose and say an item of food at random. The children
must say what number it is. Repeat until all the food items
Unit 4 storycards
have been mentioned.
Unit 4 pop-outs
• Now reverse the game, saying a number and eliciting
Audio CDs 1 & 2 the vocabulary.
DVD • Once the children are more confident with the vocabulary,
remove the numbers and say the colour of a food item.
1 Circle time and Weather routine The children must then say which item (or items) you
are describing.
you have chosen to do with your class, along with any
revision you may wish to do.
the story on the DVD. Tell the class that it is important to
2 Song time: Do you like …? it out afterwards.
• If you have a Routine clock, move the hand to ‘Song time’ • Play the story on the DVD (Unit 4 Story).
from the previous lesson.
• First, display the food flashcards (set 1) one by one, saying
the word and encouraging the children to repeat.
• Tell the children that you are going to sing the question children to go back to their tables.
from the song: Do you like …?, and that they must all
answer Yes, I do.
give them each a puppet.
• Play Do you like …? (CD1 track 36), showing the children
the food flashcards between each verse to remind them
which food item is coming next.
• Once you have asked all six questions, sing the song again of the class should follow the story, creating the correct
with the children, encouraging them to join in with the sandwich at each stage of the story.
words and actions.
• If you have time, you can show the children the DVD 6 Tidy up and say Goodbye
EXTRA ACTIVITY:
If you feel your class requires further practice • If you have a Routine clock, move the hand to ‘Goodbye’.
of the Tex’s words language, there is an additional worksheet • Sing the Goodbye song (CD1 track 3). Have the puppets
activity available on the Teacher’s Website. See the Extra wave goodbye as you put them away.
Unit 4 79

Unit 4 Lesson 4 3 Story time: I’m hungry!
Character puppets
Unit 4 food flashcards (sets 1 and 2) remember what happens next before you read on.
Unit 4 storycards
Audio CDs 1 & 2 4 Song time: I like …
DVD • If you have a Routine clock, move the hand to ‘Song time’ and
• Display the Unit 4 food flashcards (sets 1 and 2) in the
order they appear in the song: juice, bananas, yoghurt,
spaghetti, sandwiches, salad, cheese, chicken and chocolate.
• Do the action for spaghetti while saying I like spaghetti.
• Repeat for the other food items. Alternatively, play
the Frankie talks audio (CD1 track 37) to support your

I like juice.
I like bananas.
I like yoghurt.
• Play I like …, using either the CD (CD1 track 38) or the DVD
(Unit 4 Song 2) to present the song. Teach the children the
actions as you sing.
Jump In! A
25 TEACHING TIP: As juice, bananas and yoghurt are new food
words, you may need to spend a bit of time practising these.
1 Circle time and Weather routine TEACHING TIP: There is an important message in I like …, as
• If you have a Routine clock, move the hand to ‘Circle time’ it encourages the children to make healthy choices when
before the start of class. selecting a snack.
you have chosen to do with your class, along with any I like … $ 1•38 / DVD Unit 4 Song 2
Juice, juice, I like juice.
Bananas, bananas, I like bananas.
2 Game time with song Yoghurt, yoghurt, I like yoghurt, too.
Spaghetti, spaghetti, I like spaghetti.
with the song Do you like …? Sandwiches, sandwiches, I like sandwiches.
Salad, salad, I like salad, too.
• Divide the class into two groups. Tell one group that they
are going to sing the question from the song: Do you Cheese, cheese, I like cheese.
like …?, and that the other group must answer Yes, I do. Chicken, chicken, I like chicken.
• Play Do you like …? (CD1 track 36), showing the children Chocolate, chocolate, I like chocolate, too.
the food flashcards between each verse to remind them
which food item is coming next.
• After three verses, reverse the roles so that the group
asking the question is now answering, and vice versa.
80 Unit 4

SUGGESTED ACTIONS: The suggested actions described in
Lesson 1 for each of the food items could be used here.
For the new lines, you may wish to teach and incorporate
juice – mime drinking juice from a glass.
like – kiss the back of your hand.
bananas – mime peeling a banana.
yoghurt – mime scooping out yoghurt with a spoon in
your right hand and holding the pot in your left.
TEACHING TIP: The word order of the song is slightly

different to Tex’s words and the story. This should prove
a small extra challenge for those children who have
become used to saying the food words in a certain order.
CD or DVD.

• Give out the worksheet from the Class Book. Say I like …
and list the food items on the worksheet that you like.
• Now say I like … and draw a happy mouth on the board.
Refer back to the worksheet and say I like juice. Take a
pencil, point to the happy mouth on the board and mime
tracing the happy mouth on the worksheet next to juice.
Now say Do you like juice? and encourage the children to
reply. If they say Yes, they draw a happy mouth next to the
juice. If they don’t, they draw a sad mouth. Repeat for the
other food items.
TEACHING TIP: The aim is to teach the children to

recognize and respond to the question Do you like …?
with Yes or No and encourage them to describe the
foods they do like using I like …; however, there is no
expectation at this stage for them to also be able to
produce I don’t like … in relation to the foods they don’t
enjoy, unless you wish to teach this to them.
• When the children have finished, ask them to show you

their worksheets. Say I like [+ food item]. If the children
have drawn a happy face for that item of food, encourage
them to say I like [+ food item], too!

Unit 4 81


Character puppets 4 Game time: Frankie face
Routine clock • If you have a Routine clock, move the hand to ‘Game time’
Numbers flashcards and tell the children that you are going to play a game
Unit 4 food flashcards (sets 1 and 2) called Frankie face.
Unit 4 storycards • Draw a picture of Frankie’s face on the left-hand side of
Unit 4 pop-outs the board. Put six food flashcards (any from sets 1 and 2)
face down on the right-hand side of the board and
Audio CDs 1 & 2
number them from 1 to 6, using the numbers flashcards.
DVD
• Tell the children that they should guess where the items
of food are by saying a number and a food item, e.g. Six.
TEACHING TIP: This lesson is a consolidation of all the lexis and I like chicken. If they are right, turn over the flashcard and
language learnt so far. As no new vocabulary is presented, repeat I like chicken. If they are wrong, rub out a part of
this lesson could be omitted if time is short. Frankie’s face. The game finishes when either the children
have discovered all the flashcards or all of Frankie’s face
has been erased.
• If you have a Routine clock, move the hand to ‘Circle time’ 5 Story time: Show what you know
before the start of class. • If you have a Routine clock, move the hand to ‘Story time’
• Start the lesson with the Circle time and Weather routine and play the Story time rhyme (CD1 track 7).
you have chosen to do with your class, along with any • Use the storycards to retell I’m hungry! Use the comprehension
revision you may wish to do. questions and song references on the back of the storycards to
practise all the new language from the unit.
2 Game time: Correct Frankie • Encourage the whole class to get involved with acting out
• If you have a Routine clock, move the hand to ‘Game time’ parts of the story. Use the puppets, as well as doing any
and tell the children that you are going to play a game relevant actions and using the unit pop-outs.
called Correct Frankie.
• Using the Frankie puppet, show the children the Unit 4 6 Tidy up and say Goodbye
food flashcards (sets 1 and 2). Have Frankie say Yum! • Encourage the children to tidy up by singing or playing
Chicken. I like chicken and encourage the children to copy the Tidy up time song (CD1 track 10).
Frankie. Now show the children a flashcard, but say the • If you have a Routine clock, move the hand to ‘Goodbye’.
wrong word, e.g. hold up the salad flashcard, but say Yum!
Sandwiches. I like sandwiches. Encourage the children to
correct Frankie, saying No! Yum! Salad. I like salad.
• Repeat the procedure a number of times with Frankie
sometimes getting it right and sometimes getting it
wrong, to check if the children are paying attention.
3 Song time: I like …

• Display the Unit 4 food flashcards (sets 1 and 2) in the
order they appear in the song: juice, bananas, yoghurt,
spaghetti, sandwiches, salad, cheese, chicken and chocolate.
Play I like … (CD1 track 38), encouraging the children to
join in with the actions and sing along where they can.
Alternatively, play the song on the DVD (Unit 4 Song 2).
• Display all the food flashcards around the class at a height
the children can reach, saying each word as you put up
the card. Give individual children instructions to go and
get a specific flashcard, saying, e.g. Maria. Stand up and
bring me the cheese, please! Repeat until all the flashcards
have been collected.
82 Unit 4

Unit 4 Lesson 6 3 Talk time: I like …
Routine clock • Now go around and have Frankie ask the children Do you
Class Book: Unit 4 storybooks like [+ food item]? Encourage individual children to answer,
Unit 4 food flashcards (sets 1 and 2) saying I like [+ food item]. They can do the action for the
food item, too.
Unit 4 storycards
Jump In! box
Audio CDs 1 & 2
4 5
storybook for I’m hungry!
2 7

1 Circle time and Weather routine • Play the story (CD1 track 35) and encourage the children
• If you have a Routine clock, move the hand to ‘Circle time’ to follow in their storybooks. Go around the class,
before the start of class. monitoring that the children are looking at the correct
pages while the story is playing.
revision you may wish to do. 6 Tidy up and say Goodbye
2 Game time with song the Tidy up time song (CD1 track 10).
• If you have a Routine clock, move the hand to ‘Game time’ • If you have a Routine clock, move the hand to ‘Goodbye’.
and tell the children they are going to play a game using • Sing the Goodbye song (CD1 track 3). Have the puppets
the song I like … (CD1 track 38). wave goodbye as you put them away.
• Hide the Frankie puppet in the Jump In! box with one
of the Unit 4 food flashcards (sets 1 and 2). Say Frankie is
hungry. Now tell the children that Frankie has some food
in the box and they have to guess what it is.
• Once the children have guessed the correct food item,
take out Frankie and the flashcard and say, e.g. Yes.
Bananas. Frankie likes bananas. Encourage any children
who like bananas to say I like bananas, too! Repeat the
procedure with other food flashcards.
Unit 4 83

Extra activities Sandwich shop
Unit 4 pop-outs
Tex’s words extra worksheet • Bring one of the children to your desk and tell them to follow
Class Book page 60, Photocopy Master 16 your instructions for making a sandwich using their pop-outs.
• Cut out and match the foods. Give each of the children • Say and do the actions for the child to make the sandwich
a copy of Unit 4 Tex’s words worksheet from Class Book and for the rest of the class to copy. First, point to the
page 60, or Photocopy Master 16 from the Teacher’s pop-out bread, counting the two slices: One. Two. Then say
Website. Encourage the children to look at the pictures Now the chicken and do the action for chicken, pretending
and the silhouettes. Show the children how to cut along to add it to the sandwich. The child follows by putting the
the cut lines to create 12 separate cards. The children can pop-out chicken into the pop-out bread. Then say Now the
play a game of Pelmanism with the cards, matching the salad. Do the action for salad and pretend to add this to the
food item to its silhouette. When the children find a pair, bread, with the child following using their pop-out salad.
encourage them to point and say what the food item is. • Finally, say Yum! A chicken and salad sandwich. I like chicken
and salad sandwiches. Pretend to close the sandwich and
Pronunciation practice
take a bite. Encourage the child to do the same with their
Unit 4 food flashcards (set 1), Audio CD1 pop-out sandwich, with the rest of the class copying.
• Put up the food flashcards in the following order:
sandwiches, cheese, chicken, salad, spaghetti, chocolate. Frankie talks extra worksheet
Play the word list (CD1 track 34), pausing after each word Photocopy Masters 26 and 27
to repeat it and revise the correct action. Concentrate on • Make a lunch box. Give each of the children a copy of
pronouncing the words very clearly and accurately in this Unit 4 Frankie talks Photocopy Masters 26 and 27 from
activity, and encourage the children to do the same. the Teacher’s Website. The children colour and cut out
• Now without the CD, repeat the activity, varying the pace the lunch box and the food items. Go around the class
at which you say the words. Remember to keep focus on showing the children how to stick the lunch box together
correct pronunciation throughout. to create a hinge. Use the lunch box to practise the Frankie
• If you are interested in building the children’s phonemic talks language by listing food items that you like, e.g. I like
awareness, you may wish to concentrate on the initial chicken. I like sandwiches, too and encouraging the children
sounds for each word, too. to pack the lunch box for you.
Phonemic awareness I like chocolate!

• A good sound to work on in this unit is /ʧ/. Familiar words Characters flashcards, Unit 4 food flashcards (sets 1 and 2), Audio CD1
beginning with this sound are cheese, chicken and chocolate. • Divide the class into four and assign one of the characters
• Start by repeating the sound /ʧ/ a few times, encouraging to each group. Divide the board into four sections
the children to join in with you. Now say the sound and place the characters flashcards in each section to
and the words, e.g. /ʧ/ /ʧ/ cheese, /ʧ/ /ʧ/ chicken, /ʧ/ /ʧ/ represent the four teams.
chocolate. Do the actions for each word as you speak. • Now shuffle the food flashcards and distribute them on
• You may wish to sing the Phonemic awareness song, to the the board under each of the four characters’ sections
tune of Frère Jacques: • Now ask the groups, e.g. Do you like chocolate? The team
/ʧ/ /ʧ/ /ʧ/ /ʧ/ /ʧ/ /ʧ/ /ʧ/ /ʧ/ with the chocolate flashcard under their character’s
Where are you? Where are you? flashcard all jump up and shout I like chocolate!
Here in cheese and in chicken. • Repeat with other flashcards and characters.
Chocolate, too. Chocolate, too.
Flashcard act-out
Unit 4 food flashcards (set 1)
• Display both sets of food flashcards from the unit on the
board. Choose one child to come to the front. Point to the
flashcards and whisper a word to the child. The child has
to act out the word, using the appropriate action. The rest
of the class tries to guess the food item by saying Do you
like [+ food item]?
• Reward the first child to guess the correct answer by
letting them be the next person to come to the front.
84 Unit 4

unit
up , Tex !
5 Wake
Unit overview
There are no seven wonders of the world in the eyes of a child. About the unit
There are seven million. • In this unit, the children will be introduced to farm animals
Walt Streightiff vocabulary and will also learn about the noises those
animals make. They will also learn how to wish someone
Objectives
a good morning and goodnight.
Present and practise farm animals vocabulary: cow, horse,
pig, sheep, hen, chick
on farm animals in this unit by discussing this in L1 prior
Learn some new greetings: Good morning! Goodnight! to starting the unit. Encourage them to talk about the
Recognize and correctly respond to the instructions animals they know and how we care for them. To help
Get out of bed. Open your eyes and Go to bed. Close your eyes consolidate their understanding, you may wish to bring in
Review vocabulary from Units 1–4 some milk for the children to drink and establish that the
milk will have come from a cow reared on a farm. Please
Materials be sure to check with parents or the class teacher for any
Circle time and Weather routine materials allergies the children might have before doing this.
Character puppets • In the Extra activities section for this unit there is advice on
Routine clock how to use the extra worksheets available on the Teacher’s
Class Book
Characters flashcards a pronunciation practice activity, focusing on providing
Units 1–4 flashcards clear and accurate models of the new language for the
Unit 5 farm animals flashcards children to follow.
Unit 5 storycards: Wake up, Tex!
Unit 5 pop-outs
Unit 5 stickers
Jump In! envelopes
Jump In! box
Reward stickers
Audio CDs 1 & 2
DVD
Unit 5 85

revise the animals vocabulary (rabbit, baby rabbit, cat, dog,
Materials bird), saying the words and encouraging the children to
Circle time and Weather routine materials do an appropriate action.
Character puppets
• Check with the children what other animals they know:
Routine clock
Frankie the frog, Tex the turtle, Dizzy the duck, Spot the
Class Book: Tex’s words worksheet (p.29) ladybird, and the Easter Bunny.
Units 1–4 flashcards • Take out the Unit 5 farm animals flashcards. Tell the
Unit 5 farm animals flashcards children that Tex is going to teach them some new words.
Unit 5 storycards Play Tex’s words (CD2 track 2) as you take out the flashcards
Unit 5 stickers one by one and show them to the children.
Audio CDs 1 & 2 Tex’s words $ 2•2
DVD Hello, everyone. Let’s go to the farm!
What animals can we see?
A cow. Moo, moo, moo!
5 A horse. Neigh, neigh, neigh!
A pig. Oink, oink, oink!
A sheep. Baa, baa, baa!
A hen. Cluck, cluck, cluck!
And a little chick. Cheep, cheep, cheep!
I like the farm!

