Greenman Starter Teacher Book (1)

Greenman and the Magic Forest Teacher’s Book STARTER Syllabi Syllabus Starter Level (3 year olds) 2 Syllabus Level A (4 year olds) 4 Syllabus Level B (5 year olds) 6 Introduction Introduction 8 Components 9 Routines 11 Stories 13 Unit Structure 14 Lesson Structure 16 Phonics 18 Games Bank 20 Home-school Connection 24 Big Book Story Scripts 25 Teaching notes Welcome Unit The Magic Forest 32 Unit 1 Let’s Draw! 36 Unit 2 Let’s Play! 48 Review 1 Autumn Fun! 60 Unit 3 The Big Monster 62 Unit 4 My Family 74 Review 2 Winter Fun! 86 Unit 5 Where’s My Bird? 88 Unit 6 Let’s Tidy Up! 100 Review 3 Spring Fun! 112 Festivals Halloween 114 Christmas 116 Easter Carnival 118 Green Day 120 Review 4 Summer Fun! 122 Letters To Parents 124 Digital Forest 134 Evaluation grid 135 Contents STARTER STARTER SAMPLE - OT NTea Welco U FOR ure Bank e-school Conne ok St SALE6

2 Greenman and the Magic Forest Teacher’s Book STARTER STARTER STARTER Unit Language Concepts Colours Numbers Shapes Routines Weather: sunny, cloudy, windy, raining/rainy, snowing/snowy, hot/cold. red, blue, green, yellow 1–4 circle, triangle, square, rectangle Welcome Unit The Magic Forest Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella; Hello, I’m (Sam). What’s your name? Unit 1 Let’s Draw! teacher, table, chair, book, crayon, pencil; What’s this? It’s a (pencil). It’s red. happy/sad red circle Unit 2 Let’s Play! ball, teddy, doll, train, bike, car; There’s one (blue) (train). Here you are. / Thank you. fast/slow blue 1 Autumn Fun! (Review 1) classroom and toys vocabulary Unit 3 The Big Monster eye, ear, mouth, nose, hair, face; I can see one (big) (face). I can see two (big) (ears). It’s got one (big) (mouth). It’s got two (big) (eyes). big/small green 2 Unit 4 My Family mummy, daddy, brother, sister, baby, friend; Who is it? It’s (Sam’s) brother. They look (the same). They’ve got (big) (eyes). same/different yellow 3 triangle Winter Fun! (Review 2) face and family vocabulary Unit 5 Where’s My Bird? turtle, fish, bird, hamster, cat, dog; Can you see your (bird)? It’s (on) the (table). The (cat) is (under) the (chair). on/under 4 square Unit 6 Let’s Tidy Up! sandwich, cake, pasta, apple, banana, milk; I like (milk). I don’t like (pasta). Let’s (eat). tidy/messy rectangle Spring Fun! (Review 3) pets and food vocabulary Festivals Halloween: cat, monster, pumpkin. Christmas: Christmas, tree, toy. Easter Carnival: Easter egg, bunny, chocolate Green Day: forest, flower, beautiful Summer Fun! (Review 4) course vocabulary SAMPLEsh, bird, hamste h, bird, hams ee your (bird)? It’s ur (bird)? It’s The (cat) is (under) sandwic I like (m g Fun! eview 3) Festivals - NOTbig/ , friend; friend; ey look (the ook (the (eyes). sam FORlue SALEtrian square, rectangle

Greenman and the Magic Forest Teacher’s Book STARTER 3 Emotions Value Phonics Big Book Sam’s family is moving to the house next to Nico, and her dog discovers a secret gate in the garden that leads to the Magic Forest…! In this story your child will learn about introductions and the names of the main characters in the stories. sad/happy creativity s (Stella) Greeenman is sad because the forest is covered with tree leaves. Then Sam has a wonderful idea… They can play a game and use the leaves to make a beautiful picture! In this story, the children will learn about being happy and sad and the value of creativity, while they review the unit vocabulary and structures. excited fun g (Greenman, green) b (book, blue) The children share their toys with Greenman and their forest friends, and Rabbit falls in love with his new blue teddy bear! In this story, the children learn about being excited and the value of fun, while they review the unit vocabulary and structures. fear imagination n (Nico, nose) m (mouth) It’s a windy day in the forest and Frog is very scared about a big face on the water! Luckily, Greenman is there to show him that it’s only his reflection and remind him that It’s windy! In this story, the children learn about being afraid and the value of imagination, while they review the unit vocabulary and structures. curiosity family f (frog) u (umbrella) Greenman is very curious about Sam’s family and the fact that they all look alike. He shows Nico his own family, where they all look different! In this story, the children learn about curiosity and the value of family, while they review the unit vocabulary and structures. worried/ relieved helping d (dog) c, k (cat, kitten) Nico is worried because he’s lost his pet bird and his pet turtle. With Greenman and Sam’s help they eventually find them in the forest, to everyone’s relief! In this story, the children learn about the emotions of worry and relief, and the value of helping each other, while they review the unit vocabulary and structures. regret being tidy p (pasta) Sam, Nico, Greenman and the forest animals are in the forest having a summer picnic. Sam and Nico are making a bit of a mess and Greenman reminds them Let’s tidy up! In this story, the children learn about recognising when you have done something wrong, and the value of being tidy, while they review the unit vocabulary and structures. h (hedgehog), a (ant) r (rabbit, red) e (egg) t (tree) E AMPL S PL d (dog) c, k (cat, kitten) kitten) being tidy co - NOT ore ther his story, hile they review n is very curious ab s very curiou ows Nico his own fa ws Nico his own n about curiosity a out curiosity a uctures. FORnd s n and their ory, the children w the unit vocab d Frog w him SALE es. ers a secret gate will learn abo E e leaves. Then Sam e leaves. Then Sa leaves to make a eaves to make g happy and sad happy and sad tures.

4 Greenman and the Magic Forest Teacher’s Book STARTER A Unit Language Concepts Colours Numbers Shapes Routines Weather: sunny, cloudy, windy, raining/rainy, snowing/snowy, hot/cold. red, blue, green, yellow, black, white, brown, purple, pink, orange and grey 1–6 circle, triangle, square, rectangle Welcome Unit Let’s Be Friends! Greenman, Sam, Nico. Hello, I’m (Sam). What’s your name? toys, family, colours 1–4 Unit 1 Four Rabbits board, computer, door, window, bag, peg; There are (three rabbits). There aren’t (four rabbits). Let’s count the (rabbits). good/naughty 1–4 Unit 2 The Honey Game sandpit, slide, seesaw, swing, bucket, spade; Let’s (follow). Let’s play on the (slide). Where’s (Greenman)? up/down Autumn Fun! (Review 1) classroom and playground vocabulary Unit 3 I’m Hurt! arm, leg, hand, tummy, foot, finger; What’s the matter? My (leg) hurts. Can you move your (leg)? Yes, I can. Remember! Be careful! clean/dirty black, white, brown 5 Unit 4 It’s Too Small! hat, boots, coat, jumper, dress, trousers; Put on your (boots). Take off your (jumper). Your (hat) (is) too (small). I/You can’t wear your (hat) big/small purple, pink 1–5 Winter Fun! (Review 2) body and clothes vocabulary Unit 5 Can I Help You? horse, cow, sheep, hen, pig, rabbit; Have you got (strong) (legs)? Yes, I have. / No, I haven’t. Can you (fly)? Yes, I can./No, I can’t strong/weak orange, grey 6 Unit 6 The Summer Party egg, potato, carrot, sausage, plum, juice; Have you got any (carrots)? Yes, I have. / No, I haven’t. Can I have some (carrots)? Here you are. I like sharing my (eggs) hungry/thirsty 1–6 Spring Fun! (Review 3) farm animals and food vocabulary Festivals Halloween: witch, ghost, bat Christmas: bell, star, stocking Easter Carnival: carnival, chick, basket Green Day: help, park, rubbish Summer Fun! (Review 4) SAMPL course vocabulary AMPL S LE sheep, hen, pig, rab p, hen, pig, rab ng) (legs)? Yes, I have g) (legs)? Yes, I hav Can you (fly)? Yes, n you (fly)? Yes, egg, potato, ca Have you haven He g Fun! eview 3) Festivals - cabu NOTean/di ousers; users; ur (jumper). u can’t wear FOR SALEe, triang e, tria square, rectangle rectang 4 1–4

Greenman and the Magic Forest Teacher’s Book STARTER 5 Emotions Value Phonics Big Book being sorry respect a (ant) e (egg) In the Big Book story, Sam and Nico are in their English lesson when one of the magic forest friends, Rabbit, makes a surprise appearance in the classroom! happy exercising i (in) o (on) Greenman is looking everywhere for his honey, and Frog and Stella the snake suggest fun ways of using the magic forest playground to find it hurt being careful l (leg) Sam and Nico are playing in the forest, but they both fall over and hurt themselves! Luckily, Greenman is there to clean Nico’s leg and Sam’s finger and remind them to Be careful! cold recycling oo/oo (cook, moon) Sam and Nico are in the forest with Greenman but it is cold and windy and they decide to go home. They can’t put their winter clothes on because they’re too small, so they give them to Greenman and the animals in the magic forest. sad selfconfidence sh (sheep) ee (bee) Hedgehog is in the forest looking for his friends to offer them help, but he soon realises that he’s different from them because he can’t run, jump or fly. Greenman helps him realise that he’s special because he has strong spikes and that he can help his friends in his own way. being sorry sharing x (fox) ng (sing) Nico and Greenman are in the forest having a summer party when Fox takes all the food! Greenman visits the animals and trees in the forest and they share their food with Nico and Sam. Then Fox realises that he is sad on his own and decides to share the food with everyone too. w (window) oa (coat) ch (chick), y (yellow) SAMPL ai/ay (rainy day) PLE e sh (sheep) h (sheep) ee (bee) sharing - NOTare play enman is there ul! Sam and Nico are i m and Nico are i decide to go hom decide to go so they give th so they give t FOR se ap or his honey, a agic forest playgr SALE glish lesson w lish lesson ance in t nce in t

6 Greenman and the Magic Forest Teacher’s Book STARTER B Unit Language Concepts Colours Numbers Shapes Routines it’s sunny, cloudy, windy, raining/rainy, snowing/snowy, hot/cold. red, blue, green, yellow, black, white, brown, purple, pink, orange and grey 1–10 circle, triangle, square, rectangle Welcome Unit Let’s Remember Hello, I’m (Greenman). What’s your name? food, body, classroom, clothes, colours 1-6 Unit 1 The Surprise get up, brush your (teeth, hair), have breakfast, wash your (hands, face), get dressed; Imperative (Get up!) What’s the hurry? Come on! We’re late! early/late 1-6 Unit 2 The Brown Mouse bedroom, living room, kitchen, garden, dining room, bathroom; Let’s find the (cat). The (door) is (open). They’re in the (kitchen). They aren’t in the (bedroom). open/closed 1–6 Autumn Fun! (Review 1) morning routines and house vocabulary Unit 3 Where is Greenman? shop, restaurant, playground, hospital, school, fire station; Where is (Greenman, the honey)? There’s (honey) in the (restaurant). There isn’t (honey) in the (hospital). near/far 7 Unit 4 The Loud Wind shop assistant, waiter, doctor, teacher, firefighter, policeman; Can I have some (pencils)? Yes, of course. quiet/loud 8 Winter Fun! (Review 2) places in town and jobs vocabulary Unit 5 A Great Game elephant, giraffe, tiger, bear, monkey, crocodile; Who are you? I’m a (tiger). What are you doing? I’m (eating). boring/exciting 9 Unit 6 Rain Water fish, meat, lemon, tomato, lettuce, sweetcorn; I like/don’t like (meat). sweet/sour/ salty 10 Spring Fun! (Review 3) wild animals and food vocabulary Festivals Halloween: spider, costume, moon Christmas: reindeer, snowman, gift Easter Carnival: flower, lamb, duck Green Day: recycle, earth, sea Summer Fun! (Review 4) SAMPLE course vocabulary MPL SA LE giraffe, tiger, be giraffe, tiger, b dile; Who are you? I Who are you? What are you doing? What are you doing fish, meat, l swe Fun! ew 3) Festivals umme - oc NOTnear/fa acher, ve some rse. quie ry FOR SALE, trian square, rectangle 1-6

Greenman and the Magic Forest Teacher’s Book STARTER 7 Emotions Value Phonics Big Book surprise beauty in nature ay (play) ee (bee) It’s early in the morning and the forest animals, Sam and Nico are busy getting ready when Greenman tells them to hurry because he has a surprise to show them. They follow Greenman and discover that the surprise is a beautiful sunrise. scared compassion ou (mouse, brown) Greenman and Sam are looking for Nico’s cat because they think she has a mouse! They look in all the rooms in Nico’s house, but when they go into Nico’s bedroom, they discover that the mouse was just a toy all along. worry caring for others ar (car) Sam and Nico are worried because they can’t find Greenman. They go to all the places in town looking for Greenman’s favourite food, honey, but all the shops are closed because the carnival is in town. In the end, they find Greenman in the last place they look, on a carnival float! tired asking for help or (horn) It’s very windy and Greenman and the forest animals can’t sleep. Nico and Sam need the help of the shop assistant, the doctor, the waiter and the teacher to make a wind chime to help the forest animals. bored/excited empathy z (zebra) v (van) Sam and Nico are playing when they lose their ball in the zoo. Greenman talks to the animals to help them find it. But Sam and Nico realise that the animals in the zoo are bored, so they all play with the ball together. dislike food from nature j (jam, jar) th (teeth/feather) Sam, Nico, Greenman and the forest animals are having a picnic, but they soon realise they haven’t brought anything to drink! They all work together to find a way to collect water from the natural resources around them. ie (pie) oy (boy, toy) qu (queen) ir (bird) SAMPLEz (zebra) z (zebra v (van) v (van) d from nature j (ja - NOTwor ooking e the carn y look, on a carniv very windy and Gre very windy and G need the help of th d the help of th a wind chime to a wind chime FORur o’s cat because ouse, but when th just a toy all alo cause m SALE m and Nico are bus m and Nico are e he has a surpris he has a surpri e is a beauti is a beaut

