Keywords: queue, tidy up,
walking hop running tiptoe twirl galop
Outdoor children’s play equipment（户外儿童游乐设备）
The park has a lot of outdoor children’s play equipment, perfect for kids to burn off energy.”（公园有很多户外儿童游乐设备，很适合孩子们释放精力。
Scene 1: Getting on the Trampoline
Teacher: “Take off your shoes before stepping on the trampoline.”
Child A: “I take off my shoes. Can I jump now?”
Teacher: “Yes! Hold the safety bar and bounce gently.”
Scene 2: Basic Jumping Actions
Child B: “Look! I jump up and down!”
Teacher: “Well done! Try small bounces first.”
Child C: “Can I jump higher?”
Teacher: “Only if you keep both feet on the net. No flips!”
Scene 3: Adding Movements
Teacher: “Can you jump and turn around slowly?”
Child D: “I turn like this! One… two… three!”
Teacher: “Perfect! Now try jumping while sitting down and standing up.”
Scene 4: Taking Turns
Teacher: “Time to take turns. Lily jumps first, then Tom.”
Child E: “I wait for my turn. How many jumps?”
Teacher: “Five jumps each. Count together: One, two, three, four, five!”
Scene 5: Safety Rules Reinforcement
Teacher: “Remember: One person at a time on the trampoline.”
Child F: “No pushing! I stand outside the net.”
Teacher: “Good! If you feel dizzy, stop and step down slowly.”
Inline Skate 直排轮滑鞋
Quad Skate 双排轮滑鞋
Fitness Skating: 休闲刷街 Aggressive Skate极限轮滑 Recreational Skate休闲轮滑 Speed Skating: 速度轮滑
Bearings轴承
Wheel轮子
Hardness轮子硬度
Frame刀架/底架
forward Skating向前滑行
Backward Skating倒滑（双脚）
Parallel Skating两脚平行滑行
Swizzle (Fish)双脚同时画S形（正蛇）
Crossover交叉步滑行（过弯）
Scissors Push剪刀式蹬腿加速
Brake Pad Stop 刹车块刹 用轮滑鞋自带的脚跟刹车块摩擦地面
T-stopT刹（单脚拖后）
Snow Plow八字刹（脚尖内八字） Snow Plow (Stop) / Wedge Stop 这个词直译是“犁式制动”或“楔形制动”，非常形象地描述了双脚呈“V”字形（脚尖向内、脚跟向外）像犁或楔子一样通过内刃摩擦地面来减速刹停的动作
Power Slide铲刹（双脚横向）
Parallel Slide双刹（双脚同时横向刹停）
Cone桩
Snake正蛇形绕桩
Cross双脚正交叉绕桩
Back Cross双脚倒交叉绕桩
Nelson正尼尔森（单桩正交叉）
Crazy正剪+倒剪组合
Crab双脚交替横向跳动绕桩
Volt顺时针转身双脚交替剪桩
宝宝轮滑护具英文教学对话（3岁版） 场景：客厅地板铺着软地垫，妈妈蹲在宝宝面前，面前摆着一整套轮滑护具——头盔、护膝、护肘、护掌，还有一双可爱的卡通轮滑鞋。
Mom: “Hi, my little skater！Today we’re gonna try roller skating—super fun, but first… let’s put on our safety gear! Safety first, okay?” (举起头盔晃了晃) Toddler: (眼睛发亮，指着头盔) “Helmet！” (伸手去抓，模仿”头盔”的发音) Mom: “Yes, helmet—it’s like a magic hat for your head！It keeps your brain (大脑) safe, just like how your teddy bear’s blanket keeps him cozy.” (轻轻把头盔扣在宝宝头上，调整松紧) “Snap, snap！” (按扣声) “All set—your brain is protected now！”
Mom: “Next, let’s protect your knees (膝盖)—they’re super important for jumping and running later!” (拿起护膝，比划着膝盖位置) “These are knee pads—see the soft padding? It’s like a pillow for your knees!” (帮宝宝套上护膝，粘好魔术贴) “Stick, stick！” (魔术贴粘贴声) “Knee pads on—you’re ready to bounce!”
