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Hello Jack
CONTENTSHello Jack Syllabus Guide 4
Captain Jack 1 Syllabus Guide 8
Captain Jack 2 Syllabus Guide 12
Introduction 16
Pupil’s Book Teacher’s Notes
Introductory Unit: Hello, friends! 24
Unit 1: Jack’s classroom 30
Unit 2: The face puzzle 48
Unit 3: Where’s teddy? 66
Unit 4: Let’s dress up! 84
Unit 5: Where’s baby? 102
Unit 6: Jack’s picnic 120
Plus Book Teacher’s Notes
Unit 7: Look after your pet! 138
Unit 8: Let’s go on a bike! 156
Festivals Teacher’s Notes
Halloween 174
Christmas 180
Easter 186
Photocopiable Resources
Unit worksheets 194
Festival worksheets 212
Number and festival flashcards 216
4
Hello Jack Syllabus Guide
Introductory Unit: Hello, friends!
Pupil’s Book
•FeelhappyaboutbeinginschoolandinanEnglishclass.(C5)
•Gettoknowthenewcharacters’names.(C1)
•DiscriminatebetweenHelloandBye-bye.(C1)(C5)
•Listentoandjoininwithasong.(C1)
Hello, bye-byeJack, Danny, Katie, Fluffy
What’s your name?It’s …
Let’s sing / stop / listen / put … Very good! Well done! Sit down! Stand up! Be quiet!Listen carefully! Yes! / No!Point to …Colour …Where’s …?What’s in …?
Childrenshould:•begintoidentifythecourse
characters.•useappropriateactionsto
accompanyasong.•begintofollowinstructions
appropriately.•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
1 Jack’s classroom•Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsofgoodandbad behaviour.(C1)
•Recognisethecolourred.(C1)•Recognisethenumber1.(C1)
(C2)•Emotionalintelligence:
understandtheimportanceofgoodbehaviourintheclassroom.(C1)(C5)(C8)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Teacher, table, crayon, chairGood boy, bad boyRed Number 1
Hello / bye-byeJack, Danny, Katie, Fluffy
Hooray!It’s school today!In the classroom.This is our / my …Please be quiet!My …He’s lost a feather.Look! Wow! Well done to …
Let’s sing / stop / listen /put / find … ! Very good! Well done!Sit down! Stand up! Be quiet!Listen carefully!Yes! / No!Point to … Colour … Touch your …Help me …Trace …Stick the stickers …Show me / Find the …Where’s …?What’s …? Who’s this? …What colour is it / this? How many …? If you are wearing …They are the same / different. It’s story time!
Childrenshould:•begintoidentifysome
classroomwords.• recognisethecolourred.•understandtheconceptof
thenumber1.• listenattentivelytothe
storyandrespondnon-verballywheninvited.
•useappropriateactionstoaccompanyasong.
•begintofollowinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
2 The face puzzle•Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsofbigandsmall.(C1)
•Recognisethecolourblue.(C1)•Recognisethenumber2.(C1)
(C2)•Emotionalintelligence:
understandtheimportanceofplayingtogether.(C1)(C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Ears, mouth, nose, eyesBig, small,Blue Number 2
Hello / bye-byeJack, Danny, Katie, Fluffy Number1Good / bad
Face … are making Come and see! It’s a puzzle.Let’s count!Where’s / Where are …?Well done to …He’s lost a feather.Look!
Let’s sing / stop / listen / point / put / say … ! Very good! Well done!Sit down! Stand up! Be quiet!Yes! / No!Point to / with …Colour …Touch your …Help me …Trace …Stick the stickers …Show me / Find the …Where’s …?What’s …? Who’s this?What colour is it / this?If you are wearing …They are the same / different. It’s story time!
Childrenshould:•begintoidentifysomeface
words.• recognisethecolourblue.•understandtheconceptof
thenumber2.• listenattentivelytothe
storyandrespondnon-verballywheninvited.
•useappropriateactionstoaccompanyasong.
•begintofollowinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
5
3 Where’s teddy?•Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsoftidyanduntidy.(C1)
•Recognisethecolouryellow.(C1)
•Recognisethenumber3.(C1)(C2)
•Emotionalintelligence:understandtheimportanceoftidyingup.(C1)(C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Doll, car, ball, teddyTidy, untidyYellowNumber 3
Hello / bye-byeJack, Danny, Katie, FluffyNumbers1, 2
ToysI like my …Hee, brm, bounce, grr!… is playing with / tidying up.I like …Where is …?Here’s …What a tidy bedroom!He’s lost a feather. Stop!
