Hello jack tn unit 3 where's teddy by Macmillan Polska Sp. z o.o.

Where’s teddy?

Unit objectives • Feel happy about being in school and in an English class. • Identify and respond to new vocabulary. • Listen to and join in with a song. • Listen to and follow a story. • Identify and respond to the concepts of tidy and untidy. • Recognise the colour yellow. • Recognise the number 3. • Emotional intelligence: understand the importance of tidying up. • My English Dossier: show understanding of vocabulary through a sticker activity. • Revise and practise unit vocabulary through multi-ROM games and photocopiable worksheets on the Photocopiable Resources CD. Main criteria for evaluation Children should: • begin to identify some toy words. • use appropriate actions to accompany a song. • listen attentively to the story and respond non-verbally when invited. • recognise the colour yellow. • understand the concept of three. • begin to follow instructions appropriately. • participate in games. • respect classroom rules. • be able to handle a pencil / crayon.

Receptive language I 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. Show me/find the feather. Stop! Classroom language Let’s sing/stop/listen/ point/put … ! Very good! Well done! Sit down! Stand up! Be quiet! Listen carefully! Yes! / No! Touch your ... Colour ... Help me ... Point to ... Trace ...

Stick the stickers ... If you are wearing ... Draw ... Look! What’s ...? Where’s ...? What colour is it/this? How many? They are the same/ different. It’s story time! Let’s tidy up!

ot i ona l Em

t el l ig e n c e

Emotional intelligence Understand the importance of tidying up.

Language focus Key language

Doll, car, ball, teddy Tidy, untidy Yellow Number 3 Recycled language

Hello / bye-bye Jack, Danny, Katie, Fluffy Numbers 1, 2

Basic competences key Competence in linguistic communication Mathematical competence Competence in knowledge of and interaction with the physical world Competence in processing information and use of ICT

Competence in social skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

Unit 3 Where’s teddy?

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• Colour the toys. 7

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• Count the untidy balls. • Trace the lines. • Colour the balls yellow.

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Lesson 1

Unit 3 Where’s teddy?

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Unit 3 Lesson 1

3 Where’s teddy? Lesson 1 O

1 Sing the Hello song. (CD 1 track 10)

Unit 3 Lesson 1

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Circle time

Name

2 Play What’s in Jack’s box?

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• Colour the toys.

Learning objectives

• Identify and respond to toy vocabulary. • Listen to and join in with The toys song.

Language focus Key vocabulary • Doll, car, ball, teddy Receptive language • I like my ... • Hee, brm, bounce, grr!

Classroom materials

• Puppet • CD 1 • Jack’s box • Flashcards: doll, car, ball, teddy • Crayons • Teacher’s Notes Photocopiable Resources: Unit 3 vocabulary worksheet

At-a-glance lesson plan Getting ready • Put the puppet and toy flashcards into Jack’s box. Circle time 1 Sing the Hello song. (CD 1 track 10) 2 Play What’s in Jack’s box? 3 Say The point with Jack rhyme. 4 Sing The toys song. (CD 1 track 31) 5 Play Point to! (Optional activity) 6 Play Let’s mime with Jack. Transition time 7 Say The transition chant. (CD 1 track 11) Table time 8 Point and colour. (Teacher’s Notes page 200) (CD 1 track 31) 9 Play Back in Jack’s box. 10 Sing the Bye-bye song. (CD 1 track 13)

• Organise the children in a circle. Greet individual children and encourage them to respond. • Say Where’s Jack? Call Jack, where are you? Encourage the children to point to Jack’s box. Take the puppet out and say Hello, children! Encourage the children to wave to Jack and say Hello! • Play the karaoke version of the song on the CD. Sing the song and do the actions. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 3 for the audio script.) • Make Jack fly up and down in excitement towards Jack’s box. Say What’s in Jack’s box today? • Take out a flashcard from Jack’s box. Show it to the children. Ask What’s this? Get Jack to say A (doll), it’s a (doll). • Stick the flashcard on the wall. Repeat the word as you do this and encourage the children to point to the flashcard. • Repeat with the rest of the toy flashcards. Leave the flashcards on the wall for the next two activities.

3 Say The point with Jack rhyme.

• Put on the puppet and say Let’s point with Jack! • Say The point with Jack rhyme and do the actions. After counting to three point to the doll and say Doll! Make Jack point to the doll and repeat Doll! three times. Encourage the children to point to the doll flashcard three times. • Repeat with the other toy flashcards. Get Jack to nod and say Very good! • Repeat a couple of times, varying the tempo by saying the rhyme quickly or slowly. • When you have said all the words several times, wipe your brow and say Phew! I’m tired. Let’s stop!

The point with Jack rhyme Listen, listen, listen to me. (Cup your hand round your ear.) Point with Jack, 1, 2, 3. (Count on your fingers.) Doll! (Point to the doll flashcard.) Doll, doll, doll! (Point to the doll flashcard three times.)

4 Sing The toys song. (CD 1 track 31)

• Say Let’s listen to a song! Let’s listen to The toys song. • Play the CD and encourage the children to listen and point to the correct flashcards as they are mentioned. You can help by pointing Jack’s beak towards the correct flashcard. • Show the children the actions for the song as you say the words. Play the song again and encourage the children to do the actions and make the toy noises.