cow – pretend to milk a cow.
horse – trot on the spot.
pig – make your hand into a snout in front of your nose.
sheep – hold out your left arm flat in front of you and move
your right hand along your arm in jumping movements,
as though it’s sheep jumping.
Jump In! A
29 hen – bend your arms into wings and flap them.
chick – make a small beak with your index finger and thumb
and hold it in front of your nose.
• If you have a Routine clock, move the hand to ‘Circle time’ • You may also wish to play the word list (CD2 track 3)
before the start of class. to help consolidate the new vocabulary further. Again,
encourage the class to repeat the actions as they hear
the words.
revision you may wish to do. Unit 5 word list $ 2•3
cow, horse, pig, sheep, hen, chick
2 Revision • If you have time, this is also a good opportunity to revise
• As there are many songs the children will have learnt parts of the face/body vocabulary by pointing to the
by now that have very definite accompanying actions, animals and eliciting the vocabulary, e.g. eyes, legs.
• Display on the board the three sets of flashcards that 4 Story time: Wake up, Tex!
support the three songs you’ve chosen, e.g. fire fighter, • If you have a Routine clock, move the hand to ‘Story time’
chef, shop assistant, teacher, doctor, waiter / seeds, shoots, and play the Story time rhyme (CD1 track 7), encouraging
stems, leaves, buds, flowers / sandwiches, cheese, chicken, the children to join in with the actions.
salad, spaghetti, chocolate.
• To help set the context of the story, play the Let’s sing
• Now act out one of the songs and have the children guess karaoke version of Hello, how are you? (CD2 track 32), using
which one you are miming. Once they have guessed all the line I’m sleepy. Yawn while singing to emphasize the
three, ask the children which is their favourite song from meaning.
86 Unit 5

Wake up, Tex! $ 2•4 / DVD Unit 5 Story 5 Table time: Tex’s words worksheet
1 Narrator Frankie, Dizzy, Tex and Spot are at the farm. with stickers
But Tex is asleep!
Dizzy Quack! Quack! Quack!
Wake up, Tex. We’re at the farm!
Narrator But Tex doesn’t wake up!
Frankie Ribit! Ribit! Ribit! • Give out the worksheet from the Class Book. Point to the
Wake up, Tex. We’re at the farm! different animals and establish that they have to add the
Narrator But Tex still doesn’t wake up! animals’ heads, saying Oh dear! No head! Point to the missing
2 Narrator Frankie, Dizzy and Spot see a cow. heads and try and elicit the names from the children.
Spot Cow! • Show the children the stickers. The children then complete
Dizzy Hello, cow. Can you help us wake Tex? the worksheet using the stickers.
What noise do you make? • Once the children have finished, name the farm animals
Cow Moo! Moo! Moo! and ask the children to listen and point as you say them.
Narrator But Tex still doesn’t wake up! You may wish to do this several times, varying the order
3 Narrator Frankie, Dizzy and Spot see a horse. and the pace at which you say the words.
Spot Horse!
Frankie Hello, horse. Can you help us wake Tex? 6 Tidy up and say Goodbye
What noise do you make? • Encourage the children to tidy up by singing or playing
Horse Neigh! Neigh! Neigh! the Tidy up time song (CD1 track 10).
Narrator But Tex still doesn’t wake up! • If you have a Routine clock, move the hand to ‘Goodbye’.
4 Narrator Frankie, Dizzy and Spot see a pig.
Spot Pig!
Dizzy Hello, pig. Can you help us wake Tex?
What noise do you make?
Pig Oink! Oink! Oink!
Narrator But Tex still doesn’t wake up!
5 Narrator Frankie, Dizzy and Spot see a sheep.
Spot Sheep!
Frankie Hello, sheep. Can you help us wake Tex? What
noise do you make?
Narrator But Tex still doesn’t wake up!
6 Narrator Then Spot has an idea! She flies to Tex … and sits
on his nose.
Dizzy Spot, you can’t help. You’re not noisy!
7 Narrator But Spot moves her wings and tickles Tex’s face
… and Tex wakes up!
Tex Huh! Huh! Huh! That tickles!
8 Tex Are we at the farm yet?
Frankie & Dizzy Yes, we are!
Cow Moo! Moo! Moo!
Horse Neigh! Neigh! Neigh!
Pig Oink! Oink! Oink!
• After the story, display the farm animals flashcards on the
board and ask the children which words were not in the
story (chick and hen). Invite one of the children to come
out and circle the flashcards.
Unit 5 87

Unit 5 Lesson 2 3 Song time: Down on the farm
Materials and tell the children that they are going to hear a song.
Circle time and Weather routine materials • First, show the children the Tex’s words worksheet from
Character puppets Lesson 1. Play Down on the farm (CD2 track 5), pointing to
Routine clock the various animals as you hear them.
Class Book: Tex’s words worksheet (p.29) • Display the Unit 5 farm animals flashcards in the order
Unit 5 farm animals flashcards they appear in the song: cow, horse, pig, sheep, hen and
chick. Say the animals and encourage the children to do
Unit 5 pop-outs
the appropriate action as they hear each word.
Audio CDs 1 & 2
DVD the children as the song plays. Encourage the children
to copy the actions.
unit
5 Wake up, Tex! Down on the farm $ 2•5 / DVD Unit 5 Song 1
Tune: The wheels on the bus
The cow on the farm goes moo, moo, moo.
Moo, moo, moo. (x2)
The cow on the farm goes moo, moo, moo.
Down on the farm.
The horse on the farm goes neigh, neigh, neigh …
The pig on the farm goes oink, oink, oink …
The sheep on the farm goes baa, baa, baa …
The hen on the farm goes cluck, cluck, cluck …
The chick on the farm goes cheep, cheep, cheep …
Jump In! A © Oxford University Press Pop-out
• If you have a Routine clock, move the hand to ‘Circle time’ 4 Table time: Pop-outs
before the start of class. • If you have a Routine clock, move the hand to ‘Table time’.
• Start the lesson with the Circle time and Weather routine Play the Table time rhyme (CD1 track 8), motioning for the
you have chosen to do with your class, along with any children to go back to their tables.
revision you may wish to do. • Give out the Unit 5 pop-outs. The children have to press
out the animals and fold the cards.
2 Game time: Flashcard columns
practise the unit vocabulary by organizing the animals in
an order you specify.
called Flashcard columns.
• Display the farm animals flashcards at the front of class.
• Play the Unit 5 word list (CD2 track 3), encouraging the 5 Story time: Wake up, Tex!
children to repeat the words as they hear them and point • If you have a Routine clock, move the hand to ‘Story
to the appropriate flashcard. time’ and play the Story time rhyme (CD1 track 7). Tell the
• Now divide the class into two groups, also dividing the children that they are going to hear the story again, but
board into two, with one half for each group. Stick three this time they must hold up their pop-outs, opening them
farm animals flashcards in each of the two sections on the to reveal the noises, and joining in with the sound each
board. Tell each group that the three flashcards on their animal makes in the story.
side of the board belong to them. When they hear one • Play the story (CD2 track 4) and encourage the children to
of their words, they must stand up. make the animal noises in time with the story.
• Say the different animals, checking to see if the children
are standing up when they should do. This time repeat 6 Tidy up and say Goodbye
the procedure, but tell the children that they also have to • Encourage the children to tidy up by singing or playing
do the action if one of their flashcards is named. You can the Tidy up time song (CD1 track 10).
check that everyone is listening by repeating some of • If you have a Routine clock, move the hand to ‘Goodbye’.
the words.
88 Unit 5

Unit 5 Lesson 3 3 Game time: Pass the animal
Circle time and Weather routine materials called Pass the animal.
Character puppets • Show the children the farm animals flashcards and elicit
Routine clock the words and the appropriate action for each.
Unit 5 farm animals flashcards • Take down the animals flashcards and put them in a bag.
Unit 5 storycards • Sit the children in a circle and play Down on the farm (CD2
Unit 5 pop-outs track 5). The children pass the bag around the circle. When
you stop the recording, the child holding the bag takes out
Audio CDs 1 & 2
a flashcard, stands up and mimes the animal. Try to elicit the
DVD vocabulary or say the word for the class to repeat.
A bag • Repeat the procedure until the children have practised
all the vocabulary.
• If you have a Routine clock, move the hand to ‘Circle time’ 4 Story time with DVD
before the start of class. • If you have a Routine clock, move the hand to ‘Story
it out afterwards.
2 Song time: Down on the farm • Play the story on the DVD (Unit 5 Story).
from the previous lesson. • If you have a Routine clock, move the hand to ‘Table time’.
• Shuffle the Unit 5 farm animals flashcards so they aren’t
in the correct order. Give one flashcard to each of the
children. • Choose four children to be the characters in the story plus
the four animals, and give them each a puppet, and the
• Play Down on the farm (CD2 track 5) once and establish
appropriate Unit 5 pop-out.
that the flashcards the children are holding are not in the
correct order. • Either play the story on the CD (CD2 track 4) or use the
• Ask the class to tell you the order of the song. Write the
numbers 1–6 on the board, high enough to be above the
of the class should follow the story, holding up the correct
children’s heads and encourage the rest of the class to
animal at each stage.
order the flashcards properly, e.g. One: cow. The child with
that flashcard must move and stand under the number 1.
• Play the song again. The children holding the flashcards
lift them when they hear their word. Encourage the rest • Encourage the children to tidy up by singing or playing
of the class to sing along and either point to the correct the Tidy up time song (CD1 track 10).
flashcard or do the actions as they hear them. • If you have a Routine clock, move the hand to ‘Goodbye’.
• If you have time, you can show the children the DVD • Sing the Goodbye song (CD1 track 3). Have the puppets
version of the song (Unit 5 Song 1). Play the DVD, wave goodbye as you put them away.
EXTRA ACTIVITY:
Unit 5 89

Unit 5 Lesson 4 3 Story time: Wake up, Tex!
Frankie talks time’ and play the Story time rhyme (CD1 track 7). Tell the
Materials children that they are going to hear the story again.
Circle time and Weather routine materials • Tell the story using the storycards. Now the children are
more familiar with the story, use the comprehension
Character puppets
Unit 5 storycards remember what happens next before you read on.
Audio CDs 1 & 2
DVD 4 Song time: Good morning, sun!
• If possible, turn down the lights in the classroom and say
to the children Goodnight! It’s time to go to bed. Close your
eyes and close your eyes. Then turn up the lights and say
Good morning! It’s time to get out of bed. Open your eyes and
stretch your arms. Alternatively, play the Frankie talks audio
. (CD2 track 6) to support your language presentation.
.
eigh ...
.
Good morning!
... It’s time to get out of bed.
k ...
Open your eyes.
cheep ...
Goodnight!
It’s time to go to bed.
Close your eyes.
31
• Play Good morning, sun!, using either the CD (CD2 track 7)
Jump In! A
© Oxford University Press or the DVD (Unit 5 Song 2) to present the song. Teach the
children the actions as you sing.
1 Circle time and Weather routine Good morning, sun! $ 2•7 / DVD Unit 5 Song 2
• If you have a Routine clock, move the hand to ‘Circle time’ Tune: My bonnie lies over the ocean
Good morning, Good morning, sun!
• Start the lesson with the Circle time and Weather routine It’s time to get out of bed.
you have chosen to do with your class, along with any Open your little eyes.
Lift your sleepy head.
2 Game time with song Good morning, sun!
Good morning, sun!
It’s time to get out of bed, bed, bed.
Good morning, sun!
with the song Down on the farm.
Good morning, sun!
• Divide the class into six groups and assign one of the
It’s time to get out of bed.
animals to each group. Tell the children that when they
hear their animal, they have to stand up and do the Goodnight, Goodnight, moon!
actions and noises for their animal. It’s time to go to bed.
• Play Down on the farm (CD2 track 5) and encourage the Close your little eyes.
children to do the actions and noises for their animal as Lay down your sleepy head.
they are mentioned. Goodnight, moon!
Goodnight, moon!
It’s time to go to bed, bed, bed.
Goodnight, moon!
Goodnight, moon!
It’s time to go to bed.
90 Unit 5

Good morning – have your palms crossed and facing
outwards in front of your forehead. Move them down and
away in a semi-circular gesture towards your sides.
get out of bed – pretend to take a blanket off yourself and
skip to one side.
Open your little eyes. Lift your sleepy head – open your eyes
and raise your arms up above your head as if stretching /
general waking up action.
Goodnight – do the opposite of Good morning, i.e. with your
arms at your side, move them up in semi-circular gesture so
your palms are crossed in front of your face, facing outwards.
go to bed – pretend to cover yourself with a blanket
and yawn.
Close your little eyes. Lay down your sleepy head – close
your eyes, bend your head to one side and rest it on your
hands, as if sleeping.
CD or DVD.

• Give out the worksheet from the Class Book. Point to
the daytime half of the page and say Good morning! and
encourage the children to sing the first verse of Good
morning, sun! (CD2 track 7). Explain to the children in L1
that when we wake up in the morning, we see the sun.
Ask the children to draw the sun in the daytime scene.
• Repeat the procedure with the night-time scene, saying
Goodnight! and singing the third verse of Good morning, sun!
Ask the children to draw in the moon.
• Once the children have finished, play Good morning, sun!
all the way through and encourage the children to point
at the daytime and night-time scenes.
• If you have the time and would like the children to play
a game with the worksheet, show them how to fold the
worksheet along the grey dotted line and stick the two
halves together, back to back. Play Good morning, sun!
through again, encouraging the children to show the
correct scene while they sing about it.

Unit 5 91


Character puppets 4 Game time: Chick, chick, hen
Routine clock • If you have a Routine clock, move the hand to ‘Game time’
Unit 5 farm animals flashcards and tell the children that you are going to play a game
Unit 5 storycards called Chick, chick, hen.
Unit 5 pop-outs • Sit the children in a circle. Walk around the outside of the
Audio CDs 1 & 2 circle tapping the children on the head saying, e.g. chick.
When you say hen, the child whose head was touched
DVD
must jump up and chase you around the circle.
• You must sit down in the child’s spot before being tagged.
TEACHING TIP: This lesson is a consolidation of all the lexis and If tagged, you must continue tapping heads. If not, the
language learnt so far. As no new vocabulary is presented, child that was the hen walks around the circle touching
this lesson could be omitted if time is short. heads and the whole procedure is repeated.
• After a while, you can change the vocabulary to cow,
horse, pig or sheep.
• If you have a Routine clock, move the hand to ‘Circle time’ TEACHING TIP:
Although you can mix up the vocabulary
before the start of class. used, it’s a good idea to always keep the same trigger
• Start the lesson with the Circle time and Weather routine word, e.g. hen.
2 Game time: Who’s got it? • If you have a Routine clock, move the hand to ‘Story time’
• Use the storycards to retell Wake up, Tex! Use the
comprehension questions and song references on the
called Who’s got it?
back of the storycards to practise all the new language
• Display the Unit 5 farm animals flashcards and encourage from the unit.
the children to say the word and do the action for each.
• Bring out six children and give each an animals flashcard. parts of the story. Use the puppets, as well as doing any
Play Down on the farm (CD2 track 5) and encourage the relevant actions and using the unit pop-outs.
children with the flashcards to hold their card in the air
when they hear their word.
• Now tell the children holding the cards that they must
stay completely still, even when they hear the animal
on their flashcard. Say the different animals using the
language from the song, e.g. The cow on the farm goes • If you have a Routine clock, move the hand to ‘Goodbye’.
moo, moo, moo. The class has to say the name of the • Sing the Goodbye song (CD1 track 3). Have the puppets
child holding that card. Repeat the procedure a number wave goodbye as you put them away.
of times. Check that the children are paying attention by
repeating some of the animals a number of times.
3 Song time: Good morning, sun!

