Greenman Starter Teacher Book (1)

Greenman and the Magic Forest Teacher’s Book STARTER 101 Repeat with: sandwiches (Take a bite of a sandwich.) cake (Eat cake from a fork.) apples (Take a bite from an apple.) bananas (Peel a banana and take a bite.) milk (Drink milk from a glass.) 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 51 of the story. Say What do we see? Oh, look! (Cake!) Encourage pupils to repeat the words after you. After identifying all of the vocabulary words, close the book. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 73. Worksheet 1: Say and colour the food. Show pupils page 73 and walk around to check that everyone is on the correct page. Say Listen and point to the picture. Play The summer picnic song again. Model in your own book how to point to the vocabulary words when they are mentioned in the song. Do this two or three times. Next, say Let’s colour! Let’s colour the (pasta). What colour do we need? Elicit an appropriate colour for each item. Then, play the song again and point to each item. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 74. Optional worksheet: Draw your favourite food for a picnic. Show the pupils page 74 in your book and walk around to check that everyone has found the correct page. Draw some examples on the board, or in your book. Bring their attention to the icons and say Look, a pencil. Let’s draw. and Look, a crayon. Let’s colour. Let’s draw and colour! Say What do you want to eat at the picnic? Do you like sandwiches? Do you like milk? Draw food that you like. Game: Musical cards. Place the Unit 6 flashcards in a stretched out circle. Have pupils walk around in a circle beside the cards like ‘musical chairs’ as you play music. When you stop the music, the pupil closest to each card touches the card. Call on each one to say the word. Say Let’s make a circle and walk round the cards. Model how to walk around the cards without stepping on them. Say Walk with the music, when it stops, one person touches a card. Now have pupils try the game. After they have formed a circle say Walk, walk, walk, walk, walk and stop! One person touches each card. If more than one pupil touches a card, say One person touches, it’s (Lucía) this time. (Lucía) say your word. Ask them to say the word they are touching. Now try the game with music. Either sing, or play a lively song. Practise the game several times. SAMPLE - NOT Stamp OTf s pup Luc FOR round airs’ as you p e pupil closest t on each one to d walk round nd the cards wit th the music, wh Now a ci E SALarou page book. y et’s colour. Let’s want to eat at the o you like milk? a stretc rcle

102 Greenman and the Magic Forest Teacher’s Book STARTER 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 Hold up different Unit 6 flashcards to ask questions to pupils individually. Hold up a card (or have Greenman hold up a card) and say I like cake. (Mario), do you like (cake)? Elicit the response Yes or No from the pupil. Repeat with different pupils and different flashcards. I like ... ! Call on two volunteers to come up and hold a flashcard. Help each pupil to say the word for their flashcard. Say I like milk. (Mario), do you like (milk)? Elicit the answer Yes or No. Repeat back to the class Well done, (Mario) doesn’t like milk. Repeat this process with more pupils. Game: The hoop game. 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 most pupils have had a turn. 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 6 story and hold up the picture of the children preparing a picnic on page 51. Call up volunteers to point out vocabulary that they know. Read the story or play the audio version (CD2.20), pausing to use gestures to help convey meaning. Encourage pupils to join in with phrases that repeat I like … . p.49 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. ‘It’s summer! It’s sunny. Look at the flowers: red, yellow, green and blue!’ says Greenman. p.50 ‘Let’s have a summer picnic!’ says Nico. ‘Good idea!’ says Greenman. p.51 ‘Let’s make sandwiches!’ says Sam. ‘I like sandwiches. Yummy!’ ‘Let’s make a fruit salad!’ says Nico.‘I like apples and bananas. Yummy!’ Lesson objective To present the key structure for the unit. Language New: I like (bananas), Let’s (eat). Review: numbers 1–4, red, blue, green, yellow, circle, triangle, square Receptive: Do you like ...? Point to ..., Ready, Go, Make Materials Routine Board, Greenman Puppet, Big Book story Unit 6, PB page 75, Flashcards Unit 6, CD2, crayons, pencils, hoops (like those used in PE class), Greenman Stamp, Plasticine. Optional: PB page 76, TRB Photocopiable 25 Name 75 Lesson 2 20 CD 2 SAMPLEs to ask que s to ask q ard (or have Gree (or have Gre ke. (Mario), do you e. (Mario), do you No from the pup fferent flashcards lunteers to come unteers to com pupil to say the w pil to say the k. (Mario), do you (Mario), do you epeat back to the eat back to th k. Repeat this pro Repeat this pr Game: The hoop Game: The hoo Place the fla ace the fl p, in a p - NOT urs rthday ZSto Say the c Say and look nd loo Book t chil t timeFOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 103 p.52 ‘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. p.53 ‘Ahhh …!’ says Nico. ‘Oh, no!’ says Greenman. p.54 ‘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. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 75. Worksheet 2: Trace, say and colour. Show pupils page 75 and walk around to check that everyone is on the correct page. Say the name of each character and have pupils point to them in the picture. Say Point to Rabbit. Point to Hedgehog. Repeat the same process with the food items. Make sure pupils are pointing to the correct pictures in their books. Then ask about the colour of each of the foods. Say What colour is the banana? Elicit the answer Yellow. Say Yes, the banana is yellow. Let’s finish the lines and colour. Model how to trace the outline of the banana with a yellow crayon and colour in the banana. Repeat this process with the other food items. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 76. Optional worksheet: Trace and colour. Show pupils page 76 in your book. Walk around to be sure everyone is on the correct page. Say Look at the banana. Let’s finish the lines and colour. Repeat with the other items. Monitor pupils as they work. Offer encouragement and individual vocabulary reinforcement. Stamp the completed page with the Greenman stamp. Let’s make … The pupils will use Plasticine to make a food when you say it. Before passing out Plasticine to the class, make an example in front of them. Make a banana shape, hold up the banana flashcard and the Plasticine shape together and say Banana. Repeat, banana. You will probably not have the exact colour for each food and point out that it’s OK to make funny foods. Pass out a ball of Plasticine to each child and say One, two, three, hands on your knees. Show children that they should keep their hands on their knees until they have permission to begin. When everyone has Plasticine, say Look. Ready? Go. Make a banana. Say this in a calm voice so that pupils know there is no need to rush. Monitor the children as they work and help those who struggle. Have pupils hold up their banana before moving on to the next item. Teacher’s Resource Book Photocopiable 25: Draw what comes next. 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 pasta. Repeat with the rest of the series. When you arrive at the missing item say What’s next? Pasta, sandwich, pasta, sandwich … Elicit Pasta! Say Well done. Let’s draw the pasta. Repeat this process with the following two lines. When pupils have finished their drawings say the words for each series as each pupil points to their photocopiable. Stamp the completed page with the Greenman stamp. I like (milk, sandwiches, cake, apples, bananas). 6 Let’s Tidy Up! Draw what comes next. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 25 SAMPLEco e banana e bana how to trace how to tra on and colour in t d colour in he other food item e other food item e Greenman stam Greenman stam escription on page ription on pa ra activities Pupil’s Book pag colo Show pup e sure - ab s the b s the yello NOT ach cture. e same pointing pointi the OTFO 6 Let’s Tidy Up!OR e who fore movi esource Book Ph es next. FO E SALth peat, colour e funny ach our knees. how r hands on the o begin. Wh y Look. Ready voice so that onitor the ggle H

104 Greenman and the Magic Forest Teacher’s Book STARTER 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 Place the Unit 6 flashcards on the floor in the centre of a circle. Tell the children to close their eyes and take one of the flashcards away. Say Open your eyes, which one is missing? If pupils have trouble thinking of the missing flashcard, give clues, or show them the card. Repeat the process with each flashcard. Tidy up! Walk around the class and act as if you are carelessly moving things out of their place in a distracted manner. Say Oh, no! What a mess! Will you help me to tidy up? Play the Tidy up song (CD1.06). Say Thank you! As the children help you to tidy up the class and sing the song. When the song has finished and the class is tidy say It’s so nice! Much better! Point out the objects that have been tidied up The pencils are on the table! 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 the parts of the story where we can see examples of ‘tidy’ and ‘messy’. Point to the images and have the children repeat the words. Review the unit vocabulary using the Big Book. (Ask Where’s the banana? What colour is the apple? etc.) Call on individual pupils to come up and point things out in the book. 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-outs that you have prepared: a set of cards with foods. Hold up an image of pasta. Say What is it? Pasta! Where is the match? Hmm. Hold up incorrect images naming them and saying Is this the pasta? eliciting the response No from the class for each until you hold up the match eliciting the response Yes. Repeat this with the other foods. Pass out the pop-out activity for Unit 6, or have your helper do this. Show pupils how to take out the pop-out pieces carefully. When all the pupils have finished say Now find the match. Show me the milk. Model holding up the pop-out. Where is the match? Model with your own pop-out. There it is. Well done. Lesson objective To introduce a contrasting concept (tidy/ messy) and value (being tidy). Language New: tidy/messy Review: I like (bananas), weather, numbers 1–4, red, blue, green, yellow, circle, triangle, square, in, on, under Receptive: What a mess, Point to the …, Draw the …, Colour the …, Which one is missing? Show me, Find the match Materials Routine board, Greenman Puppet, Big Book story Unit 6, PB page 77, Flashcards Unit 6, CDs 1 and 2, crayons, pencils, Greenman Stamp. Optional: PB page 78, TRB Photocopiable 26 Lesson 3 Name 77 SAMPLE n the floor in the close their eyes a ose their eyes Say Open your ey Open your e have trouble thin ave trouble thin ues, or show them es, or show ach flashcard. round the class a ound the class ving things out of hings out o Oh, no! What a me h, no! What a Tidy up song (C you to tidy u ou to tidy finish - NOT olours thday ZStory Say the and B FOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 105 Continue until all of the class is participating. Then, say Now turn your cards over and find the match. Show how to do this like a memory game. Monitor pupils as they work. Pupil’s Book page 77. Worksheet 3: Say tidy or messy and find the 4 differences. Then colour. Show pupils page 77 in the Pupil’s Book and walk around to check that everyone is on the correct page. Say Find something messy. (point to the picture of the messy room) Where is something messy? Yes, the crayons! Let’s circle the crayons. Repeat with the other messy parts of the room: the jumper on the floor, the unmade bed, and the shoes. Point to the other picture. Say Where are the crayons? Are they messy or tidy? Yes, they’re tidy! Let’s circle the crayons. Repeat with the other objects. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 78. Optional worksheet: Trace and colour the tidy room. Show the pupils page 78 in your book, and walk around to check that everyone is on the right page. Say Is it tidy or messy? Yes, it’s tidy! Point to lines to trace. Say Let’s trace and colour the tidy bedroom. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Game: Listen and draw. Pupils will sit in a circle, each facing the back of another pupil. They will ‘draw’ with their finger on the back of the pupil in front of them. Say We are going to draw like a train, turn this way. Help two or three pupils to do this. The pupils need to sit in a train-like position in a circle, all facing the same direction. Draw a triangle on the board. Say Draw a triangle and the pupils draw it on their friend’s back. Repeat this with other shapes. Value activity: Being tidy. Prepare a box of school materials (crayons, pencils, papers and books). Throw the objects on the floor. Have Greenman pretend to walk along and trip on the big mess of things. Say Oh no! It’s a big mess! Let’s tidy up! Can you help me? Encourage pupils to help you. You can repeat this and point out different problems that leaving the classroom messy could cause. Teacher’s Resource Book Photocopiable 26: Look and match. Then colour. Prepare one photocopiable for each pupil. Hold up your photocopiable and point to the picture. Say Greenman and his friends are helping and tidying up. But, oh no! Something’s missing! Point to the missing pieces of the puzzle. One by one point to the pictures on the left side of the puzzle saying What goes here? Is it this one? until pupils find the correct piece. Model how to draw a line to the correct picture. Repeat the same for the opposite side of the puzzle with the pictures on the right side of the page. Say What are they doing? Is it messy or tidy? Yes, it is tidy! Let’s colour Greenman and his friends tidying up. Monitor pupils as they work and offer encouragement. Stamp the completed page with the Greenman stamp. Value: being clean Look and match. Then colour. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 26 SAMPLESay Help tw ed to sit in a same dire Say Draw a trian r friend’s back. R - r o re g NOTPrep F SALE t s t p you oblems e 26: Look an matchAL

106 Greenman and the Magic Forest Teacher’s Book STARTER 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 Practise unit vocabulary by holding up each flashcard very quickly for pupils to identify. Encourage them and have Greenman join in to say the words. Listen and move. Before the class, write the numbers 1–4 on the board and one of the unit flashcards under each number. Roll a dice and say the number that is shown (you may want to cover the numbers 5 and 6, or make your own dice with numbers 1–4 repeating. Say A (three)! Look for number 3! What is it? Point to the number 3 on the board and then the food by that number. Say the word for the flashcard for the pupils to repeat. Repeat this process until pupils understand the concept and then let volunteers take over your role. I like summer action song: Sing and do the actions. You may choose to use the audio and video for this activity, or watch the video on your own to learn the actions in advance. First, play the audio and hold up flashcards for the vocabulary words in the song. Invite the children to say the word when you hold up the card. 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. Practise the actions for the song three or four times slowly, going through the lyrics line by line. Then, play the audio track for the song and do the actions together, or show the video and have children do the actions along with the video. Repeat until all of the class is participating in each action and singing some of the words. I like summer. Hooray, hooray! (Put your arm in the air like a cheer.) I like summer. Hooray, hooray! (Put your arm in the air like a cheer.) Let’s have a picnic. (Spread out a blanket or tablecloth.) It’s a lovely day! (Make a big circle with your arms to represent the sun.) Let’s make a sandwich! (Pretend to butter bread.) Let’s make a sandwich! Let’s make a sandwich. It’s a lovely day! (Make a big circle with your arms to represent the sun.) Lesson objective To use TPR to review unit vocabulary with an action song. Language New: food, I like (apples) Review: weather, numbers 1–4, red, blue, green, yellow, circle, triangle, square Receptive: Let’s make (a sandwich), Let’s have a ..., eat, drink, Close/Open Materials Routine Board, Greenman Puppet, PB page 79, Flashcards Unit 6, CD2, crayons, pencils, big dice, Greenman Stamp. Optional: PB page 80 Lesson 4 21 CD 2 Name 79 SAMPLE up each up ea urage them urage the ords. the numbers 1– cards under eac ards under eac ber that is shown er that is s 5 and 6, or make 5 and 6, or make ng. Say A (three) A (three the number 3 on the number 3 on umber. Say the w mber. Say the w repeat. Repeat th epeat. Repeat th concept and then concept and t I like summe like summe may shcard - NOT day voca word w the song, the so children stand as FOR play the audio play the ry word ry wo yo OR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 107 Repeat with: eat apples and bananas (Bite into an apple.) drink milk (Pretend to drink.) eat spaghetti (Twirl spaghetti on your fork.) make a cake (Mix cake batter in a bowl.) ZTable time Say the Table time chant (see page 12). Pupil’s Book page 79. Worksheet 4: Say and match. Show pupils page 79 in the Pupil’s Book and walk around to check that everyone is on the correct page. Say Point to the (apple). Where is the apple here? Point to the silhouette. Say Let’s draw a line. Model how to draw a line to connect the two. Repeat with the remaining items. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 80. Optional worksheet: Trace and colour. Show pupils page 80 in your own book and walk around to check that everyone has found the correct page. Say I like summer! Look at the sun! Look at the umbrella! Look at the fish! Point to the icons and then the pictures and say Let’s trace the lines and colour. Monitor pupils as they work and stamp the completed page with the Greenman stamp. Game: Memory. The teacher puts the unit flashcards on the floor. Say There are six cards. Now close your eyes. Use gestures and model how to do this by covering your eyes with your hands. Take one card away from the group of six. Say Open your eyes. One, two, three, four, five cards! What’s missing? If the pupils have trouble understanding the concept, hold up the vocabulary cards that you have taken out of the group facing away from them. Say What’s this? Help pupils by naming the other cards. When the pupils guess the secret card repeat the process with other vocabulary words. A volunteer could also do the teacher’s role. SAMPLE - NOTv FOR el how ands. Take on Say Open your e What’s missing tanding the co s that you have m them. ay W r card the E SALcorrect k at the ons and then s and colour. tamp the comple ashcards on lose yo thi

108 Greenman and the Magic Forest Teacher’s Book STARTER 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 Put several groups of four classroom 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. Listen and say the number. Say Listen, class (clap three times) Say the number! Elicit the response Three! Repeat with different numbers of claps. Have a pupil take over your role. Give several pupils the chance to do this, with the class saying the number after they clap. Pick the rectangle. Draw shapes on the board: a square, circle, and triangle. Point to each shape in turn and elicit the name. Next draw a rectangle on the board to present this shape, have pupils listen and repeat the word rectangle. Count the number of sides as a class. Then say, Where are there rectangles? Choose a volunteer to point to rectangle shapes in the classroom (whiteboard, windows, door, desks, etc.). Every time they point to a rectangle shape, say Yes, well done! That’s a rectangle. Repeat with several pupils. You can count to 4! number song 1–4: Sing and count. Say Let’s practise a song with numbers. Have the children sit or stand and tell them to listen for numbers. Play the song. Next, say the song doing the actions. Do this three times. Then play the audio again. Repeat until the children are singing many of the words, focusing on the number words. This song introduces the ‘rectangle’ shape and reviews all the numbers and shapes learnt so far. 1, 2, 3. (Hold up fingers to count.) Can you see? (Point to your eye.) Can you draw a triangle with me? (Make a questioning gesture.) One, two, three! (Draw a triangle in the air as you count the sides.) 1, 2, 3, 4. (Hold up fingers to count.) Can you see? (Point to your eye.) Can you draw a square with me? (Make a questioning gesture.) One, two, three, four! (Draw a square in the air as your count the sides.) Lesson objective To work on pre-writing skills as well as numbers 1–4 and shapes through a song. Language New: rectangle Review: weather, numbers 1–4, red, blue, green, yellow, circle, triangle, square Receptive: Say the number, Let’s practise, Let’s count, What shape ...? Materials Routine Board, Greenman Puppet, several groups of 4 classroom objects, two large dice, PB page 81, Flashcards Unit 6, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 82, TRB Photocopiable 27 Lesson 5 22 CD 2 Name 81 3 SAMPLEoom objects om objec oups of pupils to of pupils to ay (Mario), (Lucía), (Mario), (Lucía) ? Have the pupils and you the obje d different group the number. e number. class (clap three (clap three onseThree! Repe Have a pupil tak ave a pupil ta chance to do th chance to do th after they clap. after they clap Pick the rect w sha - NOT urs rthday Then to poin to windows, windo rectangl Repe Y FO Where OR rec ORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 109 1, 2, 3, 4. (Hold up fingers to count.) Can you see? (Point to your eye.) Can you draw a rectangle with me? (Make a questioning gesture.) One, two, three, four! (Draw a rectangle in the air as your count the sides.) 1, 2, 3, 4. (Hold up fingers to count.) 1, 2, 3, 4. ((Hold up fingers to count.) Can you see? (Point to your eye.) You can count to 4 with me! (Do a ‘thumbs up’ and nod.) One, two, three, four! (Hold up fingers to count.) ZTable time Say the Table time chant (see page 12). Pupil’s Book page 81. Worksheet 5: Trace and count. Then, match and colour. Show pupils page 81 and walk around to check that everyone is on the correct page. Say Point to the squares. One, two, three, four squares. Well done. Let’s trace and colour the squares. Give pupils time to trace and colour. Then say Let’s draw a line to the number 4 and trace. Model how to do this in your book. Repeat this process for the three rectangles. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 82. Optional worksheet: Trace and colour. Show pupils page 82 in your book and walk around to check that everyone has the correct page. Say Let’s count. How many birds are in the circle? One! How many birds are in the triangle? One, two, three! How many birds are in the square? One, two, three, four! How many birds are in the rectangle? One, two, three, four! Well done. Let’s trace and colour. Model how to trace the shapes in your book. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Game: Say the number. Show pupils one large dice, it can be a dice that you make, so that you can repeat numbers 3 and 4 rather than showing numbers 5 and 6. Roll the dice. Say Let’s count! Count the dots together. Choose a volunteer to roll the dice. Count the dots together. Do this several times. Next, call on a pupil to count the dots on their own. Help the pupil if he/she is shy or struggles. It is optional to clap the number after you count the dots. Game: Plasticine dictation. The pupils will use Plasticine to make a number when you say it. Before passing out Plasticine to the class, make an example in front of them. Make a long snakelike shape, draw a number 2 on the board or on a paper and say Two. Repeat, two. Let’s make more numbers. Show pupils how to make the ‘snake’ shape into numbers 1-4. 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. Then, look around and say Look. Ready? Go. Make a snake. Now make a 2. Say this in a calm voice so that pupils know there is no need to rush. Monitor the children as they work and help those who struggle. Repeat with each number 1–4, as many times as you can. Teacher’s Resource Book Photocopiable 27: Look and match. Prepare photocopies in advance and hold one up to show pupils. Point to the sandwich and say What’s this? Elicit A sandwich. Say What shape is it? Yes, a triangle. Let’s draw a line to the triangle. Repeat this process with the other food items and shapes. Monitor pupils as they work and offer encouragement. You may also count the sides of each shape together as a class. When pupils have finished, review the correct answers together and stamp the completed page with the Greenman stamp. Skills: shapes Look and match. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 27 SAMPLE 2. Optional works ge 82 in yo everyone has the w many birds ar are in the triangle the square? O are in the rectang Let’s trace a in your boo omplet - NOT Model r the tamp the amp the T OT FORree, h ren sho have permissi say Look. Re Say this in a ca s no need to ru k and help those mber 1–4 er’s R E SALnumber when to the class Make a long sna board or on t’s make more nu he ‘snake’ sha all of Plasticin on you

110 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description on page 11. ZConsolidation time Warmer Review flashcards from Unit 6 by spreading various cards face down in the centre of the circle. Turn over a card and say the word. Choose a pupil. Say (Lucía) your turn. Choose a card. Help the pupil to say the word if necessary. Give several pupils a turn. Game: Roll and review. Place the unit flashcards in a horizontal line on the floor, leaving a space below them. 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. ZStory 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 inviting 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 83. Worksheet 6: Find and stick. Help the children to find page 83 in the Pupil’s Book and locate the stickers for Unit 6. Say Find and stick the picture. Have Greenman repeat each word several times as pupils look for the correct stickers. 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: Musical pass and say. Have Greenman take out the flashcards from Units 1–6. Take each flashcard out individually and say Look! A (dog)! Repeat, class, a (dog)! What is it? A (dog). While you say the word, use gestures to reinforce the concept (act out floppy ears). Repeat this process with each card. Stand up, stand up, 1, 2, 3, stand up, stand up tall with me. Show each flashcard again and have the children do the action for each flashcard. Repeat the process with each card. Play music. Pupils stand in a circle and pass the flashcards. When the music stops, the teacher says a pupil’s name and they say the word, or simply repeat the word after you. Lesson objective To consolidate all unit content. Language Review: food, Big Book language structures Receptive: Stick the picture, Find the sticker, Roll the ball Materials Routine Board, Greenman Puppet, Big Book story Unit 6, PB page 83, Flashcards Unit 6, CD2, crayons, pencils, a soft ball, Greenman Stamp. Optional: Flashcards Units 1–6 Lesson 6 F WORKSHEET 6 Name 83 Find and st Consolidation ick SAMPLE rizontal line o zontal line o n this game pupi s game pup d say the word. If say the word. If the word closest the word closes game. I stand her pupils should sta say this word ay this word (po peat with different eat with differen words until most ords until mos ory review y review Say the chant It’s and look inside nviting the c nviting the es that d - NOT cards card and rn. Choose Give Say th Pupil’s Bo Pupil Help th loca FO ble time ble tim ble ti ORSA E S