8 Greenman and the Magic Forest Teacher’s Book STARTER Introduction ZGeneral description of the course Welcome to Greenman and the Magic Forest, a series developed specifically for the needs of Pre-primary pupils. In this dynamic course, pupils learn English through songs and stories, games and hands-on activities related to learning about and caring for the environment and each other. ZObjectives The activities in the Greenman and the Magic Forest course are geared toward Pre-primary abilities, and keep in consideration the wide variety of learning styles within this age group. The stories and activities allow pupils to study English as a means of learning about the world around them, not simply the study of English as English alone. The concepts and objectives help children to make connections between concepts they are learning in other subject areas. ZConcept and characters Greenman, the magical protector of the forest, will introduce children to a delightful English speaking world through stories and songs. Pupils will discover ways to look after the environment, enjoy nature, and cultivate a healthy lifestyle. The course features Greenman, his charming friends, Nico and Sam (two children), Stella (our friendly Phonics snake) and many other forest animals, which will accompany pupils through: • A strong routine based course using seasons and nature as its central themes. • Stories that blend the forest world with recognisable, ‘real life’ settings, to which the pupils can relate. • Catchy songs that use TPR movements (Total Physical Response) to teach vocabulary in a style that pupils will enjoy and remember. • Special Phonics songs to introduce new sounds. • A wide variety of activities designed for Pre-primary abilities, which allow pupils to learn English in synergy with their other subjects. • Age appropriate projects which present the use of English in real situations. ZMethodology Following a holistic approach, the course teaches English as part of the children’s overall learning process. Greenman and the Magic Forest’s lesson structure lends itself naturally to English acquisition. It features: • A unique topic and story for each unit, along with unit values (such as ‘respect’ and ‘recycling’), contrasting concepts (such as ‘strong’ and ‘weak’) and relevant vocabulary to enhance all themes. • Six new vocabulary words, presented in each unit. • Vocabulary, which is continuously recycled and developed throughout the course to build comprehension. • A wide variety of activities to spark children’s enthusiasm and give opportunities for each child to feel a sense of achievement. • Songs that pupils will enjoy singing along with while doing the TPR actions they have learnt in class. Young learners will get to know classroom routines in English with Greenman’s help. They will become used to the language and learn much of it passively. They will be actively involved in repetitive words and phrases that they will hear and use in every class until they are part of their commonly used vocabulary. The songs and games add fun and variety to enhance their first English experience in these very important years of learning. g s orld with reco orld with rec the pupils can re pupils can re PR movements (T ents (T ocabulary in a sty cabulary in a sty r. songs to introduc of activities desi f activities hich allow pupils r other subjects. other subjects. ppropriate projec eal situations. situations. - s and NOT hy ds, Nico ics snake) cs snake) any pupils Young English w Engli language involve involv and FOR e a y words, p words ch is continuou h is continuo he course to build e course to build iety of activities t ety of activities e opportunities fo vement. ngs that pupils w TPR actions TPR ac ners SALEEnglish Englis ss. ructure lends ach unit, along w and ‘recycling’), c nd ‘recycling’) ’ and ‘weak’) a and ‘weak’) a emes. ente

Greenman and the Magic Forest Teacher’s Book STARTER 9 ZPupil’s Book with Stickers and Pop-outs The Pupil’s Book includes colour pages as well as stickers and pop-outs. The wide format and spiral binding are easy for young children to manage as they learn to locate pages with page numbers and work within the book. The book includes tear-off worksheets so the teacher has the option of sending home individual worksheets for pupils to review. ZApp Children will be able to enjoy the Greenman App interactive games at home with their parents. They can listen to the stories and songs again to review and enjoy. ZBig Book The Big Book, with its full colour illustrations of fun characters and lively action scenes, is a really attractive component for young children. The Big Book includes six stories, which act as the main focus for each of the six main units. ZTeacher’s Book The Teacher’s Book in full colour includes all the information to help teachers to plan and execute lessons. There is a full guide for each lesson including optional activities and games for extension. The spiral binding makes the Teacher’s Book easy to use while planning and teaching. ZClass Audio CDs The Audio CDs for class use include all songs, chants and Big Book stories used in the course. The audio transcripts for each of these is included in the Teacher’s Book. ZTeacher’s Resource Book The Teacher’s Resource Book includes extra material for each unit and gives the option of extending and expanding upon lessons with photocopiable worksheets and project templates. Components © Cambridge University Press 2015 Made in EU ISBN 978-84-9036-821-3 Class Audio CD 2 Sarah McConnell Marilyn Miller Karen Elliott STARTER UNAUTHORISED CO G PROHIBITED. © Cambridge University Press 2015 Made in EU ISBN 978-84-9036-821-3 Class Audio CD 1 Sarah McConnell Marilyn Miller Karen Elliott STARTER UNAUTHORISED COPYING STING PROHIBITED. SA he Big Book, wit characters and characters an component f omponent ries, w ries, w NOT© Cambridge Un Made in EU SBN 978-84-9036-8 Class FOR ZC FO SALEin s all the all the help teachers eachers execute lessons a full guide for ea guide for e including option ncluding option vities and games s and games extension. The sp extension. The makes the makes the Tea easy to use easy to us d teach

10 Greenman and the Magic Forest Teacher’s Book STARTER ZRoutine Board The magnetic board with removable elements makes a clear focal point for starting each lesson at Routine time. It helps pupils to get involved in identifying routine vocabulary for weather, numbers, colours, shapes and birthdays. Classroom helpers or volunteers enjoy helping the teacher to identify the appropriate element for the routine vocabulary in each lesson. ZFlashcards Flashcards are a key element for this age group as they make connections orally and visually with the vocabulary in English. There are flashcards for the six new vocabulary words in each unit. ZPhonics Flashcards The Phonics Flashcards are used to practise the Phonics sounds and words, throughout the three levels of Greenman and the Magic Forest. These can be used with the Routine Board should the teacher decide to include Phonics as part of Routine time. ZGreenman Puppet Lovable Greenman is a cuddly puppet which the children will associate directly to English learning time in school. Since Greenman only speaks English, children are encouraged to stretch and improve their language skills because they will want to make that effort to communicate with him. ZReward Stickers & Reward Stamp These reinforcement tools are essential in helping children to use English as much as possible in the classroom. By pointing out the pupils’ success in class, the pupils are motivated to continue in their efforts. These components include pictures of the main characters from the book and positive expressions such as: Well done! Great! ZDigital Forest The digital component for interactive whiteboards includes: animated stories, action song videos, interactive flashcards and games. These activities can be used as an extension of the activities in the Teacher’s Book or as a format to alternate between the physical resources and technological ones for variety. Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 n 4 Nico, nose Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 s 1 Stella, snake n and the Magic Forest Level A © Cambridge University Press 2015 door 1 Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 29cat SAMPLEics s three lev Forest. These Routine Board sh to include Phon utine time. ZGreen Lovab pu - use a NOTin he six t FOR tools ar tools a much as poss much as po pupils’ success pupils’ success continue in their continue in the ctures of the mai res of the mai e expressions suc expressions su gital Forest gital Fo ssentSALE

Greenman and the Magic Forest Teacher’s Book STARTER 11 ZStarting the lesson To start the lesson call the pupils to the carpet for circle time. Say Circle time, circle time 1, 2, 3. Circletime, circle time, sit with me! When the children are sitting, have Greenman hide behind your back and peek around you. Pretend that you can’t see him. Teach the target language by saying Where is Greenman? We want to say ‘Hello’. Use hand motions to show ‘hello’ and encourage pupils to join in. Wait for the pupils to say Hello, Greenman! (encourage pupils with gestures). When the pupils say hello to Greenman he ‘comes to life’ with a big stretch and a sigh to greet the pupils. Encourage pupils to stretch with Greenman until he starts the class by saying: Good morning, class! Hello! Model responses for the pupils to repeat Good morning, Greenman! Hello! Next, Greenman will start to sing the Hello song with the class. During the song have Greenman ‘look’ at different pupils as you look at them and encourage them to participate in hand motions for the song. This should be a fun and engaging time! Hello song Put your hand up if you’re ready, Wave and say hello! Hands together if you’re ready, Come on then ... let’s go! The magic forest waits for you. Greenman, Sam and Nico too! Hands up, hello, clap, clap, let’s go! ZRoutines First, Greenman will announce the helper of the day (this could change daily or weekly, in order of the class list, or by choosing names out of a box). Say (Mario), you are today’s helper! Encourage the class to clap and model positive sportsmanship by being happy for the chosen helper as he/she stands next to Greenman (e.g. Very good, (Mario)! Congratulations!) Greenman’s helper will help to place the correct elements on the Routine Board. Say What’s the weather like today? Sing the Weather song with the class. Weather song Hey, hey, let’s all say, What’s the weather like today? Yes or no? Here we go! What’s the weather like today? Is it hot? Is it cold? Is it sunny? Is it raining? Is it cloudy? Is it windy? Is it snowing? Today is … Today is ... Greenman or the class helper can take out different weather elements as Greenman (and the class) say the different types of weather. Encourage the class to join in saying Is it snowing? (pause and give clues by shaking your head) No. Is it raining? No. Continue until you find the correct weather. When the correct one is found, the helper places it on the Routine Board. Do the same to find the season. Next it is time to review colours and shapes with the Routine Board and the audio. The teacher can ask children to point at the different colours in the rainbow when they are mentioned in the song and ask children to find the correct shapes and put them in the correct place on the Routine Board. This is a time to review weather, seasons, birthdays, colours, numbers and shapes. You will need the Routine Board and its removable elements for vocabulary. Routines 02 CD 1 03 CD 1 SAMPLE ou. o too ap, let’s go! st, Greenman will st, Greenman wil could change dai could change d choosing nam elper! Enc tsm AMPL o review we mbers and shap Board and its rem - NOT wit FO What’s the weath What’s the weat e class. e clas LE

12 Greenman and the Magic Forest Teacher’s Book STARTER If there are birthdays or special events, Greenman can lead the class in singing the Happy Birthday song. Happy Birthday song It’s a very special day for somebody today! Happy Birthday to ____! It’s a very special day for somebody today! Happy Birthday to ____! You’re our friend and you are great! So we all want to celebrate! Happy Birthday! Happy Birthday to _____ (x2) ZGoodbye After the pupils have finished tidying up and have sat down in their places, be sure to have Greenman say Goodbye to different pupils individually, saying each child’s name if there is time. Next, sing the Goodbye song as a group, with or without the audio track. Goodbye song Thank you, Nico. Thank you, Sam. Thank you Magic Forest and Greenman. See you soon in English class. It’s time to say goodbye. Biddely bye, goodbye. Biddely bye, goodbye. Biddely bye. It’s time to say goodbye! ZTransition chants These chants prepare the children to change activities. There is a different transition chant for: circle time, stand up time (when students need to be on their feet), table time, story time and pop-out time. The children will understand what is expected of them when they hear the chant, and they will learn the words quickly. They may not say all of the words perfectly but the meaning will be conveyed. Circle time: Circle time, circle time, 1, 2, 3. Circle time, circle time, sit with me! Motion a circular shape when you say ‘circle time’. Stand up: Stand up, stand up, 1, 2, 3. Stand up, stand up, tall with me! Stretch high on your tiptoes. Table time: To the tables (to the tables), off we go (off we go), 1, 2, 3. Quiet and slow! The parentheses are an echo. Whisper the last phrase and count down. Story time: It’s story time, story time, open the Big Book and look inside. Motion opening a book. Pop-out time: It’s acting time, it’s time to shine! Stretch your arms out wide like you are presenting yourself onstage. Colours everywhere Look up, look down, and all around. Colours, colours, everywhere! (Red) Here is ___ There is ___ Here is ___ Look up, look down, and all around. Red is everywhere! Look up, look down, and all around. Colours, colours, everywhere! Repeat with: blue, green, yellow The shape rap Shapes, shapes, shapes, oh yeah! Let’s draw a shape in the air. Are you ready? 1, 2, 3! Draw a circle with me! Circle. Circle. Circle. Let’s go! Repeat with: triangle, square, rectangle Lots of lovely shapes!! At the end of the class, Greenman says Close your books, friends. It’s time to tidy up! Tidy up song Oh what fun, but now we’re done! It’s time to tidy up! All together, what a team! It’s time to tidy up! Against the clock we have to race. Put everything back in its place. We don’t want to leave a mess. It’s time to ... tidy up! x3 (faster each time!) CD 1 06 CD 1 05 CD 1 04 CD 1 07 CD 1 08 MPLE o m! we have to race. ack in its place. t to leave a mes ... tidy up er each time - NOT books, T OR Fto dividually dividua t, sing the , sing the Goo udio track. Goodbye song Thank you, N Than See s tF SALE ay to _____ (x2) d tidying up and tidying up an e Greenma Greenm ying

Greenman and the Magic Forest Teacher’s Book STARTER 13 Stories The stories in the Big Book have bright illustrations with contexts that the children will recognise. Regardless of whether they understand every word, they will be able to follow the storyline. The teacher’s enthusiasm for reading is contagious. When you take out the Big Book, convey this excitement with your facial expressions and comments. You can use the story time chant to transition: It’s story time, story time, open the Big Book and look inside. When reading the story, it’s okay to pause throughout and interact with the pupils. Point to pictures in the book to elicit vocabulary Oh, look! What’s this? to count items, identify shapes or invite pupils to repeat a word or phrase from the story when you point to them. If necessary, use L1. If the children identify a picture or concept in L1, nod your head for positive reinforcement and say the word in English. In Lesson 1, only one page of the story will be introduced so that teachers can draw attention to the vocabulary in a context. The children will be able to identify the illustrations with the flashcards that have been presented. You will also build anticipation for the new story, as the pupils will need to wait until the following lesson to see what will happen. In Lesson 2, the story will be read to the class. The teacher can read the story or use the audio track. Repeat or revisit the story a second time telling it in your own words. Begin to have the pupils identify shapes and colours in the illustrations, as well as feelings when possible. In Lesson 3, read the story again, or use the animated video. The pupils may be ready to repeat some of the lines or join in, saying some of the vocabulary. There is also a pop-out activity in this lesson. The pupils can use the pop-outs to act out the story. You can help them by modeling the story with pop-outs and having the pupils repeat after you, and later try it on their own. We want the pupils to show that they understood the story by recreating it, although they may use few English words, or none at all, to start out. In Lesson 6, we revisit the story to consolidate what we’ve learnt in the unit. The teacher can read the story again, watch the animated video and/or re-enact the story again with the pop-outs. The most important aspect of using the Big Book is to make it an engaging and comfortable experience! SAMPLE is? epeat a w epeat a o them. If nece them. If nece icture or concept or concept forcement and sa orcement and sa ne page of the sto e page of the st can draw attentio can draw a hildren will be ab hildren will be a shcards that have hcards that hav icipation for the n cipation for the t until the followi until the follow Lesson 2, the st can read the sto can read the s the story a se the story a s have the ave the rat - th unt ite unt i or NOTyour ory look inside ook inside. ut ok in, s activity ac act out th act o with pop later t la un FOR sson 3, read the upils may be r upils ma g some o g som is E

14 Greenman and the Magic Forest Teacher’s Book STARTER Greenman and the Magic Forest has been developed to be used in Pre-primary classrooms and is easily adapted to different amounts of teaching time and class periods. There are six main units per level plus one introductory unit, four review units and four festival units. The introductory unit includes two worksheets found in the Pupil’s Book as well as activities found in the Teacher’s Book with instructions, both to review previous vocabulary and help children to become familiar with the routines in each lesson. Each main unit includes: • One story in the Big Book • Six main worksheets in the Pupil’s Book • Four optional photocopiable worksheets in the Teacher’s Resource Book • Four songs: vocabulary, numbers, Phonics and action song (TPR) Each review unit includes one worksheet in the Pupil’s Book as well as two project templates in the Teacher’s Resource Book. The festival units each offer one worksheet in the Pupil’s Book as well as two photocopiable worksheets in the Teacher’s Resource Book. The Teacher’s Book also includes clear directions for activities and games as well as optional activities to make lessons adaptable for all types of classrooms and timetables. ZUnit Structure The units in Greenman and the Magic Forest follow a very regular and consistent structure which is important for creating a comfortable atmosphere in the classroom and building vocabulary. Each unit is made up of six main lessons, which can be extended with extra activities, games and a review. Each lesson begins and ends with the same routines. The Routine Board will be used in circle time when pupils do warm-up activities and games. The Big Book story introduces six new words, a contrasting concept (e.g. big/small), and new language structure (i.e. Where is (mummy)?). The units will also focus on a specific value and an emotion to be expressed, based on the story. The flashcards, songs and chants, and Pupil’s Book reinforce these concepts. LESSON 1: VOCABULARY Objectives • Present the main vocabulary (six new words per unit) through a song and with the unit’s flashcards • Show the indicated page of the Big Book to introduce the topic • Children complete the first worksheet in the Pupil’s Book as well as an optional activity on the back of the worksheet LESSON 2: STRUCTURES Objectives • Present the new structure through the Big Book story that will be read to the children for the first time • Review key vocabulary featured in the Big Book story • Do a follow-up worksheet in the Pupil’s Book and an optional activity on the back of the worksheet • Do an optional worksheet from the Teacher’s Resource Book Unit Structure Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 12car Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 11 bike Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 train 10 Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 9 doll Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 8 teddy Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 7 ball SAMPLE Magic Forest agic Forest fo ure which is impo ich is impo mosphere in the c osphere in the c up of six main les of six main les tra activities, gam ra activities and ends with th and ends with t ard will be used will be used activities and ga activities and g Big Book story in oncept (e.g. big/s (i.e.Where is (m Where is ( specific value e story. T story. re - NOT for s to s and OR TURES S E SALbulary (six ugh a song s flashcards d page of the introduce the to plete the firs heet in the Pupil as an optiona of the works

