Jumpstart Example Lesson Plan: K2A/B
Stage
Greetings & classroom
management
Circle Time/TPR
(about 20 min)
Aim

Procedure
To familiarize students with
classroom routines/procedures
 To settle students into the
lesson
 To review/recycle language
Elicit rules through miming and pictures. Ask comprehension check questions
to ensure understanding.
Choose 4/5 activities for circle time: (This is an example)
 Sing a greeting song
 Play “Teacher Says”
 Pass the ball: self-introductions
 Counting practice: How many are there?
Review Time
(about 10 min)
 To review/recycle language from
previous lessons
Choose 1/2 review activities: (This is an example)
 Chinese whispers grab the flashcard
 Q & A Musical Circles
Introduce new language:
Receptive activities
 To expose learners to the new
language
(about 10 min)
Choose 1 class receptive activity: (This is an example)
 Big wind blows
Choose 1 individual receptive activity: (This is an example)
 Jump the line
Introduce new language:
Productive activities
(about 15-20 min)
 To give learners the opportunity
to practice the target language
Choose 1 class productive activity: (This is an example)
 Choral/individual circle drilling
Choose 1 individual receptive activity: (This is an example)
 Musical mill drills
Breaktime
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Jumpstart Example Lesson Plan: K2A/B
Alphabet activities/Writing
 To familiarize learners with the
practice
alphabet, introduce letter
(about 15-20 min)
formation & practice writing
letters
Alphabet and phonics drilling
 Choral/individual circle drilling of both letters and the sounds they make
(e.g., A - /ae/ - apple, B - /b/ - ball, C - /k/ - cat)
Alphabet sorting
 Students use alphabet cards to order letters, match capital to lowercase
letters, and spell simple words (higher levels)
Choose 2 writing practice activities: (This is an example)
 Body part air writing
 Trace and match worksheet (www.esl-kids.com)
 Early finishers can colour pictures of the vocabulary; however colouring
time should stop as soon as the last student has finished writing!
Story time / learn new song or
chant
 To expose students to language
in a fun and authentic way
(about 10-15 min)
Choose a story and finish the class with story time! This story can recycle the
language that is in the lesson. It can also be used to review language that the
students may know. Asking them to identify colours, objects, people, etc. as
you read is a great way to check progress. The same book can be used
repeatedly and new language extracted and focused on.
Games based on story/song
vocabulary
(about 10 min)
 To reinforce vocabulary from
story/song in previous stage
Choose an activity based on the vocabulary. Use receptive activities for new
songs/stories and build to more productive ones as students become more
familiar with the song/story (remember, young learners respond well to
familiarity and the more times they are exposed to a text, the more they can
get out of it). Stories can be found on the Jumpstart resources shelves and
above the Juniors resource books in the TSC.
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Jumpstart Example Lesson Plan: K2A/B
Sticker time
 To reward learners for good
work, effort and participation
Depending on your CM system.
 Students count their stars and collect stickers.
 Use sticker charts so that they can keep their stickers and give them little
rewards for complete sticker charts (suggestion: have students paste
charts into their books; reward completed charts with a small gift)
 Check the Jumpstart resource folder for sticker chart templates.
Song time/circle game
 To bring the lesson to closure
 Students form a circle, sing a song and thank each other and their
teachers.
** It is crucial to refer back to your classroom management system consistently throughout the lesson. After every activity, good behavior
should be rewarded and bad behavior punished. Whenever you punish a student, be sure to remind them of the rule(s) they’ve broken.
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JUMPSTART LESSON PLAN IDEAS
Greetings and song:


Greet the students individually on arrival and ensure that the TAs write their names on the board for a
classroom management system.
o How many stars do you have? I have one star. I have two stars. How many stars for a sticker?
(suggestion: reinforce plural form with a visual cue such as an action)
Check classroom management procedures using picture prompts/miming.
o Show a picture and check with a yes/no question.
o e.g. Be nice? Yes.
Circle Time and TPR:
Start with the learners on the blue mats, sitting quietly. Train students that when they hear a certain signal/cue,
they should stand up and make a circle.