• Play Good morning, sun! (CD2 track 7), encouraging the
children to join in with the actions and sing along where
they can. Alternatively, play the song on the DVD (Unit 5
Song 2).
• Now divide the class into two groups, assigning one
the morning and other the night. Play the song again,
encouraging the children in each group to stand and do
the correct action when it is time for their time of day.
92 Unit 5

Unit 5 Lesson 6 3 Talk time: Good morning, sun!
Routine clock • Now go around and have Frankie say Good morning, sun!
Class Book: Unit 5 storybooks Encourage the children to join in with the action. Say to an
Unit 5 storycards individual child, e.g. Open your eyes and encourage them
to respond with the appropriate action. Repeat with other
Audio CDs 1 & 2
lines from the sing, alternating between day and night.
6 3
storybook for Wake up, Tex!
8 1
Jump In! A
1 Circle time and Weather routine 5 Story time: Listen and follow
• If you have a Routine clock, move the hand to ‘Circle time’ • If you have a Routine clock, move the hand to ‘Story time’
before the start of class. and play the Story time rhyme (CD1 track 7).
• Start the lesson with the Circle time and Weather routine • Play the story (CD2 track 4) and encourage the children to
you have chosen to do with your class, along with any follow in their storybooks. Go around the class, monitoring
revision you may wish to do. that the children are looking at the correct pages while the
story is playing.
• If you have a Routine clock, move the hand to ‘Game time’ 6 Tidy up and say Goodbye
and tell the children they are going to play a game using • Encourage the children to tidy up by singing or playing
the song Good morning, sun! (CD2 track 7). the Tidy up time song (CD1 track 10).
• Remind the children of the story and how the animals • If you have a Routine clock, move the hand to ‘Goodbye’.
tried to wake Tex with their noises. Holding up a picture of • Sing the Goodbye song (CD1 track 3). Have the puppets
Tex, explain that Tex is asleep and that the children need wave goodbye as you put them away.
to try and wake him.
• Play the first verse of the song and then pause the
recording for the children to make the noise of their
favourite animal. Shake your head and say Try again!
Play the second verse of the song and have the children
repeat the procedure. This time clap your hands and have
the class say Good morning, Tex!, as though they have
managed to wake him.
• Now repeat the procedure with the two remaining verses,
but explain that the children must say the animal noises
very quietly this time, as Tex is going to sleep. At the end
of the song, have the children whisper Goodnight, Tex!
Unit 5 93

Extra activities Catch the animal
Small plastic farm animals, Jump In! box
Tex’s words extra worksheet • Before the start of class, put the animals in the
Class Book page 62, Photocopy Master 17, Counters, Dice Jump In! box.
• Play the farm game. Give pairs of children a copy of Unit • Sit the children in a circle and put your ear to the box. Say
5 Tex’s words worksheet from the Class Book page 62, the noise of one of the animals and take it out of the box.
or Photocopy Master 17 from the Teacher’s Website. Now throw the animal gently to one of the children and
Encourage the children to colour in the board game and ask What is it? Elicit which animal it is, and then ask the class
then play the game. Give each of the pairs two counters to make the sound the animal makes by prompting them
and a dice. The children roll the dice and then name and with the song vocabulary, e.g. The pig on the farm goes …
make the noise of the animal they land on. The winner is • Now gesture to the child to throw the animal back to you
the first player to reach the barn. and repeat with different animals and children.
Pronunciation practice Frankie talks extra worksheet
Unit 5 farm animals flashcards, Audio CD2 Photocopy Masters 28 and 29
• Put up the farm animals flashcards in the following order: • Colour and cut out. Give each of the children a copy of Unit 5
cow, horse, pig, sheep, hen, chick. Play the word list (CD2 Frankie talks Photocopy Masters 28 and 29 from the
track 4), pausing after each word to repeat it and revise Teacher’s Website. The children colour and cut out the
the correct action. Concentrate on pronouncing the pictures then stick the awake face on the back of the
words very clearly and accurately in this activity, and sun picture and the sleepy face on the back of the moon
encourage the children to do the same. picture. Play the song and have the children hold up the
• Now without the CD, repeat the activity, varying the pace correct face as they sing.
at which you say the words. Remember to keep focus on
correct pronunciation throughout. Oxford Jump In! day and night
• If you are interested in building the children’s phonemic Black and blue paper/card, Paper plates, Pre-made stars, Glitter,
awareness, you may wish to concentrate on the initial Yellow paint, Cotton wool, Unit 5 farm animals flashcards,
sounds for each word, too. Character puppets
• Have the children create day and night scenes that you
Phonemic awareness can use throughout the year.
• A good sound to work on in this unit is /ɪ/. Familiar words • Split the class into two and give each a large sheet of
using this sound (in the middle of the word) are pig, chick paper or card – one black and one blue. The group with
and mittens. the black paper uses a paper plate for the moon and,
• Start by repeating the sound /ɪ/ a few times, encouraging using pre-made stars cut out of construction paper, you
the children to join in with you. Now say the sound and can show them how to apply drops of glue to the back
the words, e.g. /ɪ/ /ɪ/ pig, /ɪ/ /ɪ/ chick, /ɪ/ /ɪ/ mittens. Do the and stick them around the moon. Sprinkle glitter onto the
actions for each word as you speak. stars and lightly shake off any excess.
• You may wish to sing the Phonemic awareness song, to the • The group with the blue paper paints a paper plate yellow
tune of Frère Jacques: for the sun and attaches pieces of cotton wool to the sky
/ɪ/ /ɪ/ /ɪ/ /ɪ/ /ɪ/ /ɪ/ /ɪ/ /ɪ/ with glue for clouds.
Where are you? Where are you? • You can then use these two scenes to act out day and
Here in pig and in chick. night scenes with the Unit 5 farm animals flashcards or
Mittens, too. Mittens, too. the character puppets. For example, have Frankie hop
around the day scene and encourage the children to say
Bit by bit Good morning, Frankie! You could use this routine if your
Unit 5 farm animals flashcards, Card English class is at the beginning or end of the day.
• Cover one of the farm animals flashcards with a piece of
card. Reveal the animal flashcard bit by bit and encourage
the children to guess which animal it is. You can give them
hints by making the animal noise.
• When the children guess correctly, have the class sing the
appropriate line from Down on the farm (CD2 track 5),
e.g. The horse on the farm goes neigh, neigh, neigh. Repeat
with other flashcards until the children have practised all
of the words.
94 Unit 5

je ct 2
Pro
Project 2, Hen and chick 4 Song time: Cluck, cluck, cluck
Materials and tell the children they are going to learn a new song.
Circle time and Weather routine materials • Focusing again on the poster, play Cluck, cluck, cluck (CD2
Character puppets track 9), pointing at the stages as you hear them in the song.
Routine clock
Cluck, cluck, cluck $ 2•9
Class Book: Dizzy’s project worksheet (p.35)
Cluck, cluck, cluck
Project 2 farm animals flashcards: hen, chick
Goes the big red hen.
Project 2 project photo flashcards
Then she lays
Project 2 project poster A warm, brown egg.
Audio CDs 1 & 2
Peck, peck, peck
On the shell of the egg.
1 Circle time and Weather routine Out comes a wing
• If you have a Routine clock, turn the hand to ‘Circle time’ before Out comes a leg.
the start of class. Hide the Project 2 project photo flashcards Crack, crack, crack
somewhere in the classroom and put Spot next to them. Out comes the chick.
• Start the lesson with the Circle time and Weather routine Mummy, Mummy
you have chosen to do with your class. Come here quick.
• Put on the Dizzy puppet to indicate to the children that The little chick
they are going to start a new project. Greet Dizzy, saying Goes cheep, cheep, cheep.
Hello Dizzy! Everyone, say hello to Dizzy! Hello Dizzy! And peck, peck, peck
With her little beak.
2 Dizzy’s project: Vocabulary presentation
• To set the scene for the project, you may wish to sing the 5 Table time: Dizzy’s project worksheet
final two verses of Down on the farm (CD2 track 5), which • If you have a Routine clock, move the hand to ‘Table time’.
mention the hen and the chick. Play the Table time rhyme (CD1 track 8), motioning for the
• Using the hen and chick farm animals flashcards, establish children to go back to their tables.
that the hen is the mummy and the chick is the baby. Say • Refer back to the poster and remind the children of the
Look! A mummy hen. Look! A little, baby chick. stages of the chick’s life cycle. Now show the children the
• Then use Dizzy to say Can you see Spot? Let’s look for Spot! Dizzy’s project worksheet from the Class Book.
Give one of the children Dizzy and encourage them to • With Cluck, cluck, cluck (CD2 track 9) playing in the
look for Spot around the classroom. When Spot has been background, the children trace and colour the egg brown,
found, say Hello Spot! then listen to the song, pointing at the different stages in the
• Now show the children the project photo flashcards. correct order, turning their worksheet in time with the song.
• Play the project word list (CD2 track 8), pointing at the Alternatively, they can trace and colour the egg brown, then
body parts as you hear them. fold their worksheet as indicated to create a little book, which
they then use to follow the song with.
Project 2 project word list $ 2•8
egg, shell, wing, beak 6 Tidy up and say Goodbye
• Now repeat each word several times, each time pointing • Encourage the children to tidy up by singing or playing
to the relevant flashcard. You may wish to display the the Tidy up time song (CD1 track 10).
project photo flashcards alongside the hen and chick to • If you have a Routine clock, move the hand to ‘Goodbye’.
help establish the connection between the hen, the egg, • Sing the Goodbye song (CD1 track 3). Have the puppets
the shell and the chick. wave goodbye as you put them away.
3 Poster presentation
• Put up the Project 2 project poster. Starting with the
nesting hen at the top, point to each stage in the poster.
Describe each stage of the life cycle in turn.
• Now point again at the stages, naming the key words
(hen, chick, egg, shell, wing, beak) and encouraging the
children to repeat after you.
Project 2 95

Project 2, Hen and chick 4 Game time: Musical miming game
Circle time and Weather routine materials called Musical miming game.
Character puppets • Tell the children that you are going to play some music for
Routine clock them to dance to and that when the music stops, you will
Project 2 project poster give them an instruction and they have to do the action.
Play the music, then stop it and say, e.g. Cluck like a hen.
Audio CDs 1 & 2
All the children must cluck like a hen.
Teacher’s Website: Photocopy Master 34
• Continue with other instructions, e.g. Crack like an egg.
String Peck on the shell. Cheep like a chick.
1 Circle time and Weather routine 5 Table time: Make a hatching chick
• If you have a Routine clock, turn the hand to ‘Circle time’ • If you have a Routine clock, move the hand to ‘Table time’.
before the start of class. Play the Table time rhyme (CD1 track 8), motioning for the
you have chosen to do with your class, along with any • Once the children are seated, give each of them a copy of
revision you may wish to do. Project 2 Dizzy’s project Photocopy Master 34, and tell the
children to trace along the wings and legs, then colour
2 Language practice: Cluck, cluck, cluck! and cut out the chick. Stick the two pieces back to back
and secure a little bit of string at the top.
• Tell the children to hold their eggs by the piece of string.
• Play Cluck, cluck, cluck (CD2 track 9), encouraging the Then either say the verses from Cluck, cluck, cluck (CD2
children to join in with any singing they can manage.
track 9) for the children to turn and point to the correct
At this stage you may wish to teach them some specific
side of their cut-out, or play the song and encourage the
song actions.
children to sing along and point to the appropriate side
SUGGESTED ACTIONS: The suggested actions described of their cut-outs.
in Lesson 1 for hen and chick could be used here. For the
new words, you may wish to teach and incorporate some 6 Tidy up and say Goodbye
or all of the following actions into the song: • Encourage the children to tidy up by singing or playing
shell – the children cup their hands in front of them, as if the Tidy up time song (CD1 track 10).
cradling a delicate egg shell. • If you have a Routine clock, move the hand to ‘Goodbye’.
wing – bend your right arm and move it up and down in • Sing the Goodbye song (CD1 track 3). Have the puppets
a wing motion. wave goodbye as you put them away.
leg – stick out your right leg and wiggle it.
• Ask some more confident children to the front of class

to act out the song for everyone else.
3 Poster time: What’s missing?

• Display the Project 2 project poster and talk the class
through each stage of the life cycle, encouraging them
to repeat after you. Encourage the children to act out the
stages, by first pretending to be a hen sitting on an egg,
and then moving through the different hatching stages.
• Then cover up a stage and go through the life cycle again,
missing out this stage. Say What’s missing? and encourage
the children to tell you. They can act out the stage that’s
missing or sing the relevant verse of Cluck, cluck, cluck.
96 Project 2

Project activity bank 3 Poster time
Hen and chick Poster mime
Choose one activity from each section to create your own
bespoke project lessons. Create as many lessons as your • Display the Project 2 project poster. Point and say a
timetable will allow. stage in the chick life cycle, e.g. Mummy hen lays an egg!
Encourage the children to do an appropriate mime for
that stage. Repeat with the different stages.
• If you have a Routine clock, turn the hand to ‘Circle time’ What’s next?
before the start of class. Project 2 project poster, Audio CD2
• Start the lesson with the Circle time and Weather routine • Play Cluck, cluck, cluck (CD2 track 9), stopping the CD at
you have chosen to do with your class, along with any a particular place in the song. Repeat the last line just
revision you may wish to do. played, then shrug your shoulders and say What’s next?
• Point to the different stages in the poster, encouraging
2 Language revision the children to tell you what stage of the life cycle comes
next in the song.
Story time: Wake up, Tex! • When they guess correctly, continue the song and
Audio CD2, Project 2 storycards / DVD Project 2 Story encourage the children to do an appropriate action.
• Retell the story using the CD (CD2 track 4) and storycards • Repeat with other stages in the song.
or the DVD (Unit 5 Story) to help set the project in
context. Talk about the farm in the story, and encourage 4 Game time
the children to identify what other animals would live
on a farm (hens and chicks). Allow the children to think Farmer Dizzy says …
of ways a hen and chick could wake Frankie, e.g. the hen Character puppet: Dizzy
could shout Cluck, cluck, cluck and the chick could peck at • Put on the Dizzy puppet and tell the children that Dizzy is
Frankie. Use the story to revise language such as colours, a farmer. Tell the class that they must listen carefully to her
numbers and parts of the body/face, as well as the farm instructions: if she starts her instruction with Dizzy says …
animals vocabulary from the main unit. the children must do an appropriate action; if she doesn’t
say Dizzy says …, the children must stay absolutely still.
Song time: Cluck, cluck, cluck!
Project 2 project poster, Audio CD2
• Start the game, using Dizzy to give instructions, such as
Cluck like a hen. Crack like an egg. Peck on the shell. Cheep
• Display the Project 2 project poster. Then sing Cluck, cluck, like a chick, sometimes using Dizzy says … and sometimes
cluck (CD2 track 9), encouraging the children to point to just the instruction. If the children start to do an action
the correct stage in the poster as they hear it. without Dizzy having said Dizzy says … then they must sit
Song time: Down on the farm down. The winner of the game is the last child standing.
Audio CD2 Egg and chick hunt
• Sing a variation on Down on the farm (CD2 track 5), with a Hard-boiled / plastic eggs, Pom-pom chicks, Audio CD2
new verse added between hen and chick, to practise the • Decorate some hard-boiled or plastic eggs with a wing,
project vocabulary and consolidate the idea of the life a leg, and others with crack marks. Hide these around the
cycle using the following lyrics: classroom, along with some pom-pom chicks. Try to hide
The hen on the farm goes cluck, cluck, cluck … them in places that will help the children practise the
The egg on the farm goes crack, crack, crack … Frankie talks language from the Festivals Spring unit,
The chick on the farm goes cheep, cheep, cheep … i.e. Look on/under/in …
• Give the children a number of minutes to find the eggs
Rhyme time: One mummy hen and chicks. They must each find one egg or chick.
• You could teach the children this adaptation of a • When everyone has found the eggs and chicks, arrange
traditional counting rhyme:
the children in a circle and sing Cluck, cluck, cluck (CD2
One mummy hen sits on five little eggs track 9).
Keeping them warm in her little egg nest,
Then one day she hears a crack TEACHING TIP: If you use eggs of different colours, then
And a little chick cheeps you could also revise colours vocabulary by encouraging
As the egg is hatched. the children to identify the colour of the egg they find.
One mummy hen sits on four little eggs … • Everyone sings the first verse of the song, those children
One mummy hen sits on three little eggs … with the wing or leg on their eggs sing the second verse,
the children with the cracks on the eggs sing the third
One mummy hen sits on two little eggs …
verse, and the children with the chicks sing the final verse.
One mummy hen sits on one little egg …
Project 2 97