Greenman and the Magic Forest Teacher’s Book STARTER 15 LESSON 3: CONCEPTS Objectives • Work on one contrasting concept through the Big Book story • Read the Big Book story again, review vocabulary and structure • Do a worksheet to focus on the contrasting concept • Represent the story in actions • Use the story pop-outs in the Pupil’s Book to reinforce the concepts • Do an optional activity on the back of the worksheet for extra review or to extend the lesson • Do an optional worksheet from the Teacher’s Resource Book focused on concepts and values LESSON 4: ACTIONS Objectives • Present the TPR action song through the animated video • Review key vocabulary and teach TPR actions • Complete a Pupil’s Book worksheet • Do an optional activity on the back of the worksheet LESSON 5: SKILLS Objectives • Develop pre-writing skills as well as numbers with a song • Complete a Pupil’s Book worksheet • Do an optional activity on the back of the worksheet • Do an optional worksheet from the Teacher’s Resource Book (pre-writing/number work reinforcement) LESSON 6: CONSOLIDATION Objectives • Consolidate the unit content with a final Pupil’s Book worksheet with stickers for all key vocabulary EXTRA PHONICS LESSON: PHONICS PRESENTATION AND REINFORCEMENT Objectives • Do a Phonics activity on the back of the worksheet • Do an optional worksheet from the Teacher’s Resource Book (Phonics reinforcement) 978-84-903-6825-1 POPOUTS. Greenman and the Magic Forest Level A © Cambridge University Press 2015 978-84-903-6825-1 POPOUTS. Greenman and the Magic Forest Level A © Cambridge University Press 2015 Unit 2 978-84-9036-814-5 STICKERS Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 Name 29 1 1 Y WORKSHEET 6 Name Find and stick 31 Consolidation Unit 2 978-84-9036-814-5 STICKERS Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 Chant 26 CD 1 25 CD 1 27 CD 1 Listen and say the g and b letter sounds. 32 1 3 2 Sing the song. Y Optional: Photocopiable 8: Make a book of b words. Sing the song. g – g – g I’m Greenman! g – g – g I’m Greenman! g – g – g I’m green! I’m Greenman! g – g – g Greenman! I’m green. I’m Greenman! b – b – b This is my book. My big, blue book! b – b – b This is my book. My big, blue book! EXTRA Phonics Lesson Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 2 Greenman, green g Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 b 3 book, blue SAMPLE PR a eet back of the wo ack of the w - at s deNOT FO olidati FORo vity on t ity on orksheet fro orksheet ing/number work /number work CONSOLIDATION CONSOLIDATIO FO SALE as well as numb s well as numb orksheet back o h

16 Greenman and the Magic Forest Teacher’s Book STARTER Greenman and the Magic Forest’s lesson structure helps children to build their English comprehension. Its consistent and repetitive structure allows children to predict what’s coming and builds their confidence while facilitating their learning. ZStarting the lesson The Greenman puppet greets the teacher and class. As Greenman only speaks English the pupils associate his presence in the classroom with English time. Together they sing the Hello song each day. Pupils will look forward to greeting the Greenman puppet, and this will prepare them to hear and speak English during the class. They will also enjoy the Greenman and the Magic Forest theme song, Happy Birthday song, Weather song, and Shapes and Colours songs which they will come to know by heart and expect to hear at the appropriate times throughout the lessons. ZRoutines During circle time the Routine Board is used as an aid to focus on weather, seasons, numbers, shapes and birthdays. The Board has removable elements to change each day. The pupils will be familiar with the picture for each type of weather and season and able to recognise them quickly as they are reviewed in each lesson. The teacher holds question and answer sessions using the Greenman Puppet, who invites pupils to join in and answer questions including: What’s the weather like? It’s cloudy. Which season is it? It’s winter. Do we have any birthdays today? It’s (Rebecca’s) birthday! Let’s sing Happy Birthday to (Rebecca)! Is today a special day? Yes, we have a school party! or Yes, there’s pizza for lunch! The teacher can use the audio recordings for all the routines. While the pupils may not be able to say all of these things in a complete way, they will be passively learning the structures and sounds of the language. They will participate in the questions and answers, and by the end of the school year they will be able to produce a great deal of the language. This will also be a time for optional review of the Phonics sounds learnt in class. Revisiting the Phonics flashcards, sounds and words will ensure that these lessons form an integral part of the language skills that the pupils are acquiring. ZActive time The next part of the lesson will focus on interacting with the different objectives of the lesson in a participative way. There will first be a ‘warmer’ in which the unit vocabulary is presented and reviewed using the flashcards. Followed by two activities that include songs, flashcards and games. The objective of active time is to have young learners identify English words or structures in as physical a way as possible. The more senses used and real life connections offered to the children, the better. Many of these activities will involve something with which the children already identify (i.e. an animal that they know, a colour, etc.). The units will introduce contrasting concepts which the children are comfortable with in their native language. For example, working with the contrasting terms of up and down by playing a game in which the pupils jump up or crouch down low while the teacher says up or down. These are concepts that the children are already familiar with and an activity that they enjoy; learning English in this context is fun and meaningful. Lesson Structure Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 12car Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 11 bike Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 train 10 Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 9 doll Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 8 teddy Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 7 ball SAMP e time the time the Routine Routin weather, seasons weather, season oard has removab rd has remova pils will be familia and season and a and season an reviewed in ea e teach re - NOT OR langu e FO7 SALEach . While things in a ings in a g the structures articipate in the ticipate in the nd of the school y nd of the school t deal of the lang eal of the lang onal review of th siting the Phonic ting the Phon e that these l that these skills t

Greenman and the Magic Forest Teacher’s Book STARTER 17 ZStory time Being read to from a young age is vital to pupils’ overall success in school and at home. By reading with children and sharing an enthusiasm for reading, children are encouraged to enjoy reading themselves. While very young learners will not likely understand every word used in the stories, they will be able to understand the main ideas of the story and identify the characters and the basic storyline. Greenman and the Magic Forest provides stories that are attractive to pupils and concepts to which they can relate. The Big Book format is especially useful in creating an interesting focal point in which the class can comunicate and share. The teacher’s enthusiasm while telling the story motivates the pupils to participate. Lesson 1 of each unit looks closely at one page of the story, usually the first page. Without going further into the story, the pupils can identify the theme of the new unit and begin to recognise the new vocabulary that Greenman has introduced. In Lesson 2 the complete story is read by the teacher, or listened to on an audio track, or both. There is also an animation in the IWB component (Digital Forest) that teachers can play so that pupils can watch as they listen to the story. The pupils answer questions (with help and prompting) related to the events in the story, to practise the language of the lesson. The Big Book story is then reviewed and used in the other lessons of the unit. ZTable time This is the time when children sit down at their tables to do some pen to paper activities. The Pupil’s Book includes an illustration which is connected to the story, with missing elements for the pupils to complete. The first Pupil’s Book activity of each new unit involves identifying, completing, or drawing pictures of the key vocabulary. The clear connection between the illustrations makes the activities simple and straightforward to explain to pupils. The worksheet activities included use brightly illustrated stickers, colouring, drawing connecting lines, tracing different shapes, and completing picture activities. These activities help make vocabulary connections obvious for pupils while making the worksheet activities feel like games. Children will build fine motor and pre-writing skills, as they draw, circle, colour and connect with lines. There is an optional activity on the back of each worksheet to reinforce the lesson content and provide extra opportunities for the pupils to be creative in the classroom. This is also a very useful tool for teachers to use with fastfinishers. The Teacher’s Resource Book includes optional activities to be used to further develop skills and connections during table time. There are four photocopiable worksheets per unit which work on language, values, skills and Phonics. Each review section contains two photocopiables that show pupils how to make a seasonal project. ZGoodbye Each lesson ends with the same routine of tidying up, while singing the Tidy up song and sitting down in their chairs to sing the Goodbye song to Greenman. Name 23 25 Name 27 Name Name 29 1 1 Y WORKSHEET 6 Name Find and stick 31 Consolidation Chant 26 CD 1 25 CD 1 27 CD 1 Listen and say the g and b letter sounds. 32 1 3 2 Sing the song. Y Optional: Photocopiable 8: Make a book of b words. Sing the song. g – g – g I’m Greenman! g – g – g I’m Greenman! g – g – g I’m green! I’m Greenman! g – g – g Greenman! I’m green. I’m Greenman! b – b – b This is my book. My big, blue book! b – b – b This is my book. My big, blue book! EXTRA Phonics Lesson ula mplete s mplet an audio trac n audio t the IWB compone WB compon ay so that pupils The pupils answe he pupils answe elated to the eve ge of the lesson. ge of the lesson d used in the ot d used in th - at Gree at Gre y is re y NOT vates of the nto the nto th t gam as the There is a There to reinfo oppo Th FOR betwee nd straightforw nd straightfo t activities include t activities includ louring, drawing c ouring, drawing shapes, and com shapes, and c ies help make vo es help make vo s while making s while m Children w Child aw, c SALEude which ed to the th missing ents for the pupil nts for the pupi complete. The fir complete. The fi Pupil’s Book upil’s Book act each new unit ch new unit identifying, identifyi or drawin or drawi the ke e illus e illusS

18 Greenman and the Magic Forest Teacher’s Book STARTER Every year, more and more Pre-primary teachers are recognising the usefulness of teaching Phonics in their English classes. For this reason, Greenman and the Magic Forest provides a fully integrated Phonics programme. Z What is Phonics? Phonics is a systematic method for teaching pupils the sounds and letters of English. The 44 phonemes in the English language are taught explicitly, rather than expecting pupils to hear them and ‘pick them up’. By attaching a letter or letters to each phoneme, pupils learn to pronounce all of the sounds of the language at a very young age. Where once pupils used information from L1 to try to pronounce English words, they now recognise that the two languages are different and have separate pronunciation patterns. Z How does it work? Starting with the most simple letters (for example, the s in snake) pupils learn to recognise the most common sound associated with the letter. The letter and the phoneme combined are called a letter sound. Children begin by identifying words starting with the sound (sun, star, stop). Once pupils have learnt several of these letter sounds, they can combine (or blend) the sounds to make simple words (cat, dog, bus). As there are 26 letters in the alphabet but 44 sounds, sometimes two letters are needed to show one sound. Some examples of these spellings are the ai letter sound in rain and the oa letter sound in road. Z Why use Phonics with very young learners? We start teaching Phonics with infants because a child’s sense of hearing is generally very acute and at this age it is much easier to hear and repeat the sounds of another language. Many young children are also very motivated in their efforts to make sense of the world around them and are keen to give meaning to the letters and words they see. By giving children a visual representation of the sound and then practising it through words starting with the letter sound, children are able to remember more vocabulary and are better at pronouncing the new words they learn. Z Greenman and the Magic Forest Phonics sections The course has a Phonics lesson in every unit. Each lesson introduces one or two letter sounds using fl ashcards and an audio recording. Pupils practise them with songs and follow-up activities in the Pupil’s Book. The Phonics Flashcards can be used with the Routine Board to help children remember and revise the letter sounds they have learnt. Since repetition and reinforcement is key to remembering the letter sounds, teachers are encouraged to include Phonics practice between Phonics lessons, and the Phonics Flashcards used with the Routine Board make it easy to integrate this practice as part of the daily routine. A variety of follow-up and reinforcement activities are found in the Teacher’s Resource Book. There are also interactive whiteboard activities to provide extra practice of the letter sounds. Since audio recordings are provided to introduce and practise each letter sound, a teacher can be assured that the pupils are learning the phonemes as they are pronounced by a native speaker. Suggested gestures and dance steps to accompany the songs are found in the Teacher’s Book. The use of movement helps in the recall of the targeted letter sounds, but the main purpose is to increase children’s enjoyment and curiosity during Phonics time so that they pick up the information easily and naturally. Phonics Chant 26 CD 1 25 CD 1 27 CD 1 Listen and say the g and b letter sounds. 32 1 3 2 Sing the song. Y Optional: Photocopiable 8: Make a book of b words. Sing the song. g – g – g I’m Greenman! g – g – g I’m Greenman! g – g – g I’m green! I’m Greenman! g – g – g Greenman! I’m green. I’m Greenman! b – b – b This is my book. My big, blue book! b – b – b This is my book. My big, blue book! EXTRA Phonics Lesson Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 2 Greenman, green g Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 b 3 book, blue SAMPLEery young lea y young le with infants becau rally very acute a y very acute a r and repeat the s and repeat the ldren are also ve ren are also se of the world a ing to the letters to the letters ing children a vis g children a vi n practising it thr practising it th sound, children a sound, childre are better at p - te NOTthey words unds, nd. nd o have rememb include Ph nclude Phonics easy FORa Phonics lesson Phonics lesson e or two letter so e or two lette ecording. Pupils p ording. Pupils p p activities in the p activities in th Phonics Flashca children rem child nt. Sin nt. Si R SALGreenman and the Magic Forest Level STARTER © Cambridge University Press 2015 ALreenman, green ELb EL

Greenman and the Magic Forest Teacher’s Book STARTER 19 Z For teachers new to Phonics The step-by-step lesson plans in the Teacher’s Book are easy to follow and don’t require Phonics knowledge on the part of the teacher. Once you start using the Phonics lessons you will begin to get a feel for the method. Z Alternative spellings The English language comes from many sources, so sometimes there is more than one way to spell a sound. An example of this is the ai, ay and a_e spelling patterns for the same sound (e.g. rain, day, cake). Of course very young children will find it difficult to read words with alternative spellings. In Greenman and the Magic Forest our objective is that pupils are able to say the sounds and recognise them in key vocabulary rather than in reading words. Z Irregular (or ‘tricky’) words Some words do not follow the spelling patterns. Examples of irregular words are: me, he, she and we (which rhyme with see); come (which rhymes with sum and not with home) and I (which rhymes with my and pie). Although irregular spellings are important when children are learning to read, they are less problematic when using Phonics primarily as a pronunciation tool. Z The English Alphabetic Code with major alternative spellings: Consonants ch sh th / th qu ng / nk chips witch ship chef that / three queen king think Notes: a) x /ks/, qu /kw/ and nk /ngk/ are not pure phonemes. b) the final consonant phoneme ‘zh’ is the voiced ‘sh’ sound (vision, measure). Words with this phoneme are taught as tricky words. a ei o u ant egg bread in on up Z The English Alphabetic Code with major alternative spellings: Vowels Notes: a) ue /yoo/ is not a pure phoneme. b) Words are often irregular because the vowel sound doesn’t follow a spelling pattern e.g. done rhymes with sun; put rhymes with foot; great rhymes with wait and late; you rhymes with do and too; and word rhymes with bird. ay ee ie oa ue oi day rain lake see eat scene pie my light mine boat yellow home cue new cube oil boy ou oo / oo ar or er / / house brown look / moon blue rule park short talk awful autumn her bird nurse sister b c / k d f g h bat rabbit cat kick dog daddy fish puff elephant golf bigger hat j lm n p r jam giraffe orange bridge leg silly map mummy net sunny know pig happy rock hurry write s t v w x y z sun dress horse circle peace top kitty van wind when box yes zoo buzz cheese legs SAMPLEth qu f L t thr Equ /kw/ and kw/ and nk /ng consonant phon onant phon vision, measure). sion, measure). t as tricky words E - OTl NOTite y z yes zoo c ORFe nt egg bread abet ellings: V ellings: y FO SALEmp rhyme ot with home) ugh irregular e learning to read learning to read Phonics primarily cs primarily Code w els

