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    Jump in Starter Tb

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    137 views129 pages

    Jump in Starter TB

    Uploaded by

    Yiya Sonia

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 129
    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 0 <3) The baby rabbit Objectives Language * Review vocabulary related to weather, imbers 1 3 feelings happy laughing, + Present and practise animal vocabulary rabbi, cat, dog, bi * Diferentiate betwee mummy and baby animals + Recognize and use greetings like hello and gooobye, New rabbit cat, dog, bir baby rabbit baby cat, baby doa, baby bird «+ Present and practise clothes vocabulary: hat, Tshirt shorts sandak. + Present and pr © the simple dressing instructions: put your.on «+» Recognize and use greetings ike hello and goodbye. + Recognize and follow easy instructions and classroom routines * Recognize and follow easy inst ons and classroom routines. ee numbers feelings <4) Let’s go shopping! Objectives Language ~ Review vocabulary elated tothe weathe, numbers 1-5 and pars ofthe body. | New Tshirt, shorts hat, sandals Revision weather numbers colours parts ofthe body 5) Let’s have a picnic! Objectives Language jours and numbers 1-5. ‘New + Presentand practise food vocabulary: sandwich juice, yoghurt, banana sordwichles jue yoghur, banana «+ Dtesent and practise the statements and responses im hungry/eatyour..m | hungry thirsty eo crnk this /dinkyour : ‘= Recognize and use igs like hello and goodbye. Revision ‘+ Recognize and follow easy instructions and classroom routines. ‘weather numbers Project 2: Food Objectives Language « Project lear about where food and dink shouldbe stored New baset plate fridge Syllabus q NOnnnaATNANTNnAANAAnAAnAnnAnnAnnnAnnnannng Ua Uae Ta a (di Festivals Christmas presents, Objectives Language + Review vocabulary relate New iat te cy Revision rumbers Festivals Spring Objectives Language “> Review vocabulary elated to weather, numbers 1 dog, bir. «Present and Revision weather colours ‘animals Festivals Summer Objectives Language + Review vocabul + Present and pr + Present and practise new v imme, per hoidays going wth Jump In! and the objectives for Pre-Primary education ‘Ayoung childs capacity for leaning languages is well way forthe child's continued learning through Primary known and accepted by mast 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 skis which wil 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 forma balanced and Children are encouraged to be themselves and to participate in their own way ina postive 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 0 that children feel confident in the classroom. Frankie, Dizzy, Tex and Spot each have recognition of ane’ own —_| different personalities and excel at cifferent things. So too do the children characters) “Roreterstes, possiblities | Amy and Tony. The children inthe classroom will be able to identify withthe 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 schoo! that show the children the importance of respecting one another, working together and sharing, Inthe Class Book activities they will explore expressing themselves, consolidating what they've | learnt and developing cognitive ski. And through the games and activites they wil learn about teamwork and helping others 2 Thaw anawarenesof Jump n!putsabig emphasis on using physical movernent both to suppor leaming | hd use one's whole body and as. away o bring variety and fun tothe classroom. There are TPR activites to shalt diferent functions, consolidate and recycle language, plus there ae actions suggested for ll the songs Stpetimenting and then thathelp reinforce mearing, Ths way the language children ae using is meaningful leering to coordinate and | and ther ably 0 express themselves is not mite. The routine songs and chants Convol both gesture and. | also incorporete movement and use the classroom as an environment rather than just Trovement'thincteasng | static set up.The level of challenge in the Class Book worksheets gradual increases precsion, trough each level so as o match the cognitive development ofthe cid and keep them motivated, The pop-outs also help with motor skils by requiring children to press out fold and manipulate them as part of an activity. Te cut-outs such as the mini-books ‘and Photocopy Master worksheets 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, | Jumpin invites children to participate in the class in a way that they find most ‘emations, needs and ‘comfortable. The routines are slowly built up so as to make the lesson set-up clearand preferences, expressing familiar, while thete are roles within the lesson that children can take part in on their own | them and communicating | orn groups, thus fostering teamwork and respect for one another. There are specific them to others, and inturn | routines and topics in the course that encourage the children