Unit 3 Lesson 1

Unit 3 Lesson 1 • Say Stand up! and play the song a third time. Sing and point to the flashcards, encouraging the children to join in. Make Jack nod and say Very good! • Say Sit down, children! You may wish to use The sit down chant (see Introduction page 20). CD1 31

The toys song

I like my ... (Cross your hands over your heart.) Doll, doll, doll (Point to the doll flashcard.) Hee, hee, hee! (Make the toy noise.) I like my ... (Cross your hands over your heart.) Car, car, car (Point to the car flashcard.) Brm, brm, brm! (Make the toy noise.) I like my ... (Cross your hands over your heart.) Ball, ball, ball (Point to the ball flashcard.) Bounce, bounce, bounce! (Make the toy noise.) I like my ... (Cross your hands over your heart.) Teddy, teddy, teddy (Point to the teddy flashcard.) Grr, grr, grr! (Make the toy noise.)

5 Play Point to! Optional activity

• Demonstrate using Jack. Say Point to ... car. Get Jack to point to the car flashcard. Repeat with the other items, encouraging the children to help Jack. • Repeat several times with the different toy words and encourage the children to the point to the flashcards.

6 Play Let’s mime with Jack! • Say the toy words, make the toy noises and do the following actions: Doll! (mime rocking a doll to sleep), Car! (mime playing with a toy car), Ball! (mime bouncing a ball), Teddy! (mime hugging a teddy). • Say the words again and encourage the children to copy your actions. • Continue saying the words one after the other and praise the children as they do the mimes.

Transition time 7 Say The transition chant. (CD 1 track 11) • Put on the puppet. Put your finger to your lips and say Shh! Be quiet! Say the chant and do the actions while Jack leads the children to their tables in small groups. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 6 for the audio script.)

Table time 8 Point and colour. (Teacher’s Notes page 200) (CD 1 track 31)

the children to point and say the word. Repeat with the other toy words. • Say Colour the doll. Hold up a crayon and demonstrate colouring in the doll. Encourage the children to copy. Repeat with the other toys. • Play The toys song on the CD. Encourage the children to point to the toys on the worksheet as they listen to the song. Encourage them to sing along too if they feel confident. • Collect the worksheets and help the children sit with their arms crossed. Praise the children who are sitting quietly, saying Good boy, (Juan)! Good girl, (Ana)!

9 Play Back in Jack’s box.

• Say Where’s Jack’s box? Encourage the children to point to it. Say Let’s put the flashcards back in Jack’s box. • Choose four children to help you using The hands up chant (see Introduction page 20). Say (Juan), help me put (doll) in Jack’s box. Together with Juan, put the doll flashcard away. Encourage the children to wave and clap. • Repeat with the other volunteers and flashcards.

10 Sing the Bye-bye song. (CD 1 track 13) • Put on the puppet. Play the karaoke version of the song on the CD, sing the song and do the actions. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 8 for the audio script.)

Extra activities 1 Play What is it? • Hold up one of the toy flashcards and cover it with a piece of paper. Gradually pull the paper away, slowly revealing the picture. Encourage the children to mime the toy when they know what it is. Say (Doll)!

2 Play What’s that noise? • Put the toy flashcards on the classroom walls. • Put on the puppet. Make one of the toy noises and get Jack to point to the correct toy flashcard. Say Well done, Jack! • Repeat with the other toy sounds and encourage the children to point to the correct flashcards, too.

3 Play What’s this, Jack? • Put on the puppet. Move around the room and touch a toy flashcard. Say What’s this, Jack? Pretend to think, get Jack to say, It’s a (car). If it’s correct encourage everyone to clap and say Very good, Jack! If it’s wrong, shake your head and say Jack! It’s a (teddy).

• Give out the crayons and the photocopiable worksheets. • Point to the picture and say Look! Toys! Say Where’s the doll? Point to the doll. Demonstrate by pointing to the doll on your worksheet. Encourage

Unit 3 Lesson 1

Unit 3 Lesson 2

3 Where’s teddy? Lesson 2

Circle time 1 Sing the Hello song. (CD 1 track 10) • Organise the children in a circle. Greet individual children and encourage them to respond. • Say Where’s Jack? Call Jack, where are you? Encourage the children to point to Jack’s box. Take the puppet out and say Hello, children! Encourage the children to wave to Jack and say Hello! • Play the karaoke version of the song on the CD. Sing the song and do the actions. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 3 for the audio script.)

2 Say The point with Jack rhyme.

• Listen and respond to a story.

• Point to the doll flashcard and say Point to the doll. Encourage the children to point. Repeat with the other flashcards. • Say Let’s say The point with Jack rhyme. Say the rhyme and do the actions (see Lesson 1 Activity 3). Encourage the children to point to each flashcard three times. • Leave the flashcards on the wall.

Language focus

3 Sing The toys song. (CD 1 track 32)

Learning objectives

Key vocabulary • Doll, car, ball, teddy Receptive language • ... is playing with / tidying up. • I like ... • Where is ...? • Here’s ... • What a tidy bedroom!