Let’s sing / stop / listen /point / put / count … ! Very good! Well done!Sit down! Stand up! Be quiet!Yes! / No!Point to …Colour …Help me … Trace …Stick the stickers …Show me / find the feather.Draw …Look! Where’s …?What’s …?What colour is it / this?How many …?If you are wearing …They are the same / different. It’s story time! Let’s tidy up!
Childrenshould:•begintoidentifysometoy
words.• recognisethecolouryellow.•understandtheconceptof
thenumber3.• listenattentivelytothestory
andrespondnon-verballywheninvited.
•useappropriateactionstoaccompanyasong.
•begintofollowinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
4 Let’s dress up! •Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsofboyandgirl.(C1)
•Recognisethecolourgreen.(C1)
•Recognisethenumber4.(C1)(C2)
•Emotionalintelligence:understandtheimportanceofsharing.(C1)(C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Hat, trousers, skirt, bootsBoy, girlGreenNumber 4
Hello / bye-byeJack, Danny, Katie, FluffyBig, smallGood / bad Numbers1, 2, 3
ClothesLet’s dress up! Look at the …… are looking for …I’ve got a …Cowboy/cowgirl… are happy.Put on your …He’s lost a feather.
Let’s sing / stop / listen /point / put / count … ! Very good! Well done!Sit down! Stand up! Be quiet!Yes! / No!Point to …Colour …Help me …Stick the stickers …Show me / find the feather.Draw …Look! CircleMatch…Where’s …?What’s …?What colour is it/ this?How many?If you are wearing …They are the same / different. It’s story time!Let’s tidy up!
Childrenshould:•begintoidentifysome
clotheswords.• recognisethecolourgreen.•understandtheconceptof
thenumber4.• listenattentivelytothestory
andrespondnon-verballywheninvited.
•useappropriateactionstoaccompanyasong.
•begintofollowinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
5 Where’s baby? •Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsofhappyandsad.(C1)
•Recognisefourcolours.(C1)•Recognisethenumbers1-4.
(C1)(C2)•Emotionalintelligence:
recognisewhensomeoneishappyorsad.(C1)(C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Mummy, daddy, grandma, babyHappy, sad
Hello / bye-byeJack, Danny, Katie, FluffyRed, blue, yellow, greenNumbers 1-4Good
I love …… loves me too!Where’s …?… is / are looking for …I don’t know.Here’s …(Sleeping) on a chair / chairs.Sit down there!He’s lost a feather.
Let’s sing / stop / listen /point / put / find … ! Very good! Well done!Sit down! Stand up! Be quiet!Yes! / No!Point to …Colour … Help me …Trace …Stick the stickers …Show me / find the feather.DrawLook!Circle …Where’s …?What’s …?What colour is it / this?How many?They are the same / different.It’s story time!Let’s tidy up!
Childrenshould:•begintoidentifysome
familywords.• recogniseandusethe
colours.•understandandusethe
numbers1-4.• listenattentivelytothestory
andrespondverballyornon-verballywheninvited.
•useappropriateactionstoaccompanyasongandbeabletosingalong.
• followinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
6
7 Look after your pet!
Plus Book
•FeelhappyaboutbeinginschoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsofswimming,running,playing andhiding.(C1)
•Recognisefourcolours.(C1)•Recognisethenumbers1-4.
(C1)(C2)•Emotionalintelligence:
recognisehowtolookafteranimals.(C1)(C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Cat, dog, fish, mouseSwimming, running, playing, hiding
Hello / bye-byeJack, Danny, Katie, FluffyRed, blue, yellow, greenNumbers1-4Happy, sad Good
Pet Meow, woof, splash, squeakI’ve got a …My … likes playing / running / swimming / hiding.Where’s my pet?Stop! Look after your …Let’s count!Be a …He’s lost a feather.
Let’s sing / stop / listen /point / put … ! Very good! Well done!Sit down! Stand up! Be quiet!Yes! / No!Point to … Colour …Help me! Stick on the …Show me / find the feather.Draw …Look!Circle …Where’s …?What’s …?What colour is it?How many …?If you like …They are the same / different. It’s story time!Let’s tidy up!
Childrenshould:•begintoidentifysomepet
wordsandnoises.• recogniseandusethe
colours.•understandandusethe
numbers1-4.• listenattentivelytothe
storyandrespondverballyornon-verballywheninvited.
•useappropriateactionstoaccompanyasongandbeabletosingalong.
• followinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
8 Let’s go on a bike! •Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsofnoisyandquiet.(C1)
•Recognisefourcolours.(C1)•Recognisethenumbers1-4.