Mom: “What about your elbows (手肘)? They’re like knees but on your arms！” (举起护肘，轻轻碰了碰宝宝手肘) “These elbow pads will keep your elbows from getting owies (小伤痛). Let’s put them on… there, snuggly!” (调整护肘位置，确保贴合)
Mom: “Last but not least—wrist guards！When you fall, you might put your hands down… and these will keep your wrists safe!” (示范用手撑地的动作) “See? Soft and squishy—they’re like superhero gloves!” (帮宝宝戴上护掌，拉上魔术贴) “Zipped up！” (拉链声) “Now you’re a full superhero—ready to roll!”
Toddler: (晃着小脑袋，摸了摸头盔) “Superhero！” (试着站起来，护膝发出”吱呀”声) “Skate… skate！” (扶着茶几慢慢挪动) Mom: “Whoa, slow down, little hero！Let’s practice standing first—feet shoulder-width apart, knees bent… there you go！” (扶着宝宝手臂保持平衡) “Now, push gently with one foot… wow, you moved an inch！” (鼓掌)
Toddler: (兴奋地滑出两步，差点摔倒但被护具保护) “Haha！Safe！” (扑进妈妈怀里) Mom: “See? The safety gear worked—no owies at all！You’re such a brave skater. Let’s go slow, and when you’re ready, we can try gliding (滑行)！” (牵着宝宝的手，慢慢带滑)
Scene 1: Putting on Safety Gear Teacher: “First, wear your helmet, knee pads, and elbow pads.”
Child A: “My helmet feels tight!”
Teacher: “Good! Tight means it protects your head. Now bend your knees a little.”
Scene 2: Learning the Bending Posture Teacher: “Stand on your skates. Bend your knees like a frog!”
Child B: “Like this? My knees are bent!”
Teacher: “Yes! Now lean forward slightly. Never lean back!”
Child C: “Why not lean back?”
Teacher: “If you lean back, you fall on your bottom. Ouch!”
Scene 3: Practicing Safe Falling Teacher: “If you fall, bend forward onto your pads.”
Child D: “Fall forward?”
Teacher: “Yes! Your knee pads and elbow pads will protect you. It won’t hurt!”
Child E: “I fell forward! My pads caught me!”
Scene 4: Balance Drills Teacher: “Roll slowly. Keep your body bent forward!”
Child F: “I am bending my knees and leaning forward!”
Teacher: “Perfect! If you wobble, bend lower and hold your knees.”
Scene 5: Safety Rules Review Teacher: “Remember: Always bend forward. Never look up at the sky!”
Child G: “Why not look up?”
Teacher: “Looking up makes you lean back. Then… crash! Fall on your back!”
Day and Night
Open the curtains,
Look at the sun,
Wave to daytime,
See the bright sky,
Close the curtains,
Turn on the lamp,
Spot the moon,
Wave to nighttime,
See the twinkly stars,
Turn off the light
Open the curtains,
Look at the sun,
Wave to birds,
Put on day clothes,
Play with toys,
Close the curtains,
Turn on nightlight,
Wear pyjamas,
Cuddle your teddy,
Close your eyes
sunny/rainy/cloudy/windy）+ 体感词（chilly/warm/humid）
Hang the blanket outside,
Feel the warm sunshine,
Sing “Sunshine warm and bright”,
Fluff it gently now,
Say “Make my blanket fluffy light”,
Watch ultraviolet rays work,
Know they kill dust mites,
See them fight germs too,
Sniff your duvet close,
Enjoy sunshine hugs smell
Put on your raincoat,
Look at the grey sky,
Cloudy and chilly! Where does rain come from,
Yes—clouds! And where does it go,
Down, down to the ground,
Jump in the puddles,
Open your umbrella,
Splash with your wellies, 穿着雨靴踩水花！
Wipe your wet hands 擦擦手上的水珠！
Feel the breeze, 轻风拂面起
Is the wind gentle or gusty today, 今天的风是温和的还是阵风
The wind is strong,
My kite goes up up,
Look—the Pinwheel is spinning fast,
Let’s say: It’s a gusty day 风一阵紧，一阵缓——好个疾风天！
Look at the clouds,
See the white fog,
Touch the wet air,
Spot tiny water droplets,
Blow on the window,
Watch the fog swirl,
Feel the cold mist,
Wipe the damp glass
(Morning Weather Report) 场景：每日晨圈时间，幼儿轮流担任“天气播报员” 对话设计：
Teacher: “Good morning, Lily! You’re our weather reporter today. Look outside—what do you see?” Child: （指向窗外） “I see… clouds! It’s cloudy!” Teacher: “Brilliant! How does the air feel? Is it chilly or warm?” Child: （搓搓手臂） “Chilly! We need jumpers!” Teacher: “Let’s tell everyone! Say: ‘Today is cloudy and chilly!’” Class: （齐声跟读） “Cloudy and chilly!”