20 Greenman and the Magic Forest Teacher’s Book STARTER Games Bank Greenman and the Magic Forest offers games that can be adapted for a variety of content. Involving games and movement in the classroom helps pupils to use more senses and improves learning and retention. ZHelp Greenman Hold Greenman in front of the flashcard that you hold up, so that he can’t ‘see’ the word. Have pupils act out each word for Greenman to guess. Say Now, quietly (hold your finger to your lips to show ‘quiet’ or ‘shhh’). Show Greenman. Hold up the card, model how to act it out and have Greenman shout the word. Congratulate the class for helping Greenman. Do the same with each flashcard. ZListen and draw Have pupils sit in a circle, each facing the back of another child. Dictate a word or number and the pupils practise drawing it on their friend’s back. ZListen and speak Prepare a box with books, pencils and crayons. Say Greenman, there are (four) books. Greenman puts two books on the floor. The pupil says No, Greenman. There are four books! There aren’t two! and the pupil puts down the correct amount. ZGreenman says Use unit vocabulary to play this version of ‘Simon Says’ using Greenman in place of Simon. For example, say Greenman says: Put your hands up! Greenman says: Put your hands down. Repeat this type of phrase with different parts of the body. Use actions for the unit vocabulary, such as: Greenman says: Go up on the seesaw. The pupils pretend to go up and down on the imaginary seesaw, but only when they hear ‘Greenman says’ before the instruction. Be sure to keep the game fun and not competitive and encourage pupils to say Good job! to children who do well in the game. ZWho’s doing what? Choose six volunteers and ‘secretly’ show each one an action to do. For example, say (Mario), come up please. (whisper) Do this. Gesture wiping the board. Do the same with five other pupils, giving each a different action. With all of the volunteers doing their actions, say What is (Mario) doing? Other pupils raise their hands to guess the action. They may only say it in part, if so, help them to say the complete action. If the pupils have understood, they may raise their hands and say what actions other pupils are doing. Or you can go through pupil by pupil asking the class what each one is doing. ZRemember the cards In this game pupils practise unit vocabulary with the flashcards. Hold two cards out for about five seconds, and then turn the cards around. Say What is this? indicating one of the cards. Call on a volunteer to come up to point to the back of one of the cards and say the word. If they guess correctly, turn the card around. Call on another volunteer to guess the other card. Add a third card or shorten the time if the class guesses the words very easily. ZPass and say This game can be used to revise the vocabulary for one or several units. Have pupils stand or sit in a circle. Give out one flashcard to each pupil (or as many flashcards as you want to practise). Say Now, pass the flashcards. Go. Have pupils pass the flashcards around the circle (all in the same direction) until you say Stop! Say the name of one (or several) pupil(s) and have them say the word for their flashcard(s). Then tell the pupils to pass the flashcards again. Continue until all pupils have had a turn at saying one word. ZThe hoop game This game is similar to the fairground game in which you throw a hoop onto a bottle. In this case, pupils throw a hoop onto a flashcard on the floor and say the word. Place the flashcards face up on the floor. Model how to throw a hoop, in a horizontal position, to land on a flashcard. Say the word, then say OK, (Mario), now you! Have the pupil repeat the activity as you have modeled. Continue SAMPLE until all or most pupils have had a turn. Greenm th different parts erent parts cabulary, such as abulary, such as aw. The pupils pre The pupils pr ry seesaw, but on before the instruc efore the instruc ep the game fun a p the game fun pupils to say upils to say Goo e. - e, sa says: P say NOT s orrect ys’ T corre guess t gue Add a thi dd a t the wo Z FOR g. he cards e cards pupils practise u pupils practise s. Hold two cards Hold two cards rn the cards arou rn the cards aro of the cards. Cal ck of one of ck of o turn th turn th SALEne an p please. please. Do the same ent action. With nt action. With s, say What is (Ma What is (M s to guess the ac to guess the ac help them to sa p them to sa have understood, have understo hat actions other at actions othe pupil by pup pupil by pu

Greenman and the Magic Forest Teacher’s Book STARTER 21 ZDraw big and small This game can be used to practise shapes and adjectives. Draw a big triangle on the board. Say What is it? Elicit the response Big triangle. Say Draw a big triangle in the air. Model how to do this and repeat with other shapes until the pupils no longer need the example on the board. Monitor to help pupils who may be struggling. Next, have the pupils draw the shapes in the air as you say them. Model how to draw them with your finger in the air. Say Let’s draw a small circle. Show them how, and encourage those who have done it to help the other pupils to do the same. Repeat with other shapes and sizes. ZMusical pass and say Use the unit flashcards to play this version of ‘Pass the parcel’ using one or more flashcards as the ‘parcel’. Before starting the game, take each flashcard out individually and say Look! A (hat)! Repeat, class, a (hat)! What is it? (A hat). While you say the word use gestures to reinforce the concept (act out putting on a hat). Repeat this process with each card. Have the pupils stand or sit in a circle. Play music (you could use one of the unit songs). Distribute one to six flashcards among the pupils. Pupils pass the flashcard(s) around the circle. Pause the music and whichever pupil is holding the flashcard when the music stops must say the word for that flashcard. If you have given out more than one flashcard, have each pupil holding a flashcard say their word. Repeat until all the pupils have had a turn at saying at least one word. ZTouch the colour This game can be played with any group of colours. If working with purple and pink, for example, set out purple and pink flashcards (or purple and pink objects). Say This is purple, repeat, purple. This is pink, repeat, pink. Repeat this two more times. Choose a volunteer, say Touch purple. Show ‘touch’ by gesturing with your index finger. Help the pupil if they struggle. Choose another volunteer to touch a colour. Repeat with several pupils. ZRoll, jump and say Set out the unit flashcards in a big circle on the floor. Roll a big dice and show the pupils the number. Say A (five)! Stand next to the first card and jump five cards around the circle. Then, say the word for the card you stop next to and have the pupils repeat the word. Say (Lucía), it’s your turn! The pupil rolls the big dice and jumps around the circle the same number of cards as shown on the dice, stops at the number thrown, and says that word. Repeat with different pupils until most (or all) have had a turn. ZChoose and say Have pupils sit in a circle. Spread various flashcards face down in the centre. Model the activity yourself first. Turn over a card and say the word. Choose a pupil, say (Lucía), it’s your turn. Choose a card. Help the pupil to turn over the card and say the word for them to repeat if necessary. Repeat until several pupils have had a turn. ZRoll and review Place the unit flashcards in a horizontal line on the floor, leaving a space below them (about one metre). In this game pupils roll a soft ball to one of the cards and say the word. If the ball doesn’t land on a card, they say the word closest to the ball. Say We’re going to play a game. I stand here (point to the place on the floor where pupils should stand) and roll the ball. (roll the ball gently) I say this word (point to the card closest to the ball). Repeat with different pupils rolling the ball and saying the words until most have had a turn. ZDo the action This game practises the actions and vocabulary from the unit action song. Say a phrase from the song and have pupils try to do the action. Say Show me (knock on the door). Model the action for pupils to copy until the children begin to understand the game. Continue repeating different action words and do part of the action to help if pupils are having difficulty. Repeat with each action from the song until pupils are doing several actions without help. ZCover your face This game practises the vocabulary for emotions. Put both hands in front of your face and say One, two, three. Let’s make a (happy) face! Uncover your face and show your ‘happy’ expression. Gesture to show that you will do the expressions all together as a class (for example by motioning in a circle to include everyone). Now, the pupils will cover their faces at the same time as you. Repeat the same emotion first and follow with sad, angry and scared. ZPlace the mouth on Greenman Prepare in advance a paper ‘smile’ that pupils will be able to stick onto the Greenman puppet with sticky tape. Take out the paper ‘smile’. Invite pupils to guess what the activity will be. It may be familiar to them. Ask for a volunteer, and show how you will cover their eyes and they will put the paper smile on Greenman. Then cover the pupil’s eyes and let them try! Say Greenman is happy! 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22 Greenman and the Magic Forest Teacher’s Book STARTER ZShow me happy! Have Greenman say (Mario) show me happy. (Mario) makes his best ‘happy’ face. Greenman continues calling on different children, asking them to show different emotions. Be sure to help children if they don’t know the emotion right away, and encourage them to help each other as well. Continue until each pupil has had a turn. (Optional: you can choose volunteers to tell you which emotion to show, or call a volunteer up to say the emotions for their classmate to do.) ZHold up the correct number This game practises numbers and classroom objects. Say a sentence such as There are three crayons. and have pupils hold up the correct number of items. Prepare pupils for the activity by passing out enough crayons (or another item) for each child to hold up four. Say There are three crayons. Help one pupil to count and hold up three crayons. Encourage the other pupils to do the same. Repeat with different numbers. ZListen and touch the words This game practises the unit vocabulary using the flashcards. Have pupils sit in a large circle and place the flashcards face up in the centre of the circle. Choose a volunteer to model the game with you. Have Greenman say a vocabulary word (for example, restaurant), and run with the volunteer to touch the word. Exaggerate your movements to clearly show the volunteer what to do. Say Well done! Class, repeat (restaurant). Now, call on two pupils to ‘run’ to the next word. Repeat with each flashcard (or wordcard) and different groups of pupils. Encourage pupils to say Good job! after their classmates’ turns. Z Find the number Have pupils sit in a big circle on the floor. Prepare different classroom objects (pencils, crayons, books, etc.) making sure you have at least four of each. Place the objects in the centre of the circle. Choose small groups of pupils to find the correct number of items. Say (Mario), (Lucía), (Iván), can you give me three pencils? Have the pupils repeat Here you are. after you as they hand you the objects. Repeat with different objects and different groups of pupils. To play the game in smaller groups rather than as a class, prepare number cards before the lesson. Give out one set of number cards for each group of four to six pupils, and have pupils take turns to choose a number card. When you say an item, the pupil whose turn it is counts out the same number of that item as they have on the number card. Z Hide and seek This game can be played indoors (using the flashcards) or in the playground and practises the unit vocabulary and basic prepositions. Have the pupils close their eyes while you hide Greenman somewhere in the playground (outdoors) or by a flashcard (indoors). Say I will hide Greenman. (hide him behind your back to show ‘hide’) You will close your eyes, (cover your eyes) open them (uncover your eyes) and say (slide) if Greenman is here, (walk Greenman to the slide or slide flashcard). Say OK, close your eyes. (put Greenman by the slide) Open your eyes. Where is Greenman? The sandpit? No. The seesaw? No. Continue until children have ‘found’ Greenman. Repeat with other words. Z Listen and point Stick the unit flashcards on the walls around the classroom. Sing the unit song and have pupils point to the different items when they hear the word in the song. Say Point to the picture! Model how to do this the first time through the song, then have pupils join in. Z The ostrich game Have pupils sit in a big circle on the floor. Bring two volunteers to the centre of the circle. Use a clothes peg to attach a flashcard to one pupil’s back, make sure they don’t turn around or look at the flashcard. Do the same with a different flashcard on the back of the second pupil. Say Don’t look! Act like you are looking at something on your own back and shake your finger ‘no’. Show each volunteer the other one’s back so that they know what the flashcard is. Make sure that they each know the word, if not, whisper it to them. Say Now, (Lucía), what’s your card? Say Is it (hand)? Point to your hand. Have the pupil repeat the question. Help the other pupil to answer Yes or No. Have the pupils take turns asking questions until they guess their own flashcard. Repeat several times with different pupils. Z Musical statues This game can be used to practise actions or any verbs presented in the lesson. Have pupils stand up. First say and model each action and have the pupils practise for a short time. Repeat, but this time play music after saying the action. Every so often, pause the music, say Stop! and change the action. Repeat each action various times. SAMPLE on the floor. Prep e floor. Prep , crayons, books, crayons, books our of each. Place our of each. Plac e. Choose small mber of items. S three pencils? hree pencils? 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Greenman and the Magic Forest Teacher’s Book STARTER 23 Z Follow the leader This game practises clothing vocabulary and actions. Have pupils follow you in a line doing the action that you say. Say Let’s jump. Pupils continue jumping until you say Stop! and another action. Jump as many times as you would like. When you choose to stop say Stop! Now put on your (hat)! Repeat Put on your (hat)! Continue walking, jumping, swimming etc. to the next place and say Stop! Take off your (hat)! Repeat with the different clothing items, modeling each action. Z Jump to the word Use the unit flashcards or draw pictures of the target vocabulary items on the board before starting this game. In this game, pupils jump to the correct word and touch it. Choose one volunteer to demonstrate. Model the game yourself first. Say Let’s play a game. I say a word: (slide)! You jump to the board and touch the picture. (Mario), let’s play. Touch (slide). Help the pupil by continuing to model what to do. When they have touched the correct picture, say Well done! Let’s line up to play! Have the pupils line up and take turns touching the word that you say. If a pupil chooses the incorrect picture, help him/her to find the correct one. Z Roll and say Have pupils sit in a big circle on the floor and set out the unit flashcards in a smaller circle in the middle. In this game pupils roll a big dice and move a counter around the circle of flashcards. When the counter lands on a flashcard, the pupil tries to say that word. Give pupils a counter each. Model the game first with one pupil, say Roll the dice! Have the child count the correct number on the face of the dice, and then move the counter the correct number of flashcards around the circle. The pupil then says the word/phrase for the flashcard that they land on. If the pupil struggles, act out the vocabulary or whisper the word. Repeat with different pupils until most (or all) have had a turn. SAMPLE - NOT FOR SALEls a il, say il, say Ro ber on the er on the r the correct The pupil then sa he pupil then sa t they land on. If ary or whisper th y or whisper th l most (or all) hav most (or all) ha