Classroom materials

• Puppet • CD 1 • Jack’s box • Flashcards: doll, car, ball, teddy • Hello Jack Flip over Book • Yellow crayons

At-a-glance lesson plan Getting ready • Put the toy flashcards on the classroom walls. Put the puppet into Jack’s box. Circle time 1 Sing the Hello song. (CD 1 track 10) 2 Say The point with Jack rhyme. 3 Sing The toys song. (CD 1 track 32) 4 Play Stop! (Optional activity) 5 Say The story time chant. (CD 1 track 18) 6 Play The story game. (Flip over Book page 3) 7 Listen to The where’s teddy story. (CD 1 track 33) (Flip over Book pages 20-27) Transition time 8 Say The transition chant. (CD 1 track 11) Table time 9 Trace the lines and colour the ball. (Pupil’s Book page 17) 10 Play Back in Jack’s box. 11 Sing the Bye-bye song. (CD 1 track 13)

• Say Stand up! Let’s sing The toys song! Go through the actions to help the children remember. • Play the karaoke version of the song on the CD. Encourage the children to join in. (See Lesson 1 Activity 4 for the audio script.) • Repeat the song if the children request it. • Clap at the end and say Very good! Make Jack nod his head and agree. • Say Sit down! You may wish to use The sit down chant (see Introduction page 20).

4 Play Stop! Optional activity • Say a toy, do the action for it and make the toy noise. Say Stop! and freeze in your position. • Play the game with the children. Say Cars! Encourage the children to mime and make the noise. Say Stop! Praise children who are still and quiet and encourage others to do the same • Repeat with the other toy words.

5 Say The story time chant. (CD 1 track 18)

• Say It’s story time. Open the palms of your hands as if opening a book. Say the chant and do the actions. Encourage the children to join in. (See Unit 1 Lesson 2 Activity 5 for the audio script.)

6 Play The story game. (Flip over Book page 3) • Point to Jack’s playground at the beginning of the Flip over Book and say Look! It’s Jack’s playground! Get Jack to fly up and down in excitement. • Say Let’s follow the yellow path! Walk your fingers along the yellow path. Stop at the four toys along the yellow path, say the words and encourage the children to mime them and make the noises. • Say Today the story is about a teddy. Unit 3 Lesson 2

Unit 3 Lesson 2

7 Listen to the Where’s teddy? story. (CD 1 track 33) (Flip over Book pages 20-27)

• Say Let’s listen to the story. • Read the story aloud or play the CD. • Point to the pictures in the Flip over Book and mime as you say the words. Encourage the children to listen and look at the pictures. • Tell the story or play the CD a second time. • Encourage the children to join in by pointing to the pictures. • Get Jack to say That was a good story! CD1 33

Where’s teddy?

Frame 1 Narrator: Clara is playing with her toys. (Point to Clara.) Mummy: Look at your bedroom! (Point to the toys.) Tidy up the toys! (Mime putting things on a shelf.) It’s bedtime! (Mime sleeping, with your head on your hands.) Frame 2 Narrator: Clara is tidying up. (Mime putting things on a shelf.) Clara: I like cars! (Point to a car.) Brm, brm! (Mime playing with a car.) Bye-bye cars. (Wave.) I like dolls! (Point to a doll.) Hee, hee! (Mime rocking a doll.) Bye-bye dolls. (Wave.) I like teddy! (Mime hugging teddy.) Where is teddy? (Raise your shoulders and look questioningly.) Frame 3 Clara: I like balls! (Point to a ball.) Bounce, bounce! (Mime bouncing a ball.) Bye-bye balls. (Wave.) I like teddy! (Mime hugging teddy.) Where is teddy? (Raise your shoulders and look questioningly.) Frame 4 Mummy: What a tidy bedroom, Clara! (Look surprised and happy, and point to the toys on the shelf.) Clara: Here’s teddy! (Point to teddy.) I like teddy! (Mime hugging teddy.)

Transition time 8 Say The transition chant. (CD 1 track 11) • Put on the puppet. Put your finger to your lips and say Shh! Be quiet! Say the chant and do the actions while Jack leads the children to their tables in small groups. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 6 for the audio script.)

Table time 9 Trace the lines and colour the ball. (Pupil’s Book page 17) • Give out the pencils and crayons. Give out the Pupil’s Books and help the children find the worksheet, or give out the separate worksheets, depending on which you prefer. • Point to the picture and say It’s Clara’s bedroom. Unit 3 Lesson 2

• Say Point to the cars. Encourage the children to point to the cars and say the word. Repeat with the dolls, balls and teddy. • Hold up a pencil and say Trace the bouncing lines. Demonstrate by pretending to trace the lines and encourage the children to copy you. • Show the children a yellow crayon and say Colour the ball yellow. Encourage the children to colour the ball. • Monitor and use Jack to praise the children. At the end show some of the completed worksheets to the class and say Look at the ball. Very good (Marta)! • Collect the Pupil’s Books or worksheets and help the children sit with their arms crossed. Praise children who are sitting quietly, saying Good boy, (Juan)! Good girl, (Ana)!

10 Play Back in Jack’s box.

• Say Where’s Jack’s box? Encourage the children to point to it. Say Let’s put the flashcards back in Jack’s box. • Choose four children to help you using The hands up chant (see Introduction page 20). Say (Juan), help me put (teddy) in Jack’s box. Together with Juan, put the teddy flashcard away. Encourage the children to clap and wave. • Repeat with the other volunteers and flashcards.

11 Sing the Bye-bye song. (CD 1 track 13) • Put on the puppet. Play the karaoke version of the song on the CD. Sing the song and do the actions. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 8 for the audio script.)

Extra activities 1 Play Let’s mime with Jack! • Say the toy words, make the toy noises and do the following actions: Doll! (mime rocking a doll to sleep), Car! (mime playing with a toy car), Ball! (mime bouncing a ball), Teddy! (mime hugging a teddy). • Say the words again and encourage the children to copy your actions. • Continue saying the words one after the other and praise the children as they do the mimes.