5 Table time Arts and crafts: Sock puppet chick
Socks, White/orange/yellow felt, Googly eyes
Arts and crafts: Chick masks and hats • Divide the class into groups of three and give each group
Paper plates, Yellow paint, Orange felt/cardboard, Card, Audio CD2 a sock. Show them how to make the chick puppet by
• Show the children how to make a chick mask or hat from sticking white felt on to the sock for the eyes, orange felt
a paper plate. for the beak and yellow felt for the wings. Then give each
• First, they paint the plate yellow and then make a couple of the groups some googly eyes and show them how to
of holes for eyes. They use orange felt or cardboard to stick these on to the white pieces of felt.
make a little beak and then attach a band made of card to • Encourage the children in their groups to take turns
the back to make the faces into hats or masks. hatching their chick, using their hands as a shell for the
• Encourage the children to wear the masks/hats as they chick to emerge from.
sing along to Cluck, cluck, cluck (CD2 track 9), doing the
appropriate actions. Science: Brooder box
Pom-pom chicks, Shoe boxes, Shredded paper, Lamps,
Arts and crafts: Dyeing eggs Small bowls, Audio CD2
Hard-boiled eggs, Wax crayons, Bowl, Food dye, Completed Dizzy’s • This activity will help the children to understand how
project worksheets baby chicks are kept warm. Most of this should be done
• Give each of the children a hard-boiled egg and show in the children’s L1, but try and exploit as much language
them how to draw patterns on them with wax crayons. the children know in English as possible.
If they would like to, they could use their eggs from the • Ask the children what we wear to keep warm (sweater,
Dizzy’s project worksheet to draw a similar crack pattern jacket, socks, boots, hat, mittens). Then ask the children in
or chick. their L1 how they think baby chicks stay warm. Explain
• When they have finished decorating their eggs, submerge that chicks are often reared in a brooder box, to keep
them in bowls filled with water and a few teaspoons of them safe and to give them food and water.
different coloured food dye for around 20 minutes, until • Show the children the pom-pom chicks, eliciting the
the eggs have absorbed some of the colour of the dye. vocabulary and telling the children that they need to be
• You could use the finished eggs in the Egg and chick hunt kept warm. Explain that the children are going to make
game described on the previous page, or you could have their own brooder boxes.
a class picnic and eat the eggs on the same day. • Divide the class into groups of four and give each group a
shoe box, some shredded paper, a lamp and a small bowl.
Arts and crafts: Handprint hens and thumbprint
• Talk the children through the stages of making the brooder
chicks
box, showing them how to create a bed for the chicks with
Paints, Paper, Audio CD2 the shredded paper, pretending to sprinkle food in the
• Give each of the children a piece of paper with a large, bowl for the chicks to eat, and then finally placing the lamp
brown oval already drawn on it. Show the children how over the shoe box to keep the chicks warm.
to use black paint to create the eyes, a beak and the hen’s • Finally, give each of the groups their baby chicks and ask
legs. The children then use their hands dipped in brown them to place them gently in their brooder boxes.
paint to make the wings on either side.
• The class can sing the last two verses of Good morning, sun!
• The children can also make a handprint chick to accompany (CD2 track 7) from the main unit quietly to their chicks to
the hen by making a thumb print in yellow paint and wish them goodnight: Goodnight, Goodnight, chicks! ...
drawing on eyes, a beak, wings and legs.
• Encourage the children to hold up their mummy hen and 6 Tidy up and say Goodbye
baby chick and point to the relevant body parts.
• Finally, play Cluck, cluck, cluck (CD2 track 9), with the the Tidy up time song (CD1 track 10).
children doing the appropriate actions and holding up
their hens and chicks as they are mentioned.
98 Project 2

a ls C hr is tm a s
Fe st iv
Unit overview
A child reminds us that playtime is an essential part of our About the unit
daily routine. Author unknown • In this unit, the children will be introduced to toys vocabulary
and learn to talk about what they want for Christmas.
Objectives
Present and practise toys vocabulary: computer game,
Christmas in this unit by discussing this in their L1 prior to
puppet, train, book, car, costume
starting the unit. Encourage them to talk about what sort
Recognize and respond to the question What do you of presents they have received in the past for Christmas.
want for Christmas?
• When the children are learning to talk about what
Review colours, numbers and routines vocabulary presents they would like to receive, you may wish to
draw attention to the use of ‘please’ in English. You may
Materials also wish to expand on the topic of receiving presents by
Circle time and Weather routine materials talking about how nice it is to give them, too.
Character puppets • In addition to using the flashcards, it might be nice to bring
Routine clock actual toys into class to support the children’s learning.
Class Book • In the Extra activities section for this unit there is advice on
Colours flashcards how to use the extra worksheets available on the Teacher’s
Numbers flashcards Website that provide further practice of the Tex’s words
Festivals: Christmas toys flashcards clear and accurate models of the new language for the
Festivals: Christmas storycards: Christmas presents children to follow.
Festivals: Christmas pop-outs
Festivals: Christmas stickers
Jump In! envelopes
Jump In! box
Teacher’s Website: Photocopy Masters 18, 30
Reward stickers
Audio CD1
DVD
Christmas 99

Festivals: Christmas Lesson 1 3 Tex’s words: Vocabulary presentation
revise the toys vocabulary: ball, teddy, train, bike.
Materials
Circle time and Weather routine materials • Put the Festivals: Christmas toys flashcards on a table. Play
Character puppets Tex’s words (CD2 track 10) as you take out the flashcards
one by one and show them to the children.
Routine clock
Class Book: Tex’s words worksheet (p.39) Tex’s words $ 2•10
Colours flashcards Hello, everyone. It’s Christmas time! I’ve got some toys!
Festivals: Christmas toys flashcards Let’s look and see.
Look! A computer game … a puppet … and a train!
Festivals: Christmas storycards
Look! A book … a car … and a costume!
Festivals: Christmas stickers Merry Christmas!
Audio CDs 1 and 2 • Play the track again, teaching the actions for the toys.
DVD Encourage the children to copy the actions as they
hear each toy.

computer game – mime holding a handheld computer
game control pad, pressing the buttons with your thumbs.
puppet – put up your right hand at shoulder height, as if
holding a sock puppet and making it speak.
train – mime a train, with your arms as wheels.
book – using both hands, mime opening them as if they
are a book.
car – mime turning a steering wheel.
costume – move both your hands down the front of your
body, as if stroking/smoothing down an item of clothing.
39 encourage the class to repeat the actions as they hear
the words.
Jump In! A
1 Circle time and Weather routine Festivals: Christmas word list $ 2•11
computer game, puppet, train, book, car, costume
before the start of class. • If you have time, this is also a good opportunity to revise
colours, pointing to each flashcard and asking, e.g. What
colour is the puppet? What colour is the train?
2 Revision 4 Story time: Christmas presents

• Use the flashcards to revise all the colours learnt so far. and play the Story time rhyme (CD1 track 7), encouraging
• Display the colours flashcards in the following order: blue, the children to join in with the actions.
red, yellow, green, pink, brown, orange, and purple. Say Let’s sing
• Tell the children that they are going to hear a story about
’What’s your favourite colour?’ Choose a colours flashcard at
a little boy, Oscar, and a little girl, Sophie. Play the story on
random and elicit what it is from the children. Play What’s
the CD (CD2 track 12) and use the storycards, or play the
your favourite colour? (CD1 track 24) and encourage the
DVD (Festivals: Christmas Story).
children to sing about the colour you have chosen.
• Repeat the procedure with the other colours flashcards,
each time asking What’s your favourite colour? and trying
to elicit the correct answer from the children.
100 Christmas

Christmas presents $ 2•12 / DVD Festivals: 5 Table time: Tex’s words worksheet
Christmas Story with stickers
1 Narrator Oscar and Sophie are writing letters to • If you have a Routine clock, move the hand to ‘Table time’
Father Christmas. and play the Table time rhyme (CD1 track 8), motioning for
Oscar Sophie, what do you want for Christmas? the children to go back to their tables.
Sophie I want a computer game, a puppet and a train.
What do you want for Christmas? • Show the children Storycard 8 and try and elicit to whom
each toy belongs. You could divide the board in two and
Oscar I want a book, a car and a fire fighter costume.
assign a part of the board to Oscar and Sophie. Then tell
2 Mummy Oscar, what do you want for Christmas?
the children that you are going to show them the toys
Oscar I want a book, a car and a fire fighter costume.
flashcards and you want them to say either Sophie or
Mummy What about you, Sophie? What do you want
Oscar, depending on who the toy belongs to. Attach the
for Christmas?
flashcards to the correct part of the board.
Sophie I want a computer game, a puppet and a train.
3 Narrator It’s Christmas Day! Honey the dog is playing • Give out the worksheet from the Class Book. Point to the
with the presents. empty presents and try and elicit from the children which
Sophie Oh, no! Oscar, look! toys go with which character.
Oscar Oh, no! Honey is playing with the name tags from • Show the children the stickers. The children then complete
the presents! the worksheet using the stickers.
4 Narrator Oscar and Sophie open the presents. • Once the children have finished, name the toys and ask
Oscar The blue present is for me. the children to listen and point as you say them. You may
No, it’s a puppet. It’s for you, Sophie. wish to do this several times, varying the order and the
Sophie The red present is a computer game for me. pace at which you say the words.
No, it’s a book. It’s for you, Oscar.
5 Sophie I think the orange present is for me. Yes, it’s a train! 6 Tidy up and say Goodbye
Open the yellow one, Oscar. • Encourage the children to tidy up by singing or playing
Oscar Yes, it’s a car! the Tidy up time song (CD1 track 10).
6 Oscar There are three presents left.
Sophie Three!
Oscar Yes! One, two, three! • Sing the Goodbye song (CD1 track 3). Have the puppets
7 Oscar Yes, it’s a fire fighter costume! wave goodbye as you put them away.
Sophie Yes, it’s a computer game!
Oscar What about this present? Let’s open it together!
Sophie OK. One, two, three!
8 Oscar It’s a bone!
Sophie A bone?
Oscar It’s a present for Honey from Father Christmas!
Honey Woof! Woof!
Christmas 101

Festivals: Christmas Lesson 2 Can you see? $ 2•13 / DVD Festivals: Christmas
Song 1
Materials Tune: Here we go Looby Loo
Circle time and Weather routine materials Can you see a computer game? (x3)
Character puppets Everyone point with me.
Routine clock Can you see a puppet? (x3)
Class Book: Tex’s words worksheet (p.39) Everyone point with me.
Numbers flashcards Can you see a train? (x3)
Festivals: Christmas toys flashcards Everyone point with me.
Festivals: Christmas pop-outs Can you see a book? (x3)
Audio CD1 Everyone point with me.
DVD Can you see a car? (x3)
Everyone point with me.
Can you see a costume? (x3)
Festivals Christmas
Everyone point with me.
• If you have time, you may wish to play the song again on
the DVD (Festivals: Christmas Song 1).

• Give out the Festivals: Christmas pop-outs. The children
have to press out the toys in their gift boxes.

Jump In! A © Oxford University Press Pop-out practise the unit vocabulary by playing a game of Show
me. Say Show me [+ toy], encouraging the children to pick
1 Circle time and Weather routine up the toy you have named and show it to you.
before the start of class. 5 Story time: Christmas presents
• Start the lesson with the Circle time and Weather routine • If you have a Routine clock, move the hand to ‘Story
you have chosen to do with your class. time’ and play the Story time rhyme (CD1 track 7). Tell the
2 Game time: In order this time they must listen carefully and put their toys in
• If you have a Routine clock, move the hand to ‘Game time’ gift boxes in the same order as the story.
and tell the children that you are going to play a game • Play the story (CD2 track 12) and encourage the children
called In order. to put the toy pop-outs in the order they are mentioned.
• Display the numbers flashcards from 1 to 6 on the board.
Now attach one of the toys flashcards below each one. 6 Tidy up and say Goodbye
• Chant through the words a number of times in the order • Encourage the children to tidy up by singing or playing
they are in. Then collect the toys flashcards, shuffle them the Tidy up time song (CD1 track 10).
and put them back in a different order. See if the children • If you have a Routine clock, move the hand to ‘Goodbye’.
can put the flashcards back in their original order. • Sing the Goodbye song (CD1 track 3). Have the puppets
3 Song time: Can you see?
and tell the children that they are going to hear a song.
Lesson 1. Play Can you see? (CD2 track 13), pointing to the
various toys as you hear them.
• Display the Festivals: Christmas toys flashcards in the order
they appear in the song: computer game, puppet, train, book,
car and costume. Say the toys and encourage the children
to do the appropriate action as they hear each word.
the children as the song plays. Encourage the children to
copy the actions.
102 Christmas

Festivals: Christmas Lesson 3 3 Game time: Christmas presents
Circle time and Weather routine materials called Christmas presents.
Character puppets • Attach the toys flashcards to the board face down.
Routine clock Draw a bow on the top of each to make them look
Festivals: Christmas toys flashcards like a Christmas present.
Festivals: Christmas storycards • Number the ‘presents’ from 1 to 6 and encourage the
children to guess where each toy is by saying a number and
Festivals: Christmas pop-outs
then a toy. Have a peek at the card. If a child guesses correctly
Audio CDs 1 and 2 say Merry Christmas! and give them the toys flashcard.
DVD
Story props: Wrapping paper 4 Story time with DVD
• If you have a Routine clock, move the hand to ‘Circle time’ watch the story carefully because they are going to act
before the start of class. it out afterwards.
• Start the lesson with the Circle time and Weather routine • Play the story on the DVD (Festivals: Christmas Story).
5 Table time with pop-outs
2 Song time: Can you see?
• If you have a Routine clock, move the hand to ‘Song time’ Play the Table time rhyme (CD1 track 8), motioning for the
and tell the children that they are going to sing the song children to go back to their tables.
• Choose four children to be Oscar, Sophie, Mummy and Honey.
• Put the Festivals: Christmas toys flashcards on your desk in
a random order. Ask six children to come and stand at the
front of class to help you.
• Present the flashcards one by one, saying the word and of the class should follow the story, putting the pop-out
encouraging the children to repeat. Give one flashcard to toys in gift boxes in the order they are mentioned.
each of the children.
• Play Can you see? (CD2 track 13) once and establish that TEACHING TIP: To give the children playing Oscar and
the flashcards the children are holding are not in the Sophie a greater sense of involvement in the story, you
correct order. could bring in some props for them to use while acting,
• Ask the class to tell you the order of the song. Write the such as some paper and crayons for the letters and some
numbers 1 to 6 on the board, high enough to be above wrapping paper.
the children’s heads and encourage the rest of the class
to order the flashcards properly, e.g. One: computer game.
The child with that flashcard must move and stand under
the number 1. • Encourage the children to tidy up by singing or playing
lift them when they hear their word. Encourage the rest • If you have a Routine clock, move the hand to ‘Goodbye’.
of the class to sing along and either point to the correct • Sing the Goodbye song (CD1 track 3). Have the puppets
flashcard or do the actions as they hear them. wave goodbye as you put them away.
version of the song (Festivals: Christmas Song 1). Play
the DVD, encouraging the children to watch and do
the actions.
EXTRA ACTIVITY: If you feel your class requires further practice

Christmas 103

Festivals: Christmas Lesson 4 3 Story time: Christmas presents
Character puppets
Festivals: Christmas toys flashcards remember what happens next before you read on.
Audio CD1 4 Song time: What do you want for Christmas?
Jump In! Starter toys flashcards (optional) tell the children that they are going to learn a new song.
• Display the Festivals: Christmas toys flashcards in the
order they appear in the song: computer game, puppet,
train, book, car and costume. Say What do you want for
Christmas? I want a computer game, please and do the
action for computer game. Repeat for the other toys.
Alternatively, play the Frankie talks audio (CD2 track 14) to
support your language presentation.