24 Greenman and the Magic Forest Teacher’s Book STARTER Home-school Connection Teachers may want to send individual worksheets from the Pupil’s Book or from the Teacher’s Resource Book, as well as other completed projects that they have done in class, home with the pupils, throughout the school year or at the end of each term. Learning is always best when there is lots of support. Greenman and the Magic Forest offers ways for parents to see, on a regular basis, what their child is working on in class and provides simple ways for the parent to support this process at home. The Pupil’s Book is designed with ‘tear off’ pages so pupils can take their work home after each lesson to share work they are proud of with their families. With positive reinforcement from home and school, the pupil will develop self-confidence in general, and specifically in regards to their grasp of English. All of the songs and stories in Greenman and the Magic Forest that the pupils learn in class, are available on our page www.cambridge.org/greenman. Pupils can listen to the stories, sing the songs and do the actions at home, just like they do in class. The Greenman App, which contains games and songs, is also available for families to download and enjoy! The children’s families do not need to speak English to support their child. By simply asking about their work, admiring what they share from class and inviting them to listen and sing the songs at home they are sending the message that learning English is important to them. They can also share in the fun by letting their children teach them some of the actions in the songs. Name 23 Name 25 Name 27 Name 29 1 1 Y WORKSHEET 6 Name Find and stick 31 Consolidation Chant 26 CD 1 25 CD 1 27 CD 1 Listen and say the g and b letter sounds. 32 1 3 2 Sing the song. Y Optional: Photocopiable 8: Make a book of b words. Sing the song. g – g – g I’m Greenman! g – g – g I’m Greenman! g – g – g I’m green! I’m Greenman! g – g – g Greenman! I’m green. I’m Greenman! b – b – b This is my book. My big, blue book! b – b – b This is my book. My big, blue book! EXTRA Phonics Lesson SAMPNameLE P 3 E Y Optiona Sing th E PLg – g – g I’m green. I’m Greenman! b – b – b This is my book. My big b – b My MP E on L MP - e g and b lette - NOT they and son and enjoy! N FORwith home and home an n general, and s general, and s English. songs and stories ngs and stories hat the pupils lea hat the pupils le www.cambridge. s, sing the so s, sing n class n clas s SALE, as in class, in class ear or at the r or at the when there is c Forest offers wa what their child what their child mple ways for th ple ways for th . d with ‘tear off’ p with ‘tear off’ me after each me after eac r familie familie oo

Greenman and the Magic Forest Teacher’s Book STARTER 25 Welcome Unit. The Magic Forest ‘Hello, I’m Sam. What’s your name?’ ‘Hello, Sam. I’m Nico.’ ‘This is my dog,’ says Sam. ‘What is it?’ says Sam. Th e Magic Forest ‘A door!’ says Sam. ‘A forest! Wow!’ says Nico. ‘Let’s go!’ says Sam. ‘Wow! It’s amazing!’ says Sam. ‘What’s that?’ says Nico. ‘I look after the forest,’ says Greenman. ‘They are my friends.’ ‘Hello, I’m Rabbit.’ ‘Hello, I’m Frog.’ ‘Hello, I’m Hedgehog.’ ‘Hello, I’m Stella the snake.’ ‘Hello!’ say Sam and Nico. ‘Let’s be friends!’ says Greenman. Hello!’ says Greenman. ‘Hello!’ says Sam. ‘Hello!’ says Nico. ‘What’s your name?’ says Greenman. ‘I’m Sam.’ ‘What’s your name?’ says Greenman. ‘I’m Nico.’ ‘Hello, Sam. Hello, Nico. I’m Greenman.’ E SAMPL - NOT OR SALE says Sam. E

26 Greenman and the Magic Forest Teacher’s Book STARTER Unit 1. Let’s Draw! It’s autumn. ‘Hello, Greenman!’ say Nico and Sam. ‘Hello...’ says Greenman. ‘What’s the matter?’ says Nico. ‘Look at all the leaves...’ says Greenman. Let’s Draw! ‘I’ve got an idea!’ says Sam. ‘Frog, Rabbit, Hedgehog, Stella! Let’s play teachers!’ ‘Hello, I’m the teacher!’ says Sam. ‘Hello, teacher. What’s this?’ says Frog. ‘It’s a book!’ ‘Hello, teacher. What’s this?’ says Rabbit. ‘It’s a pencil!’ says Sam. ‘Hello, teacher. What’s this?’ says Hedgehog. ‘It’s a crayon. It’s red!’ ‘Let’s draw and colour!’ says Sam. ‘Let’s stick!’ says Sam. ‘What’s this?’ say the forest animals. ‘It’s a tree... with red leaves!’ says Greenman. ‘I’m happy!’ SAMP NO‘Hello, teacher. What’s this W says Ra says Osap NO R SALE

Greenman and the Magic Forest Teacher’s Book STARTER 27 Unit 2. Let’s Play! ‘Hello!’ says Sam. ‘Hello!’ say Rabbit, Hedgehog, Frog and Stella. ‘What are they?’ says Greenman. ‘They are toys. Let’s play!’ says Nico. Let’s Play! ‘There’s one red train,’ says Sam. ‘Greenman, here you are!’ ‘Thank you!’ ‘There’s one red car,’ says Sam. ‘Hedgehog, here you are!’ ‘Thank you!’ ‘There’s one red bike,’ says Nico. ‘Frog, here you are!’ ‘Thank you!’ ‘There’s one blue doll,’ says Sam. ‘Stella, here you are!’ ‘Thank you!’ ‘There’s one blue teddy bear,’ says Sam. ‘Rabbit, here you are!’ ‘Thank you!’ ‘There’s one blue ball.’ says Sam. ‘Nico, here you are!’ ‘Thank you!’ ‘A red train. It’s fast. This is fun!’ says Greenman. ‘A red car. It’s fast. This is fun!’ says Hedgehog. ‘A red bike. It’s slow... This is fun...’ says Frog. ‘It’s time for tea!’ says Greenman. ‘It’s messy. Let’s tidy up! One red train. One red car. One red bike. One blue doll. One blue ball and... Where’s the blue teddy bear?’ ‘Look! There’s Rabbit...’ says Sam. ‘And there’s one blue teddy bear...’ says Nico. ‘He’s tired. Be quiet, everyone!’ says Greenman. SAMP ‘A red train. It’ fast. This is f ’s fun!’ ON ‘A red car says Greenm This is fun s is fun man. O s HedgeNO OR ‘The ‘Stell ‘Thank R‘Th SALE

28 Greenman and the Magic Forest Teacher’s Book STARTER Unit 3. The Big Monster It’s sunny and windy. ‘Let’s go swimming!’ says Frog. ‘No, it’s sunny!’ says Hedgehog. ‘Ahhh...! A monster!’ says Frog. The Big Monster ‘I can see a big face. It’s green!’ says Frog. ‘Oh, no!’ says Hedgehog. ‘I can see one, two big eyes. I can see one, two big ears!’ says Frog. ‘Oh, no!’ says Hedgehog. ‘It’s got one big mouth. It’s got one big nose!’ says Frog. ‘Oh, no!’ says Hedgehog. ‘Greenman, help!’ says Hedgehog. ‘What’s the matter?’ says Greenman. ‘A monster!’ says Frog. ‘Look! It’s you!’ says Greenman. ‘It’s windy!’ SAMP -s NOT one bNO R SALE

Greenman and the Magic Forest Teacher’s Book STARTER 29 Unit 4. My Family Greenman and Nico are in the garden. ‘Hello, Greenman!’ says Nico. ‘Hello, Nico. Who are they?’ says Greenman. ‘It’s Sam’s family.’ ‘Oh!’ My Family ‘Who is it?’ says Greenman. ‘It’s Sam’s mummy and the baby,’ says Nico. ‘Oh! They look the same. They’ve got red hair!’ ‘Who is it?’ says Greenman. ‘It’s Sam and her daddy,’ says Nico. ‘Oh! They look the same. They’ve got small noses!’ ‘Who is it?’ says Greenman. ‘It’s Sam’s brother,’ says Nico. ‘Oh! They look the same. They’ve got big mouths!’ This is Sam’s family. Sam has a mummy, a daddy, a baby brother and a big brother. They look the same! ‘Have you got a family?’ says Nico. ‘Yes, I have!’ says Greenman. ‘The forest is my family. The animals are my friends.’ ‘It’s a big family!’ says Nico. ‘Yes! And we all look different!’ SAMP ‘Who is ’ says Greenman. ‘It’s Sam’s brother,’ says N ! They lo same. NOT R SALE

30 Greenman and the Magic Forest Teacher’s Book STARTER Unit 5. Where’s My Bird? ‘Hello, Sam. Hello, Nico,’ says Greenman. ‘What’s the matter?’ ‘I’ve got a bird and I’ve got a turtle. I can’t see them,’ says Nico. ‘They are in the forest!’ ‘Oh, no!’ says Sam. ‘I can help. Let’s go!’ says Greenman. Where’s My Bird? ‘Can you see your bird?’ says Sam. ‘No, I can’t!’ says Nico. ‘She’s got 4 colours: red, blue, yellow and green. She’s got a small face. She’s got 1, 2 small eyes. She’s got a big nose. She’s got a big mouth.’ ‘Look!’ says Greenman. ‘Your bird is on the table!’ ‘Hello! Hello!’ says Nico’s bird. ‘Hello!’ say Sam and Nico. ‘Can you see your turtle?’ says Sam. ‘No, I can’t!’ says Nico. ‘He’s green. He’s got a small face. He’s got 1, 2 small eyes. He’s got a small nose. He’s got a big mouth.’ ‘Oh no!’ says Nico. ‘Where’s my turtle?’ ‘Let’s sit down,’ says Greenman. ‘Look!’ says Sam. ‘There’s your turtle. He’s under the table!’ ‘Hello!’ says Turtle. ‘Hello!’ says Greenman. ‘Hello! Hello!’ says Nico’s bird. ‘Hello!’ say Sam and Nico. SAMP NOT ‘Can you see ‘Can yo Oturtle?’ turtle?’ NOI c R SALE

Greenman and the Magic Forest Teacher’s Book STARTER 31 Unit 6. Let’s Tidy Up! Sam and Nico are in the forest. ‘Hello!’ say Sam and Nico. ‘Hello!’ say the forest animals. ‘Hello! What a lovely day!’ says Greenman. ‘What a lovely day!’ says Sam. n+VoUUWOOGT+VoUUWPP[.QQMCVVJGƃQYGTUffi red, yellow, green and blue!’ says Greenman. Let’s Tidy Up! ‘Let’s make a summer picnic!’ says Nico. ‘Good idea!’ says Greenman. ‘Let’s make sandwiches!’ says Sam. ‘I like sandwiches. Yummy! ‘Let’s make a fruit salad!’ says Nico. ‘I like apples and bananas. Yummy!’ ‘Let’s decorate the cake!’ says Nico. ‘I like cake. Yummy!’ says Sam. ‘It’s messy. Let’s tidy up!’ says Greenman. ‘No, let’s eat!’ says Sam. ‘Ahhh...!’ says Nico. ‘Oh, no!’ says Greenman. ‘Sorry!’ says Nico. ‘Sorry!’ says Sam. ‘Don’t worry.’ says Greenman. ‘We like bananas. We like apples. We like cake. We like apple and banana cake. Yummy!’ ‘Let’s tidy up!’ says Sam. ‘Yes. Let’s tidy up!’ says Nico. ‘Thank you!’ says Greenman. ‘It’s a great summer picnic!’ says Rabbit. SAMP - NOT dec ORSALEYGTUffi Greenman. eenman. SAL

32 Greenman and the Magic Forest Teacher’s Book STARTER Welcome Unit. The Magic Forest Lesson 1 ZStarting the lesson To start the lesson call the pupils to the carpet circle time. Say Circle time, circle time 1, 2, 3. Circle time, circle time, sit with me! When the children are sitting, have Greenman hide behind your back and peek around you and pretend that you can’t see him. Teach the target language by saying Where is Greenman? We want to say Hello. Use hand motions to show Hello and encourage pupils to join in. Wait for the pupils to say Hello, Greenman (encourage pupils with gestures). When the pupils say hello to Greenman he ‘comes to life’ with a big stretch and a sigh to greet the pupils. Encourage pupils to stretch with Greenman until he starts the class by saying Good morning, class! Hello! Next, Greenman will start the Hello song with the class. During the song have Greenman ‘look’ at different pupils as you look at them and encourage them to participate in hand motions for the song. This should be a fun and engaging time! Hello song Put your hand up if you’re ready. Wave and say hello! Hands together if you’re ready. Come on then, let’s go! The magic forest waits for you, Greenman, Sam and Nico too! Hands up, hello, clap, clap, let’s go! ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Happy Birthday song: CD1.07 ZActive time Warmer Use the Greenman puppet to model a dialogue to say hello and ask his name. Hello! What’s your name? Have Greenman repeat the question to you. After exchanging in this dialogue yourself, call up volunteers to have the conversation with Greenman. What’s your name? Use the Greenman puppet to model this activity repeating the short dialogue from the warm up above. Say Hello, what’s your name? Hello, what’s your name to Greenman. Have Greenman say I’m Greenman. What’s your name? Say I’m (Susana). Say Hello, what’s your name? to the pupil next to you. Say the words quietly with the pupil to help him/her to respond, or have the pupil repeat after you. Help him/her to ask the question to the next child. You may need to say the words with each pupil in the first lesson. Go round the circle in the same way a second (or even a third) time for pupils to practise the concept and vocabulary and to learn each other’s names. Lesson objective To introduce basic characters in Greenman and The Magic Forest and basic greetings. Language New: Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella, Hello, I’m (Sam), What’s your name? Receptive: Say (I’m …), Point to the (tree), Let’s colour (Greenman) Materials Routine Board, Greenman Puppet, Big Book story Welcome Unit, PB page 5, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 6, a soft ball 5 The Magic Forest The Magic Forest Name 02 CD 1SAMPLEnman upils say he upils say ith a big stretch a big stretch ourage pupils to the class by say e class by say l start the Hello s reenman ‘look’ at enman ‘look encourage them to g. This should be This should be Hello song Put y Wave SAH 02 CD courag - NOT e. me, sit man hide an hide end that you nd that you ng Where ns to ZRouti • Hello Bir FOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 33 Welcome to the magic forest song: Listen and sing. Say the Transition chant Stand up, stand up, 1, 2, 3, stand up, stand up, tall with me! Say English is fun! I like English. We can go to the magic forest with Greenman! Let’s sing a song. Play the song once through modelling the actions. Then sing the song line by line and have pupils repeat the words and actions. Go through this more than once. Next, play the audio track and continue modelling the actions for pupils to follow. Repeat the audio track several times for pupils to join in. Welcome to the magic forest, (Stretch your arms out wide and tall.) Adventure has begun! (Pretend to put on a bag.) Greenman and the magic forest, (Move your hand from one side to the other as if displaying something very big.) English is such fun! (Jump in place.) Let’s go to the magic forest, (Motion for someone to follow.) Adventure has begun! (Pretend to put on a bag.) Greenman and the magic forest, (Move your hand from one side to the other as if displaying something very big.) English is such fun! (Jump in place.) Greenman and the magic forest, (Move your hand from one side to the other as if displaying something very big.) Adventure has begun! (Jump in place.) ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to the first page of the story, page 3. Say What do we see? Oh, look! Sam! Nico! Then point at Greenman hiding behind the wall, make a surprised face and say Look! Greenman! Point at different elements in the illustration, the brother, the mum, the dad, the boxes, etc. to create interest in the story. They will use L1 to guess what’s going on in the scene; this is perfectly OK. Answer all their comments in English. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 5. Worksheet 1: Say the names and colour. Show pupils page 5 in the Pupil’s Book. Hold your own book up for pupils to see. Say Where’s Greenman? Point to Greenman. Choose a pupil to come up and point to Greenman in your book. Say Well done. That’s Greenman. Then introduce the other main characters. Point to Sam and say This is Sam. Point to Nico and say This is Nico. Choose several pupils to come up to the front of the class and point to each of the characters in turn. Next, have the Greenman puppet wave and say Hello, Sam. Hello, Nico. Encourage the children to also wave and say Hello to Sam and Nico. Say Let’s colour (Greenman). Choose a green crayon and model how to colour the character in your own book. Repeat with the other characters. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. ZGoodbye To end the lesson, Greenman says Close your books, friends. It’s time to tidy up! Model tidying up and gesture for the pupils to participate. You may wish to sing the Tidy up song (CD1.06) while the pupils tidy up, or before you start. After the pupils have finished, be sure to have Greenman say Goodbye to different pupils, individually saying each child’s name. Next, sing the Goodbye song as a group. Goodbye song Thank you, Nico. Thank you, Sam. Thank you, magic forest and Greenman. See you soon in English Class. It’s time to say goodbye. Biddely bye, goodbye. Biddely bye, goodbye. Biddely bye. It’s time to say goodbye! ZExtra activities Pupil’s Book page 6. Optional worksheet: Colour the forest. Hold up the Pupil’s Book page for everyone to see and walk around to check that all pupils have found the correct page. Hold up the Greenman puppet. Have Greenman say Look, the forest! Here is a tree. Point to the tree. Well done. Here is a bird. Point to the bird. Very good. Repeat with the flower and squirrel. Let’s colour the forest. Model how to colour in your own book. Monitor the pupils and offer help as they work. Stamp the completed page with the Greenman stamp. Game: What’s your name? Sitting in an open circle, say What’s your name? and roll a ball to a pupil across from you. When the pupil has responded, say Now you say it. What’s your name? Help the pupil or say the question along with them and mime for them to roll the ball to another classmate. Repeat this process until all of the pupils have participated. Practise going quickly or slowly to make the activity more challenging. 10 CD 1 08 CD 1 SAMPLEime, open the me, open a book. Open the ok. Open the ge 3. Say ge What do What d nt at Greenman hid t at Greenman hi face and say Look n the illustration, t he illustration, t tc. to create intere c. to create ss what’s going on ss what’s going o all their comment ll their commen le time ay the Table time Pupil’s Book p olour. w pu - NOT ying T C FORfinishe erent pupils erent pu e Goodbye song e Goodbye son Goodbye son Tha Than SALE an ook. Repe ok. Rep ey work. y work. man stamp. Close your book ose your book g up and gesture g up and gesture y wish to sing the y wish to sing dy up, or before y up, or before e sure di