2 Play No, Jack! • Put the toy flashcards on the wall. • Put on the puppet. Say Jack! Where’s the car? Get Jack to point to the doll flashcard with his beak. Shake your head and say No, Jack! Encourage the children to shake their heads, too. • Now get Jack to point to the car flashcard. Nod your head and say Yes! The car! Well done, Jack! • Repeat with the other toy words.

3 Play What is it? • Place the toy flashcards on the floor, face down. • Put on the puppet. Point to one flashcard and say What is it? Get Jack to say Teddy!

Unit 3 Lesson 2 • Turn over the card. If it’s the teddy congratulate Jack and say Yes! Teddy! If not say No! (Car)! • Repeat the game, this time encouraging children to guess each flashcard. Turn over the flashcard and congratulate the children who guessed correctly. • Each time leave the flashcard turned up. When there is one card left the children should be able to guess successfully what it is.

Unit 3 Lesson 2

Unit 3 Lesson 3

3 Where’s teddy? Lesson 3

2 Sing The toys song. (CD 1 track 32)

Learning objectives

• Identify and respond to the concept of tidy and untidy.

Language focus Key vocabulary • Tidy, untidy • Doll, car, ball, teddy Receptive language • ... is playing with / tidying up. • I like ... • Where is ...? • Here’s ... • What a tidy bedroom!

Classroom materials

• Puppet • CD 1 • Jack’s box • Flashcards: tidy, untidy, doll, car, ball, teddy • Hello Jack Flip over Book

At-a-glance lesson plan Getting ready • Put the puppet and tidy and untidy flashcards into Jack’s box. Circle time 1 Sing the Hello song. (CD 1 track 10) 2 Sing The toys song. (CD 1 track 32) 3 Listen to The where’s teddy story. (CD 1 track 33) (Flip over Book pages 20-27) 4 Introduce tidy and untidy. 5 Play Let’s tidy up! (Optional activity) Transition time 6 Say The transition chant. (CD 1 track 11) Table time 7 Match the toys to the toy boxes. (Pupil’s Book page 19) 8 Play Back in Jack’s box. 9 Sing the Bye-bye song. (CD 1 track 13)

• Say Stand up! Let’s sing a song! • Play the karaoke version of the song on the CD. Encourage the children to join in. (See Lesson 1 Activity 4 for the audio script.) • Repeat the song if the children request it. • Clap and say Very good! Make Jack nod his head and agree. • Say Sit down! You may wish to use The sit down chant (see Introduction page 20).

3 Listen to The where’s teddy story. (CD 1 track 33) (Flip over Book pages 20-27) • Open the Flip over Book to story 3. • Play the CD or read the story. (See storytelling tips in the Introduction page 19.) • Point to the pictures in the Flip over Book and mime as you say the words. Encourage the children to listen, look at the pictures and point with you. • Repeat the story if the children appear to enjoy it.

4 Introduce tidy and untidy.

• Point to frame 1 of the story and say Point to Clara’s toys. Say Tidy? Shake your head and say No! Say Untidy? Nod your head and say Yes! Clara’s room is untidy. Repeat with frame 4 and tidy. • Take the tidy flashcard out of Jack’s box. Say Tidy! and mime putting things into a box. Encourage the children to do the action too. • Take the untidy flashcard out of Jack’s box. Say Untidy! and make a small circle with your arms. Encourage the children to make a small circle too. • Say Tidy! and Untidy! several times while showing the flashcards and doing the actions. Encourage the children to join in.

5 Play Let’s tidy up! Optional activity • Put the toy flashcards around the classroom. Say Let’s tidy up the toys! You may wish to say The tidy up chant (see Introduction page 20). Demonstrate using Jack. Say Car! and do the action. Get Jack to take the car flashcard and put it in the box. • Repeat with the other toy flashcards and encourage the children to join in with the actions.

Unit 3 Lesson 3

Unit 3 Lesson 3 • When they are confident with the activity, encourage the children to pick up and put the flashcards in the box.

Transition time 6 Say The transition chant. (CD 1 track 11)

• Put your finger to your lips and say Shh! Be quiet! Say the chant and do the actions while Jack leads the children to their tables in small groups. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 6 for the audio script.)

Table time 7 Match the toys to the toy boxes. (Pupil’s Book page 19) • Give out the pencils. Give out the Pupil’s Books and help the children find the worksheet, or give out the separate worksheets, depending on which you prefer. • Say Point to the ball and demonstrate pointing to the ball. Encourage the children to point and say the word. Repeat with car and doll. • Say Let’s help Clara tidy up! Say Use your finger and draw a line. Demonstrate by drawing a line from Clara with the ball to the toy box with the ball in it. Now hold up a pencil and say Draw the line and encourage the children to draw the line on their worksheet. Monitor as they do this. Repeat, matching Clara with the car and doll to the correct toy boxes. • Show some of the completed worksheets to the class. Say Look at the tidy room! • Collect the Pupil’s Books or worksheets and help the children sit with their arms crossed. Praise children who are sitting quietly, say Good boy (Juan)! Good girl (Ana)!

Extra activities 1 Play Copy me!

• Put the toy flashcards on the wall. Say Point to the car like me! Point to the car flashcard with your finger and encourage the children to copy you. • Repeat with the other toys. Vary the actions by using your thumb, fist, palm, etc. • Get Jack to praise the children.