(Rainy Day Science) 场景：雨后户外探索水坑、雨滴 对话设计：
Teacher: “Wow, it’s pouring! （撑开伞） Listen—what sound does rain make?” Child: “Tap-tap-tap! Like drums!” Teacher: “Yes! Now let’s splash in puddles. Is the water cold or warm?” Child: （跳进水坑） “Cold! My boots are soaked!” Teacher: “Where does rain come from? Yes—clouds! And where does it go? Down, down to the ground!”
(Windy Playtime) 场景：大风天放飞纸风筝或吹泡泡 对话设计：
Child: （举着风筝奔跑） “The wind is strong! My kite goes up, up!” Teacher: “Is the wind gentle or gusty today? （举起风车） Look—it’s spinning fast! Let’s say: ‘It’s a gusty day!’” Child: “Gusty day! Can I fly like a bird?” Teacher: “Whoosh! Stretch your arms! What does wind feel like? Breezy? Tickly?”
Weather Art & Emotion) 场景：绘画天气并关联情绪 对话设计：
Teacher: “Draw how the weather makes you feel! Is sunny day happy or grumpy?” Child: （画黄色太阳） “Happy! Like a smiley face!” Teacher: “What about a stormy day? Bang! Crash! Does it feel scared or excited?” Child: “Scared… but exciting with thunder!”
Foggy Adventures: English Dialogues for UK Preschoolers（英国幼儿园雾天探索活动）
英文对话设计（英国幼儿园花园场景，4-5岁幼儿）： 场景：晨间户外活动时突遇浓雾，教师引导幼儿观察雾的特征并学习安全知识。
1. 发现雾气（Observing Fog） Teacher（指向远处）： “Look, children! The garden looks magical today. Can you see the fog? It’s like a giant cloud hugging the ground! What does it feel like? Gently wave your hands through it…” （看，孩子们！今天花园像被施了魔法。你们看到“雾”了吗？它像“巨大的云朵拥抱大地”！摸起来怎么样？轻轻用手挥一挥…） Child A（伸手触摸）： “Cold and wet! Like touching a cloud!”（又冷又湿！像摸到了云！） Teacher： “Yes! Fog is tiny water droplets floating in the air. Shhh… listen! Do you hear the quietness?”（对！雾是“空气中的小水珠”。嘘…听！多安静呀！）
2. 科学探索：雾的形成（Science in Action） Teacher（展示热水杯冒出的白汽）： “Watch this! When warm air meets cold air—poof!—it turns into foggy breath! Just like when you breathe out on a chilly morning!” （看！暖空气遇到冷空气——噗！——就变成“雾气的呼吸”！就像你们冷天哈气一样！） Child B（模仿哈气）： “My turn! Haa… See? Mini fog!”（我也来！哈…看！“迷你雾”！） Teacher： “Brilliant! Now, why is fog white, not blue? Because light bounces on water droplets!”（真棒！雾为什么是白色？因为光在“水珠上跳舞”呀！）
3. 安全引导（Safety First） Teacher（分发反光背心）： “Fog makes things disappear! Cars might not see us. Always wear bright colors and hold hands!” （雾会让东西“消失”！司机可能看不见我们。要穿“亮色衣服”并牵手哦！） Child C（紧握同伴的手）： “Buddy system! Like penguins in the snow!”（“小伙伴制度”！像雪地里的企鹅！）
4. 游戏化学习：雾中寻宝（Foggy Treasure Hunt） Teacher（藏起发光玩具）： “Time for fog detective! Find the glowing stars I hid. Use your super ears—listen for jingles!” （“雾天小侦探”游戏开始！找“发光的星星”。用“超级耳朵”听叮当声！） Children（循声探索）： “Found one! It’s sparkly!”（找到啦！亮晶晶的！）
⚡ Scene 1: First Thunderclap – Calming Fears Child A (startled by a loud BOOM):
“Oh no! Thunder! Scary noise! 😨” Teacher (gentle tone, hugging a teddy): “Shhh… It’s just the clouds talking! Lightning makes the flash, then thunder goes BOOM! Like a drum in the sky! 🥁” Child B (curious): “Clouds… talking? Why so loud?” Teacher: “When clouds bump, they make thunder! Let’s count: 1, 2, 3… after lightning! More seconds = storm is far!” ⏱️
🌩️ Scene 2: Science & Safety – Lightning Experiment Teacher (using a flashlight and drum):
“Watch! This torch is lightning! Flash! 🔦 (hits drum) BOOM! That’s thunder! Sound travels slow… light travels FAST! ✨” Child C (imitating): “My turn! Flash-flash… Boom-boom! 💥” Teacher (safety reminder): “Yes! Now, safety rule: If thunder roars, go indoors! Never hide under trees! 🌳”
🌧️ Scene 3: Storm Sounds & Sensory Play Teacher (leading a sound game):
“Let’s make a storm together! Rub hands—shhh (wind)! Tap knees—pitter-patter (rain)! Stomp feet—BOOM (thunder)! Now… lightning! Flash with fingers! ✨👐” Child D (giggling): “My fingers lightning! Zig-zag flash! ⚡” Teacher: “Brilliant! Thunder after lightning… 1, 2… BOOM! Who’s brave like Lily?”