34 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 2 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Happy Birthday song: CD1.07 Z Active time Warmer Model a short dialogue with Greenman. Say Hello, what’s your name? to Greenman. Have Greenman say I’m Greenman. What’s your name? Say I’m (Susana). Say Hello, what’s your name? Have volunteers practise the dialogue with Greenman. Meet the animals. Use the Routine Board to introduce the pupils to the animals that live in the magic forest. Point to the animals on the Board and say Look! Animal friends! Point to each of the animals individually and say Look! Hedgehog! Repeat, class, Hedgehog! What is it? (Hedgehog). While you say the word use gestures to reinforce the concept (mime spikes coming out of your back). Repeat this process for each of the animals that appear in the Big Book stories (Hedgehog, Rabbit, Frog and Stella). Act it out. Have the children stand up. Say the Stand up transition chant Stand up, stand up, 1, 2, 3, stand up, stand up, tall with me! Point to each of the animals again. This time model an action for each animal, for the children to repeat. For example, a wiggling movement for Stella the snake, hopping for Frog, stretching out long ears for Rabbit, curling into a ball/touching spikes for Hedgehog. Repeat the process for each animal. Repeat several times. Then have pupils do the actions as you point to the picture. Lesson objective To introduce basic greetings and introductions. Language New: Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella Review: Hello. I’m (Susana). What’s your name? Receptive: Point to (Frog), Draw (Hedgehog), Colour (Rabbit), Stand up, Where is (Rabbit)? What is it? Materials Routine Board, Greenman Puppet, Big Book story Welcome Unit, PB page 7, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 8, drawings of the vocabulary from the lesson on the board (Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella) 7 SAMPLE Greenman. Say . Have Greenman Have Greenma r name? r name? Say I’m ( Have volunteers p ave volunteers mals. Routine Board to Routine Board t ls that live in the that live in th the Board and sa he Board and sa the animals indiv he animals in class, Hedgeho word use ge ord use g ming o - NOT py Act it ou t it o Hav c FO Frog, Stella)OR F SALE

Greenman and the Magic Forest Teacher’s Book STARTER 35 ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Point out the main characters Nico, Sam and Greenman on page 2 for the pupils before you start reading. Have volunteers come up and point to any items that they can name in English. Pupils will remember the name Greenman; some might also remember Sam and Nico, and some might know some colours too. While reading the story, stop frequently to offer vocabulary clues and point out the characters in the story. Have pupils repeat the names of the forest animals after you. Read the story or play the audio version (CD1.11), pausing to use facial and hand gestures to help convey the meaning. p.3 The Magic Forest ‘Hello, I’m Sam. What’s your name?’ ‘Hello, Sam. I’m Nico.’ ‘This this is my dog,’ says Sam. ‘What is it?’ says Sam. p.4 ‘A door!’ says Sam. ‘A forest! Wow!’ says Nico. ‘Let’s go! says Sam. p.5 ‘Wow! It’s amazing!’ says Sam. ‘What’s that?’ says Nico. p.6 ‘Hello!’ says Greenman. ‘Hello!’ says Sam. ‘Hello!’ says Nico. ‘What’s your name?’ says Greenman. ‘I’m Sam.’ ‘What’s your name?’ says Greenman. ‘I’m Nico.’ ‘Hello, Sam. Hello, Nico. I’m Greenman.’ p.7 ‘I look after the forest,’ says Greenman. ‘They are my friends.’ ‘Hello, I’m Rabbit.’ ‘Hello, I’m Frog.’ ‘Hello, I’m Hedgehog.’ ‘Hello, I’m Stella the snake.’ ‘Hello!’ say Sam and Nico. ‘Let’s be friends!’ says Greenman. ZTable time • Say the Table time chant (see page 12). Pupil’s Book page 7. Worksheet 2: Say the names and colour. Show pupils page 7 in the Pupil’s Book and walk around to ensure that everyone is on the correct page. Hold your own book up for pupils to see. Say Where’s Rabbit? Let’s point to Rabbit. Point to Rabbit in your own book. Walk around to check that pupils are pointing to the correct picture. Repeat this for the different animal characters. Say Let’s colour. Hold up a crayon and model how to colour the picture. You may want to hold up the Big Book open at page 7 and point to the animals to encourage pupils to copy the colours. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. ZGoodbye • Tidy up song: CD1.06. • Goodbye song: CD1.08. ZExtra activities Pupil’s Book page 8. Optional worksheet: Draw yourself in the playground. Point to yourself and say Look, it’s me. I draw me. Open the book to page 8 and walk around to check that everyone is on the correct page. Model drawing a simple picture of yourself in the book. Then say I draw me. Now you draw you. Encourage pupils to look at the icons on the top right side of the activity and say Look, a pencil. Let’s draw. Then model drawing a picture of yourself. Continue with the other icon Look, a crayon. Let’s colour! and model colouring the picture in. Monitor the pupils and offer help as they work. Stamp the completed page with the Greenman stamp. Game: Jump to the word. Use the pictures you have drawn on the board for pupils to identify and run to. Say Where is Stella? Point to Stella. If pupils do not respond prompt by saying Is this Stella? While pointing to a different character and repeat with the other characters until you arrive at the correct picture and say Yes! Here is Stella! Have your helper or a volunteer model the activity with a different character. Say Point to Frog. Frog. If the pupil struggles make a frog noise or action to give clues until they point to the correct character. Have pupils make a line and take turns running to the board to touch the character that you name. 11 CD 1 SAMPLE Greenman. ame?’ says Green m. Hello, Ni k after the fo ‘They are my fr ‘Hello, I’m R Hello, ‘Hello ‘H ‘ - NOTP Poin pe FORmp : CD1.06. song: CD1.08. ong: CD1.08. Extra activit s Boo in SALEoun d your ow ? Let’s point Let’s poin Walk around to round to rect picture. Repe ct picture. Repe s. SayLet’s colou o colour the pictu colour the pictu ok open at page 7 n at page pupils to copy the pupils to copy . Stamp the com Stamp the com

36 Greenman and the Magic Forest Teacher’s Book STARTER Unit 1. Let’s Draw! Lesson 1 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Happy Birthday song: CD1.07 Z Active time Warmer Use the Greenman Puppet to model a dialogue to say Hello and introduce yourself. Say Hello, what’s your name? After exchanging in this dialogue yourself, call up volunteers to have the conversation with Greenman. Game: Help Greenman. Have Greenman take out the flashcards from Unit 1. Say What’s this Greenman, new words? Take each flashcard out individually and say Look! A pencil! Repeat class, a pencil. What is it? (A pencil.) While you say the word use gestures to reinforce the concept. Repeat this process with each card. Have the children stand up. Say the transition chant Stand up, stand up, 1, 2, 3, stand up, stand up, tall with me! Show each flashcard again. This time have the children do the action that they would with each object shown in the flashcards. Encourage pupils and repeat with each card. Now have Greenman in front of the vocabulary cards, so he can’t ‘see’ them. Tell the children to act out each word for Greenman to guess. Say Now, quietly. Hold your finger to your lips to show ‘quiet’ or ‘shh’. Show Greenman. Hold up the card, model how to act it out and have Greenman shout the word. Congratulate the class for helping Greenman. Do the same with each vocabulary card. At this point, you may wish to use the audio of the unit vocabulary to listen to as a class. Encourage pupils to repeat the words. You may also want to stop the audio and ask them to point after each word saying Table. Where’s the table? teacher, table, chair, book, crayon, pencil Lesson objective To introduce main vocabulary for the unit (classroom items). Language New: pencil, crayon, table, teacher, book, chair Review: Hello, I’m …, What’s your name? names of characters, greetings, weather Receptive: Look, Show, Draw, Colour Materials Routine Board, Greenman Puppet, Flashcards Unit 1, Big Book story Unit 1, PB page 9, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 10 1 Let’s Draw! Let’s Draw! Name 9 12 CD 1 SAMPLEmodel a dialogue del a dialogue Hello, what’s your Hello, what’s your e yourself, call u yourself, call u with Greenman. man. n take out the fla ake out the fl Greenman, new w reenman, new w ly and say Look! A Look! it? (A pencil.) W einforce the conc rce the conc ard. Have the child p, stand u stand u h flas - NOT appy Now have Now can’t ‘se an’t ‘s Green you t FOR E

Greenman and the Magic Forest Teacher’s Book STARTER 37 Hello, teacher! song: Sing and point. Say the Stand up transition chant (see page 12). Place the flashcards for the unit spread out or on the board so everyone can see them. Say Let’s sing a song. Play the Hello, teacher! song once through. Then sing the song line by line, pointing to the flashcard for each vocabulary word, and have pupils point and repeat the lines after you. Do this twice. Next, play the audio track again and model the actions for the pupils to copy. Repeat the audio track several times until pupils are doing most of the actions and singing some of the words. Hello, teacher, what is this? (Wave ‘Hello’, hold your hands to your sides as if asking a question.) It’s a pencil. Let’s draw, please! (Act as if you’ve got a pencil between your fingers, pretend to draw a picture.) Repeat with: table (Pretend to touch the top of a table and rest your hands on it.) chair (Pretend to sit on a chair.) book (Open an imaginary book.) crayon (Pretend to colour.) ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to page 11. Point at the pencils and say What do we see? Oh, look! Pencils! Make a surprised face. Ask questions about the vocabulary items and encourage pupils to repeat the words while sitting. After identifying all of the vocabulary words possible, close the book. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 9. Worksheet 1: Say and colour. Show pupils page 9 in the Pupil’s Book and walk around to ensure that everyone is on the correct page. Hold your own book up for pupils to see. Pupils will identify the classroom items on the page and colour them. Say Where’s the (teacher)? Let’s point to the (teacher). Repeat for the other vocabulary words. Say Let’s colour the (pencil). Model how to colour the picture in your own book. Repeat with the other vocabulary words. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Before each activity, you might want to encourage pupils to look at the icons on the top right side of the activity by pointing at the song icon and saying Look, a song. Let’s sing a song! Then point to the speaking icon and say Look, new words. Let’s find the new words! Point at the colouring icon and say Look, a crayon. Let’s colour the picture. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 10. Optional worksheet: Draw your teacher. Hold up page 10 for everyone to see and walk around to check that all pupils have found the correct page. Hold up the ‘teacher’ flashcard. Point to the flashcard and say Here is the teacher. Point to yourself and say Here is the teacher. Let’s draw the teacher. Model drawing a picture of yourself. Exaggerate your features and clothing and describe what you are drawing. When you finish, say Now you draw the teacher. Point to yourself. Monitor the pupils and offer help as they work. Stamp the completed page with the Greenman stamp. You might want to encourage pupils to look at the icons on the top right side of the activity by pointing at the drawing icon and saying Look, a pencil. Let’s draw. Let’s draw the teacher! Then point at the colouring icon and say Look, a crayon. Let’s colour the teacher. Game: Listen and point. Place vocabulary items such as books, pencils and crayons on the tables in the classroom (pupils will also need to be able to see a chair, table and teacher). Sing the Hello, teacher! song (CD1.13) and have pupils point to the different items when they hear the word in the song. Say Let’s listen and find! Point to a (book)! Go through the vocabulary items without the music to help the children identify the objects and understand the activity. Then play the song and point to the objects as they are mentioned. Model how to do this the first time through, then the pupils will join in. Repeat several times. 13 CD 1 SAMPLE ary words p ry words ant (see page 12 e 9. Worksheet 1: 9. Worksh page 9 in the Pup that everyone is o at everyone is ok up for pupils to k up for pupils t room items on th om items on th e (teacher)? Let’s other vocabulary other vocabula how to colour how to colour ther vocab er voca com iblNOT Book the y What . Ask pup w You on FOR upils ha cher’ flashc he teacher. P the teacher. L picture of you clothing and des hen you finish, sa oursel Stam ALE S nal workshee e to see AL und