What do you want for Christmas?
I want a computer game/puppet/train/book/car/
costume, please.
EXTRA ACTIVITY: If you have the toys flashcards from Jump

In! Starter, you could extend this activity, saying What do you
want for Christmas? I want a teddy, please.
• Play What do you want for Christmas? using either the CD

Jump In! A
41
(CD2 track 15) or the DVD (Festivals: Christmas Song 2) to
present the song. Teach the children the actions as you sing.
1 Circle time and Weather routine What do you want for Christmas? $ 2•15
• If you have a Routine clock, move the hand to ‘Circle time’ DVD Festivals: Christmas Song 2
before the start of class. What do you want for Christmas? (x3)
• Start the lesson with the Circle time and Weather routine Tell us, please.
you have chosen to do with your class. I want a computer game. (x3)
I want a computer game, please.
I want a puppet. (x3)
• If you have a Routine clock, move the hand to ‘Game time’ I want a puppet, please.
with the song Can you see? I want a train. (x3)
• Give the toys flashcards to six children and position them I want a train, please.
around the classroom. I want a book. (x3)
• Play Can you see? (CD2 track 13). As they hear each of I want a book, please.
the toys being mentioned, the children point at the I want a car. (x3)
child holding the relevant flashcard. Play the song again, I want a car, please.
but after each verse say Change! The children with the I want a costume. (x3)
flashcards have to change their position in the classroom
I want a costume, please.
so that the other children have to really pay attention.
104 Christmas

Lesson 1 for each of the toys could be used here. For the
new lines, the following actions could be used:
What do you want for Christmas? – shrug your shoulders
and hold out both your hands, then quickly clutch your
fists to your chest.
Tell us, please – point to your mouth twice, then hold your
hands as if praying on please.
I want … – point to yourself.
• If you have time, play the song again using the CD or DVD.

• Talk to the children about who they get their presents
from – many now receive presents from both Father
Christmas and the Three Kings.
• Give out the worksheet from the Class Book. Say What do
you want for Christmas? Tell us, please. Ask the children to
circle either Father Christmas or the Three Kings, or both
(if they typically receive presents from both) and then
circle the toys they would like for Christmas.
• Once the children have finished, ask individual pupils
What do you want for Christmas? Encourage them to
respond using, e.g. I want a [+ toy] or just the name of the
toy – whichever they can manage at this stage.

Christmas 105

Festivals: Christmas Lesson 5 4 Game time: What’s in the sack?
Reinforcement (optional) and tell the children that you are going to play a game
Materials called What’s in the sack?
Circle time and Weather routine materials • Draw a large sack for Father Christmas on the board. It
should be big enough to hold the six toys flashcards
Character puppets
(include the four toys flashcards from Jump In! Starter, if
Routine clock the children know them).
Festivals: Christmas toys flashcards • Show the flashcards to the children and elicit the words.
Festivals: Christmas storycards Now stick the flashcards face down in the sack, number
Festivals: Christmas pop-outs them 1–6 and say Presents. Encourage the children to
Audio CDs 1 and 2 guess where the toys are, saying I want a puppet, please.
DVD Number 1. If they guess correctly, turn the flashcard face
up. Continue this procedure until the children have
Jump In! Starter toys flashcards (optional)
discovered all the toys.
• If you would like to introduce a competitive game, you could
TEACHING TIP: This lesson is a consolidation of all the lexis and divide the class into teams and let them guess in turns.
this lesson could be omitted if time is short. 5 Story time: Show what you know
• If you have a Routine clock, move the hand to ‘Circle time’ • Use the storycards to retell Christmas presents. Use the
back of the storycards to practise all the new language
• Start the lesson with the Circle time and Weather routine from the unit.
parts of the story. Use the flashcards, as well as doing any
2 Game time: I want a train, please relevant actions and using the unit pop-outs.
and tell the children that you are going to play a game 6 Tidy up and say Goodbye
called I want a train, please.
• Sit in a circle with your class. Hold up one of the Festivals: the Tidy up time song (CD1 track 10).
Christmas toys flashcards and say I want a [+ toy], please,
accompanying the words with the actions. Pass the flashcard
to the child next to you who repeats what you said and • Sing the Goodbye song (CD1 track 3). Have the puppets
passes it on to the next. wave goodbye as you put them away.
• Gradually start to add variations, e.g. when you shout
Change! the children have to pass the flashcard in the
opposite direction. Alternatively you could say Stand up!
Sit down! Everyone stands up and sits down and you then
swap the toys flashcard for another, saying And I want a
[+ toy], please.
3 Song time: What do you want for Christmas?

• Display the Festivals: Christmas toys flashcards in the order
they appear in the song: computer game, puppet, train,
book, car and costume. Play What do you want for Christmas?
(CD2 track 15), encouraging the children to join in with the
actions and sing along where they can. Alternatively, play
the song on the DVD (Festivals: Christmas Song 2).
• Now divide the class into six groups, assigning one
flashcard per group. Play the song again, encouraging the
children in each group to stand and do the correct action
when it is time for their toy.

of the Frankie talks language, there is an additional worksheet
106 Christmas

Festivals: Christmas Lesson 6 3 Talk time: What do you want for Christmas?
Routine clock • Now go around and have Frankie say What do you want
Colours flashcards for Christmas? Encourage the children to join in with the
Festivals: Christmas toys flashcards action. Say to an individual child, e.g. I want a puppet and
encourage them to respond with the appropriate action.
Repeat for other toys.
Audio CD1
• If you have a Routine clock, move the hand to ‘Circle time’ and play the Story time rhyme (CD1 track 7).
before the start of class. • Play the story (CD2 track 12) and encourage the children to
• Start the lesson with the Circle time and Weather routine follow in their storybooks. Go around the class, monitoring
you have chosen to do with your class. that the children are looking at the correct pages while the
story is playing.
• If you have a Routine clock, move the hand to ‘Game time’ 5 Tidy up and say Goodbye
and tell the children they are going to play a game using • Encourage the children to tidy up by singing or playing
the song What do you want for Christmas? the Tidy up time song (CD1 track 10).
• Spread six colours flashcards around the classroom. • If you have a Routine clock, move the hand to ‘Goodbye’.
Now put one Festivals: Christmas toys flashcard next to • Sing the Goodbye song (CD1 track 3). Have the puppets
each colour. wave goodbye as you put them away.
• Ask individual children What do you want for Christmas?
Green. The children look around the room for the green
flashcard, then respond by singing the line and doing the
action for the appropriate toy, e.g. I want a computer game.
Support the class with their singing as necessary. Repeat
until the children have sung about each toy several times.
Christmas 107

Extra activities Frankie talks extra worksheet
Photocopy Master 30
Tex’s words extra worksheet • Fill the Christmas stocking. Give each of the children a copy
Photocopy Master 18 of Festivals: Christmas Frankie talks Photocopy Master 30
• Match the toys. Give each of the children a copy of from the Teacher’s Website. Tell the children to colour in the
Festivals: Christmas Tex’s words Photocopy Master 18 toys and then decorate their stocking and write or copy
from the Teacher’s Website. Encourage the children to their name on the front. Show them how to cut out the
look at the wrapped toys at the top of the page and the toys and the stocking, and then how to hold the stocking
unwrapped toys at the bottom. They draw lines to match over a table and drop the toys above, as though dropping
the toys. Once they have found them, encourage the the toys into the stocking. To encourage the children to
children to point and say what the toys are. practise the Frankie talks language, ask individual children
What do you want for Christmas? The children respond
Pronunciation practice by saying I want [+ toy] or by naming the toy item, and
Festivals: Christmas toys flashcards, Audio CD2 dropping this into their stocking.
• Put up the toys flashcards in the following order: book,
puppet, train, car, computer game, costume. Play the word Pop it in your pocket
list (CD2 track 11), pausing after each word to repeat it and Festivals: Christmas pop-outs
revise the correct action. Concentrate on pronouncing • Show the children the Festivals: Christmas pop-out toys.
the words very clearly and accurately in this activity, and Make it obvious you are choosing one and put it in your
encourage the children to do the same. pocket. Encourage the children to guess the word, asking
• Now without the CD, repeat the activity, varying the pace What do you want for Christmas? The children guess by
at which you say the words. Remember to keep focus on saying I want a [+ toy], please.
correct pronunciation throughout. • The child who guesses correctly comes out to be teacher.
• If you are interested in building the children’s phonemic Repeat this procedure a number of times. Once the
awareness, you may wish to concentrate on the initial children are confident with this game, they can play it
sounds for each word, too. in twos or small groups with their own pop-outs.
Phonemic awareness Musical chairs

• A good sound to work on in this unit is /k/. Familiar words Festivals: Christmas toys flashcards, Audio CD2
beginning with this sound are car, costume and computer • Set up two rows of chairs back to back, so there is one for
game. every child in the class. Attach the toys flashcards to six of
• Start by repeating the sound /k/ a few times, encouraging the chairs, ensuring they are visible.
the children to join in with you. Now say the sound and • Play What do you want for Christmas? (CD2 track 15) while
the words, e.g. /k/ /k/ car, /k/ /k/ costume, /k/ /k/ computer the children walk around the chairs singing along to the
game. Do the actions for each word as you speak. song. Stop the song at a random point and tell the children
• You may wish to sing the Phonemic awareness song, to the to sit down where they are. Choose a child sat on one of
tune of Frère Jacques: the flashcard chairs and ask them to name the toy on their
/k/ /k/ /k/ /k/ /k/ /k/ /k/ /k/ flashcard. Consolidate this by singing the relevant line of
Where are you? Where are you? What do you want for Christmas?, e.g. I want a car. I want a
Here in car and in costume. car, please. Start the music again and repeat the procedure.
Computer game, too. Computer game, too.
Torch game
Two torches (one with coloured cellophane), Festivals: Christmas toys
flashcards
• You will need two torches – one with coloured cellophane
covering the lens to give it a different colour.
• Display the toys flashcards. Divide the class into two
teams. Two children from the different teams stand in
front of the board, but not too close. Give the two children
a torch and establish that the children’s torches shine
different coloured lights. Say one of the toys and the two
children have to shine their torch on the correct flashcard.
The first of the two children to shine their torch on the
correct flashcard stays at the front and the other child sits
down, giving their torch to someone else from their team.
Repeat the procedure as many times as you want.
108 Christmas

iva ls S p r in g
Fe st
Unit overview
If a child is to keep alive his/her inborn sense of wonder, About the unit
he/she needs the companionship of at least one adult • In this unit, the children will be introduced to flowers
who can share it, rediscovering with him/her the joy, the vocabulary and will also learn about the stages of a
excitement, and the mystery of the world we live in. flower’s growth, as well as investigating typical Easter
Rachel Carlson, nature writer traditions in the UK.
Objectives • Ensure the class understands that you will be focusing
on flowers in this unit by discussing this in their L1 prior
Present and practise flowers vocabulary: seeds, shoots,
to starting the unit. Encourage them to talk about the
stems, leaves, buds, flowers
flowers and plants they know and how we care for them.
Recognize and correctly respond to the instructions To help consolidate their understanding, you may wish
Look on/under/in … to bring in some plants and seeds, or even start to grow
Review vocabulary from Units 1–5, Festivals: a flower, e.g. a sunflower, at the beginning of the unit and
Christmas unit monitor its progress as a class.
• In the Extra activities section for this unit there is advice on
Materials
Circle time and Weather routine materials Website that provide further practice of the Tex’s words
Character puppets and Frankie talks language. There are also suggestions for
Routine clock a pronunciation practice activity, focusing on providing
Class Book clear and accurate models of the new language for the
Weather flashcard: sunny children to follow.
Numbers flashcards
Festivals: Spring flowers flashcards
Festivals: Spring storycards: The little seeds
Festivals: Spring pop-out
Festivals: Spring stickers
Jump In! envelopes
Jump In! box
Reward stickers
Audio CDs 1 & 2
DVD
Spring 109

Festivals: Spring Lesson 1 3 Tex’s words: Vocabulary presentation
• Take out the Festivals: Spring flowers flashcards. Tell the
Tex’s words children that Tex is going to teach them some new words.
Materials Play Tex’s words (CD2 track 16) as you present the flashcards
one by one and show them to the children.
Character puppets Tex’s words $ 2•16
Routine clock Hello, everyone. Look!
Class Book: Tex’s words worksheet (p.43) I’ve got … a bag of seeds!
Weather flashcard: sunny We plant the seeds.
The seeds grow into shoots.
Units 1–5, Festivals: Christmas flashcards
The shoots grow into stems.
Festivals: Spring flowers flashcards Look! The stems have got leaves!
Festivals: Spring storycards Look at the buds! Oh!
Festivals: Spring stickers And look at the flowers! They’re beautiful!
Audio CDs 1 & 2 • Play the track again, teaching the actions for each stage of
DVD the flower. Encourage the children to copy the actions as
they hear each stage of the flower.

seeds – hold out your hand and pretend to take a seed
from the palm of your hand.
shoots – put the palms of your hands together and open
your fingers to show a plant shooting.
stems – now incorporate your arms, joining them from
the elbow.
leaves – with your arms in the same position, hold out
your hands with your fingers closed to make leaves.
buds – hold your arms in the same position, but clench
your hands and fingers together to make a bud.
flowers – unfold your fingers to make a flower.
• You may also wish to play the word list (CD2 track 17) to help
consolidate the new vocabulary further. Again, encourage
43
Jump In! A
© Oxford University Press the class to mime the different stages of the flower.
1 Circle time and Weather routine Festivals: Spring word list $ 2•17
• If you have a Routine clock, move the hand to ‘Circle time’ seeds, shoots, stems, leaves, buds, flowers
• Start the lesson with the Circle time and Weather routine 4 Story time: The little seeds
you have chosen to do with your class. • If you have a Routine clock, move the hand to ‘Story time’
and play the Story time rhyme (CD1 track 7), encouraging
TEACHING TIP:
Festivals: Spring represents a good stage in the children to join in with the actions.
the course to start introducing revision into your Circle time • To help set the context of the story, explain to the children
routine. Try and encourage the children to remember as that the story they are about to hear is set in summer time
much vocabulary as possible from previous units, using the and elicit suggestions from the class as to what they think
flashcards as prompts. Congratulate the children on how the weather will be like. Show the children the weather
much English they know. flashcard for sunny and sing the Weather song (CD1 track 4).
• Tell the children that they are going to hear another story
2 Revision about Oscar and Sophie, the brother and sister they saw
• As there are many songs the children will have learnt in the Festivals: Christmas unit, as well as their grandad.
by now that have very definite accompanying actions, You can choose to play the story on the CD (CD2 track 18)
choose three songs to practise at this stage. and use the storycards, or play the DVD (Festivals: Spring
• Display on the board the three sets of flashcards that support Story).
the three songs you’ve chosen, e.g. computer game, puppet,
train, book, car, costume / socks, boots, sweater, jacket, hat,
mittens / fire fighter, chef, shop assistant, teacher, doctor, waiter.
110 Spring