2 Play Round and round! • Put the toy flashcards on different walls. • Ask the children to stand up and walk around in a circle. Clap rhythmically and say Round and round and round and round and … car! • The children stop and point to the car flashcard. • Repeat with the other toy flashcards. • If walking in a circle is difficult, the children can walk on the spot.

3 Play Let’s tidy up the toys! • Prepare a bag with a selection of toys in it (or the flashcards or Photocopiable Resources CD picture cards). Tip the bag in the middle of the carpet. Say Let’s tidy up the toys! If you wish say The tidy up chant (see Introduction page 20). • Show the children where the toys go, i.e. choose a place for dolls, cars, balls and teddies. • Use Jack to demonstrate. Say Jack, tidy up the doll! and get Jack to put the doll in the correct place. Repeat enough times for all children to have a go. Clap after each turn. If you would like to increase the unit’s lexical set by an additional two words, please use the Extra Vocabulary flashcards, Extra vocabulary worksheets and Extra vocabulary Teacher’s Notes on the Photocopiable Resources CD.

8 Play Back in Jack’s box.

• Say Where’s Jack’s box? Encourage the children to point to it. Say Let’s put the flashcards back in Jack’s box. • Choose six children to help you using The hands up chant (see Introduction page 20). Say (Ana), help me put (tidy) in Jack’s box. Together with Ana, put the tidy flashcard away. Encourage the children to wave and clap. • Repeat with the other volunteers and the untidy and toy flashcards.

9 Sing the Bye-bye song. (CD 1 track 13) • Put on the puppet. Play the karaoke version of the song on the CD. Sing the song and do the actions. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 8 for the audio script.)

Unit 3 Lesson 3

Unit 3 Lesson 4

3 Where’s teddy? Lesson 4

2 Sing The toys song. (CD 1 track 32)

Learning objectives

• Recognise the colour yellow. • Recognise the number three. • Listen to and join in with The three yellow toys song.

Language focus Key vocabulary • Yellow • Number 3 • Car, doll, ball, teddy Receptive language • What colour is it/this? • How many ...? • Let’s count!

Classroom materials

• Puppet • CD 1 • Jack’s box • Flashcards: car, doll, ball, teddy, yellow • Unit 3 stickers • Yellow crayons

At-a-glance lesson plan Getting ready • Put the puppet and the yellow flashcard into Jack’s box. Put the toy flashcards on the wall. Circle time 1 Sing the Hello song. (CD 1 track 10) 2 Sing The toys song. (CD 1 track 32) 3 Play What’s in Jack’s box? 4 Play Oops! Where’s it gone? 5 Play Let’s count one, two, three! (Optional activity) 6 Sing The three yellow toys song. (CD 1 track 34) Transition time 7 Say The transition chant. (CD 1 track 11) Table time 8 Stick the ball stickers. (Pupil’s Book page 21) (CD 1 track 34) 9 Play Back in Jack’s box. 10 Sing the Bye-bye song. (CD 1 track 13)

• Say Stand up! Let’s sing a song! • Play the karaoke version of the song on the CD. Point to the flashcards and do the actions. Encourage the children to join in. (See Lesson 1 Activity 4 for the audio script.) • Repeat the song if the children request it. • Clap and say Very good! Make Jack nod his head and agree. • Say Sit down! You may wish to use The sit down chant (see Introduction page 20).

3 Play What’s in Jack’s box? • Make Jack fly up and down in excitement towards Jack’s box. Say What’s in Jack’s box today? • Make Jack take the yellow flashcard out of Jack’s box. Show it to the children. Ask What colour is this? Say Yellow! Repeat the word a few times.

4 Play Oops! Where’s it gone? • Hide the yellow flashcard behind your back. • Say Oops! Where’s it gone? Where’s yellow? • Encourage the children to put their hands to their mouths as if calling. Say Yellow, yellow, yellow! and bring the flashcard from behind your back. • Repeat a few times.

5 Play Let’s count one, two, three! Optional activity

• Ensure you have a pile of yellow crayons nearby. • Say Let’s count! • Put on the puppet. Say One! and make Jack push or hold up one crayon. Then say Two! and make Jack push or hold up two crayons. Repeat with three. Praise Jack and say Very good! Point to the crayons and count them One, two, three! • Repeat the activity but this time encourage the children to hold up three fingers as you say One, two, three! and Jack pushes three more crayons aside. • Count the crayons and praise the children and Jack.

6 Sing The three yellow toys song. (CD 1 track 34) • Put the yellow flashcard on the wall and say Yellow! • Hold up three fingers and say One, two, three! Unit 3 Lesson 4

Unit 3 Lesson 4 • Say Let’s sing The three yellow toys song! Play the CD and encourage the children to point to the flashcard as it is mentioned. • Play the song again and encourage the children to do the actions. • Say Stand up, please! Play the song a third time and encourage the children to join in and do the actions. • Say Very good! and make Jack nod his head. CD1 34

The three yellow toys song

Yellow cars (Point to the yellow flashcard.) 1, 2, 3 (Count to three on your fingers.) Yellow cars! (Point to the yellow flashcard.) Yellow dolls (Point to the yellow flashcard.) 1, 2, 3 (Count to three on your fingers.) Yellow dolls! (Point to the yellow flashcard.) Yellow balls (Point to the yellow flashcard.) 1, 2, 3 (Count to three on your fingers.) Yellow balls! (Point to the yellow flashcard.)