(C1)(C2)•Emotionalintelligence:
recognisehowtorideabikewell.(C1)(C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Bus, train, car, bikeNoisy, quiet
Hello / bye-byeJack, Danny, Katie, FluffyRed, blue, yellow, greenNumbers1-4Good / bad
Transport Going on holiday.Let’s go on / in a …It’s too noisy! It’s quiet!Happy summer holiday!Here comes …Whoo, hoo! Vruum! Beep! Ting a ling!Be a …He’s lost a feather.Stop!
Let’s sing / stop / listen /point / put /count … ! Very good! Well done!Sit down! Stand up! Be quiet!Listen carefully!Yes! / No!Point to …Colour …Help me! Trace …Stick on the …Show me / find the feather.Draw …Look! Where’s …?What’s …?What colour is it?How many?They are the same / different. It’s story time! Let’s tidy up!
Childrenshould:•begintoidentifysome
transportwords.• recogniseandusethe
colours.•understandandusethe
numbers1-4.• listenattentivelytothe
storyandrespondverballyornon-verballywheninvited.
•useappropriateactionstoaccompanyasongandbeabletosingalong.
• followinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
6 Jack’s picnic •Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
• Identifyandrespondtotheconceptsofhungryandthirsty.(C1)
•Recognisefourcolours.(C1)•Recognisethenumbers1-4.
(C1)(C2)•Emotionalintelligence:
recognisehowtoeatwell.(C1)(C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1)(C7)
Sandwiches, biscuits, juice, applesHungry, thirsty
Hello / bye-byeJack, Danny, Katie, FluffyRed, blue, yellow, greenNumbers1-4Good
FoodIt’s a / our picnicI like …I’m full.In the park.Pick up the …Where’s / Here’s the …Let’s eat!What’s your favourite colour?Eat …Drink some …He’s lost a feather. Stop! What does Jack need?
Let’s sing / stop / listen /point / put / find … ! Very good! Well done!Sit down! Stand up! Be quiet!Yes! / No!Point to …Colour …Help me …Stick the stickers …Show me / find the feather.Look!Circle …Where’s …?What’s …?What colour is this?How many …?If you like …They are the same / different.It’s story time! Let’s tidy up!
Childrenshould:•begintoidentifysomefood
words.• recogniseandusethe
colours.•understandandusethe
numbers1-4.• listenattentivelytothe
storyandrespondverballyornon-verballywheninvited.
•useappropriateactionstoaccompanyasongandbeabletosingalong.
• followinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
7
Halloween
Festivals
•FeelhappyaboutbeinginschoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•ListentoasongusingthePressout.(C1)
Witch, cat, broom, moon
Hello / Bye-bye Jack Yellow
I’m a …Here’s a …
Let’s sing / stop / listen / point / put … Very good!Sit down!Stand up!Be quiet!Yes! No!Point to …Colour …Help me!Look!Where’s …?What’s in …?
Childrenshould:•begintoidentifysome
Halloweenwords.•useappropriateactionsto
accompanyasong.•begintofollowinstructions
appropriately.•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
Christmas•Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•ListentoasongusingthePressout.(C1)
Christmas tree, present, light, star
Hello / Bye-bye Jack Yellow
Listen to me! Point with …
Let’s sing / stop / listen / point / put … Very good!Sit down!Stand up!Be quiet! Yes! No!Point to …Colour …Help me! Look!Where’s …?What’s in …?
Childrenshould:•begintoidentifysome
Christmaswords.•useappropriateactionsto
accompanyasong.•begintofollowinstructions
appropriately.•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
Easter•Feelhappyaboutbeingin
schoolandinanEnglishclass.(C5)
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
Flower, egg, bunny, cake
Hello / Bye-bye Jack Red, blue, yellow, green
Look!Hooray!It’s Easter! … Sniff, yum, munch, hooray
Let’s sing / stop / listen /point / put … Very good!Sit down!Stand up!Be quiet!Listen carefully!Yes! No!Point to …Colour …Help me!Look! Where’s …?What’s in …?
Childrenshould:•begintoidentifysome
Easterwords.•useappropriateactionsto
accompanyasongandbeabletosingalong.
• followinstructionsappropriately.
•participateingames.• respectclassroomrules.•beabletohandleapencil/
crayon.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
8
Captain Jack 1 Syllabus Guide
Introductory Unit: Hello, Captain Jack!
Pupil’s Book
•Gettoknowthenewcharacters’names.(C1)
•DiscriminatebetweenHelloandBye-bye.(C1)
•Recognisecolours.(C1)•Counttofour.(C1)(C2)•ListentoasongusingthePress
out.(C1)
Captain Jack, Danny, Katie, FluffyHello, bye-byePink, brownNumbers 1-4
Red, yellow, blue, green
I’m ...Let’s play!Play with me!Pirate hats
Yes! / No!Be quiet!Who’s got …?Point to …Trace …Colour …Let’s …Sit down!Tidy up!Listen!Look!What’s in ...?Who’s this?How many ...?