Greenman and the Magic Forest Teacher’s Book STARTER 111 ZPhonics time Warmer Show children the ‘p’ (pasta) Phonics flashcard. Read the word, then segment the sounds. Say Look at the picture. It’s pasta. Listen to the sound: p. Listen and repeat: p-p-pp-pasta. 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 84. 1. Listen and say the p letter sound. Say the Table time chant (see page 12). Have pupils repeat the word ‘pasta’ after Greenman. Stretch out the sound p-p-ppasta. Repeat this several times. Exaggerate the sounds and the facial expression you use to make them. Show pupils page 84. Say Look at the pasta picture. Point to the correct picture in your own book. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. p - p - p pasta Pupil’s Book page 84. 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 until pupils are saying most of the words and showing comprehension. p - p - p I like pasta! (Twirling spaghetti on fork gesture.) p - p - p I like pizza! (Make a circle with hands.) Pizza and pasta, please! p - p - p I like pasta! (Twirling spaghetti on fork gesture.) p - p - p I like pizza! (Make a circle with hands.) Pizza and pasta, please! Pupil’s Book page 84. 3. Listen, point and say the p words. Show pupils activity 3. First say the words and point to the pictures to model the activity. Encourage pupils to also point to the pictures in their books. Play the audio for the first picture and pause to say the first word together. Make sure all the children are pointing to the picture in their book. As you do the activity, pause the audio throughout the track to give plenty of time for reinforcing the words with gestures. pencil pasta peg pizza pasta pizza peg pencil peg pizza pencil pasta ZExtra activities Sing the Phonics song. Pupils learn the Phonics 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 28: Make pasta cards. Prepare photocopies, make them on card stock if possible. Prepare and cut a set of cards for every four pupils (they will play a game in groups of 4). The game consists on describing the image on each card, for example One big piece of pasta. Two small pieces of pasta. Model for each group how to turn a card over and say the words to identify it, focusing on the words ‘piece’ and ‘pasta’. You may also choose to use this activity to review the concepts same/different. Say This pasta is big. This pasta is small. Is it the same or different? and eliciting the answer Yes, it’s the same pasta! or No, it’s different pasta! 24 CD 2 23 CD 2 25 CD 2 Extra Phonics Lesson Lesson objective To introduce a new Phonics sound (‘p’). Language New: pizza, peg Materials Routine Board, Greenman Puppet, PB page 84, Flashcards Unit 6, CD2, crayons, pencils, Greenman Stamp. Optional: Flashcards Units 1–6, TRB photocopiable 28 for each small group of 2–4 pupils 24 CD 2 23 CD 2 25 CD 2 84 3 F Optional: Photocopiable 28: Make pasta cards. Sing the song. Listen, point and say the p words. 2 p – p – p I like pasta! p – p – p I like pizza! Pizza and pasta, please! p – p – p I like pasta! p – p – p I like pizza! Pizza and pasta, please! 1 Listen and say the p letter sound. EXTRA Phonics Lesson Phonics: p (pasta) Make pasta cards. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 28 SAMPLELook isten and r sten and card at the bott rd at the bot ree times asking ree times asking u. 1. Listen and say 1. Listen and sa chant (see page chant (see ’ after Greenman. fter Greenma t this several time this several time expression you us ession you us y Look at the pasta Look at the past our own book. Play wn book. Play epeat the sounds epeat the soun SAp CD 2 - . Re he pict he p at: NOT h ON FORbooks o say the firs o say the re pointing to the pointing to the tivity, pause the a ivity, pause th of time for reinfor f time for reinfo pencil p pas peg F SALEha etti on rcle with hands point and say th say the words an ay the words a Encourage p Encourage ay the a y the a o

ZStarting the lesson • Follow the description on page 11. ZRoutines • The theme of the lesson is spring. Spend extra time in this lesson identifying the weather and the season. • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 ZActive time Warmer Use the Routine Board to review the shapes: circle, triangle, square and rectangle, colours: red, blue, green and yellow and numbers 1–4. Spring weather. Present and review vocabulary for the weather using the Routine Board and choosing the vocabulary that is most appropriate for spring. Have the pupils use gestures to show the different types of weather. (Show rain falling with your fingers, blow out air and move your hands in swirling motions for ‘windy’, and make a big sun over your head with your arms for ‘sunny’.) Say What’s the weather like today? Choose a volunteer to come up and choose the appropriate magnets to put on the board. Say the vocabulary. Have Greenman hold up each of the vocabulary cards from Unit 5 and Unit 6. Have the pupils say each word. Then, start to change the vocabulary flashcards faster to have children try to identify the words as quickly as possible. Guess the animal. Do a noise or action associated with one of the animals from the Unit 5 vocabulary. Say What is it? Pupils will guess the animal (offer help with flashcards). Do this with various animal noises or actions. Then, have a pupil take over your role. Give several pupils a turn to pretend to be the animal. Sing for spring song. Say It’s Spring! Let’s look for a flower. Pretend to look for a flower ‘growing’ in the classroom. Mime picking the flower and smelling it. Say Let’s smell the flower. Encourage pupils to find an imaginary flower and smell it. Say Let’s sing a song. Play the song once and model the actions. Then, have the children join in as you sing the song and do the actions with them. Repeat this until most children are participating. Then play the song again, modelling the actions while the children participate as well. Repeat the song until the class is singing most of the words and doing the actions. Lesson objective To review unit vocabulary from Units 5 and 6 and sing a song about spring. Language Review: turtle, fish, bird, hamster, cat, dog, sandwich, cake, pasta, apple, banana, milk Receptive: Let’s look for, They are eating Materials Routine Board, Greenman Puppet, PB page 85, Flowers (real or artificial), Flashcards Units 5 and 6, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 86, Plasticine, TRB Photocopiables 29 and 30 Name 85 Spring Fun! Spring Fun! Review 3 112 Greenman and the Magic Forest Teacher’s Book STARTER o review the sha , colours: red, blu r. nd review vocabul review vocabu Board and choos Board and choo opriate for spring ate for spring ow the different your fingers, blow your fingers, b motions for ‘w ur arms ose - Bir NOT a time in son. urs y Say the Say Have Gre ave G Unit 5 sta FOR SALE