to express themselves recognizing and respecting | as individuals, for example enabling them to say how they feel or talking about their those of others. favourite colour There are reqular opportunities for personalizing their work and talking | about their own experiences ofa particular topic. The stories in Jump infhelp the children to lear to express emotions and give the teacher opportunities to discuss problems and experiences that are typical forthe age | ‘group, Above all, children are encouraged to contribute ata level and in a manner in which they are able, $0 that they feel confident, To carryout routine activities | The routines suggested in Jump in are gradually built up inline withthe confidence with increasing autonomy, | and challenge that the chidren need, There are routines that require monitors, such as ‘rowing in self-confidence | the Weather routine, and routines that requie collaborative work, such asthe Tidy up Shdintiative, and developing | routine. Children are given roles within activities and role plays to build their confidence, strategies for meeting ones | and there i always a model to follow with clear instruction inthe Teacher's Book for how basic needs. todo this, 12 Objectives 5 Toadjustone's behaviour | Jump in!gives the teacher both the ideas and resources to introduce teamwork into to the needs of others, the English class, There are group games and activities where the children collaborate developing respectful, helpful | together. There are aso projects and cross-curricular topics that involve contributing to and collaborative attitudes | larger pieces of work together, all encouraging respectful and collaborative attitudes to towards other people, nat | their classmates. There are suggestions too for how to widen this to other parts of the being too timid to put one’s | school and curriculum, so that children can present songs or stories or projects they have view forward but equally not | worked on to their peers always 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. ia 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 everyaay lives. 2 The physical, natural, social and cultural world around us 1 To observe and actively Jump in! ocks at themes that are relevant toa 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 ideas in the Teacher's Book situations and key facts ® | draw out ways to talk about these experiences and what children can learn from them. | and showing an interest in| The children are encouraged to recognize and react to situations, as well as to explore learning their own interests and share them with the class. ‘The cross-curricular topics and ideas for collaborating with other teachers offer children | ways to lean through English and explore the world around them. 2 Torelate toother people in| Jump infincludes activities that require independent work such as lass 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. The lesson is established around routines that recognize social norms and | make it feel familiar and give the children opportunity for responsibilty too, such as the toadaot one's behaviour | Tidy up routine or the opportunity to be a weather monitor accordingly Social norms ae included inthe 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. To learn about different Various festivals are covered in Jump nl, Chvistras is explored inthe frst term, followed social groups close to one’s by Easter and on to summer and the holiday season. ump Il offers stories, songs and ‘own experience,and about | DVD material of children in other countries celebrating, giving the class a chance to talk some oftheir characteristics, | about their own experiences and be aware of cultural differences. Tis fosters trust and cultural heritage, values and | appreciation for children from different backgrounds in their class. lifestyle, to generate trust, respect and an appreciation of difference 4 Toacquire foundation Although maths i not part of an English course, ump in!includes activities that build maths skill identifying ‘numeracy skill at the right level of cognitive challenge for the age group. Worksheets, attributes and qualities. | include sequencing and sorting skils, as well as working with simple numbers. There and establishing patterns | are further extra ideas for teachers to take this further inline with what the children are by grouping, classifying, doing in their maths curriculum. ordering and quantifying. aaa i ai Objectives 5 Toleemaboutand valve | _umpin'encouragesa respect for the environment by focusing the mein concest | the basic components of | within the outdoors and using the concept to look atthe natural world around us urnatualervironment Frankie, izzy, Texand Spot are curious about the seasons, the weather, the way things and how they interact, «grow and these are all explored in stories, songs and consolidated in worksheets. showing care, respect | and responsibilty for | consenation 3 Language: Communication and representation 1 Touse language asatool__| Language, both auraV/ora,is always supported in Jump in! with actions and responses for learning, representation, | that make it meaningful to the child. For exemple, the routines are supported with ett or atta at TTT TANAKA s communication nd routine songs and chants that include actions, and the Fankeals language is Enjoyment forthe expresion | supported by songs, games and workshee'. Inthe erly stages of schoo fe, lots of STiocasand fecingsand | emphasisis put on communicating with gesture he chid doesnt know or remember_| ‘aluing ora language asa a word, helping them to communicate and show understanding. All aspects of | vay eating to orhes and | clasroom Ife re delvered in English so thatthe cen become comfortableand, | structuring society expand ther passive knowledge quickly The rich and attactiveilutrations helo children | 10 follow the stories, and the repetitive language and simple actions encourage them to join in according to their own ability. 2. Toexpress feelings, desires | Jump in! gives the children opportunities to express their feelings and desires oral and ideas orally, and by other | through the Frankie talks lessons, where communicative language is introduced and. | means, choosing the mgst | used in relevant situations in the classroom. This includes, for example, expressing | appropriate means according | how they feel, talking about what they like and asking for something, The songs and to one’s communicative stories that support ths language also use actions to help the children remember and intention and situation. Understand what they are saying, 3 To understand the intention | Jumpin! encourages English as the lingua franca in the English classroom, but also and message of other encourages LI as appropriate for talking about experiences and as a way for children children and adults, adopting | to show they have understood an instruction. The Teachers 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 oth one’ native language —_ of English. Children are encourages to listen carefully to the teacher and to each other in and a foreign language games and acting out stores. 7 aundsiord sonst — | useneseponte afew ps Tain phiichiniesaiaaee | and recreate different songs. They also make use of their pop-outs to act out and participate in activities, forms of text, giving one’s _| showing they understand something ‘opinions and demonstrating enjoyment and interest. | F To build an awarenessof | Reading and writing in English is very much atthe discretion ofthe veacher, but Jumpin | the social seat he mitten | provides lots of opportunites to include and practise eat literacy klls The sequencing | thovd exploring function. | snd recognizing of shapes inccedin worksheets throughout the course, 2 wel 3 Sho valumngitssamears ot | incidental text The Jump in'Teachers Webs a Levels A and 8 gives teachers the option communication information | to intoduce sounds and leters, with auc support and printable materials that hel and enjoyment. work on pre-reading and then decoding of simple words. 6 Tobegin learning about art | Jump infexplres art both as a specific topic and via the illustrative styles throughout the | inits diferent forms and _| course. Children are exposed to rich and detailed artwork in different fashions, helping toexperiment with drama | them to experiment with their own creative expression and artwork using diferent | Acting out and using actions is an important part ofthe stories and songs experience in techniques. Jump inl, 50 that children join in and then start to use the language they are learning. The | | puppets are an important too! in bringing that out wherever possible. Objectives me Na a aaa Va MTL Jump ntfs organized into five units, two Project units and three Festivals units. Each main unit comprises seven lessons, featuring a story, two songs, worksheets, stickers, pop-outs, flashcard games and digital material, to maximize the English-language learning experience for your class The followings an overview of one unit from Jump In! Starter. rdescribes 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 ate designed to be flexible enough to suit most timetable requirements, and make it easy to extend lessons further Cr 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 information about all the other great supplementary material avallable on the Teacher's Website and the Classroom Presentation Tool. Every lesson is presented with a similar structure and set Cf routines, All the routines are accompanied by audio In the form of songs or chants, as well as supporting materia, such as flashcards or puppets We suggest that you use these routines from early on in the year, so as to establish and build on them asthe course progresses A ‘well-conducted routine can limit the need for use of the mother tongue; tepetitive and routine language can help