Childrenshould:•demonstrateaninterestinthe
characters.•developanawarenessof
HelloandBye-bye.• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.
1 Captain Jack’s game• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/t/sound.(C1)• Identifyandrespondtothe
conceptsofbigandsmall.(C1)•Myworld:howtowashyour
hands.(C1,C3,C8)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandtheimportanceoflisteningtoothers.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Head, arms, hands, legs, toes, tummyBig, smallWater, soap, towelNumbers 5-6
Hello / bye-byeRed, yellow, green, blue, pink, brownNumbers 1-4
Look at my ...Wave / Clap / Touch / Tickle / Shake your ...SpiderOn your ...Do you want to play?Listen to me.How many ...?
Do you want to …?Can you …?Is it …? / It’sYes! / No!Be quiet!What colour is it?Who’s got …?Pick up …Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …Open / Close your eyes!Stand up! / Sit down!Listen! / Look!Very good! / Well done!What’s this?Hands up!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/t/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowpersonalautonomywhenwashingtheirhands.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
bigandsmall.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
2 The pirate ship• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/h/sound.(C1)• Identifyandrespondtothe
conceptsofhotandcold.(C1)•Myworld:personalautonomy
–howtogetdressed.(C1,C3,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandwhichclothesarerequiredindifferentweather.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Trousers, jumper, coat, hat, shorts, t-shirtShoes, socksHot, cold
Yellow, red, green, blue, pink, brownNumbers 1-6Hello /bye-byeLegs, tummy, head
Put on your …Take off your …It’s very …Put your … on your …Can you …?What colour is it?How many …?Jump up and down!Turn around!
Do you want to …?Can you …?Is it …?Yes! / No!Be quiet!What’s this?What is it?Where is …?Who’s got …?Pick up …!Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …HopPut on your … when it’s …Open / Close your eyes!Stand up! / Sit down!Tidy up!Listen!Very good! / Well done!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/h/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowpersonalautonomywhengettingdressed.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
hotandcold,andtheclothesassociatedwitheachstate.
• showconfidenceinthefaceofactivitieswhichrequireconcentration.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
9
3 Save water!• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/g/sound.(C1)• Identifyandrespondtothe
conceptsofhappyandsad.(C1)•Myworld:helpingathome.
(C1,C3,C8)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandtheimportanceofgoodbehaviour.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Mummy, baby brother, daddy, grandma, grandpa, sisterHappy, sadCook, tidy up, lay the table
Hello / bye-byeRed, yellow, green, blue, pink, brownNumbers 1-6
I love you!Here’s a hug for you!Stop that!Turn off ...When ...I shout hurray!Let’s play!I cry boo hoo!
Do you want to …?Can you …?Is it …?Yes! / No!Be quiet!What colour is it?Who’s got …?Pick up …!Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …Open / Close your eyes!Stand up! / Sit down!Tidy up!Listen!Very good! / Well done!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/g/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowwillingnesstohelpathome.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
happyandsad.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
4 Let’s play!• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/b/sound.(C1)• Identifyandrespondtothe
conceptsofnoisyandquiet.(C1)
•Myworld:emotionalintelligence–howtoplaytogether.(C1,C3,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandotherpeople’sfeelings.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Ball, teddy, balloon, scooter, car, dollNoisy, quiet, angry
Hello / bye-byeRed, yellow, green, blue, pink, brownNumbers 1-6
Let’s play with ...Grr, brrm, bounce, hee, whee, pop Stop!Be quiet!What a good idea!
Do you want to …?Can you …?Is it …?Yes! / No!Be quiet!What colour is it?Who’s got …?Pick up …!Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …Open / Close your eyes!Stand up!Sit down!Listen!Very good! / Well done!What is it?How many?
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/b/soundcorrectlywhilesayingthetonguetwister.
•attempttoidentifyhowpeoplefeel.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
noisyandquiet.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
5 The melon seed• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/m/sound.(C1)• Identifyandrespondtothe
conceptsofdirtyandclean.(C1)
•Myworld:naturalenvironment–thelifecycleofaplant.(C1,C3,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandhowyoufeel.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Apple, orange, pear, lemon, cherry, melonDirty, cleanSeed, plant, eatingColour: orange
Hello / bye-byeRed, yellow, green, blue, pink, brownNumbers 1-6Big, smallHands
Yummy... in the groundWater the seedHere comes the sunGrowsShow me your ...I like / We love ...Enough for everyone!... for you and me!Wash your ...