Transition time 7 Say The transition chant. (CD 1 track 11)

Table time 8 Stick the ball stickers. (Pupil’s Book page 21) (CD 1 track 34) • Give out the Pupil’s Books and help the children find the worksheet, or give out the separate worksheets, depending on which you prefer. • Point to the cars and say Cars! Encourage the children to point on their worksheet and say the word. Repeat with dolls and balls. • Hold up the sticker page and say Show me the balls. Encourage the children to point to the correct stickers. Then say Stick the stickers and encourage the children to peel off the ball stickers and stick them in the correct place. Monitor carefully and praise the children. • Say How many cars? Encourage the children to count One, two, three! Repeat with the dolls and balls. • Point to a toy and say What colour? Encourage the children to say Yellow! Repeat with other toys. • Play The three yellow toys song again and encourage the children to point to the toys on their worksheet as they are mentioned in the song. • Collect the Pupil’s Books or worksheets and help the children sit with their arms crossed.

Unit 3 Lesson 4

9 Play Back in Jack’s box.

• Say Where’s Jack’s box? Encourage the children to point to it. Say Let’s put the flashcards back in Jack’s box. • Choose five children to help you using The hands up chant (see Introduction page 20). Say (Juan), help me put (yellow) in Jack’s box. Together with Juan, put the yellow flashcard away. Encourage the children to clap and wave. • Repeat with the other volunteers and the toy flashcards.

10 Sing the Bye-bye song. (CD 1 track 13) • Put on the puppet. Play the karaoke version of the song on the CD. Sing the song and do the actions. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 8 for the audio script.)

Extra activities 1 Play Pass the parrot. (CD 1 track 22) • Make a simple yellow parrot picture on a piece of card (see the parrot template on the Photocopiable Resources CD). Introduce the parrot to everyone. Say This is Jack’s friend. He’s Yellow Parrot. Encourage everyone to wave. • Play Jack’s music. Pass the parrot around the circle. When the music stops, encourage the child who’s got the parrot to stand up and wave. Say Hello, Yellow Parrot! and encourage the other children to wave in return. • Everybody claps and then continue the game.

2 Play Find the yellow flashcard. • Put the toy and the yellow flashcards on the wall face down. • Say Where’s yellow? Get Jack to turn over a flashcard. If it is a toy flashcard, make a sad face and say No! Encourage the children to turn their thumbs down. If it is the yellow flashcard smile and say Yes, it’s yellow! Encourage the children to give you a thumbs up sign. • Start again by shuffling the cards and placing them face down on the wall. • If you think the children are confident they can help Jack turn over a flashcard.

3 Make a yellow table display. • Ask the children to find a yellow object and bring it to school. • Collect the objects together and make a yellow table display in the classroom. • Alternatively, ask the children to find yellow objects in the classroom and put them on a table.

Unit 3 Lesson 5

3 Where’s teddy? Lesson 5 t el l ig e n c e

Unit 3 Lesson 5

4 Play Jack’s playtime. (CD 1 track 36) 5 Play The pair game. Transition time 6 Say The transition chant. (CD 1 track 11) Table time 7 Play with the toy Press out. (CD 1 track 33) (Flip over Book pages 20-27) 8 Emotional intelligence: I know how to tidy up! (Teacher’s Notes page 201) 9 Play Back in Jack’s box. 10 Sing the Bye-bye song. (CD 1 track 13) 78

Getting ready • Put the puppet and the toy flashcards into Jack’s box. Prepare the picture cards. Circle time 1 Sing the Hello song. (CD 1 track 10) 2 Play Yellow, stand up! (Optional activity) 3 Sing The three yellow toys song. (CD 1 track 35)

At-a-glance lesson plan

• Puppet • CD 1 • Jack’s box • Flashcards: doll, car, ball, teddy, yellow • Photocopiable Resources CD: Unit 3 picture cards • Unit 3 Press out • Hello Jack Flip over Book • Teacher’s Notes Photocopiable Resources: Unit 3 emotional intelligence worksheet • Yellow crayons

Classroom materials

Key vocabulary • Yellow • Doll, car, ball, teddy Receptive language • Let’s tidy up!

Language focus

• Count the untidy balls. • Trace the lines. • Colour the balls yellow.

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• Listen to and join in with Jack’s playtime. • Listen to and act out the story with the Press outs. • Emotional intelligence: understand the importance of tidying up.

Name

Learning objectives

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Hello Jack_TB_Lessons and festivals (Press proofs).indd 8

Circle time

1 Sing the Hello song. (CD 1 track 10) • Organise the children in a circle. Greet individual children and encourage them to respond. • Say Where’s Jack? Call Jack, where are you? Encourage the children to point to Jack’s box. Take the puppet out and say Hello, children! Encourage the children to wave to Jack and say Hello! • Play the karaoke version of the song on the CD. Sing the song and do the actions. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 3 for the audio script.)

2 Play Yellow, stand up! Optional activity • Show the children the yellow flashcard. Ask Jack What colour is it? Make Jack say Yellow! • Ask the children to look at their clothes carefully. If they wear an overall they can lift it up and look underneath. Say If you are wearing yellow, stand up! • When the children are standing say Yes! Yellow! and encourage children to wave their arms. Ask the children to sit down. • Hold up a red object and say Yellow? Get Jack to shake his head. Say No! Hold up a yellow object and say Yellow? Get Jack to stand up and nod. Say Yellow! Stand up! • Go round the room, holding up different coloured objects. If it is yellow, the children stand up and wave their arms. If not, they shake their heads and stay seated.

