MUA AMUN BLAPM Ug ASI TUR AN AGS A at AlAs dl a LaLa a Maal are Cee by Ta CgMe aah Contents About Jump In! Components Introduction Syllabus Objectives Téur of a unit Stories Ideas bank Classroom language <1 I'm happy! 2) Where are you? Project 1: Healthy Habits 3) The baby rabbit &) Let's go shopping! 5) Let's have a picnic! Project 2: Food Jump In! Extra Activities Festivals Christmas Festivals Spring Festivals Summer OXFORD UNIVERSITY PRESS ES p, (Les 11723) ELITGUUM a About Jump In! Jump intisa three-level course f e ‘ages of 3 and S in Pre-Primary. It isa flexible and innovative course that ‘and be easily adapted cenario. It has also been veloped with g tion to the needs and abilities of children at this age, as well as to the general objectives for Pre-Primary education, Each of the levels is especially tallored to the cognitive abilities and development of the age gro to provide a positive and fun English- 1uage learning experience. The course offers a wealth of d ideas for introducing and practising language, a well as a beautifully illustrated range of supporting materials, The sylabus for the course has been developed with the Pre yy curriculum in rind. Itits neatly into the subject areas and projects that the children will be learning about in other lasses, making it ate with the class tutor and gach to language learning, 2 of recycling, so that each subsequent the previous, making sure that Emphasis is also placed on the learning and practice ymmunicative language or Basic Interpersonal ation Skills (BICS). Ths area of language learning sential 102 childs confidence and enables nmunicate effectively early on in their lea experience. This language is also introduced al copportunit demic ficienc duces the child Id around them and ensures t 3 range of language. are exposed to Jump Intoffers you a rang} teaching resources that allow for significant language exploitation. There are puppets of three of the c characters. n addition, there are beautifully illus flashcards of all the vocabulary, and storycards fc he stories presenting Digital resources are fully integrated wit ‘methodology, The Classroom Presentation Too! allows you to ‘make the most of your whiteboard, and both the Teacher Resource Pack & the Teacher's Website offer a myriad of ary material to meet all your teaching needs. ies worksheets are provided for those teachers who want to practise early reading skills and there is a DVD full of songs and stories to entertain and motivate your clas. The story and song animations can also be found on the Lingokids app which conte cic content. We're sure that you and your stude offers 3s for making English engaging, while lelivering genuine language progress. Jump into a world of fun! will love Jump Inf. ItClass Book Teacher's Resource Pack Storycards Flashcards * 64 ful-colour flashcards all the main vocabulary er, numbers and colours flashcards routines oordin icker sheets for classroom use Project posters * 2arge posters, with full-colour Character puppets © Hand ith moveable mouths for Frankie and PITA HTH AHS AAA on Ro yr;ee ee) ee) Teacher's Book * Introduction section that explains the methodology and concept of Jump Ini as well as sections an the use of stories, ngs and chants, routines and puppets * Complete description of the syllabus and objectives for the course ‘© Tour ofa unit explaining the principal points of each lesson «Extensive ideas bank ful of extra suggestions in order to make the most of the resources ‘ Detailed lesson plans for each unit, including unit overviews to help plan any extra resources needed and how to involve parents © Comments and tips for the teacher ‘+ Creative ideas for revision and extension of language Teacher's Website ‘* Templates and cut-outs for making class resources, such as a Routine clack, masks and Weather monitor badges «Batra Texs words worksheets for further practice of the main vocabula + Extra Frankie talks worksheets to reinforce the ‘communicative language * Dizzy’sproject worksheets, for reinforcement of the project language and practice of the key concept Classroom Presentation Tool * Enhanced e-book version oPthe Class Book * Display the Class Book, animations and videos on your interactive whiteboard * Use online or download to a tablet * Includes alllive action song videos and story animations * Includes all class audio and colouring tools Lingokids™ home learning app «+ Extra interactive Jump int vocabulary practice games ‘+ All.ump In!animations and song videos * Additional song videos and games to extend vocabulary atning ‘+ Works across mobile and tablet devices ‘+ Personalised reports on student's progress in the Parent's dashboardJump inlis a three-level course for children between the ages of 3 and 5 in Pre-Primary,Itis a course for ALL Pre-Primaty lasses, no matter the lenath of the class or the number of, hours per week In developing the course, great attention has been paid to the needs and abilities of children at this, ‘age, 2s well as to the general objectives for Pre-Primary education. The ke aim of Jump ns to provide the children in your class with a postive Englih-learning experience. The course makes the most of chiens love of stories songs, chants playing, drawing, cutting seng and colouring. Al the activities and resources have been caefly devised and esigned to mate learning fun and to motivate the children by providing them with a sense of achievement, whatever thei ability. Te activites also have clear lesming obectives and demonstrate understanding so that both techers and parents can see exact how a childs prosressing Characters and concept Jump Intis about four friends: Frankie the frog, Tex the turtle, Dizzy the duck and Spot the ladybird. They live around a big, blue pond ina special Jump in! world, which we are invited ‘0 explore