The little seeds $ 2•18 / DVD Festivals: Spring Story 5 Table time: Tex’s words worksheet
1 Narrator It’s spring. Grandad has got a bag of seeds. with stickers
Oscar & Sophie What kind of seeds are they, Grandad?
Grandad Why don’t you plant the seeds and wait and
see? It will be a surprise!
2 Narrator Grandad gives Oscar and Sophie some spades.
Grandad First, you need to dig some holes in the soil. • Give out the worksheet from the Class Book. Point to the
Narrator So Oscar and Sophie dig five holes with their different stages of the flower and establish that they have
spades. to add the petals and the centre of the flower
Grandad Now you need to put a seed in each hole and • Show the children the stickers. Point to each one and
cover the seeds with soil. name the different stages of the flower or encourage
The seeds need water and the sun to make them big the children to say the words they can remember. The
and strong. children then complete the worksheet using the stickers.
3 Narrator Oscar and Sophie water the seeds every day. • Once the children have finished, name the stages of the
Then one day … flower and ask the children to listen and point as you say
Oscar & Sophie Look! them. You may wish to do this several times, varying the
Sophie I can see one, two, three, four, five shoots! order and the pace at which you say the words.
4 Narrator Oscar and Sophie water the seeds every day.
Then one day … 6 Tidy up and say Goodbye
Oscar & Sophie Look! • Encourage the children to tidy up by singing or playing
Oscar I can see one, two, three, four, five stems! the Tidy up time song (CD1 track 10).
5 Narrator Oscar and Sophie water the seeds every day. • If you have a Routine clock, move the hand to ‘Goodbye’.
Then one day …
Oscar & Sophie Look!
Sophie The stems have got leaves!
Then one day …
Oscar & Sophie Look!
Oscar The stems have got buds!
The buds get bigger and bigger and bigger.
Then one day …
8 Narrator Oscar and Sophie see one, two, three, four,
five beautiful sunflowers!
Oscar & Sophie Look! Five sunflowers!
Grandad They’re beautiful. Look, they’re dancing in
the sun!
Spring 111

Festivals: Spring Lesson 2 • First, show the children the Tex’s words worksheet from
Lesson 1. Play Early in spring (CD2 track 19), pointing to the
Materials different stages of the flower as you hear them.
Circle time and Weather routine materials • Display the Festivals: Spring flowers flashcards in the order
Character puppets they appear in the song: seeds, shoots, stems, leaves, buds
and flowers. Say the stages of the flower and encourage the
Routine clock
children to do the appropriate action as they hear each word.
Festivals: Spring flowers flashcards the children as the song plays. Encourage the children
Festivals: Spring pop-out to copy the actions.
Audio CDs 1 & 2
DVD Early in spring $ 2•19 / DVD Festivals: Spring Song 1
Tune: Here we go round the mulberry bush
This is the way we plant the seeds,
Festivals Spring Plant the seeds, plant the seeds.
2 4 This is the way we plant the seeds,
Early in spring.
This is the way we water the seeds …
This is the way the shoots grow …
This is the way the stems grow …
This is the way the leaves grow …
This is the way the buds grow …
This is the way the flowers grow …
on the DVD (Festivals: Spring Song 1).
Jump In! A © Oxford University Press Pop-out

1 Circle time and Weather routine • If you have a Routine clock, move the hand to ‘Table time’.
• If you have a Routine clock, move the hand to ‘Circle time’ Play the Table time rhyme (CD1 track 8), motioning for the
before the start of class. children to go back to their tables.
• Start the lesson with the Circle time and Weather routine • Give out the Festivals: Spring pop-out. Point to the different
you have chosen to do with your class, along with any sections and try and elicit what the children can see, asking
revision you may wish to do. What’s this?
• Show the children how to slot the two cards together and
2 Game time: Flashcard columns turn the card around to see the different stages of the
• If you have a Routine clock, move the hand to ‘Game time’ flower’s growth in order. The scenes are numbered to help
and tell the children that you are going to play a game you do this.
called Flashcard columns. FAST FINISHERS:
Fast finishers can be encouraged to practise
• Display the flowers flashcards at the front of class. the unit vocabulary by pointing to and doing the action for
• Play the Festivals: Spring word list (CD2 track 17), each stage of the flower.
encouraging the children to repeat the words as they hear
them and point to the appropriate flashcard.
5 Story time: The little seeds
• Now divide the class into two groups, also dividing the
board into two, with one half for each group. Stick three
flowers flashcards in each of the two sections on the
board. Tell each group that the three flashcards on their
this time they must listen carefully and turn their pop-out
side of the board belong to them. When they hear one
cards to look at the correct stage of the flower’s growth in
of their words, they must stand up.
the same order as the story.
• Say the different stages of the flower, checking to see if
the children are standing up when they should do. This
to point to the correct stages as they hear them.
time repeat the procedure, but tell the children that
they also have to do the action if one of their flashcards
is named. You can check that everyone is listening by
repeating some of the words. • Encourage the children to tidy up by singing or playing
3 Song time: Early in spring • If you have a Routine clock, move the hand to ‘Goodbye’.
• If you have a Routine clock, move the hand to ‘Song time’ • Sing the Goodbye song (CD1 track 3). Have the puppets
and tell the children that they are going to hear a song. wave goodbye as you put them away.
112 Spring

Festivals: Spring Lesson 3 3 Game time: Beat the clock
Circle time and Weather routine materials called Beat the clock.
Character puppets • Show the children the flowers flashcards and elicit the
Routine clock words. Display the flashcards in a random order and then
Festivals: Spring flowers flashcards bring out the children in twos. Time the children as they
race to put the stages in the correct order. Then bring
Festivals: Spring storycards
out different pairs of children and see if they can beat the
Festivals: Spring pop-out fastest time.
Audio CDs 1 & 2
DVD 4 Story time with DVD
Story props: Seeds, A watering can • If you have a Routine clock, move the hand to ‘Story
1 Circle time and Weather routine watch the story carefully because they are going to act
• If you have a Routine clock, move the hand to ‘Circle time’ it out afterwards.
• Play the story on the DVD (Festivals: Spring Story).
5 Table time with pop-outs
2 Song time: Early in spring children to go back to their tables.
• If you have a Routine clock, move the hand to ‘Song time’ • Choose three children to be Oscar, Sophie and Grandad.
You could also choose five children to come to the front
and be the flowers in the story, acting out the stages
• Put the Festivals: Spring flowers flashcards on your desk in of growth.
a random order. Ask six children to come and stand at the
front of class to help you.
storycards, reading each scene in turn, and encourage your
• Present the flashcards one by one, saying the word and chosen characters to act along to the story. The rest of the
encouraging the children to repeat. Give one flashcard to class should follow the story, pointing to the correct stages
each of the children. of the flower on their pop-outs as they are mentioned.
• Play Early in spring (CD2 track 19) once and establish that
the flashcards the children are holding are not in the TEACHING TIP: To give the children playing Oscar, Sophie
correct order. and Grandad a greater sense of involvement in the story,
• Ask the class to tell you the order of the song. Write the you could bring in some props for them to use while
numbers 1–6 on the board, high enough to be above acting, such as some seeds and a watering can.
the children’s heads and encourage the rest of the class
to order the flashcards properly, e.g. One: seeds. The child
with that flashcard must move and stand under the
number 1. • Encourage the children to tidy up by singing or playing
lift them when they hear their word. Encourage the rest • If you have a Routine clock, move the hand to ‘Goodbye’.
of the class to sing along and either point to the correct • Sing the Goodbye song (CD1 track 3). Have the puppets
flashcard or do the actions as they hear them. wave goodbye as you put them away.
version of the song (Festivals: Spring Song 1). Play the
DVD, encouraging the children to watch and do the
actions.

Spring 113

Festivals: Spring Lesson 4 3 Story time: The little seeds
Character puppets
Festivals: Spring flowers flashcards remember what happens next before you read on.
Festivals: Spring storycards
Audio CDs 1 & 2 4 Song time: Easter Bunny
TEACHING TIP: Using the Festivals: Spring Frankie talks

worksheet as inspiration, prior to playing the song you
may wish to draw a simple outdoors scene on the board
with some flowers, some big leaves and a pond. Now
draw three eggs: one on a flower head, one under a big
leaf, and the third in the pond.
• Say Where can the eggs be? and shrug your shoulders. Say
Look on the flowers, look under the leaves, look in the pond,
doing appropriate actions each time. Alternatively, play
the Frankie talks audio (CD2 track 20) to support your

Look on the flowers.
Look under the leaves.
45
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© Oxford University Press Look in the pond.
• Play Easter Bunny, using either the CD (CD2 track 21)
1 Circle time and Weather routine or the DVD (Festivals: Spring Song 2) to present the song.
Teach the children the actions as you sing.
before the start of class. Easter Bunny $ 2•21 / DVD Festivals: Spring Song 2
• Start the lesson with the Circle time and Weather routine Tune: In and out those dusty bluebells
you have chosen to do with your class, along with any Here comes the Easter Bunny. (x3)
revision you may wish to do. Hiding chocolate eggs.
Look on the flowers. Where can the eggs be?
Look under the leaves. Where can the eggs be?
• If you have a Routine clock, move the hand to ‘Game time’ Look in the pond. Where can the eggs be?
How many can you see?
with the song Early in spring.
• Display the flowers flashcards on the board. Hunting for eggs. Put them in my basket. (x3)
Now my basket’s full.
• Now do the action for one of the stages. The children
must say the stage you are miming.
• If they guess correctly, then they sing and do the actions
for that verse of the song.
• Repeat with other stages and verses. If the children are
confident enough with the language, encourage some
to come out to the front and do the actions.
114 Spring

Lesson 1 for each of the stages of the flower could be used
here. For the new lines, you may wish to teach and incorporate
Easter Bunny – put both your hands at the back of your
head like rabbit ears and bounce up and down.
hiding – hold both of your palms in front of you face.
eggs – hold your index fingers and thumbs together to
make an egg shape.
look – hold your right hand to your head in a looking gesture.
on – palms facing down, place your right hand (or fist)
on top of your left.
how many …? – pretend to count, holding up the fingers
of one hand.
hunting for eggs – hold up your right hand to your head
and move your head from side to side as if hunting.
put them in my basket – hold your left arm in front of you,
as if carrying a basket, and pretend to put something in
it with your right hand.
full – hold your left arm in front of you as if holding a basket
and move it up and down as if feeling the weight of it.
CD or DVD.

scene and ask Where can the eggs be? Look on the flowers.
Look under the leaves. Look in the pond.
• Invite the children to hunt for the eggs and to point at
them for you. Ask Where can the red eggs be? How many?
Encourage the children to count the red eggs and write
the number in the key, then do the same for the other
colours of eggs.
• Once the children have finished, say, e.g. How many
green eggs can you see? and encourage the children
to say the number.

Spring 115

Festivals: Spring Lesson 5 4 Game time: What am I?
Reinforcement (optional) and tell the children that you are going to play a game
Materials called What am I?
Circle time and Weather routine materials • Encourage six children to come to front of the class, one
at a time. Give them each one of the flowers flashcards,
Character puppets
without the rest of the class being able to see. Encourage
Routine clock the rest of the class to guess which flashcard the child has,
Festivals: Spring flowers flashcards e.g. Flowers! If they guess incorrectly, the child says No!
Festivals: Spring storycards • When they choose the correct stage of the flower, the
Festivals: Spring pop-out child has to show the flashcard and say Yes!
Audio CDs 1 & 2 • Repeat the procedure with different children and different
DVD flashcards.

• Use the storycards to retell The little seeds. Use the
1 Circle time and Weather routine back of the storycards to practise all the new language
• If you have a Routine clock, move the hand to ‘Circle time’ from the unit.
before the start of class. • Encourage the whole class to get involved with acting
• Start the lesson with the Circle time and Weather routine out stages of the story, particularly as the flowers grow.
you have chosen to do with your class, along with any Use the flashcards, as well as doing any relevant actions
revision you may wish to do. and using the unit pop-out.
2 Game time: Where can the seeds be? 6 Tidy up and say Goodbye
• If you have a Routine clock, move the hand to ‘Game time’ • Encourage the children to tidy up by singing or playing
and tell the children that you are going to play a game the Tidy up time song (CD1 track 10).
called Where can the seeds be? • If you have a Routine clock, move the hand to ‘Goodbye’.
• Bring six children to the front and give each a flowers • Sing the Goodbye song (CD1 track 3). Have the puppets
flashcard. Each time you say a stage, the child who has the wave goodbye as you put them away.
flashcard holds it up high in the air. Repeat the procedure a
number of times, saying the vocabulary at random. Check
that the children are paying attention by repeating some of
the words.
• Now tell the children holding the cards to turn their flashcards
face down. Tell them that they must stay completely still, even
when they hear the flower on their flashcard. Ask the children
Where can the seeds be?
• Encourage the children to remember which of their
classmates has the seeds flashcards. They can use the Unit 3
vocabulary by saying, e.g. [Name], can I have the seeds, please?
3 Song time: Easter Bunny

• Display the Festivals: Spring flowers flashcards that appear
in the song: flowers and leaves. Play Easter Bunny
(CD2 track 21), encouraging the children to join in with
the actions and sing along where they can. Alternatively,
play the song on the DVD (Festivals: Spring Song 2).
• Now divide the class into three groups, assigning them a
different place to look (on the flowers, under the leaves, in
the pond). Play the song again, encouraging the children
in each group to stand up and do the actions.