Can you …?Is it …?Yes! / No!What colour is it?Who’s got …?Pick up …!Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …Open / Close your eyes!Stand up! / Sit down!Tidy up!Listen!Very good! / Well done!Give out the ...How many?Where’s ...?Who’s this?
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/m/soundcorrectlywhilesayingthetonguetwister.
•attempttodescribethelifecycleofaplant.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
dirtyandclean.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
10
7 Fly butterfly!
Plus Book
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
• Listenandrespondtoastory.(C1)•Phonics:practiseandrespond
tothe/c/sound.(C1)• Identifyandrespondtothe
conceptsofoutsideandinside.(C1)
•Myworld:naturalenvironment–thelifecycleofabutterfly.(C1,C3,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandtheimportanceoffriendship.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Bee, bird, butterfly, duck, ant, caterpillarOutside, insideEggs, chrysalis
Hello / bye-byeRed, yellow, green, blue, pink, brownNumbers 1-6
I can ...Fly, buzz, walk, wriggleI’m a ...... like me!Can I play with you?You can’t ...Why?Me, too!Where are you?Peek a boo!How many ...?Yes, please!Fantastic!I’m so...
Can you …?Is it …?Yes! / No!Be quiet!What colour ...Who’s got …?Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …Open / Close your eyes!Stand up! / Sit down!Listen!Very good! / Well done!What’s this?
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/c/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowunderstandingofthelifecycleofabutterfly.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
outsideandinside.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
8 The sea! Yipee!• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/s/sound.(C1)• Identifyandrespondtothe
conceptsofdangerousandsafe.(C1)
•Myworld:recyclingpaper,glassandplastic.(C1,C3,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandhowtokeepyourselfsafeatthebeach.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Sea, sunglasses, sun hat, armbands, rubber ring, sun creamSafe, dangerous,very dangerousBlue bin, green bin, yellow bin
Hello / bye-byeRed, yellow, green, blue, pink, brownNumbers 1-6
Put on ...We’re ...Can we go swimming?Look!The flag is ...Remember!For you and me!
Do you want to …?Can you …?Is it …?Yes! / No!Be quiet!What colour is it?Who’s got …?Pick up …!Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …Open / Close your eyes!Stand up! / Sit down!Listen!Very good! / Well done!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/s/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowanawarenessofhowtorecycle.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
dangerousandsafe.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
6 Fun on the farm!• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/d/sound.(C1)• Identifyandrespondtothe
conceptsofupanddown.(C1)•Myworld:understandwhere
foodcomesfrom.(C1,C3,C8)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandhowtobehaveonafarm.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Pig, hen, cow, horse, dog, rabbitUp, downEggs, milk, ham
Hello / bye-byeRed, yellow, green, blue, pink, brownNumbers 1-6
On the farm there is a ...Cluck, woof, boing, oink, moo, neighCome down the hill with meI’m a ...I hop, jump, flyQuickly!Can I jump on?Into the treeThank youDon’t forget!Wear your helmetsBe careful!
Can you …?Is it …?Yes! / No!Be quiet!What colour is it?How many?Who’s got …?Pick up …!Point to …Show me …Trace …Draw …Colour …Count …Circle …Say …Let’s …Open / Close your eyes!Stand up! / Sit down!Listen!Very good! / Well done!Who’s / What’s this?
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/d/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowunderstandingofwherefoodcomefrom.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
upanddown.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
11
Halloween
Festivals
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•UseaPressouttopractisenewvocabulary.(C1)
Pumpkin, bat, cat, spider, ghost
Hello / bye-byeUp, down
Listen!Abracadabra!What’s that sound?Flap! Miaow! Hee! Tickle me! Woo!Happy Halloween to you!
Do you want to …?Is this the …?Yes! / No!Be quiet!Point to …Draw …Let’s …Listen!Find ...MatchVery good!Well done!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
• respondappropriatelytoactivityinstructions.
• showconfidenceinthefaceofactivitieswhichrequireconcentration.
Christmas• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Recognisecolours.(C1)•UseaPressouttopractisenew
vocabulary.(C1)
Father Christmas, snow, Christmas tree, bell, present
Hello / bye-byeHatHot, cold
Jingle bells!Ho, Ho!Put on your ...
Do you want to …?Yes! / No!Be quiet!Point to …Draw …Let’s …Listen!Colour!What’s this / missing?Very good!Well done!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
• respondappropriatelytoactivityinstructions.
• showconfidenceinthefaceofactivitieswhichrequireconcentration.
Easter• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)
Egg, eyes, beak, chick
Hello, bye-byeHead
It’s a / an ...Cheep!Happy Easter!
Do you want to …?Is this the ...?Yes! / No!Be quiet!Point to …Let’s …Listen!Look!FindMatchColour!What’s this / missing?Very good!Well done!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
• respondappropriatelytoactivityinstructions.