🌈 Scene 4: After the Storm – Rainbow Joy Child E (pointing outside):
“Rain stopped! Sun smiling! 😊” Teacher: “Look! A rainbow! Red, yellow, blue… Rainbow says: ‘Storms end, happy times come!’ 🌈 Let’s sing: Rainbow, rainbow, bright and high, After thunder in the sky!” 🎶 Children (chanting together): “No more lightning, no more thunder… Just a rainbow, full of wonder!” ✨
☔ Scene 1: Rain & Rainbow Discovery Teacher (pointing outside):
“Look, children! The rain is pouring down! 🌧️ Pitter-patter, pitter-patter! Can you hear it?” Child A (imitating raindrops): “Pouring, pouring! Wet, wet!” 💧 Teacher: “Yes! When rain pours, the sky gets clean… and guess what comes after? A magical rainbow!” 🌈
🌈 Scene 2: Rainbow Colors Hunt Child B (jumping excitedly):
“I see colors! Red… yellow… green!” Teacher (holding prisms): “Brilliant! Let’s name all seven: Red, orange, yellow, green, blue, indigo, violet!”
Child C (pointing at light refraction): “Light pours through the glass… colors dance!” ✨ Teacher: “Exactly! When light pours into water drops, it splits into rainbow colors! Magic!”
🎨 Scene 3: Art & Science Fusion Teacher (setting up watercolor):
“Now, let’s pour water on paper… Swoosh! Now add paint—watch colors blend!” 🖌️ Child D (dipping brush): “I pour red… and blue! Makes… purple!” 💜 Teacher: “Genius! Mixing colors is like rain and sun making rainbows! What else can you create?”
Teacher: “Children, look outside! It is raining heavily. The sky is dark and full of clouds.”
Child A: “I see raindrops on the window! They are sliding down.”
Teacher: “Yes! Listen to the sound. The rain patters on the roof. Pitter-patter, pitter-patter.”
Child B: “The ground is wet! There are puddles everywhere!”
Teacher: “Good observation! Puddles form when water collects on the ground. Avoid stepping in them.”
Child C: “When a raindrop hits a puddle, it makes a splash! Splash, splash!”
Teacher: “Well done! The splash creates tiny circles in the water. Now, what sound does the wind make?”
Child D: “The wind whistles through the trees! Whoosh, whoosh!”
Teacher: “Excellent! Remember: stay dry indoors. Never run outside during heavy rain without an adult.”
keywords: Shadow, sun, dark shape, in front, waves back, Stretch tall! Tiptoe tiny!
Teacher: “Look, Leo! Your dark shape on the ground is your shadow! Wave at it—see? It waves back! 🌟” Child A (jumping): “My shadow jumps too! It grows tall when I stretch!” Teacher: “Brilliant! Where is your shadow now? In front or behind you? Let’s chase Maya’s shadow!” Child B: “I caught it! Stomp-stomp!”
Key Vocabulary:
Shadow, sun, dark shape, in front/behind. Action phrases: “Stretch tall!”, “Tiptoe tiny!” 2. Science: Light Experiment Indoors Scene: Darkened classroom with a flashlight.
Teacher: “Shhh… darkness comes! This torch is our sun. Shine it on Teddy—poof! A shadow appears! 🔦” Child C (moving light): “I wiggle the light… shadow dances!” Teacher: “Yes! No light, no shadow. Now, make Teddy’s shadow giant… or tiny! How?” Child D: “Light close = BIG! Light far = small!”