38 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 2 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Happy Birthday song: CD1.07 ZActive time Warmer Review Unit 1 vocabulary with flashcards. Try changing flashcards very quickly to see if pupils can identify the vocabulary easily. Classroom tour. Say the Stand up transition chant (see page 12). Say Let’s make a line. Gesture for pupils to form a line. Say Follow me! Walk, walk, walk, walk … . Say this as you walk around the class. Look! What’s this? Elicit vocabulary (A book!) Continue walking together through the classroom naming objects as you find them in the room. Game: Roll and say. Have pupils sit in a big circle on the floor and set out the unit flashcards in a smaller circle in the middle. In this game pupils roll a big dice and move a counter around the circle of flashcards. When the counter lands on a flashcard, the pupil tries to say that word. Give pupils a counter each. Model the game first with one child, say Roll the dice! Have the child count the correct number on the face of the dice, and then move the counter the correct number of flashcards around the circle. The pupil then says the word/phrase for the flashcard that they land on. If the pupil struggles, act out the vocabulary or whisper the word. Repeat with different pupils until most (or all) have had a turn. You may also want to use the Greenman puppet to help pupils if they struggle with the vocabulary. ZStory time Say the chant It’s story time, story time, open the Big Book and look inside motioning opening a book. Open the Big Book to the first page of the story. Take a moment to review the vocabulary on page 11 saying a word and having a volunteer come up to point to it. Read the story or play the audio version (CD1.14), pausing to use facial and hand gestures to help convey meaning. Encourage the children to join in with the story, saying the words for the classroom objects and naming the characters. Use exaggerated gestures to show that it’s fun when Sam is the teacher rather than an adult. When you have read through the story once, point out the red crayon on page 12 and present the word ‘red’. Ask the children to point out other objects in the story or the classroom that are red. p.9 Let’s Draw! It’s autumn. ‘Hello, Greenman!’ say Nico and Sam. ‘Hello ...’ says Greenman. ‘What’s the matter?’ says Nico. ‘Look at all the leaves ...’ says Greenman. Lesson objective To present the key structure for the unit. Language New: What’s this? It’s a (pencil). It’s (red), classroom items Review: weather, greetings Receptive: Follow me, Walk, Let’s make (a line), Let’s draw (a line), Roll (the dice) Materials Routine Board, Greenman Puppet, Flashcards Unit 1, PB page 11, CD1, crayons, pencils, Greenman Stamp, Big Book story Unit 1. Optional: PB page 12, TRB Photocopiable 1 Name 11 14 CD 1 SAMPLE s ca n chant (see page chant (see page pupils to form a pupils to form a walk … . Say this hat’s this? at’s this? Elicit v Elicit v g together throug together thr u find them in the u find them in th oll and say. pupils sit in a big pils sit in a big it flashcards in a pupils roll a big d pupils roll a big flashcards. Wh flashcards. W es to say s to say e fir - an ntify th ntify NOTword had a You may a You m pupils Z FOR pupil struggle pupil st epeat wit epeat ORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 39 p.10 ‘I’ve got an idea!’ says Sam. Stella, Frog, Rabbit, Hedgehog! Let’s play teachers! p.11 ‘Hello, I’m the teacher!’ says Sam. ‘Hello, teacher. What’s this?’ says Frog. ‘It’s a book!’ p.12 ‘Hello, teacher. What’s this?’ says Rabbit. ‘It’s a pencil!’ says Sam. ‘Hello, teacher. What’s this?’ says Hedgehog. ‘It’s a crayon. It’s red!’ p.13 ‘Let’s draw and colour!’ says Sam. p.15 ‘Let’s stick!’ says Sam. ‘What’s this?’ say the forest animals. ‘It’s a tree ... with red leaves!’ says Greenman. ‘I’m happy!’ ZTable time Say the Table time chant (see page 12). Pupil’s Book page 11. Worksheet 2: Say and match. Show pupils page 11 in the Pupil’s Book and walk around to ensure that everyone is on the correct page. Hold your own book up for pupils to see. Say What’s this? Very good! A (pencil). Repeat with the other completed pictures. Now point to the silhouette of the pencil on the bottom of the page. Say What’s this? Yes! A pencil! Let’s draw a line to this pencil. Point to the silhouette and then to the completed picture. Repeat with the other pictures. Encourage pupils to look at the icons on the top right side of the activity by pointing at the crayon and saying Look, a crayon. Let’s colour the picture. Monitor pupils as they colour the pictures. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 12. Optional worksheet: Colour. Show pupils page 12 in your own book and walk around the class to ensure that everyone has found the correct page. Point to the drawing in the picture and say Look, it’s Greenman! Point to Greenman. Let’s help colour Greenman. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Game: Remember the cards. In this game pupils practise unit vocabulary with the flashcards. Hold two cards out for about five seconds, and then turn the cards around. Say What’s this? indicating one of the cards. Call on a volunteer to come up to point to the back of one of the cards and say the word. If he/she guesses correctly, turn the card around. Call on another volunteer to guess the other card. Continue the process until everyone has had a turn. Teacher’s Resource Book Photocopiable 1: Trace. Prepare one photocopiable for each pupil in advance. Hold up your photocopiable so that the pupils can see it and point to the first picture. Say What’s this? It’s Sam. Sam is the teacher. Sam is on a chair. Sam is at the table. Let’s draw a line to the table. Model how to trace the line from the first picture to the picture of the table below. When pupils have finished point to the following picture and repeat the process. Continue with the other pictures. Monitor pupils as they work and stamp the completed page with the Greenman stamp. What’s this? / It’s a (book, teacher, table, chair, crayon, pencil). Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 1 1 Let’s Draw! Trace. SAMPLEen to tures. Enco ures. En right side of the ht side of the ayingLook, a cray ok, a cray y colour the pictu th the Greenman the description on escription o - a lin comple e NOT ound old your Very good! es. Now the TFOR o the b he/she gues Call on another . Continue the n. cher’s Resource et’s DF E SALund icture an. Let’s they work. eenman stamp nit vocabulary w out for about ound. Say Wha Call on a of on

40 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 3 ZStarting the lesson • Follow the description on page 11. Z Routines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Happy Birthday song: CD1.07 ZActive time Warmer Review unit 1 flashcards. Have volunteers come up to name a flashcard and hold up the next card for their classmates to name. Game: Happy and sad march. Say the Stand up transition chant (see page 12). Say Let’s make a line. Gesture for pupils to form a line. Say Follow me! We’re happy! Happy, happy, happy … Walk. Say this as you walk around the class. Use a happy voice and smile. Say Now we’re sad. Sad, sad, sad … Say this as you walk around the class, use a sad voice and make a sad face. Continue walking together through the classroom acting out each emotion. Plasticine happy and sad faces. The pupils will use Plasticine to make happy and sad faces. Before passing out Plasticine to the class, make an example. Roll a long piece of Plasticine to use as a mouth. Make eyes with two small pieces of Plasticine. Say Let’s make a happy face. Make the long piece of Plasticine turn upward in a smile. Say Look! This is happy. Say happy! Pupils will repeat the word. Do the same for the word ‘sad’. Pass out a ball of Plasticine to each child and say One, two, three, hands on your knees. Model to show that children should keep their hands on their knees until they have permission to begin. Look around and say Look. Ready? Go. Make ‘happy’. Say this in a calm voice rather than animated. Monitor the children as they work and help those who struggle. Have the pupils smile or frown and repeat the word as a class. ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Take out the Big Book and read the story, stopping to point out parts of the story where we can see that Nico, Sam and Greenman are sad (page 8), and where Greenman says ‘I’m happy’ (page 14). Show the emotions happy and sad on your face to clarify the meaning. You may also choose to use the animated video for the story, pausing the video rather than pointing to pictures. ZTable time Say the Table time chant (see page 12). Pop-out activity. Say the chant It’s acting time, it’s time to shine! to direct attention to the sample pop-out that you have prepared: happy Greenman on one side and sad Greenman on the other. Help the pupils to say the corresponding word Happy or Sad as you hold up each of the different sides. Lesson objective To introduce a contrasting concept (happy/ sad) and value (creativity). Language New: happy/sad, red, classroom items Review: What’s this? It’s a (pencil). It’s (red). weather, greetings Receptive: Follow me, Walk, Say, Show me, Look, Stick Materials Routine Board, Greenman Puppet, Flashcards Unit 1, Plasticine, Big Book story Unit 1, PB page 13, Unit 1 Pop-out, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 14, TRB Photocopiable 2, leaves/coloured tissue paper, glue Name 13 SAMPLEunteers co unteers xt card for their card for their arch. nsition chant (se ure for pupils to f ure for pupi y! Happy, happy, h Happy, happy ound the class. U und the class. U we’re sad. Sad, sa sad. Sad, sa the class, use a tinue walking tog walking tog ach emotion. Plasticine hap e pupils upNOT ours Pupils Pass out Pass three, ha ree, h shoul per repFORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 41 Pass out the pop-out activity for Unit 1, or have your helper do this. Show pupils how to take out the pop-out pieces carefully. Monitor and help as needed. When all the pupils have finished say Show me happy. Model holding up the pop-out on the correct side. Show me sad. Give an example with your pop-out. Continue until all of the class is participating. You may choose to have volunteers take over your role. Show pupils how to put away their pop-outs (in individual envelopes or in a common place in the classroom). Pupil’s Book page 13. Worksheet 3: Say happy or sad. Show pupils page 13 in the Pupil’s Book and walk around to ensure that everyone is on the correct page. Hold your own book up for pupils to see. Point to the first picture (Sam with a bird). Say Is Sam happy or sad? Elicit the response Happy. Repeat with the other pictures. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 14. Optional worksheet: Draw someone happy and someone sad. Show the correct page in your own book and walk around to check that everyone has found the page. Say Look, a girl and a boy. Point to each. Is the girl happy or sad? Hmm … I say ‘sad’. Draw a sad face on the girl. And the boy, is the boy happy or sad? I say ‘happy’. Draw a happy face on the boy. Repeat the same steps but drawing the opposite faces, i.e. a happy face on the girl and a sad face on the boy. Say Now you draw happy or sad. Let’s finish and colour. Encourage pupils to look at the icons on the top right side of the activity by pointing at the pencil and crayon, and saying Look, a pencil. Let’s draw. Let’s draw happy and sad! and then Look, a crayon. Let’s colour. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Game: Show me happy! Follow the description on page 22. Optional: have pupils practise a silly laugh. Notice how their laughter seems contagious and point this out to the others. Explain that it’s fun to have fun and be happy. Teacher’s Resource Book Photocopiable 2: Paint and stick leaves on the tree. You may choose to ask pupils to bring in leaves, go outdoors as a class to find them or use tissue paper in red, orange and yellow colours to prepare small balls for them to glue on the paper. Prepare one photocopiable for each pupil or for groups of pupils. Hold up your photocopiable and point to the tree (you will have the leaves/tissue paper available at this point). Say Look, it’s a tree like in the story! Let’s put leaves on the tree. As you say the words ‘leaves’ hold up a leaf. As you say ‘tree’ point to the tree on the photocopiable. Demonstrate how to use glue. Say Use glue, stick the leaf. Monitor pupils as they work and leave the finished ‘trees’ in a safe place to dry. The finished photocopiables can be used for a class display. Value: creativity Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 2 Paint and stick leaves on the tree. SAMPLEace s finish a e icons on the ting at the penci . Let’s draw. Let ook, a crayon. Let s they work. Stam Greenman s - i.e. e bo NOT face ? I say out n re chFOR Value: creativity OR F SALE Paint and stick leaves on the tree.L SA E aint and

42 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 4 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Happy Birthday song: CD1.07 ZActive time Warmer Review vocabulary with flashcards by putting them facing down in the centre of the circle. Have pupils take turns choosing a card and saying the word. Take some time to present the word ‘circle’ with the Routine Board. Point to the shape and have the pupils repeat the word, then ask pupils to find and point to other circles that they can see in the classroom. You may want to play the ‘circle’ section of the Shapes song at this point, to familiarise pupils with it. Game: Mime the word. Stand up in front of the class and say What’s this? Act out drawing a picture with a pencil. Pupils may guess the correct action in L1, if so say Yes, draw a picture. ‘Show’ the imaginary pencil you’re ‘holding’. Say What’s this? Yes! A pencil! Well done. Repeat with the actions ‘colour with a crayon’, ‘read a book’, and ‘play at a table’. Hello, everybody! action song: Sing and do the actions. You may choose to use the audio and video with the children for this activity, or watch the video on your own to learn the actions first. Play the audio (CD1.15) and hold up flashcards for the vocabulary words in the song. Invite the children to say the word for each flashcard. The second time you play the song, do the actions to show the class. Next, have the children stand up (Stand up, stand up, 1, 2, 3, stand up, stand up tall with me!). Teach them the motions one by one as you say each line of the song. Hello everybody, what’s your name? (Wave ‘hello’, palm open outstretched to ask about another person.) I’m Sam. This is my chair. (Lean forward, cup one ear with one hand as if listening, point behind your legs as if there were a chair there.) I sit on my chair. I sit on my chair. (Bend your knees as if you were sitting.) I sit on my chair like this! (Bend your knees as if you were sitting.) Repeat with: Nico / play on my table (Pretend to be playing with a toy car at a table.) Sam / draw with my pencil (Hold an imaginary pencil and draw a picture.) Nico / colour with my crayon (Pretend to colour on a paper.) Sam / read my book (Read an imaginary book.) teacher / point at the circle (Make a pointing motion, draw a circle with your finger.) Lesson objective To use TPR to review unit vocabulary with an action song. Language New: circle, red, classroom items Review: What’s this? It’s a (pencil). It’s (red). weather, greetings Receptive: Stand up, My (chair, table...), I (sit, play, draw, colour, read, point) Materials Routine Board, Greenman Puppet, Flashcards Unit 1, PB page 15, CD1, Action song video, crayons, pencils, Greenman Stamp. Optional: PB page 16 15 CD 1 Name 15 SAMPLE e pupi ord. e word ‘circle’ wi d ‘circle’ w e shape and have shape and have sk pupils to find a sk pupils to find see in the classr play the ‘circle’ s play the ‘cir o familiarise pup o familiarise pu me the word. the word. up in front of the p in front of th drawing a picture ng a pictur correct action in L correct action the imaginary p the imaginary A pencil! We pencil! W yon’, ‘ yon’ - hem f ke tur NOTvoca word fo wo do the ac do th stand up with m ea FO he audio (CD1 he audi ary word ry wo OR ch OR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 43 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 15. Worksheet 4: Listen to the song and point. Show pupils page 15 in the Pupil’s Book. Say the vocabulary words in the correct and incorrect order, for the pupils to repeat. They will repeat and point to the picture of the corresponding word. Pupils listen to the audio (CD1.15) and point to the correct picture as they sing. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 16. Optional worksheet: Colour the ball red. Show the pupils your book opened to page 16. Walk around and check that everyone has found the correct page. Say Look, a ball! Then point at the crayon in the coloring icon and say Look, a crayon. Let’s colour the ball. Let’s make the ball red. Where is a red crayon? Show pupils how to look for a red crayon. Say Now colour the ball red. Ask pupils if they can see any other circles in the picture (the ball and the sun on the T-shirts) and say Colour the circles red! Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Game: Act like me. Pretend to hold a pencil. Say What is it? Elicit the word Pencil. Repeat with classroom vocabulary words. Give pupils turns acting out the different words and having their classmates guess the word. SAMPLE - NOT FOR man me. hold a pencil. Say peat with class turns acting o r classmates gu E SALWalk e correct on in the s colour the red crayon? rayon. Say Now ey can see any and the sun on circles red! k. Stamp the p.