YyoU to organize your classes and makes the children aware ‘of what you want them to do and how you expect them toact. Objectives «In this Tex words lesson, unit flashcards are used to present the new topic and language. Tex himself speaks to the children on the Audio CD, and the lesson Notes include lots of ideas for reinforcing the new vocabulary, The new vocabulary is practised again via the vocabulary song, which is accompanied by some simple actions. ‘© This new language is then consolidated via a simple game using the flashcards. The games vary from physical movement to cognitive challenges, and are always aopropriate to the age-group and ability of the children. Other games ideas are included in the Extra activities at the end of the unit if more practice is needed. ‘© Finally the lesson concludes with a Table time activity which involves a worksheet to consolidate the nev words. Children use the stickers from their envelopes ‘and place them on the worksheet. There are further ideas for exploiting the worksheet in the lesson notes. Tourofaunit 15 6 Objectives «©The main focus of ths lesson isto hear the new language in the context a story. The story can be used throughout the rest ofthe unit to revise language and explore the unit theme further. The story presentation on the Audio CD is accompanied by Storycards, and there are also comprehension questions ‘and the story script on the back of each card for the teacher to use when retelling «© The children then use their unit pop-outs, which can be found in the envelope, to accompany the reteling of the story and play a simple game to consolidate language further. Tourofa unit Lesson 3 Objectives ‘© After the usual Circle time and weather routines, this lesson continues with Gym time. This is an opportunity ‘to explore total physical response as a way to present and practise language. Over the course of the year, the children learn different actions that also provide useful classroom language for managing the class in English. Physical activities lke this can always be finished with the Quiet time rhyme, giving a chance to calm the students down after an exuberant activity, and also signify the move to a new part of the lesson. +» The story is reviewed by watching the animated version (on DVD (or Classroom Presentation Tool if you have fone) These animated stories are a great way to bring the story to life again and also can be used to involve the children by getting them to oin in or hold up their pop-outs at certain points. « If you are really pressed for time, this lesson can be missed out and the activities included along with the next lesson. Lesson4 Objectives ‘In this lesson, the students get the chance to join in ‘with the story telling by acting it out together. All the resources can be used to make this a motivating experience — puppets, storycards, audio and Classroom Presentation Tool, «© This is followed by a game that reviews the new language, and is also an opportunity to use the Classroom Presentation Tool rari ai) ant a) ad ad an an a kt kd Lesson 5 Reinforcement Objectives «This lessons optional and can be omitted if you dont have time as there iso new language input However, itis a chance forthe new vocabulary leat sofa to be reviewed via some simp games and a Photocopy Master worksheet. + Use this lesson to also review the unit stony and song, as well as material fom the DVD or Classroom Presentation Too a a aaa 1a Lesson 6 Frankie talks Objectives * This lesson is Frankie talks, and is the chance for Frankie to teach something new. The new language here is usually for the purpose of extending the unit language (or expressing something communicative, such as describing how one feels or talking abaut the weather, ‘© The new language is presented via flashcards and audio, and consolidated in a song that has some simple actions to underline the meaning of the words. Lesson 7 Play with Spot Objectives «inthis esson the unit anlage fiom both Texs words and Frankie talks are reviewed and consolidated - in a Simple game andin the ass Book «The unt songs cn also be reviewed here, with chance tobuild up some more ofthe actions and watch a version on the OND, sung by children in a astoom Tour ofaunit Extra activities «© Allunis include a section of xtra actives that bring together the best ideas from the unit, as well as new ideas for games and activities to reinforce and extend the unt language. These make use of fashcards, puppets and storycards, plus they act asa reminder for all the other great supplementary material available on the Teacher's Website and the Classroom Presentation Tool Aad. esata el elle tT TT TT a a iy | ®D i'm happy! @) 1613 / DvD unit 1 Story lives 3 Narrator The next dey Look! Is sunny Franke Hmmm Frankie Hmmmm Dizzy What's Frankie | don’ kno ASH! Dizzy Oh, Franke! Look Frankie Frankie Oh, Dizy! Im sory Stories 19 Ui Ma Ae ea Ta UU

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