Science Concepts:
Shadows need light + object. Position changes: “Near/far”, “up/down”. 3. Game: Shadow Tag Scene: Garden group game.
Teacher: “Time for Shadow Tag! 🎯 Step on shadows, not friends! Run when I shout ‘Sunny day!’” Child E (dodging): “Quick, hide under the tree! Shadow disappears—safe!” Teacher: “Clever! Why no shadow here? Shade blocks sunlight!”
Safety & Skills:
Movement: Run, dodge, freeze. Rule: “Feet on shadows, not shoes!” 4. Creativity: Hand Shadow Theatre Scene: Dim corner with a flashlight.
Teacher (making rabbit hands): “Behold—a floppy-eared bunny! 🐇 Your turn! Make a wolf or bird!” Child F (spreading fingers): “Flapping eagle! Caw-caw!” Teacher: “Wow! Now, tell a shadow story: ‘The eagle chases the bunny…’ 🎭”
Language Development:
Story phrases: “Once upon a shadow…”, “The brave eagle…” Emotive words: “Swooping”, “hiding”, “soaring”.
场景：通过图片讨论季节特征 对话设计：
Teacher: （展示雪景图） “Which season is this? Winter! What do we wear?” Child: “Scarf! And gloves!” Teacher: “Smart! Now, in summer, （切到沙滩图） is it sunny or snowy?” Child: “Sunny! We eat ice cream!” Teacher: “What about autumn? Leaves fall down… crunch, crunch!”
shallow
In the UK, BBQ safety for children is strongly emphasized in early education. Adults always supervise grilling, and children are taught to maintain distance from heat sources. The term “barbecue” (or “BBQ”) is commonly used, but “grill” is more specific to the cooking equipment. Skewers are often called “skewers” or “sticks,” with bamboo being common for家庭 use due to its affordability, while metal is preferred for durability in schools
Teacher: “Children, today we will have a fun BBQ! First, we must be safe. The grill is very hot. Never touch it!”
Child A: “What is on the grill?”
Teacher: “We are cooking chicken skewers, beef cubes, and vegetable skewers. The skewers can be bamboo or metal. Metal ones get very hot!”
Child B: “I see the charcoal! It is black and makes fire.”
Teacher: “Yes! Charcoal burns to cook food. Only adults handle fire. You must stay away.”
Child C: “Can I help put food on the skewer?”
Teacher: “Yes! Wash hands first. Thread chunks of meat and bell peppers onto the skewer. Pointy ends are sharp—be careful!”
Child D: “The smoke smells good!”
Teacher: “That is the food cooking. But never lean over the grill. Steam and fire can burn your skin.”
Child E: “How do we know when the meat is ready?”
Teacher: “Adults check with a thermometer. Meat must be fully cooked to keep us healthy. Never eat pink meat from the grill.”
Child F: “My skewer is done! Can I eat it now?”
Teacher: “Wait! Let it cool on the plate. Hot food can burn your mouth. Blow on it gently first.”
Child G: “What if I drop my skewer on the ground?”
Teacher: “Tell an adult immediately. Do not pick it up—it might be dirty or hot!”