• showconfidenceinthefaceofactivitieswhichrequireconcentration.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
12
Captain Jack 2 Syllabus Guide
Introductory Unit: Abracadabra!
Pupil’s Book
•Rememberthecharacters’names.(C1)
•DiscriminatebetweenHelloandBye-bye.(C1)
•Recognisecolours.(C1)•Counttosix.(C1)(C2)•Listentoandjoininwitha
song.(C1)
Captain Jack, Danny, Katie, FluffyBlack, white,orange, purple
Hello, bye-byeRed, yellow, blue, green, brown, pinkNumbers 1-3
CharactersAbracadabra!How are you?I’m fine, thank you! Who is it?Who’s this?I’m …All aboard with me!Pirate shipWhat’s in the treasure chest?WandStar
Let’s see / sing / listen / get ready / play / go…Sit down! Stand up!Be quiet!TiptoeTrace …Colour …Point to …Yes!No!What colour is …?Is it…? Very good / Well done! Look!
Childrenshould:•demonstrateaninterestinthe
characters.•developanawarenessof
HelloandBye-bye.• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•participateingamesandsongs.• starttodevelopphysical
coordinationandfinemotorskills.
1 The dragon• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/f/sound.(C1)• Identifyandrespondtothe
conceptsofbigandsmall.(C1)•Myworld:personalhygiene.
(C1,C3,C8)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
appreciatethatweareallspecialandunique.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Face, eyes, ears, nose, mouth, hairBig, smallWash your face, brush your hair, brush your teeth, wash your handsNumbers 7-10
Hello / bye-byeColoursBodyNumbers 1-6Happy, sad
DragonTelescopeThis is (my) …I’ve / You’ve / It’s got ...Look, listen, sniff, munch, swishHere’s …I can see / fly …Where are we?Over there!I’m / We’re scared!We’re safe!Do your magic!Is it body or face?Can you …?… jumps on board like this.
(Asabove,plus:)Let’sfollow / countShow me … Touch your …Trace …Match …Find …Draw …Circle …Say …RunStop!Hands up!Close your eyesArms out! Turn aroundStick on the …What’s this? / What are these?How many … can you see?That’s right! Is that right?Who’s got …?Where’s …?Do you want to …? It’s story time!
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/f/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowpersonalautonomywhengettingwashedandbrushingtheirhairandteeth.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
bigandsmall.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
2 The classroom• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/p/sound.(C1)• Identifyandrespondtothe
conceptsofgoodandbadbehaviour.(C1)
•Myworld:goodandbadbehaviouratschool.C1,C3,C5,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandhowtohelpintheclassroom.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Table, chair, crayon, pencil, rubber, bookGood / bad behaviourLine up, sit up, hands up
Hello /bye-byeColoursNumbers 1-10Please, thank you
Who’s got the (book)?In my classroom there’s a …Ben can’t find …Can I have a … please?Here you are.What do you say?RememberPick up your (book)! This is the way we …Look after …Put away your …, please!Put it away.Is (Anna) looking after her pencil?Do you (put your hands up)?Is this …?
(Asabove,plus:)What is it?Where are the …?What’s missing?Open, close, rub out, put, sitIs this a (pencil) or a (rubber)?What’s Captain Jack hiding?I spy with my little eyeWhat has Captain Jack got?
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/p/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowunderstandingofthedifferencebetweengoodandbadbehaviouratschool.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
goodandbad behaviour atschool.
• showconfidenceinthefaceofactivitieswhichrequireconcentration.
13
3 Let’s clean up!• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.(C1)•Phonics:practiseandrespond
tothe/b/sound.(C1)• Identifyandrespondtothe
conceptsofcleananddirty.(C1)•Myworld:goodbehaviour–
beingtidy.(C1,C5,C8)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Recogniseshapes.(C1,C2)•Emotionalintelligence:
understandhowtokeepclean.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Polar bear, penguin, seal, whale, fish, birdClean, dirtyBedroom, playground, classroomTidy, untidy Circle, triangle, star, square, rectangle
Hello / bye-byeColoursNumbers 1-10Happy, sadIt’s cold!
Come inLet’s beginSail in the pirate ship.What can you see?A (seal) is looking at me.I like …What’s the matter?TodayWhy?The water’s dirty / clean!Let’s swimWe can / can’t (play)Up in the airEverywhereBe a …
(Asabove,plus:)Can the (animals) (play)?Is the water dirty or clean?Is the (polar bear) happy or sad?Is the (classroom) tidy or untidy?What shape is it?Let’s tidy up What animal can you see?Is the boy / girl being clean in the classroom?Don’t make a noise.