44 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 5 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 ZActive time Warmer Have pupils sit in a large circle on the floor. Review unit vocabulary by passing flashcards around the circle. When you say Stop the pupils holding a card say the word. Say (Lucía), what is it? Elicit A (pencil). Say Very good! (Mario), what is it? Elicit (Crayon). Continue to ask the other pupils holding flashcards. Then begin the activity again. Say Pass, pass, pass as pupils pass the flashcards around the circle until you say Stop. Game: Find red. Hold up something red (a book, a block, a toy, etc.). Say What colour is it? Yes! It’s red. Look around the classroom. Say Where is there more red? You may need to point out the first items. Point out children’s clothing or shoes, books, decorations in the classroom and anything with the colour red. Volunteers may go and point to items as well. Help the pupils to say It’s red! when they point to something red. I like red song: Sing and point. Place the flashcards for the unit spread out or on the board so everyone can see them. Say Let’s practise a new song with red. Play the song once through, pointing to the flashcard when each word is mentioned in the song. Then sing the song line by line, and have pupils point and repeat the lines after you. Do this twice. Next, play the audio track again and model the actions for the pupils to copy. Repeat the audio track several times until pupils are doing most of the actions and singing some of the words. Red, red, I like red. (Nod your head with the beat.) What’s this? A red circle! (Draw a circle with your finger.) I like red! (Do a thumbs up.) Repeat with: crayon (Pretend to colour with a crayon.) book (Read from an imaginary book.) chair (Touch the air behind you as if there were a chair there.) table (Trace the shape of a table with your hands.) teacher (Point to yourself.) Lesson objective To work on pre-writing skills as well as the circle shape and the colour red through a song. Language New: red, circle, classroom items, What’s this? It’s a (pencil). It’s (red). Review: weather, greetings Receptive: Pass, Stop, What colour is the ...? Roll the (ball), Trace the (circle), Let’s practise Materials Routine Board, Greenman Puppet, PB page 17, Flashcards Unit 1, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 18, a soft ball, TRB Photocopiable 3 16 CD 1 Name 17 SAMPLE the floor. the floo s around the c around the c ng a card say the ard say the pencil). enci Say Very g ). Continue to ask Continue to as hen begin the act ls pass the flash s pass the op. red. p something red ( something red ( colour is it? Yes! our is it? Yes! ay Where is there Where is there first items. Point first items. Po decorations i d. Volunt s to ewNOT s hday l Place t Pl board so board song wit flashc sin ed soFOR ng: Sin as OR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 45 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 17. Worksheet 5: Listen to the song and point. Then colour. Turn to page 17 in your Pupil’s Book and show the pupils so they can see where to look. Say the vocabulary words in the correct and incorrect order, for them to repeat. They will repeat and point to the picture of the corresponding word. Pupils listen to the I like red song (CD1.16) and repeat the words. Children colour the pictures left uncoloured with a red crayon. Once they’ve finished colouring, ask Where is the circle? What colour is the circle? Help pupils to respond. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 18. Optional worksheet: Colour the circles red. Say Look at the circles. They are balloons. Point at the crayon in the coloring icon and say Look, a crayon. Let’s colour the circles. Then say Let’s colour them red. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Game: Roll and review. Place the unit flashcards in a horizontal line on the floor, leaving a space below them (about one metre). In this game pupils roll a soft ball to one of the cards and say the word. If the ball doesn’t land on a card, they say the word closest to the ball. Say We’re going to play a game. I stand here (point to the place on the floor where pupils should stand) and roll the ball (roll the ball gently) I say this word (point to the card closest to the ball). Repeat with different pupils rolling the ball and saying the words until most have had a turn. Teacher’s Resource Book Photocopiable 3: Trace the circles. Prepare one photocopiable for each pupil. Hold up your photocopiable so that the pupils can see it and point to the first picture. Say What’s this? Elicit It’s a chair. Trace the circle shape with your finger and say What’s this? Elicit A circle. Say Let’s trace the circle. Model how to trace the circle. Monitor as the children do the same. Draw pupils’ attention to the next picture. Repeat the process of identifying the object and tracing the circle. If time allows, have pupils colour the pictures red. Stamp the completed page with the Greenman stamp. Skills: tracing, circle Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 3 Trace the circles. SAMPLE - NOT FOR closes stand here upils should all gently) I say the ball). Rep all and saying t n. her’s E SALt th yon. hem red completed ontal line o w them (about oft ball to one doesn’t l he ba

46 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 6 ZStarting the lesson • Follow the description on page 11. ZConsolidation time Warmer Review flashcards from Unit 1 by holding each one up and saying the vocabulary word with the pupils. Game: Flashcard on my head. Review Unit 1 vocabulary with the Flashcard on my head game. Give a pupil a ‘secret’ flashcard to hold on their head without looking at it. The pupil has to try and guess the word with help from the actions their classmates do to help them guess. If the pupil struggles (after the third guess), use gestures and whatever clues necessary to help them feel comfortable and reach the correct answer. You may also want to use the Greenman Puppet to help them guess the word. Repeat with different pupils until you have reviewed all the unit vocabulary. Story review Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Read the story and invite the children to participate in saying the words or lines that they know. (Optional: Watch the animated video instead of reading the story.) ZTable time Say the Table time chant (see page 12). Pupil’s Book page 19. Worksheet 6: Find and stick. Help pupils to find page 19 in the Pupil’s Book and locate the stickers for Unit 1. Say Find and stick the picture. Have Greenman repeat each word several times as pupils look for the correct sticker to put in each place. Monitor the children as they work and encourage them along, or give gesture clues. Repeat with each vocabulary word. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Game: The hoop game. This game is similar to the fairground game in which you throw a hoop onto a bottle. In this case, pupils throw a hoop onto a flashcard on the floor and say the word. Place the flashcards on the floor. Model how to throw a hoop, in a horizontal position, to land on a flashcard. Say the word, then say OK, (Mario), now you! Have the pupil repeat the activity as you have modelled. Continue until all or most pupils have had a turn. Lesson objective To consolidate all unit content. Language Review: classroom items, Big Book language structures Receptive: Find, Stick Materials Routine Board, Greenman Puppet, Big Book story Unit 1, PB page 19, Flashcards Unit 1, CD1, crayons, pencils, Greenman Stamp K WORKSHEET 6 Name 19 Consolidation Find and stick SAMPLE to h o try and g o try and heir classmates eir classmates gles (after the third ter the third s necessary to he necessary to he he correct answer. he correct answer Puppet to help th nt pupils until you nt pupils un w e chant It’s story t s story t ook inside and m Read the story an Read the stor saying the wor he animate e animat l - y he n their n the s th NOT up and Help the stick the Have Gr look f ch FOR s Book page 1 s Book s to fi s to ORSA E S

Greenman and the Magic Forest Teacher’s Book STARTER 47 ZPhonics time Warmer Show children the ‘s’ (Stella) Phonics flashcard. Read the word, then segment the sounds. Say Look at the picture. It’s Stella. Listen to the sound: s. Listen and repeat: s-s-s-Stella. Stick the Phonics flashcard at the bottom of the Routine Board and repeat three times asking different children to repeat after you. Pupil’s Book page 20. 1. Listen and say the s letter sound. Say the Table time chant (see page 12). Show pupils page 20 and point to activity 1. Elicit the words ‘snake’ and ‘Stella’. Show pupils the Stella flashcard again. Wiggle your body in a snake movement and stretch out the ‘s’ sound. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. s - s - s ssss Stella s - s - s ssss snake s - s - s ssss Stella the snake Pupil’s Book page 20. 2. Sing the song. Play the song. Use gestures to help pupils understand the meaning. After playing the track three times, say it slowly, and have pupils repeat each line (following your lead to use gestures where possible). Continue repeating (in different voices or changing to Greenman to hold interest) until pupils are saying most of the words and showing comprehension with gestures. Say hello to Stella! Hello, Stella! (Wave.) Hello, Stella! (Wave.) sssss I’m Stella! (Wriggle shoulders.) sssss I’m Stella! (Wriggle shoulders.) Hello, Stella! (Wave.) Hello, Stella! (Wave.) sssss I’m Stella, hello! sssss Pupil’s Book page 20. 3. Listen, point and say the s words. Help the pupils find activity 3 in their books. Say the vocabulary words in the correct and incorrect order, for the pupils to repeat. They will repeat and point to the picture of the corresponding word. Stretch out the target sounds as you say the words. Pupils listen to the audio and repeat the words. Stamp the completed page with the Greenman stamp. Stella Sam school sun ZExtra activities Sing the Phonics song. Pupils learn the song and sing it as part of the daily routine until the new letter sounds are introduced in the next unit. Teacher’s Resource Book Photocopiable 4: Colour Stella and the sun. Prepare one photocopiable for each pupil. Hold up your photocopiable and point to the first picture. Say Who’s this? Elicit It’s S-S-Stella. Trace the snake shape with your finger. Say Let’s colour Stella. Model this for the pupils and monitor as they colour. When they have finished, say What’s this? Elicit A s-s-sun. Say Let’s colour the s-s-sun. Model how to colour the sun and monitor children. Play the Phonics song and show pupils how to hold up Stella and the sun as they sing. Pupils can take the completed activity home or keep them in the class to continue practising. 18 CD 1 19 CD 1 17 CD 1 Extra Phonics Lesson Lesson objective To introduce a new Phonics sound (‘s’). Language New: snake, school, sun Materials Routine Board, Greenman Puppet, PB page 20, Phonics Flashcards Unit 1, CD1, crayons, pencils, Greenman Stamp. Optional: TRB Photocopiable 4 18 CD 1 19 CD 1 20 2 Sing the song. 1 3 17 CD 1 Listen and say the s letter sound. Listen, point and say the s words. Say hello to Stella! Hello, Stella! Hello, Stella! sssss I’m Stella! sssss I’m Stella! Hello, Stella! Hello, Stella! sssss I’m Stella, hello! sssss K Optional: Photocopiable 4: Colour Stella and the sun. EXTRA Phonics Lesson Phonics: s (Stella, snake) Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 4 Colour Stella and the sun. SAMPLEttom ing differen ing differ sten and say the ten and say the nt (see page 12) vity 1. Elicit the w ty 1. Elicit the w pils the Stella fla pils the Ste e movement and e movement an dio and have pupi o and have pup s. Repeat three t peat three t s - s - s s - s s - s ’s BSA 1 D 1 - s-s-s he Rou ld NOT ead the ure. It’ ure. I ZTEx 1 O FORtivity 3 ivity 3 the correct a the corre They will repeat a ey will repeat a ding word. Stretch ding word. Str ds. Pupils listen t s. Pupils listen t he completed pag he completed pa SteF SALE ten, point and s en, point and s heir boo eir boo in

48 Greenman and the Magic Forest Teacher’s Book STARTER Unit 2. Let’s Play! Lesson 1 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 ZActive time Warmer Do an extra review of the vocabulary from Unit 1. Hold up each flashcard for pupils to identify as a group. Review the colour red, and present the colour blue with the Routine Board. Ask pupils to look for and point to other blue objects in the classroom. Pass the cards. Introduce the unit vocabulary by holding up each flashcard and saying the word. Pupils repeat the word. Pass each flashcard around the circle so that each pupil looks at the picture and says the word before moving on to the next flashcard. At this point, you may wish to use the audio of the unit vocabulary to listen and repeat as a class. ball, teddy, doll, train, bike, car My toys song: Sing and point. Say the Stand up transition chant (see page 12). Place the flashcards for the unit spread out or on the board so everyone can see them. Say Let’s sing a song. Play the My toys song once through. Then sing the song line by line, pointing to the flashcard for each vocabulary word, and have pupils point and repeat the lines after you. Do this twice. Next, play the audio track again and model the actions for the pupils to copy. Repeat the audio track several times until pupils are doing most of the actions and singing some of the words. My toys, my toys. Let’s play! (Point to yourself/ motion with your hand for someone to come along.) Lots of toys. Hooray! (Raise your arm in a cheer.) A ball, a ball. Let’s play! (Pretend to bounce a ball.) A ball, a ball. Hooray! (Bounce a ball/Raise your arm in a cheer.) Repeat with: teddy (Hug a teddy.) doll (Rock a doll like a baby.) train (Blow a train whistle.) bike (Pedal a bike.) car (Drive a car.) Lesson objective To introduce main vocabulary for the unit (toys). Language New: ball, teddy, train, doll, car, bike, blue Review: red, weather Receptive: Let’s (sing, colour), What do we see? Look Materials Routine Board, Greenman Puppet, Big Book Story Unit 2, PB page 21, Flashcards Units 1 and 2, CD1, crayons (blue and red for each child), pencils, Greenman Stamp. Optional: PB page 22, one blank paper for each pupil 21 2 Let’s Play! Let’s Play! Name 21 CD 1 20 CD 1 SAMPLE abulary from Unit ry from Unit o identify as a gro identify as a gro and present the c and present the pupils to look for upils to look for e classroom. e classroom s. the unit vocabul unit vocabul aying the word. Pu ng the word. Pu hcard around the d around the icture and says t icture and sa flashcard. t this poin his poin bula - NOT olours irthday My toys My Say the S the fla eve M FORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 49 ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to the first page of the story, page 16. Say What do we see? Oh, look! Toys! Make a surprised face. Ask questions about the toys and encourage pupils to repeat the words while sitting. After identifying all of the vocabulary words possible, close the book. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 21. Worksheet 1: Say and colour. Show pupils page 21 in the Pupil’s Book and walk around to check that everyone is on the correct page. Hold up your book and point to the vocabulary words on the page. Hold up the flashcard for each word to make the connection. Point at the crayon in the coloring icon and say Look, a crayon. Let’s colour. Monitor as the pupils colour. Continue in the same process with the rest of the toys. Monitor and stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 22. Optional worksheet: Colour the toys. Say Look! Toys! Let’s colour them! Point out the different toys and have the children name them after you. Say Let’s use red and blue to colour. Monitor pupils as they work and stamp the completed page with the Greenman stamp. Red and blue. Pass out a blank piece of paper to each pupil (or have a helper do this). Make sure that each pupil has one red and one blue crayon. Hold up a paper to show pupils and draw one small red circle to do it by themselves. Say Look, a red circle. Draw a small blue circle next to this one and say A blue circle. Now you! Draw a red circle. Wait for them to do this, encouraging them. Draw a blue circle. Continue alternating the colours. Pupils will make the circles different sizes and perhaps in different places on the paper, this is perfectly fine as you want to focus on the colour they choose. - NOTFOR ook, a s one and s Wait for the w a blue circle. upils will make perhaps in differ rfectly fine as yo ose. E SALm after itor leted page er to each pupil ke sure that e crayon. Hold u mall red c rcle

50 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 2 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 ZActive time Warmer Review flashcards from Unit 2. Turn them over one by one and try to have pupils say the words as quickly as possible. There’s a train. Hide the flashcards from Unit 2 around the classroom, leaving each one peeking from behind something in a place where the pupils can see. Say Where is a train? Oh, look! There’s a train! Point to the train flashcard that is ‘hiding’. Repeat for the class to echo: There’s a train! Repeat this with the remaining flashcards and then go through them again, encouraging the pupils to find them more quickly. Here you are. Put all six of the flashcards in the centre of the circle. Say (Lucía), can you give me the bike? Use hand motions (or L1 if necessary) to show that the pupil should hand you the card. When he/she gives it to you, say Here you are. and have the pupil repeat after you. Say Thank you. Repeat with the other flashcards to give other pupils a chance to participate. ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to the Unit 2 story. Point out the vocabulary that the pupils can recognise before you start reading. Have volunteers come up and point to and say the words for items in English. Read the story or play the audio version (CD1.22), pausing to use facial and hand gestures to help convey meaning. p.17 Let’s Play! ‘Hello!’ says Sam. ‘Hello!’ say Rabbit, Hedgehog, Frog and Stella. ‘What are they?’ says Greenman. ‘They are toys. Let’s play!’ says Nico. p.18 ‘There’s one red train,’ says Sam. ‘Greenman, here you are!’ ‘Thank you!’ ‘There’s one red car,’ says Sam. ‘Hedgehog, here you are!’ ‘Thank you!’ ‘There’s one red bike,’ says Nico. ‘Frog, here you are!’ ‘Thank you!’ Lesson objective To present the key structure for the unit. Language New: There’s one (blue) (doll). Here you are. Thank you, toys, blue Review: red, weather Receptive: Where is a ...? Can you give me the ...? Point to the ..., Let’s draw a (line), Let’s colour, I stand (here), I say ... Materials Routine Board, Greenman Puppet, Big Book story Unit 2, PB page 23, Flashcards Unit 2, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 24, soft ball, TRB Photocopiable 5 Name 23 22 CD 1 SAMPLEn them ove n them o words as quickly rds as quickly m Unit 2 around t m Unit 2 around eking from behind king from behind can see. Say can see. Sa Whe Point to the train int to the tra he class to echo: e class to echo emaining flashca ning flashca encouraging the ncouraging the re you are. Put all six of the Put all six of t (Lucía), can y Lucía), can y if nece ard neNOT rs thday ZSt Say the Say and look and lo Book to the p vo FOy time OR SALE