3 Sing The three yellow toys song. (CD 1 track 35)

• Put the yellow flashcard on the wall. Say Let’s sing The three yellow toys song. • Play the karaoke version of the song on the CD and encourage the children to join in. Repeat if the class is enthusiastic. (See Lesson 4 Activity 6 for the audio script.) Unit 3 Lesson 5

Unit 3 Lesson 5 • Say Very good! Make Jack nod his head. Say Sit down! You may wish to use The sit down chant (see Introduction page 20 for the audio script).

4 Play Jack’s playtime. (CD 1 track 36) • Put the toy flashcards around the classroom. Say Let’s play Jack’s playtime. Play the CD and do the actions. • Play the CD again and encourage the children to join in. • Say Stand up! Play the CD a third time and encourage the children to point, clap and move their bodies to the beat. • You may wish to use The calm down chant if the children get too excited (see Introduction page 20). CD1 36

Jack’s playtime

Hello Jack! Hello! (Clap three times.) Teddy! (Point to the flashcard and make the toy noise.) Let’s tidy up! (Mime putting a toy in a toy box.) 1, 2, 3! (Count on your fingers.) Doll! (Point to the flashcard and make the toy noise.) Let’s tidy up! (Mime putting a toy in a toy box.) 1, 2, 3! (Count on your fingers.) Car! (Point to the flashcard and make the toy noise.) Let’s tidy up! (Mime putting a toy in a toy box.) 1, 2, 3! (Count on your fingers.) Ball! (Point to the flashcard and make the toy noise.) Let’s tidy up! (Mime putting a toy in a toy box.) 1, 2, 3! (Count on your fingers.) Hello Jack! Hello! (Clap three times.)

5 Play The pair game. • Put the toy and yellow flashcards on one side of the board face down. Put the toy and yellow picture cards on the other side of the board also face down. • Turn over a flashcard and say (Car!). Encourage the children to do the mime for this item or make the toy noise. • Now turn over a picture card, say the word and encourage the children to mime. • If the two cards match, say (Car) (Car)! Yes! They are the same! and leave the cards face up. If they don’t match, say (Car) (Doll). No! They are different! and turn the cards face down again. • Ask individual children to help you turn over a flashcard and another child to turn over a picture card. Continue around the class until all children have played.

Transition time 6 Say The transition chant. (CD 1 track 11)

Unit 3 Lesson 5

Table time 7 Play with the toy Press out. (CD 1 track 33) (Flip over Book pages 20-27) • Give out the Press outs and help the children to remove them. • Say Point to the car. Encourage the children to point to the car. Repeat with the other toys. • Open the Flip over Book at the story pages and play the CD or tell the story yourself. Refer to each of the story pictures in turn. Encourage the children to hold up their press out and point to the toys. Show them how to open their Press out to find the teddy. • Collect the Press outs and write the children’s names on them.

8 Emotional intelligence: I know how to tidy up! (Teacher’s Notes page 201) • Give out the photocopiable worksheets, pencils and yellow crayons. • Point to the balls outside the toy box and say Point to the untidy balls. Count One, two, three! and encourage the children to point and count with you. • Say Let’s tidy up the balls! With a pencil, demonstrate drawing a line from the first ball to the basket. Encourage the children to copy you and do the same for all three balls. • Say Colour the balls yellow. Encourage the children to point to the balls and then colour them yellow.

9 Play Back in Jack’s box.

Extra activities 1 Listen to a song with the Press out. (CD 1 track 31)

• Give out the Press outs and say Let’s listen to The toys song. • Play the CD and encourage the children to point to the toys on their Press out as they are mentioned in the song. (See Lesson 1 Activity 4 for the audio script.)

Unit 3 Lesson 5

2 Play The Yes/No game. • Use the colour and toy flashcards. Hold up a flashcard so it is facing the children and you can’t see it. • Say Is it teddy? If you have guessed correctly the children hold up their thumbs and nod. Say Yes, teddy! Everyone can nod and clap. If you have not guessed correctly the children shake their heads and put their thumbs down. Say No! Not teddy! Keep going until you guess the card. • Repeat several times. If you want the game to be more active, encourage the children to stand up when you get it right.

3 Play Pass the flashcard. • Organise the children in a circle. Pass around a toy flashcard and say Pass the flashcard, pass the flashcard. Say Stop! The child holding the flashcard stands up, shows the flashcard and mimes the toy. Say Yes, (Car)! and praise the children. • Now play the game passing around two flashcards, then with three cards, etc. • If you wish you can play Jack’s music and instead of saying Stop!, pause the CD.

Unit 3 Lesson 5

Unit 3 Lesson 6

3 Where’s teddy? Lesson 6

2 Play Jack’s playtime. (CD 1 track 36)

Learning objectives

• Review all vocabulary. • Review a song.

Language focus Key vocabulary • Doll, car, ball, teddy • Tidy, untidy • Yellow • Number 3 Receptive language • Well done to ... • He’s lost a feather. • Show me / find the feather.