keywords:
场景教学示例：花园里的“Ladle Game”（长柄勺游戏） 场景设定：英国幼儿园的户外花园（有种植区、小水池、玩具厨房），3-4岁宝宝Luna和小伙伴们。
1. 场景引入：用“问题+示范”激活兴趣 Teacher（举着长柄勺，蹲在种植区旁）: “Look, children！What’s this? It’s a ladle—a long-handled spoon (长柄勺)! See its big bowl? We can use it to scoop (舀) things！Who wants to help me feed the ducks (喂鸭子) today?”（看，孩子们！这是什么？是“长柄勺”——“长柄的勺子”！看它的大勺子！我们可以用它“舀”东西！今天谁想帮我“喂鸭子”？） Luna（踮脚摸勺子）: “Ladle！Scoop ducks！”（长柄勺！舀鸭子！） Teacher（递过小鸭子玩具）: “Great！Let’s pretend the ducks are thirsty. Use the ladle to scoop water from the pond… gently！Don’t spill！”（太棒了！我们假装鸭子渴了。用长柄勺从池塘里舀水…轻轻的！别洒出来！）
Plant Parts: Root, stem, leaf, petal, seed, bud, thorn, soil. Example: “Touch the petals gently—they are soft and colorful!” Stem（主茎） 就像是植物的“主干道”或“中枢脊柱”。它从根部向上生长，分出枝条，叶片、花朵和果实都长在它上面。它的核心任务是输送水分和养分，并支撑整株植物。比如树的树干（trunk）、玫瑰的主枝，都是典型的 stem。
Stalk（柄） 则更像是连接某个具体“站点”的“专用支路”。它特指支撑叶子、花朵或单个果实的那部分。例如，连接一个苹果和树枝的那根细长的梗，就是 stalk。像玉米、芹菜这类植物，我们食用的部分本身就是它们的 stalk
当作为动词使用时，这两个词的意思就完全不同了：
To stem 主要有两个意思：
起源于、由...造成，通常与介词 from连用（stem from）。例如：The conflict stems from a lack of communication.（冲突源于缺乏沟通。）阻止、遏制（某种流动或扩散），例如：stem the bleeding（止血），stem the tide of inflation（遏制通货膨胀的势头）。
To stalk 也有两个常见意思，但都与植物无关：
悄悄地跟踪、潜近，通常指捕食者跟踪猎物，或者令人不安地跟踪某人
趾高气扬地走、大步行走，通常带着怒气或高傲的姿态
Action Verbs: Plant, grow, water, observe, smell, collect, protect. Example: “Let’s water the seeds so they can grow!” Safety Rules: “Look but don’t pick!” (for wildflowers) “Thorns are sharp—use gentle hands!” (for roses/cacti) “Ask an adult before touching!” (unfamiliar plants
Mummy Pig: “Stop being so rude! Some plants wear ‘danger coats’—they might give tummy-aches!” Nurse (示范尖刺植物): “Look with eyes, not with fingers! Thorns are like nature’s tiny swords.”
英国园丁谚语： “Nettles sting, poppies sleep—only fools taste what they can’t keep.” （荨麻刺人，罂粟催眠，傻子才尝不认识的东西） 美国童子军守则： “Leaves of three? Let it be! Berries white? Run from sight!” （三片叶？别碰它！白浆果？快跑开！）
Watch for thorns,
Pat the squishy mud,
Find the tiny bug,
Tap the log gently,
Look at the bug,
Wear your wellies,
Touch the wet grass,
Mind the thorn
剧情概要：猪爷爷奶奶度假，将鹦鹉波利托付佩奇一家照顾 。
Narrator: “Granny and Grandpa Pig are going on holiday. They are bringing Polly Parrot to Peppa’s house so Peppa and George can look after her.” Grandpa Pig: “Hello, everyone!” Peppa: “Hello, Grandpa Pig! Hello, Granny Pig!” Granny Pig: “Polly is very excited about her holiday with Peppa and George.” Polly Parrot: “Hello, Polly! Waa!” Granny Pig: “Polly likes birdseed. It’s very important not to give Polly too much food.” Peppa: “Can Polly come out of the cage?” Grandpa Pig: “Yes, but you must keep all the doors and windows closed, so Polly doesn’t fly away.” Polly Parrot: “Would you like a cup of tea? Waa!” Mummy Pig: “George! That is too much birdseed! Polly will grow very big and burst like a balloon… POP!” Peppa: “Polly will have flown away! Don’t worry, Peppa, I’m sure Polly is still inside.” Daddy Pig: “I’ll rescue Polly… Come on, Polly!” Granny Pig（电话中）: “Please may I talk to Polly? Are you having a nice holiday?”
剧情概要：女王宣布全国假日，佩奇一家参观宫殿 。
The Queen: “Today I have decided to give an award to the hardest working person in the country… Miss Rabbit!” Mr. Bull: “The Queen has made it a holiday!” Miss Rabbit: “I can’t visit the Queen. I’ve got too much work to do!” All Characters: “We’re off to see the Queen!” Peppa: “If you jump in muddy puddles, you must wear your boots, Your Majesty!” The Queen: “Whee! Everyone loves jumping up and down in muddy puddles!”
剧情概要：佩奇全球旅行，体验海滩、游轮等假日活动 。
Narrator: “From fun days out at the carnival to splashing at the water park and setting sail on exciting cruise ship holidays, Peppa is always ready for something new.” Peppa: “Travel with Peppa from Australia to Paris to the USA—discovering new places, making friends, and having fun along the way!” George: “Ice-cream! Horray!” Mummy Pig: “Every day is an adventure with Peppa and her friends—whether climbing monkey trees or dancing to the jukebox!”