113 Can you see the butterfly? (Move arms up and down as if flying.) Can you see the sunny sky? (Look up and shelter your eyes with your hand, as if sunny.) Can you hear the forest sing… for spring? (Cup hand in ear, as if listening.) Let’s sing! (Arms wide open, singing with full voice.) For spring! (Arms wide open, singing with full voice.) Sing for spring! (Arms wide open, singing with full voice.) Sing for spring! (Arms wide open, singing with full voice.) ZTable time Say the Table time chant (see page 12). Pupil’s Book page 85. Worksheet 1: Say and match. Show pupils page 85 in the Pupil’s Book and walk around to check that everyone is on the correct page. Say Point to the pictures. Say Turtle, fish, bird, hamster, cat, dog, sandwich, cake, pasta, apple, banana, milk. Now, say Point to the animals … Point to the restaurant. Where does the turtle go? Give the pupils an example of how to draw a line from the turtle to its home in nature. Say Where does the milk go? Model how to draw a line from the milk to the restaurant. Pupils should be able to finish this independently as you monitor their work. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 86. Optional worksheet: Trace and colour. Hold up your book to show the picture. Say Look, they are eating in a restaurant. Point to the sandwich. Point to the pasta. Continue with the remaining vocabulary words on the page. Say Let’s trace and colour. Pupils should be able to work independently on this. Monitor as they work. Stamp the completed page with the Greenman Stamp. Plasticine flowers. The pupils will use Plasticine to make flowers. Before passing out Plasticine to the class, make an example in front of them. Make a flower shape, hold it up and pretend to smell it. Say A flower for spring! Pass out balls of Plasticine 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. When everyone has Plasticine, look around and say Look. Ready? Go. Make flowers for spring. Say this in a calm voice rather than animated like it’s time to rush. Monitor the children as they work and help those who struggle. Teacher’s Resource Book Photocopiables 29 and 30: Colour, cut and stick to make a spring scene. You will need to prepare photocopies. You can copy both Photocopiables 29 and 30 for each child, or print Photocopiable 29 in A3 for each group and Photocopiable 30 for each child. Cut the butterflies and prepare glue and tissue paper (either flat or in little balls) to stick to the butterfly shapes for each group. Hold up a sample of the spring scene. Say Look, it’s spring! Let’s make beautiful butterflies. Hold up a butterfly and show how to colour it and add tissue paper. Say Now the butterfly has colour! Let’s stick the butterfly to the picture. Pass out the materials and model how to decorate the butterfly and stick it to the page, each in their own way. Use the completed pages for a class display or have pupils take their individual papers home to share. Greenman and the Magic Forest Teacher’s Book STARTER 26 CD 2 sunny, butterfl y Spring Fun! Colour, cut and stick to make a spring scene. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 29 and 30 sunny, butterfly Colour, cut and stick to make a spring scene. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 29 and 30 SAMPLE - NOTt. you h the t Teac ol O FOR ake a l it. Say A flo cine and say On s. Model to sho s on their kne egin. When every d sa Look. Read in a c h. Mo E SAL the ch. Point abulary upils n this. Monitor d page with the ne to make flo class, m r sha

ZStarting the lesson • Follow the description on page 11. ZActive time Warmer Review colours green, red, blue and yellow and vocabulary related to Halloween with festival flashcards: cat, monster, pumpkin. At this point, you may wish to use the audio to listen and repeat as a class. cat, monster, pumpkin Halloween song. Say Let’s sing a Halloween song! Let’s listen! Play the song once. Then have the children stand up and sing the song line by line. Do this until most of the class is participating and singing many of the words. Then play the audio track again. Play the song several times for practice. Oooh oooh oooh oooh There is one pumpkin. Oooh oooh oooh oooh Halloween! Oooh oooh oooh oooh There is one cat. Oooh oooh oooh oooh Halloween! Oooh oooh oooh oooh There is one monster. Oooh oooh oooh oooh Halloween! Oooh oooh oooh oooh Halloween! 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: a pumpkin mask. Say A pumpkin! A pumpkin for Halloween! Show pupils how you put string on each side of the mask. Show pupils how to take out the pop-out pieces carefully. Monitor as they do this and help as needed. When all the pupils have finished say Show me the pumpkin. Give each pupil two pieces of string with a knot on one end. Go through the activity as a group, putting the string through the hole on each side of the mask. You will need to show that the knot holds the string on the mask. Have pupils hold up their pumpkin mask on a string and walk around to help the pupils tie the mask at the appropriate size. Then, say Let’s sing our song! Practise singing the Halloween song as you pretend to be a pumpkin. Show pupils how to put away their pop-outs in their designated place. Lesson objective To introduce vocabulary related to Halloween and a new Phonics sound (‘h’). Language New: monster, pumpkin, ant Review: weather, colours, shapes, numbers, go, cat, Hedgehog, apple Receptive: Show me, Let’s sing, Let’s listen Materials Routine Board, Drawings or realia for the lesson’s new vocabulary, Halloween Pop-out, 2 strings for each child with a knot tied at one end, Greenman Puppet, PB page 87, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 88, TRB Photocopiables 34 and 35 87 28 CD 2 cat, monster, pumpkin Optional: Photocopiable 34: Make a pumpkin mobile. 