116 Spring

Festivals: Spring Lesson 6 4 Story time: Listen and follow
Materials and play the Story time rhyme (CD1 track 7).
Circle time and Weather routine materials • Play the story (CD2 track 18) and encourage the children to
Character puppets follow in their storybooks. Go around the class, monitoring
Routine clock that the children are looking at the correct pages while the
Festivals: Spring storycards story is playing.
Audio CDs 1 & 2
1 Circle time and Weather routine the Tidy up time song (CD1 track 10).
• If you have a Routine clock, move the hand to ‘Circle time’ • If you have a Routine clock, move the hand to ‘Goodbye’.
before the start of class. • Sing the Goodbye song (CD1 track 3). Have the puppets
• Start the lesson with the Circle time and Weather routine wave goodbye as you put them away.

the song Easter Bunny (CD2 track 21).
• If possible, take the children to an area of the classroom
where they have space to move around. Draw a picture
of a rabbit on the board and remind the children of the
action for Easter Bunny (put both your hands at the back
of your head like rabbit ears and bounce up and down).
Practise bunny hopping with the children.
• Tell them that they are going to pretend to be the Easter
Bunny, hiding chocolate eggs. Play the first verse of Easter
Bunny and practise the action and have the children
pretend to hide the eggs.
• Now tell the children that on Easter morning, children in
the UK go looking for the eggs. Choose children to act out
the different places where the eggs could be: five children
hold hands to make a pond; two or three children are the
flowers; two or three children are the leaves. The rest of
the class walks around the room looking in the different
places as they are mentioned in the song.
• Everyone stands to face the front and sing and act out
the last verse.
3 Talk time: Look on the …

• Now go around and have Frankie say Where can the eggs
be? Look on/under/in the … Encourage the children to
respond with the appropriate action for on, under or in.
• If your children are confident with the language, encourage
them to make suggestions to Frankie and the rest of the
class, e.g. Look under the leaves. Frankie and the class should
respond with the appropriate action.
Spring 117

Extra activities Fishing rod game
A child’s fishing rod with a magnet / A piece of string with a magnet
Tex’s words extra worksheet attached to a stick, Festivals: Spring flowers flashcards, Paperclips
Photocopy Masters 19 and 20 • Arrange the children in a circle and show them that you
• Make a flick book. Give each of the children a copy of are attaching paperclips to the flowers flashcards. Now lay
Festivals: Spring Tex’s words Photocopy Masters 19 and 20 the flashcards on the floor, saying Look in the pond. Show
from the Teacher’s Website. Show the children how to cut the children that to pick up a flashcard they must put the
along the cut lines and stick together the pages of the book magnet near the paper clip on each flashcard.
in order along the left-hand side. Once they have made their • Now request the flashcards, e.g. Can I have the seeds,
book, they can flick quickly through the pages to see the please? Pass the fishing rod to individual children, who
flower grow. Encourage the children to identify the different then fish for the flashcard you mentioned. Collect the
stages as they flick through the book. flashcards.
Pronunciation practice Frankie talks extra worksheet
Festivals: Spring flowers flashcards, Audio CD2 Photocopy Master 31
• Put up the flowers flashcards in the following order: • Make an egg hunt picture. Give each of the children a copy
seeds, shoots, stems, leaves, buds, flowers. Play the word list of Festivals: Spring Frankie talks Photocopy Master 31 from
(CD2 track 17), pausing after each word to repeat it and the Teacher’s Website. The children colour and cut out
revise the correct action. Concentrate on pronouncing the pictures. Use the pictures to practise the Frankie talks
the words very clearly and accurately in this activity, and language by encouraging the children to place the Easter
encourage the children to do the same. eggs in different positions (i.e. on the leaves, under the
• Now without the CD, repeat the activity, varying the pace flowers, in the pond) and talk about it, e.g. Where can the
at which you say the words. Remember to keep focus on eggs be? Look under the leaves.
correct pronunciation throughout.
True or false
• If you are interested in building the children’s phonemic
awareness, you may wish to concentrate on the initial Tape, Egg-shaped card
sounds for each word, too. • Using the Festivals: Spring Frankie talks worksheet as
inspiration, prior to starting the activity, draw a simple
Phonemic awareness outdoors scene on the board with some flowers, some big
• A good sound to work on in this unit is /iː/. Familiar words leaves and a pond.
using this sound (in the middle of the word) are leaves, • Put a line of tape on the floor and explain to the children
seeds and teacher. that one side is True and the other is False.
• Start by repeating the sound /iː/ a few times, encouraging • The children all stand on the tape in a line. Point to your
the children to join in with you. Now say the sound and drawing on the board and say Where can the eggs be? Say,
the words, e.g. /iː/ /iː/ leaves, /iː/ /iː/ seeds, /iː/ /iː/ teacher. e.g. Look in the pond and place the egg-shaped card in
Do the actions for each word as you speak. one of the following positions on the board: on the flowers,
• You may wish to sing the Phonemic awareness song, to the under the leaves, in the pond. If the children think that you
tune of Frère Jacques: have said the correct place, they jump on the True side;
/iː/ /iː/ /iː/ /iː/ /iː/ /iː/ /iː/ /iː/ if not, they jump on the False side. Repeat a number of
Where are you? Where are you? times with different positions.
Here in leaves and in seeds.
In, on or under
Teacher, too. Teacher, too.
Festivals: Spring flowers flashcards
The wave • Place the flowers flashcards in different places around the
Festivals: Spring flowers flashcards classroom – put them in, on, and under different objects.
• Show the children the flowers flashcards in a random order. • As you place the flashcards around the classroom, say the
Talk to the children in L1 about how there is a natural order words and encourage the children to repeat them. Now
to the words and that they must think about the story. ask individual children Where can the seeds/shoots/stems/
• Give the flashcards to six children in a random order. The leaves/buds/flowers be? Encourage the children to reply
children come to the front and work together to get in order. using on, under or in and pointing to the card.
Now chant the six stages of the flower in order and the
children squat down and pop up when they hear their word.
118 Spring

va ls S umm e r
Fe st i
Unit overview
Tell me and I will forget. Show me and I may remember. About the unit
Involve me and I will understand. • In this unit, the children will be introduced to vocabulary
Unknown to describe common summer items and will also learn
about staying safe in the sun. They will also extend the
Objectives
food vocabulary learnt so far by focusing on picnics.
Present and practise summer vocabulary: sun cream,
sun hat, T-shirt, water, sun umbrella, sunglasses
• Even if you don’t usually do so, it is a good idea to include
the Weather song in your Circle time routine throughout
Recognize and correctly respond to the instruction the unit, as the weather – particularly sunny weather –
Let’s (have a picnic)! and extend food vocabulary is an important feature of it.
Review vocabulary from Units 1–5, Festivals: Christmas • Ensure the class understands that you will be focusing
and Festivals: Spring units on summer and the sun in this unit by discussing this
in L1 prior to starting the unit. Encourage them to talk
Materials about what sort of clothes they might wear when it’s
Circle time and Weather routine materials summer and it’s warm outside. To help consolidate their
Character puppets understanding, you may wish to bring in some suitable
Routine clock clothing items and/or ask parents to supply some of the
Class Book children’s own.
Characters flashcards • In the Extra activities section for this unit there is advice on
Colours flashcards
Weather flashcard: sunny and Frankie talks language. There are also suggestions for
Units 1–5, Festivals: Christmas and Festivals: Spring units a pronunciation practice activity, focusing on providing
flashcards clear and accurate models of the new language for the
Festivals: Summer flashcards children to follow.
Festivals: Summer food flashcards
Festivals: Summer storycards: Safe in the sun
Festivals: Summer pop-out
Festivals: Summer stickers
Jump In! envelopes
Jump In! box
Teacher’s Website: Photocopy Masters 21, 32
Reward stickers
Audio CDs 1 & 2
DVD
Summer 119

Festivals: Summer Lesson 1 3 Tex’s words: Vocabulary presentation
revise the summer clothes vocabulary and talk to the
Materials children in L1 to find out what they already know about
Circle time and Weather routine materials summertime. Ask them what they should do when going
Character puppets out in the sun, e.g. wear a sun hat or cap and drink lots of
Routine clock water.
Class Book: Tex’s words worksheet (p.47) • Take out the Festivals: Summer flashcards. Tell the children
Weather flashcard: sunny that Tex is going to teach them some new words. Play Tex’s
Units 1–5, Festivals: Christmas and Festivals: Spring words (CD2 track 22) as you take out the flashcards one by
units flashcards one and show them
Festivals: Summer flashcards to the children.
Festivals: Summer storycards Tex’s words $ 2•22
Festivals: Summer stickers Hello, everyone. It’s summer! Phew!
Audio CDs 1 & 2 It’s hot and sunny. We need to be safe in the sun.
DVD Wear sun cream.
Wear a sun hat.
Wear a T-shirt.
Drink water.
Use a sun umbrella.
And wear sunglasses.
Then you’ll be safe in the sun!

sun cream – pretend to rub cream on your face.
sun hat – mime putting on a hat.
T-shirt – mime pulling a T-shirt down over your torso.
water – mime drinking water with one hand in a fist and
your thumb sticking out. Move your thumb towards your
mouth, like a spout.
sun umbrella – put your fists together, one on top of
the other, and lift the top one in an upwards motion,
47 as though opening an umbrella.
sunglasses – pretend to put on a pair of sunglasses using
Jump In! A
both hands.
• You may also wish to play the word list (CD2 track 23) to help
• If you have a Routine clock, move the hand to ‘Circle time’ consolidate the new vocabulary further. Again, encourage
before the start of class. the class to repeat the actions as they hear the words.
you have chosen to do with your class, along with any Festivals: Summer word list $ 2•23
revision you may wish to do. sun cream, sun hat, T-shirt, water, sun umbrella, sunglasses
• If you have time, this is also a good opportunity to revise
2 Revision colours, pointing to each flashcard and asking, e.g. What
• As there are many songs the children will have learnt colour is the sun hat? What colour are the sunglasses?
choose three songs to practise at this stage. 4 Story time: Safe in the sun
• Display on the board the three sets of flashcards that • If you have a Routine clock, move the hand to ‘Story time’
support the three songs you’ve chosen, e.g. fire fighter, and play the Story time rhyme (CD1 track 7), encouraging
chef, shop assistant, teacher, doctor, waiter / seeds, shoots, the children to join in with the actions.
stems, leaves, buds, flowers / sandwiches, cheese, chicken, • To help set the context of the story, show the children the
salad, spaghetti, chocolate. weather flashcard for sunny and sing the Weather song
• Now act out one of the songs and have the children guess (CD1 track 4).
which one you are miming. Once they have guessed all • Tell the children that they are going to hear another story
three, ask the children which is their favourite song from about Oscar and Sophie from the Festivals: Christmas and
the ones on the board. Encourage the whole class Spring units, as well as their mummy, daddy, granny and
to sing and act out the most popular song. grandad. You can play the story on the CD (CD2 track 24)
and use the storycards, or play the DVD (Festivals: Summer
Story).
120 Summer

Safe in the sun $ 2•24 / DVD Festivals: 5 Table time: Tex’s words worksheet
Summer Story with stickers
1 Narrator It’s summer. Oscar and Sophie are at the beach • If you have a Routine clock, move the hand to ‘Table time’
with their mummy, daddy, granny and grandad. It’s hot and play the Table time rhyme (CD1 track 8), motioning for
and sunny. the children to go back to their tables.
Oscar I’m hot!
Sophie Me too! • Give out the worksheet from the Class Book. Point to
Oscar and Sophie’s family picnic scene and establish
2 Mummy Oscar and Sophie, it’s very sunny. You need to
that they have to add the summer items, saying What’s
wear sun cream.
missing? Tell the children to look at the worksheet. Point to
Oscar OK, Mummy, but quickly. I want to play.
the different safe in the sun objects and try and elicit the
Sophie Me too!
words from the children.
3 Daddy Oscar and Sophie, it’s very sunny. You need to wear
a sun hat. • Show the children the stickers. The children then
Oscar OK, Daddy, but quickly. I want to build a sandcastle. complete the worksheet using the stickers.
Sophie Me too! • Once the children have finished, name the summer items
4 Grandad Oscar and Sophie, it’s very sunny. You need to and ask the children to listen and point as you say them.
wear a T-shirt. You may wish to do this several times, varying the order
Oscar OK, Grandad, but quickly. I want to play ball. and the pace at which you say the words.
Sophie Me too!
5 Oscar It’s too hot! 6 Tidy up and say Goodbye
Sophie Yes, it’s too hot and too sunny! • Encourage the children to tidy up by singing or playing
Granny Oscar and Sophie, you need to drink water. the Tidy up time song (CD1 track 10).
Oscar Thank you, Granny. I’m thirsty! • If you have a Routine clock, move the hand to ‘Goodbye’.
Sophie Me too! Thank you, Granny!
6 Narrator Grandad has an idea.
Grandad I know! Let’s go swimming in the sea!
Oscar Good idea, Grandad. I love the sea!
Sophie Me too!
7 Grandad That’s better!
Granny The water is nice and cool!
8 Mummy Anybody hungry? Let’s have a picnic!
Oscar Yes! I love picnics!
Sophie Me too!
Narrator Everyone sits under the sun umbrella to have
a picnic.
Daddy I like cheese sandwiches!
Granny And I like chicken.
Mummy Who wants juice?
Everyone Me!
Sophie I love the beach. And I love summer!
Oscar Me too!
• After the story, display the summer flashcards on the
board and ask the children which word was not in the
story (sunglasses). Invite one of the children to come out
and circle the sunglasses flashcard.
Summer 121

Festivals: Summer Lesson 2 • Display the Festivals: Summer flashcards in the order
they appear in the song: sun cream, sun hat, T-shirt, water,
Materials sun umbrella and sunglasses. Say the summer items and
Circle time and Weather routine materials encourage the children to do the appropriate action as
they hear each word.
Character puppets
Routine clock
Class Book: Tex’s words worksheet (p.47) to copy the actions.
Festivals: Summer flashcards
Festivals: Summer pop-out Safe in the sun $ 2•25 / DVD Festivals:
Audio CDs 1 & 2 Summer Song 1
Tune: What shall we do with the drunken sailor?
DVD
Wear sun cream, everyone. (x3)
Be safe in the sun.
Festivals Summer Wear a sun hat, everyone. (x3)
Be safe in the sun.
Wear a T-shirt, everyone. (x3)
Be safe in the sun.
Drink water, everyone. (x3)
Be safe in the sun.
Use a sun umbrella, everyone. (x3)
Be safe in the sun.
Wear sunglasses, everyone. (x3)
Be safe in the sun.
Jump In! A
© Oxford University Press Pop-out on the DVD (Festivals: Summer Song 1).
1 Circle time and Weather routine 4 Table time: Pop-outs

• If you have a Routine clock, move the hand to ‘Circle time’ • If you have a Routine clock, move the hand to ‘Table time’.
• Give out the Festivals: Summer pop-out. The children have
to press out the bag and fold in its items.
2 Game time: Who’s beside …? practise the unit vocabulary by folding in the summer
• If you have a Routine clock, move the hand to ‘Game time’ items in an order you specify.
called Who’s beside …?
• Arrange the Festivals: Summer flashcards around an open
5 Story time: Safe in the sun
area of the classroom. Play some music and encourage • If you have a Routine clock, move the hand to ‘Story
the children to dance. time’ and play the Story time rhyme (CD1 track 7). Tell the
• When you stop the music, all the children must choose a
this time they must listen carefully and fold in the summer
flashcard to sit down next to.
items in the same order as the story.
• Pick a word at random and say it to the class. The child or
children next to the summer word mentioned must stand
• Play the story (CD2 track 24) and encourage the children to
fold in the items from the bag as they appear in the story.
up and do the action for that word.
• Repeat with other words until the children have revised all
the summer vocabulary.
3 Song time: Safe in the sun
• If you have a Routine clock, move the hand to ‘Song time’ • If you have a Routine clock, move the hand to ‘Goodbye’.
and tell the children that they are going to hear a song. • Sing the Goodbye song (CD1 track 3). Have the puppets
Lesson 1. Play Safe in the sun (CD2 track 25), pointing to
the various summer items as you hear them.
122 Summer