Teach students how to form a circle by drawing a large one on the floor. After giving the signal/cue, use
physical gestures to encourage them to stand on it and hold hands.
Within a few lessons, students will associate the signal/cue with forming a circle and begin doing it
automatically.
Suggested signals: a clapping pattern, a countdown, “ready – set – GO!” etc.
These are ideas for circle time activities.

Sing a Song: Choose a song that is fun and can be done with lots of TPR for the beginning of circle time
(e.g. Hokey Pokey, If you’re happy and you know it, Who stole the cookie, Willaby-wallaby-woo, etc.)
o This song can be used on an ongoing basis to signal that class is beginning.

TPR/Warm up:
o Activities such as Teacher says, Musical statues, Musical circles can be used here
 Teacher says (Simon says adaption) – body parts, actions, touching objects – classroom
objects, colours, flashcards)
 Musical statues: Assign an action – fly (like a bird/butterfly), jump (like a rabbit/
kangaroo), swim (like a fish/dolphin) and play music. Learners freeze when you stop the
music.
 Musical circles: Draw one circle for each learner on the floor. Assign an action (as above)
and play music. When the music stops students sit/stand in a circle. After a few rounds
start to erase circle from the floor until there is only a single circle/student remaining.

Self-introductions
o My name is… I am … years old. I like…
o Throw/pass/roll a ball around and review the above language chunks.
o These patterns can be changed to include new language over the weeks.
 E.g. I like apples. I don’t like bananas. I can jump. I can’t fly.
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JUMPSTART LESSON PLAN IDEAS

Counting
o Students practice counting (e.g. 1 – 10/20/30, etc.)
o Students practice counting classroom objects, flashcard items (animals, fruit, etc.), students (girls
& boys)
o Counting song: Little Fingers (great for practicing the final /s/)

Songs & Chants
o Songs/chants can be used to review language, introduce new language, practice pronunciation,
etc.
o Choose two/three songs /chants and recycle them over a period of weeks. Replace old songs with
new songs and then use these songs at the beginning of the lesson.
o There are excellent song & chant activities in Primary Music Box and Primary Pronunciation Box.
o There are two Jumpstart CDs available in each classroom that can be used during this part of the
lesson and additional children’s music behind the desk in the TSC. See the Jumpstart Songs
Supplementary Resource folder in TeacherZone for ideas.
Review:

Games can be used to review language from previous lessons prior to introducing new language
o E.g. Slap, Chinese whispers flashcard grab, Q & A musical circles, Hangman
 Slap (and say): Students slap (and say) a word on the board
 Chinese whispers flashcard grab: In two teams students whisper the word to the person
in front of them. The front student grabs the flashcard off the board and says the word
(or sentence)
 Q & A musical circles: Students sit in a circle. Use a ball and a flashcard. Play music and
pass the objects. When the music stops the student with the ball asks a question and the
student with the flashcard answers. E.g. What is it? It’s a lion.
 Hangman: Students practice the alphabet and spelling.
o
Drill/review the language in chunks and encourage students to answer questions in sentences
rather than single words.
 E.g. What is it? It’s a lion. (Rather than simply “lion”)
Introduce New Language:
Receptive Activities (Students show understanding without having to speak or write):
In the initial receptive activities the students are listening to the words and are not expected to say or write them.
Make this fun by introducing the idea of locking their mouths (use a key picture prompt) and unlocking their ears.
Lower levels (K1 A/B) may need more exposure to the language before they can say/write the language. Once the
teacher has introduced the language there are a number of activities that can be done to check meaning BEFORE
moving onto activities that require them to speak/write.
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JUMPSTART LESSON PLAN IDEAS
Class Activities: To check meaning
1) Point to the flashcard: Teacher sticks the flashcards around the room. Say and word and the students
point to the flashcard. Use body parts to make it more fun, e.g. Point with your finger, point with your
nose, point with your foot, etc.
2) Yes/No Circle: Draw a circle on the floor and demo that inside is “yes” and outside is “no”. Show the
students flashcards and say a word. If it matches the flashcard they jump inside and say “yes”, if it does
not they jump outside the circle and say “no”.
3) Big Wind Blows: Stick flashcards around the room. Say a word and pretend to blow a big wind that
carries the students like leaves to that flashcard.
4) Guided colouring: Give students a worksheet containing pictures of the vocabulary. Tell the students to
colour objects with certain colours. E.g. Colour the lion yellow.
Individual Activities: To check meaning
1) Jump the river/Jump the line: Assign yes/no to each side of the line/river. Show the students flashcards
and say a word. If the word matches the flashcard, the students jump one way; if not, they jump the
other way. Can be done with small groups/pairs.
2) Slap/grab the flashcard: In pairs say a word and students slap/grab the correct flashcard
3) Bingo: www.mes-english is an excellent resource for making bingo cards (it will generate 16 different
cards based on a single lexical set)
Productive Activities (Students use the new language in speaking/writing):
Class/individual activities:
1) Choral  individual circle drilling: Students sit in a circle and say the words/sentences together.
Students pass the flashcard around the circle and practice saying the word. Play music and pass the
flashcard. When the music stops the student says the word/sentence. To introduce variety do emotion
drilling. Say the word softly, loud, happily, sadly, angrily, etc. Introduce additional flashcards into the
circle and students pass them around and say the words/sentences as they are passing them.
2) (Chinese whispers) Slap the board/Grab the flashcard: In pairs say a word and students slap/grab the
correct flashcard and say the word/sentence. Can use two sets to ensure that both learners are getting
the chance to say the language. Can be played in conjunction with Chinese whispers.
3) Bring me the flashcard: Stick the flashcards around the room. Say a word/ask a question and students
fetch the flashcard, give it to the teacher and say the target language.
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JUMPSTART LESSON PLAN IDEAS
4) Reward games: There are games that are not inclusive of language production, but can be played as a
reward for using language (e.g. Blowfish, Basketball, Bowling). They’re primarily meant to be fun. Refer to
the Induction Handbook or Warmers & Fillers (in the TSC near the supplementary resource books) for
ideas.
5) Musical mill drills: Set up a simple Q & A Activity. Drill the target language (suggestion: use physical
gestures to reinforce stress and number of syllables)
o e.g. What is it? It’s a lion.
o Can it run? Yes it can.
Give students flashcards containing target language. Play music. When the music stops students pair up
and practice the language.
6) Picture pelmanisms: Students match pictures to each other (lower levels) or to words (higher levels). As
they place the pictures/words, they say the language. After the matching activity, students separate the
two sets and play a memory game. Again saying the language when they turn over the items.
7) Running picture dictation: Set up a picture outside the classroom. One student looks at the picture and
goes inside to tell their partner what to do. E.g. Colour the lion yellow.
o Prior to this the activity, complete a guided colouring activity. Students cut out the pictures.
Then the students use the pictures to complete a picture dictation by gluing the objects in the
correct place in the picture. E.g. The lion is under the tree.
Alphabet/Writing Practice:
1) Alphabet (letters and phonics; letter formation)
a. Alphabet drilling
b. Alphabet sorting (hand out two sets of alphabet cards and students sort them)
c. Alphabet songs: The alphabet song, C is for cookie, etc.
d. Phonics: the students should be introduced to the sounds made by the letters and not just the
names of the letters themselves, e.g., “A - /ae/ - apple, B - /b/ - ball, C - /k/ - cat”
2) Body part air writing: Introduce students to letters using flashcards. Write the letter on the board,
following the correct writing sequence. Students then practice “writing” the letter in the air using
different parts of their bodies. E.g. Write with your finger, your nose, your toes, etc.
3) Floor writing: When the students are familiar with the letter form they can practice writing the letter on
the floor.
4) Tracing worksheets/practice: www.esl-kids.com has great resources to develop tracing worksheets with
pictures. http://www.toolsforeducators.com is another website that can be used to develop your own
worksheets.
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JUMPSTART LESSON PLAN IDEAS
5) Free writing practice: www.esl-kids.com has great resources to develop tracing and writing worksheets.
http://www.toolsforeducators.com is another website that can be used to develop your own worksheets.
6) Writing games: Many of the above games can be used to practice writing, such as Chinese whispers.
Other games include board writing races, floor writing and mini-white board writing races. These should
be used if students are familiar with the letters and points should be awarded for good letter formation –
NOT SPEED!
**Note: Some students will complete the writing tasks much more quickly than others. There should be
an activity set up for early finishes, such as colouring, but this activity should conclude as soon as the last
student has completed the writing task.
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