through the many adventures they have in the stories, Each character has a distinct personality and role in the course, which children of the age group will easly be able to, relate to, Texis a very practical character. He has a magical shel from which he can produce anyzhing he wishes, no matter what size! Frankie is very friendly and talkative; fr this reason, he is the primary tool for teaching communicative language. Spot is very quiet, butis constantly learning. The words she can say in English are largaly reflective of what the children will be able to produce and she, lke the children, grows in confidence and ability as the course progresses, Dizzyis very theatrical. She often takes the centre stage in stories, and she’s very keen ta learn and get involved in new adventures. Introduction 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 lear something of UK culture and traditions in certain festivals. in the Starter level, we meet Amy and Tony, a brother and sister, 2s well as their friends and family, and share their adventures at Christmas, in spring and on holiday in the summer. Communication and play ‘The methodology of Jump Int is focused on developing the children listening and speaking skis through authentic audio materials and communicative activities and games. The main vocebulary in each units presented in Tex's words, which introduces the main topic and a simple lexical set associated with this. The communicative language in each Units introduced in Franke ris, where the children are ‘aught useful sentences and expressions that they can use in everyday situations This language is sometimes called BICS (Basic interpersonal Communicative Skil) and is essential for allowing language learners to interact and communicate with each other in everyday social tuations. The routines and activites in the course provide chien vith rel opportunites to practise this language, and constant recycling isbuit into every unit and level of the course When teaching young chien, ts important to focus on developing the whole child - socially, emotionally, physically and intellectually. Play and garnes can help meet these goals. Dramatic play (doing actions and role play) works ‘on language development, fine motor skills, coordination, self-esteem and imagination, Games develop socal kils (through cooperation, tun-aking and sharing) language and vocabulary development. and emotional expression Jump It provides opportuities and realistic suggestions for the types of games appropriate for Pre-Pimary, as well as instructions on how to set up these games, Moreover, Care has been taken to ensure that there isa ch variety of activites troughout the course, both in the lesson notes andin the Class Book. This means that there are activities to suital learning styles and individuals Stories Jump Intisa storycled course, putting stories and the scenarios they depict at the heart ofthe learning process. Using stories has long been considered sound educational practice, and the benefits of the Jump in! stories are that they are fun, televant to the age group and present a context for the target language of each unit, not to mention being beautifully presented. Children will ind working with the stories and the characters appearing in them a motivating experience that makes leaming English bath accessible and enjoyable. They will also love the illustrations and the variety of detail in the images. The storycards allow you to make the most ofthe stories, as they include comprehension questions plus script on the back, GAGA PAP APRA HRA= = = = = = = =< | = =a =| = = = = = = = a a = = = = = = = = = a - a: This means that they can be used for retelling the stories in subsequent lessons, as wel asin activities, such as ordering the cards or acting out particular scenes, See the story lessons in each unit for more ideas on haw to make the most of the storycards and story time in your classroom, Songs and chants All the main language in Jump ins supported in the various songs and chants that accompany each unit. The vocabulary in Tex words andthe expressions in Frankie als are both reinforced through catchy songs. The songs themselves often have traditional or familiar tunes, so as to make them easier to learn for both the teacher and the class. They aso have suggested actions that supoor the meaning ofthe words and aid a scaffolded learning aporoach Anextensive bank of routine songs and chantsisaso available foruse in class They can be used as pat ofthe routines, acting as lesson markers or transis, making tease to signal ‘the stage of the lesson (eg. the Tidy up time song) or what's happening next such 3 the Storytime rhyme). Character puppets Among the many fantastic resources offered by Jump infare the character puppets. These represent important vehicles of language presentation and Zommunication in English for the course, for a vaiety of reasons + They ate a gieat way to encourage children to speak (children wil often speak toa puppet wen they are too shy to speakto youl) + They help develop childrens socal personal and emotional skis as children build up a apport with them. + They can provide an information gap anda new eason to review and reinforce simple questions and answers. + They show children how to play games and do activites, and can help play down any mistakes by laughing ana Giving the children another opportunity «They can help you to build upa set routine foreach lesson and also help with discipline. «They ony speak English Digital resources Jump int includes several sources that wll help you make the most ofthe digital equipment you may have in your school or classroom. These are easy to use and fully integrated into the lessons, wth tips and suggestions for how to exploit them further The Classroom Presentation Too! wil give you al the