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/b/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowunderstandingoftheimportanceofkeepingyourimmediatesurroundingsandtheenvironmentclean.
• identifycolours.•understandtheconceptof
numbers.• identifyshapes.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
cleananddirty.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
4 Peter’s birthday• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/k/sound.(C1)• Identifyandrespondtothe
conceptsoflightanddark.(C1)•Myworld:dailyroutines
aroundthehome.(C1,C3,C8)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Recogniseshapes.(C1,C2)•Emotionalintelligence:
understandhowotherpeoplefeel.(C1,C3,C5)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Bedroom, living room, bathroom, kitchen, garage, gardenLight, darkSleep, cook, wash Angry
Hello / bye-byeColoursNumbersFamilyToysShapesHappy / sad
Where is she?Is she / are you in the …?No, he / she isn’t here.It’s his house!I love you! Here’s a hug.It’s Peter’s / my birthday.Come on …The light is on / off.Let’s turn off the light.Peter turns on the light.Surprise! Happy birthday!Cake, hat, candle, balloonHe’s six today.Let’s blow out the candles!I can / can’t see.Is teddy there on the chair?Teddy is there.LampWe cook / sleep / wash in the kitchen / bedroom / bathroom.Do you (sleep) in …?Where do you (sleep)?He’s (wash)ing …You’re in the (bedroom).Mummy is in the (kitchen).
(Asabove,plus:)Very good work!Where does the … go? Can you see?
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/k/soundcorrectlywhilesayingthetonguetwister.
•attempttoidentifyhowotherpeoplefeel.
• identifycolours.•understandtheconceptof
numbers.• identifyshapes.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
lightanddark.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
14
6 The house of sweets• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/s/sound.(C1)• Identifyandrespondtothe
conceptsofhungryandthirsty.(C1)
•Myworld:healthyandunhealthyfood(C1,C3,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Recogniseshapes(C1,C2)•Emotionalintelligence:
understandhowtoeathealthily.(C1,C3,C8)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Chocolate, sweets, lemonade, salad, orange juice, sandwichesHungry, thirstyBiscuits, cereal, cake
FruitHam, milk, eggsColoursNumbersShapes
Captain Jack is eating / drinking …I like / don’t like … Yum!… having a picnic.A house of sweets / fruitMe too.Let’s have a picnic.There’s …Do you want (some) …?Yes, please. / No, thank you.She’s a witch.I want (more).DeliciousWhat does Jack want?He wants …Is (cereal) healthy?Who likes …?Do you like?We get (milk) from the (cow).It’s healthy.If you like (sandwiches) …Eat … / Drink …
(Asabove,plus:)Clap, jump, tap …
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/s/soundcorrectlywhilesayingthetonguetwister.
•attempttoclassifyhealthyandunhealthyfood.
• identifycolours.•understandtheconceptof
numbers.• identifyshapes.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
hungryandthirsty.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
5 London weather!• Identifyandrespondtonew
vocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Listenandrespondtoastory.
(C1)•Phonics:practiseandrespond
tothe/w/sound.(C1)• Identifyandrespondtothe
conceptsofwetanddry.(C1)•Myworld:naturalenvironment
–theseasons(C1,C3)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Recogniseshapes(C1,C2)•Emotionalintelligence:
understandhowtodressandbehaveinbadweather.(C1,C3,C5,C8)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Sunny, windy, snowing, foggy, cloudy, raining Wet, drySpring, summer, autumn, winter
Hello / bye-byeColoursNumbers 1-10ClothesBedroom, living room, bathroom, kitchen PartsofthebodyShapesGood / bad behaviourSit up!Line up!Happy / sad
How are you? I’m fine, thank you! What’s the weather like?Is it (snowing)?It’s ...I can’t / can seeWhat a horrible / lovely day!BusWe’re in London.Let’s see London.Put on your ...Dry your (arms).How many seasons are there?There are ...Umbrella, towel
(Asabove,plus:)Try again!Stand in orderHow many … are there?Is the boy / girl correctly dressed?Let’s clap a flashcard! What’s number one? Is that right? Shall we see …?
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/w/soundcorrectlywhilesayingthetonguetwister.
•attempttodescribetheweatherindifferentseasons.