Classroom materials

• Puppet • CD 1 • Jack’s box • All Unit 3 flashcards • Photocopiable Resources CD: Unit 3 picture cards • Unit 3 stickers • Hello Jack Flip over Book

At-a-glance lesson plan Getting ready • Put the puppet and the flashcards into Jack’s box. Circle time 1 Sing the Hello song. (CD 1 track 10) 2 Play Jack’s playtime. (CD 1 track 36) 3 Play The pair game. 4 Play Let’s tidy up! 5 Sing our favourite song. (Optional activity) Transition time 6 Say The transition chant. (CD 1 track 11) Table time 7 Fill Jack’s box with toy stickers. (Pupil’s Book page 23) 8 Play Find the feather! (Flip over Book pages 20-27) 9 Play Back in Jack’s box. 10 Sing the Bye-bye song. (CD 1 track 13)

• Put the toy flashcards around the room. Say Let’s play Jack’s playtime. Play the CD and do the actions. • Play the CD again and encourage the children to join in. • Say Stand up! Play the CD a third time and encourage the children to point, clap and move their bodies to the beat. (See Lesson 5 Activity 4 for the audio script.) • You may wish to use The calm down chant if the children get too excited (see Introduction page 20).

3 Play The pair game. • Put the toy and yellow flashcards on one side of the board face down. Put the toy and yellow picture cards on the other side of the board also face down. • Turn over a flashcard and say (Car!). Encourage the children to do the mime for this item. • Now turn over a picture card, say the word and encourage the children to mime. • If the two cards match, say (Car) (Car)! Yes! They are the same! and leave the cards face up. If they don’t match, say (Car) (Teddy). No! They are different! and turn the cards face down again. • Ask individual children to help you turn over a flashcard and another child to turn over a picture card. Continue around the class until all children have played.

4 Play Let’s tidy up! • Put the toy flashcards around the classroom. Say Let’s tidy up the toys! You may wish to say The tidy up chant (see Introduction page 20). Demonstrate using Jack. Say Car! and do the action. Get Jack to take the car flashcard and put it in the box. • Repeat with the other toy flashcards and encourage the children to join in with the actions. • When they are confident with the activity, encourage the children to pick up and put the flashcards in the box.

5 Sing our favourite song. Optional activity

• Say Let’s sing a song. Remind them by playing bits of the songs and asking them to put their hand up for their favourite song. Count which song has most votes.

Unit 3 Lesson 6

Unit 3 Lesson 6 • Play the CD and encourage the children to join in. Say Very good! and make Jack nod his head.

Transition time 6 Say The transition chant. (CD 1 track 11) • Put on the puppet. Put your finger to your lips and say Shh! Be quiet! Say the chant and do the actions while Jack leads the children to their tables in small groups. Encourage the children to join in. (See Hello, friends! Lesson 1 Activity 6 for the audio script.)

Table time 7 My English Dossier: Fill Jack’s box with toy stickers. (Pupil’s Book page 23) • Give out the Pupil’s Books and help the children find the worksheet, or give out the separate worksheets, depending on which you prefer. • Point to the toy box and say Look! It’s Jack’s box! • Say Point to the doll! and encourage the children to point and say the word. Repeat with the teddy, car and ball. • Hold up the stickers and say Show me the car. Encourage the children to peel off the car sticker and hold it in the air. Say Where does the car go? and encourage the children to point to the correct silhouette. Say Stick on the car! and encourage the children to put the car sticker in place. Repeat with ball. Tip: The Lesson 6 worksheets can be collected and bound together to form a learning dossier for each child. A photocopiable front cover can be found on the Photocopiable Resources CD.

8 Play Find the feather! (Flip over Book pages 20-27)

• Say Poor Jack! He’s lost a feather. Let’s find the feather. Hold up the Flip over Book at the story pages and encourage the children to look for the feather in the story pages. • As you turn the story pages say Is the feather here? No! • When the children spot the feather encourage a volunteer to point to it in the Flip over Book. (It’s in frame 2.) Say Feather! A yellow feather! • Say Show me the feather sticker. Encourage the children to peel off the feather sticker. Say Where does the feather go? and encourage the children to point to the picture of the feather. Say Stick the feather! and encourage the children to put the sticker in place. Get Jack to say Well done, children! and say The well done chant. (See Unit 1 Lesson 6 Activity 8 for the audio script.)

Unit 3 Lesson 6

9 Play Back in Jack’s box.

• Say Where’s Jack’s box? Encourage the children to point to it. Say Let’s put the flashcards back in Jack’s box. • Choose seven children using The hands up chant (see Introduction page 20). Say (Juan), help me put (teddy) in the box. Together with Juan, put the teddy flashcard away. Encourage the children to wave and clap. • Repeat with the other volunteers and flashcards.

Extra activities 1 Play Musical toys. (CD 1 track 22) • Play Jack’s music. Encourage the children to dance on the spot. Pause the CD and say a toy word. Encourage the children to mime the toy and make the toy noise. • Repeat with the other toys.

2 Play Cover your eyes. • Put the toy flashcards on the wall. Put the picture cards underneath, repeating the words as you do so. Count One, two, three, four! • Say Cover your eyes! and place your hand over Jack’s eyes. Take a picture card away. Say Open your eyes! Point to the classroom flashcards and then the picture cards and say What’s missing, Jack? Make Jack look like he’s thinking, then point to the flashcard which shows the classroom word that has been removed. Say (Doll)! Praise Jack, and clap loudly. • Repeat several times with the other picture cards and encourage the children to point to the correct flashcard each time. Again clap loudly when they point correctly.

3 Play with the Hello Jack Multi-ROM. • For extra vocabulary practice, play the interactive games in Unit 3 of the Multi-ROM. For extra practice on the vocabulary contained in this unit, please use the Revision worksheets on the Photocopiable Resources CD.