Festivals: Summer Lesson 3 3 Game time: Beat the clock
Circle time and Weather routine materials called Beat the clock.
Character puppets • Show the children the summer flashcards and elicit the
Routine clock words. Play Safe in the sun (CD2 track 25) and establish the
Festivals: Summer flashcards order the words appear in the song. Chant the words in
this order a few times.
Festivals: Summer storycards
• Then display the flashcards in a random order and bring
Festivals: Summer pop-out
out the children in twos. Time the children as they race
Audio CDs 1 & 2 to put the flashcards in the correct order. Then bring out
DVD different pairs of children and see if they can beat the
fastest time.
• Start the lesson with the Circle time and Weather routine the story on the DVD. Tell the class that it is important to
you have chosen to do with your class, along with any watch the story carefully because they are going to act
revision you may wish to do. it out afterwards.
• Play the story on the DVD (Festivals: Summer Story).
2 Song time: Safe in the sun
• If you have a Routine clock, move the hand to ‘Song time’ 5 Table time with pop-outs
• Take out the Festivals: Summer flashcards and place them children to go back to their tables.
in a random order. Ask six children to come and stand at
the front of class to help you.
• Choose six children to be Oscar, Sophie, Mummy, Daddy,
Granny and Grandad.
• Hold up the flashcards one by one, saying the word and
encouraging the children to repeat. Give one flashcard to
each of the children.
• Play Safe in the sun (CD2 track 25) once and establish of the class should follow the story, folding out the correct
that the flashcards the children are holding are not in summer item at each stage of the story.
the correct order.
• Ask the class to tell you the order of the song. Write the TEACHING TIP: To give the children playing Oscar and
numbers 1–6 on the board, high enough to be above Sophie a greater sense of involvement in the story, you
the children’s heads and encourage the rest of the class could bring in some props for them to use while acting,
to order the flashcards properly, e.g. One: sun cream. The such as some sun cream, sunglasses and sun hats.
child with that flashcard must move and stand under the
number 1.
lift them when they hear their word. Encourage the rest • Encourage the children to tidy up by singing or playing
of the class to sing along and either point to the correct the Tidy up time song (CD1 track 10).
flashcard or do the actions as they hear them. • If you have a Routine clock, move the hand to ‘Goodbye’.
• If you have time, you can show the children the DVD • Sing the Goodbye song (CD1 track 3). Have the puppets
version of the song (Festivals: Summer Song 1). Play the wave goodbye as you put them away.
DVD, encouraging the children to watch and do the
actions.
EXTRA ACTIVITY:
Summer 123

Festivals: Summer Lesson 4 3 Story time: Safe in the sun
Character puppets
Unit 4 food flashcards (sets 1 and 2): sandwiches, salad, remember what happens next before you read on.
chicken, cheese, chocolate, yoghurt, juice
Festivals: Summer flashcards 4 Song time: Let’s have a picnic!
TEACHING TIP:
Before introducing the new vocabulary, and
to set the context of the new song, explain that 18th June
Audio CDs 1 & 2 is National Picnic Day. Talk in L1 with the children about
DVD picnics and what they already know about them. Remind
the children of Oscar and Sophie’s family picnic in the
story and show them Storycard 8.
To remind the children of the food vocabulary they have
already learnt, you could also sing the Unit 4 songs as a class:
Do you like …? (CD1 track 36) and I like … (CD1 track 38).
• Draw a picnic basket on the board and display the following
flashcards (taken from Unit 4 sets 1 and 2, Festivals: Summer
and the Festivals: Summer food flashcards): sandwiches, salad,
chicken, cheese, oranges, apples, cherries, chocolate, yoghurt,
water, juice. Do the appropriate actions for each of the words
the children already know. Alternatively, play the Frankie talks
audio (CD2 track 26) to support your language presentation.

Jump In! A
49 Oranges, apples and cherries.
Let’s have a picnic!
• Play Let’s have a picnic!, using the CD (CD2 track 27) or
1 Circle time and Weather routine the DVD (Festivals: Summer Song 2) to present the song.
• If you have a Routine clock, move the hand to ‘Circle time’ Teach the children the actions as you sing.
• Start the lesson with the Circle time and Weather routine Let’s have a picnic! $ 2•27 / DVD Festivals:
you have chosen to do with your class, along with any Summer Song 2
revision you may wish to do. Tune: Pop! Goes the weasel
Sandwiches, salad, chicken and cheese.
2 Game time with song Oranges, apples and cherries.
• If you have a Routine clock, move the hand to ‘Game time’ Chocolate, yoghurt, water and juice!
and tell the children that they are going to play a game Let’s have a picnic!
with the song Safe in the sun.
• With the children standing in a circle, give out the
summer flashcards at random. Now point to a flashcard
and say the word. Encourage the child with that flashcard
to hold up the card while everyone repeats the word.
Repeat with the other words.
• Play Safe in the sun (CD2 track 25) and indicate that you
124 Summer

SUGGESTED ACTIONS: The suggested actions described
in Unit 4 for the food items and Lesson 1 of this unit for
water could be used here. For the Frankie talks vocabulary,
you may wish to teach and incorporate some or all of the
following actions into the song:
oranges – place your fist loosely clenched in front of your
mouth, then tighten and loosen.
apples – pretend to hold an apple and take a bite.
cherries – put your thumb and index finger together and
move them from your mouth outwards.
Let’s have a picnic! – with your palms up and arms out in
front of you, move them out and in a circle, then back, as
if to indicate the presence of an impressive picnic spread
in front of you.
• If you have time, play the song again using the

CD or DVD.

• Give out the worksheet from the Class Book. Point to each
of the food items at the picnic and establish the name
and the appropriate action.
• Point to the three plates in the middle and ask the children
to tell you how many of each fruit is on the plates. Now
tell the children that you want them to draw three more
oranges on the plate. Pretend to draw the oranges on the
plate, counting One, two, three as you do so.
• Repeat with the apples and cherries, encouraging the
children to draw four more apples and five more cherries.
• Then ask the class to count the oranges, apples and
cherries together. Play Let’s have a picnic! (CD2 track 27)
and encourage the children to point at the food items on
their worksheets as they hear them in the song.

Summer 125

Festivals: Summer Lesson 5 • Now arrange the children in a circle and display the food
flashcards again, but at a height where the children can
Reinforcement (optional) reach them.
• Say to the children Let’s have a picnic. Ask individual children
Materials
to bring the food to the picnic by saying, e.g. [Name], I like
Circle time and Weather routine materials sandwiches. The child brings the flashcard to you and you
Character puppets place it in the centre.
Routine clock • Continue until you have collected all of the cards.
Colours flashcards
Unit 4 food flashcards (sets 1 and 2): sandwiches, salad, activity available on the Teacher’s Website. See the Extra
chicken, cheese, chocolate, yoghurt, juice activities section (p.128) for more information.
Festivals: Summer flashcards
Festivals: Summer storycards 4 Game time: Lucky dip
Festivals: Summer pop-out • If you have a Routine clock, move the hand to ‘Game time’
Jump In! box
called Lucky dip.
Audio CDs 1 & 2
• Arrange the children in a circle and put all the summer,
DVD food and colours flashcards in the Jump In! box.
Encourage the children to come out one by one and take
a flashcard each. Once the children have a flashcard, see
language learnt so far. As no new vocabulary is presented, if they can say the word on their flashcard. The rest of the
this lesson could be omitted if time is short. class can help them.
• When all the children are sure of their words, start in one
part of the circle and encourage the children to lift up their
1 Circle time and Weather routine flashcard one by one and say the word. The children do this
• If you have a Routine clock, move the hand to ‘Circle time’ all the way around the circle, back to the beginning.
TEACHING TIP: If your class is particularly large, the children
could have one flashcard between two – one child lifts
up the flashcard while the other says the word. Then do a
second round and the children swap roles.
2 Game time: Jump In! Jump In! • Now say the name of a child and see if the rest of the class
• If you have a Routine clock, move the hand to ‘Game time’ can say the word on the child’s flashcard.
called Jump In! Jump In! 5 Story time: Show what you know
• Sit in a circle with your class. First, practise the action Jump • If you have a Routine clock, move the hand to ‘Story time’
In! Jump In! with the children, and then pretend you are and play the Story time rhyme (CD1 track 7).
splashing around in water. • Use the storycards to retell Safe in the sun. Use the
• Now show the children the characters flashcards and comprehension questions and song references on the
explain that every time they see Frankie, Tex, Dizzy or Spot back of the storycards to practise all the new language
that they must do the jumping-in action and say Jump In! from the unit.
Jump In! • Encourage the whole class to get involved with acting out
• Shuffle the four characters flashcards in with the summer parts of the story. Use the flashcards, as well as doing any
and food flashcards. Show the children the flashcards one relevant actions and using the unit pop-out.
by one and encourage them to name the words. If one of
the characters flashcards appears, the children have to say: 6 Tidy up and say Goodbye
Jump In! Jump In!, stand up and do the action. • Encourage the children to tidy up by singing or playing
3 Song time: Let’s have a picnic! • If you have a Routine clock, move the hand to ‘Goodbye’.
• If you have a Routine clock, move the hand to ‘Song time’. • Sing the Goodbye song (CD1 track 3). Have the puppets
• Display the food flashcards in the order they appear wave goodbye as you put them away.
in the song: sandwiches, salad, chicken, cheese, oranges,
apples, cherries, chocolate, yoghurt, water, juice. Play Let’s
have a picnic! (CD2 track 27), encouraging the children to
join in with the actions and sing along where they can.
Alternatively, play the song on the DVD (Festivals: Summer
Song 2).
126 Summer

Festivals: Summer Lesson 6 4 Story time: Listen and follow
Materials and play the Story time rhyme (CD1 track 7).
Circle time and Weather routine materials • Play the story (CD2 track 24) and encourage the children to
Character puppets follow in their storybooks. Go around the class, monitoring
Routine clock that the children are looking at the correct pages while the
Unit 4 food flashcards (sets 1 and 2): sandwiches, salad, story is playing.
chicken, cheese, chocolate, yoghurt, juice
Festivals: Summer flashcard: water 5 Tidy up and say Goodbye
Festivals: Summer food flashcards • Encourage the children to tidy up by singing or playing
Audio CDs 1 & 2

the song Let’s have a picnic! (CD2 track 27).
• Show the children the food flashcards that appear in the
song. Say to the class Let’s have a picnic! Show the children
one of the flashcards and say Let’s have … and try and
elicit the word from the class, e.g. sandwiches.
• As you suggest items for the picnic, display them on the
board in a random order. Play the song and encourage
different children to come out and put the flashcards in
the order of the song. Play the song a second time and
encourage the children to join in and do the actions.
3 Talk time: Let’s have a picnic!

• Now go around and have Frankie say Let’s have a picnic!
Encourage the children to join in with the action. Say to
an individual child, e.g. Let’s have cherries! and encourage
them to respond with the appropriate action. Repeat for
other food items.
Summer 127

Extra activities Frankie talks extra worksheet
Photocopy Master 32, String, Sticky tape
Tex’s words extra worksheet • Make a picnic mobile. Give each of the children a copy of
Photocopy Master 21, Audio CD2 Festivals: Summer Frankie talks Photocopy Master 32 from
• Colour and cut out. Give each of the children a copy of the Teacher’s Website. The children colour and cut out the
Festivals: Summer Tex’s words Photocopy Master 21 from picnic blanket and food items. Give the children twelve
the Teacher’s Website. Encourage the children to colour in pieces of string each – one for each food item. Show the
the six frames and cut them out. Play Safe in the sun (CD2 children how to use sticky tape to attach the string to
track 25) and encourage the children to put the frames in the food item pictures and then to the picnic blanket.
order. Finally, give the children one longer piece of string to
attach to the centre of the picnic blanket, in order to hold
Pronunciation practice their mobiles. Use the mobile to practise the Frankie talks
Festivals: Summer flashcards, Audio CD2 language by encouraging the children to point at the
• Put up the summer flashcards in the following order: sun food items one by one by saying, e.g. Let’s have oranges!
cream, sun hat, T-shirt, water, sun umbrella, sunglasses. Play
the word list (CD2 track 23), pausing after each word to Try not to get mixed up
repeat it and revise the correct action. Concentrate on Unit 4 food flashcards (sets 1 and 2): sandwiches, salad, chicken,
pronouncing the words very clearly and accurately in this cheese, chocolate, yoghurt, juice, Festivals: Summer
activity, and encourage the children to do the same. food flashcards
• Now without the CD, repeat the activity, varying the pace • Arrange ten children in a row at the front of the class.
at which you say the words. Remember to keep focus on Give each child a food flashcard.
correct pronunciation throughout. • Each time you say the name of an item, the child who has
• If you are interested in building the children’s phonemic the flashcard has to hold it up high in the air.
awareness, you may wish to concentrate on the initial • At the beginning, say the items slowly. Once the children
sounds for each word, too. have become familiar with the game, try to confuse them
by changing the order of the items or repeating the same
Phonemic awareness food item several times. If a child gets mixed up, they have
• A good sound to work on in this unit is /s/. Familiar words to give their flashcard to another child who is sitting down.
beginning with this sound are sun cream, sun hat and
sun umbrella. Food silhouettes
• Start by repeating the sound /s/ a few times, encouraging Food silhouettes (made from Photocopy Master 32), Straws
the children to join in with you. Now say the sound and • Before the start of this activity, you will need to
the words, e.g. /s/ /s/ sun cream, /s/ /s/ sun hat, /s/ /s/ sun prepare silhouettes of the summer items of the unit by
umbrella. Do the actions for each word as you speak. photocopying and enlarging the pictures from the Frankie
• You may wish to sing the Phonemic awareness song, to the talks Photocopy Master 32. Colour the pictures black and
tune of Frère Jacques: cut around their outlines. Attach them to straws so you
/s/ /s/ /s/ /s/ /s/ /s/ /s/ /s/ can hold them up and the children can see the full
Where are you? Where are you? outline of the food item.
Here in sun cream and in sun hat. • Take the children outside and show them how to make
Sun umbrella, too. Sun umbrella, too. shadows using the sun behind them. Talk to the children
about how when it’s sunny, we see shadows of objects.
Lightning flashcards • Show the children the silhouettes of the food items and
Festivals: Summer flashcards see if they can tell you the name of each item.
• Divide the class into two teams and arrange them in two
rows. The two children at the start of the line go first.
• Stand at the front of class with the summer flashcards. The
two children at the front face away from you while you
choose a flashcard. Then say 1.2.3. What can you see? and
the two children quickly turn around. The first child to call
out the correct answer wins a point for their team.
• Repeat with other children and flashcards, all the while
reminding the two teams that they must remain silent while
the two children at the front try and remember the words.
128 Summer

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4045834 Jump In-A_TB Cover.indd 1 3/28/17 12:23 PM

isbn: 978 0 19 404583 4

© 2020 Oxford University Press

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• Colour stickers for every unit

Teacher’s Resource Pack

Jump In A_Audio CD_tracklist.indd 1 2/22/17 8:48 PM

Jump In! A • Unit 1 • © Oxford University Press

Jump In A storycards.indd 1 3/2/17 4:05 PM

for use in lesson routines

Jump In! A • Unit 5 • © Oxford University Press

Jump In A storycards.indd 2 3/2/17 4:05 PM

Project photo flashcards

3/18/17 12:37 PM Jump In A_Project Lesson Flashcards.indd 3

I’m I’m I’m I’m I’m I’m

Hello! Hello! Hello! Hello! Hello! Hello!

I’m I’m I’m I’m I’m I’m

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• Complete description of the syllabus and objectives for

Tour of a unit explaining the principal points of each lesson

Extensive ideas bank, full of extra suggestions in order to

SUGGESTED ACTIONS: You may wish to teach and incorporate

make the most of the resources

to plan any extra resources needed

Comments and tips for the teacher

Creative ideas for revision and extension of language 76 Unit 4

4045834 Jump In A_TB prelims.indb 76 5/16/17 6:54 PM

as a Routine clock, masks and Weather monitor badges

• Extra Frankie talks worksheets to reinforce the unit

two-year introduction to the main sounds/letters of English

Includes an introduction section that explains the rationale

Untitled-2 116 25/10/2011 14:21

covered in one- or two-year programmes

the sounds and build solid reading skills

Classroom Presentation Tool

Lingokids™ home learning app

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Stories Digital resources

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2 Wait and see ...

Project 1: Pop-art faces

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Project 2: Hen and chick

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1 Self-knowledge and autonomy

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2 The physical, natural, social and cultural world around us

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3 Language: Communication and representation

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3 What do you want to be? Lesson 3

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If you feel your class requires further practice of the

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