stories songs and DVD content for this level in one easy-to-use place. The lesson notes always provide an alternative activity Using flashcards or storycard for when the Interactive Whiteboard isn't available The Teaches Website includes al the photocopiable material for this level, giving you pentable worksheets 10 revise Texs words and Franke talks and also general cut-outs and activities such as the Routine clockand masks The Jump it Starter DVD contains animated versions of all the unit stories, and live-action versions of the songs from Lesson 6, These can all be used to revise and further ‘exploit the main unit language, as well as being a reward for children when they are working well. Digital resources in the classroom offer you an alternative way to practise the language fram the course and can add an exciting dimension to your English-language lessons. Interspersing your teaching with short bursts of digital content can help the flow of a lesson, keep up the pace and encourage class participation. Of course, working with new technology in the classroom isn't always straightforward, Make sure you set aside time to set up the equipment and get your colleagues to help your coordinate with you when they would lke to use the projector or Interactive Whiteboard as well ‘As well as the above components, the Lingokids™ home learning app extends the Jump In! course into the home ‘environment. The app provides vocabulary games, animations and videos. It also shows a student progress report in the parent's dashboard, Using English in the classroom itis particularly important to use English in situations that are repeated in every clas such as when developing your classroom routine, giving instructions and conducting activities. Where possible itis best to avoid overuse ofthe mother tongue in English lessons Jump ni promotes and facitates using English nthe classroom in a number of ways: by encouraging use of the target language, through the intoduction of simple sentences and instructions in English, and through the suppor of flashcards, estures actions and TPR total jihysical response), Remember tat, at ths young age, Children respond very well to gesture and intonation inthe voice to understand messages they are afterall, doing this constantly in thelr mother tongue The’silent period’ itis important to remember that some young children can spend time absorbing language before they actually produce anything Itis best not to force these children to speak English as this could create emotional stess; however, like Spot the ladybird, even when small children are not actually saying very much, they are stil taking in information Infact, some children say nothing at all in class, but then go home and’share'what they have learnt in English with theit family. ump in! aims to provide children with appropriate practice of the new language through songs, stories and role play, games and communicative activities. This will equip the children with the ability and the need to speak when they ate ready, as well as the actions and gestures to show Understanding even if they are silent,Pronunciation, phonemic awareness and phonics “Lump in! concentrates on the spoken word and communicative language, but there ae activities that take advantage of young children’ innate ability to copy language in order to develop their pronunciation and intonation. As well a the core activites in the unit lessons, the Extra activites section for each unt supports further pronunciation practice and highlights phonemic awareness ‘The term phonics’ refers to a method whereby children are taught to associate specific sounds with spectfc written letters or combinations of leer, Using these sounds and letters, children ate 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 ‘riety counta 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. Inline with this the Jump i Phonics section that can be found on the Teacher's Website for Levels A and 8. will provide you with a simple sequence of sounds and printable resources, should you wish to introduce phonics to your class. Tis method offers two programmes: one that provides two years worth 6f material and one that covers ine year only Evaluation Evaluation is an ongoing aspect of Jump in! and the teaching notes give clear guidance on how and when to monitor each child's progress. There are printable evaluation grids on the Teacher's Website for you to download and use at the end of each term and year 8 Introduction Parental involvement Parental support and encouragement are essential 10.8 child’ success in any subject. Jump in! provides numerous opportunities for parents to Share in their children's English-learning experience. All parents, including those who cannot speak English, can use the Jump in! resources available to them to support their children. it's highly motivating for parents to see their child's progress in learning a foreign language ~ and many report that they end up learning some English, too! ‘The lesson notes include tips for involving the parents as much as possible in the unit topics, such as ideas for items they can send in, or topics they can research and talk about together As they work through the course, the children will ‘make pop-outs and storybooks, which they can then take home and share with their families Parents can further support their childs learning by using the Lingokids Jump In! app which contains Jump Int live ‘action videos, song and story animations and interactive vocabulary practice, = ee = = = = = = = = = = a 3 7 - : : : : : : ;a) I'm happy! Objectives Language ) Where are you? Objectives Language New body, head, arms, egs 12345 Revision weather colours Routine Language ourteeth wash | New Wesr, RAs POTS Vax ae ean Liste (ey ad ee ee ev Syllabus Sgt ee tM =I eee ened ream ney