• identifycolours.•understandtheconceptof
numbers.• identifyshapes.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
wetanddry.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
7 The pram
Plus Book
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
• Listenandrespondtoastory.(C1)•Phonics:practiseandrespond
tothe/h/sound.(C1)• Identifyandrespondtothe
conceptsofupanddown.(C1)•Myworld:roadsafety(C1,C3,
C8)•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Emotionalintelligence:
understandwhatyouwanttogrowuptobe(C1,C5,C8)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Policeman, cook, hairdresser, doctor, teacher, footballerUp, downSafe, dangerous
ColoursNumbersClothesHungryDollSquare
I’m a (teacher).Bounce, brush, stirPramOh, no!Run up / down the hillCan you help me, please?Yes, I / we can.Let’s run as fast as we can.Let’s stop the pram.SafeThank you, everyone.He’s got a ...Whistle, ball, spoonIs it safe or dangerous?I’m wearing …Who wants to be a teacher?If you want to be a …I want to be a …What do you want to be?
(Asabove,plus:)Who am I?Who is behind …?Run, hop, shake, jump, wiggle your nose, fly, walk
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/h/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowunderstandingofroadsafety.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
upanddown.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
15
Unit objectives Key language
Recycled language
Receptive language
Classroom language
Main evaluation criteria
8 Fluffy is fast!
• Identifyandrespondtonewvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Listenandrespondtoastory.(C1)
•Phonics:practiseandrespondtothe/n/sound.(C1)
• Identifyandrespondtotheconceptsoffastandslow.(C1)
•Myworld:howpeopletravel.(C1,C3,C8)
•Recognisecolours.(C1)•Recogniseandunderstandthe
conceptofnumbers.(C1,C2)•Recogniseshapes.(C1),(C2)•Emotionalintelligence:
understandhowtowinandlose.(C1,C5,C8)
•MyEnglishDossier:showunderstandingofvocabularythroughastickeractivity.(C1,C7)
Bike, helicopter, train, car, ship, planeFast, slowOn land, in the air, on the sea
ColoursNumbersShapesGood/bad behaviour
The (helicopter) goes …Woosh, zoom, splash, choo, brrm, ring It’s sunny. Let’s play.Let’s have a race!Ready, steady, go.Captain Jack flies past …The bike is fast.I’m fast, too. Fluffy is slow.I’m tired. I want a rest!He’s sleeping. NoisyYou are slow / fast.(Planes) go fast / slow.The / A (train) goes on …Up in the airEverywhere Let’s go on holiday.
(Asabove,plus:)Change places.Is … fast or slow?Yes! It’s a …No! It isn’t a …
Childrenshould:• recogniseandrespondto
newvocabularyviamime,gesture,etc.
•demonstrateanunderstandingofthestory.
•attempttoproducethe/n/soundcorrectlywhilesayingthetonguetwister.
•attempttoshowanawarenessofpeopletravellingindifferentways
• identifycolours.•understandtheconceptof
numbers.• identifyshapes.• respondappropriatelyto
activityinstructions.•understandtheconceptsof
fastandslow.• showconfidenceintheface
ofactivitieswhichrequireconcentration.
• IdentifyandrespondtoHalloweenvocabulary.(C1)
•Listentoandjoininwithasong.(C1)
•Recogniseandrespondtotheconceptofnumbers.(C1,C2)
Witch Eyes, ears, nose, mouthNumbers 1-5
Far, far away… go flying
(Asabove) Childrenshould:• recogniseandrespondto
Halloweenvocabularyviamime,gesture,etc.
•understandtheconceptofnumbers.
• respondappropriatelytoactivityinstructions.
• showconfidenceinthefaceofactivitieswhichrequireconcentration.
Halloween
Festivals
Christmas• Identifyandrespondto
Christmasvocabulary.(C1)•Listentoandjoininwitha
song.(C1)•Recogniseandrespondtothe
conceptofnumbers.(C1,C2)•UseaPressouttopractise
Christmasvocabulary.(C1,C8)
Christmas tree, present, car, ball, teddy, scooter
Numbers 1-10 Merry Christmas!Look under …Lots of presentsBrrm, bounce, grr, whee
(Asabove) Childrenshould:• recogniseandrespondto
Christmasvocabularyviamime,gesture,etc.
•understandtheconceptofnumbers.
• respondappropriatelytoactivityinstructions.
• showconfidenceinthefaceofactivitieswhichrequireconcentration.
Easter• IdentifyandrespondtoEaster
vocabulary.(C1)•Recognisecolours.(C1)•Listentoandjoininwitha
song.(C1,C6)•Recogniseandrespondtothe
conceptofnumbers.(C1,C2)•UseaPressouttopractise
Eastervocabulary.(C1)(C8)
Easter bunnyEaster eggs
ColoursNumbers 1-10
Happy Easter!Jump up and down!The Easter bunny’s got … … in his basket.
(Asabove) Childrenshould:• recogniseandrespondto
Eastervocabularyviamime,gesture,etc.
• identifycolours.•understandtheconceptof
numbers.• respondappropriatelyto
activityinstructions.• showconfidenceintheface
ofactivitieswhichrequireconcentration.