27 CD 2 Name Halloween Halloween 114 28 CD 2 27 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER SAMPLEo u alloween song! Le alloween so e the children sta he children Do this until mos ng many of the w any of the w Play the song sev lay the song se Oooh There Oo SAH 28 CD 2 - , e audi NOT abulary abula ste FOR opiable 34: Make a pumpkin mo ALE S

115 Pupil’s Book page 87. Worksheet 1: Say and draw. Hold open your book to page 87. Point to the different Halloween vocabulary words and say them to the class: Halloween, cat, monster, pumpkin. Say Look at the pumpkin. Is it happy or sad? Yes, happy! Now look at this pumpkin, is it happy or sad? Oh no! No mouth. Let’s make the pumpkin sad. Draw, please. Model how to do this in your own book. Continue with the other pictures, with pupils drawing the opposite expression on the unfinished character. Repeat the vocabulary again when pupils have finished. Say Repeat and point, happy cat (happy cat), sad cat (sad cat), sad pumpkin (sad pumpkin), happy pumpkin (happy pumpkin), happy monster (happy monster), sad monster (sad monster). Stamp the completed page with the Greenman stamp. ZPhonics time Pupil’s Book page 88. 1. Listen and say the ‘h’ and ‘a’ letter sounds. Review previous Phonics sounds with the Phonics flashcards. Introduce ‘h’ (hedgehog) and ‘a’ (ant, apple) with the flashcards. Have pupils repeat the word after Greenman. Repeat with the class h-h-h-h-h-hedge-h-h-h-hh-hog, a-a-a-a-a-ant, a-a-a-a-a-apple emphasising the target sound. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. h – h –h hhhhh hedgehog a – a – a apple a – a – a ant a – a – a ant on the apple Pupil’s Book page 88. 2. Sing the song. Play the song. Use gestures to help pupils understand meaning. After playing the track three times, say it slowly and have pupils repeat each line. Continue repeating until pupils are saying most of the song, showing comprehension with gestures. h – h – h Hello! h – h – h I’m Hedgehog, h – h – h I’m happy! Happy Halloween! Happy Halloween! Pupil’s Book page 88. 3. Sing the song. Play the song. Use gestures to help pupils understand meaning. After playing the track three times, say it slowly and have pupils repeat each line. Continue repeating until pupils are saying most of the song, showing comprehension with gestures. a – a – a Apple! a – a – a An apple! a – a – a Ants! Ants on the apple! ZGoodbye • Follow the description on page 12. ZExtra activities Teacher’s Resource Book Photocopiable 34: Make a pumpkin mobile. Make copies and cut out the pumpkin and parts of the pumpkin face beforehand. Prepare a finished example to show the pupils. Say It’s a pumpkin! Where are the eyes, (Lucía)? Have a pupil come up to point out the eyes. Say Well done, thank you! Where is the nose, (Mario)? Have another pupil come up to point out the nose. Repeat this with the shapes by asking Where is the triangle? Where is the circle? Model how to colour the pumpkin and then add the eyes and nose. Pass out the material for the children to make their own. Model the process again as pupils join in. Monitor pupils as they work. Pupils can take the completed pumpkin home or you can create a classroom display or mobiles for the class. Teacher’s Resource Book Photocopiable 35: Make a happy hedgehog mask. Make copies and cut out the happy hedgehog mask for each pupil. Show pupils how to colour the picture. Practise singing the Phonics songs for the unit while either holding up the mask or pointing to the apple with ants on it. 29 CD 2 30 CD 2 31 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER Phonics: h (hedgehog), a (apple, ant) Make a happy hedgehog mask. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 35 pumpkin Halloween Make a pumpkin mobile. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 34 SAMPLEupi ee times ee tim . Continue rep Continue re song, showing co , showing c I’m H h – h I’m h y Halloween Happy Hallowe Pupil’s Book pag Pupil’s Book p Play the song eaning. av - derstan derst y it s NOTare t t FORSALE PhotocopiableAL

ZStarting the lesson • Follow the description on page 11. ZActive time Warmer Review colours green, red, blue and yellow and vocabulary for Christmas with festival flashcards: Christmas tree and toy. At this point, you may wish to use the audio to listen and repeat as a class. Christmas, tree, toy Merry Christmas song. Say Let’s sing a Christmas song! Let’s listen! Play the song once while doing the gestures. Let the pupils practise by isolating each action. Then have the children sing the song line by line while doing the actions. Do this until most of the class is participating. Then play the audio track again. Play the song several times for practice. Merry Christmas, everybody! Merry Christmas, Merry Christmas you and me. (Point to the class, point to yourself.) Merry Christmas, Merry Christmas, Christmas tree. (Point hands over your head making a tree shape.) Father Christmas has got toys. (Hold out your tummy and make a ‘hohoho’ gesture like Father Christmas.) For all the girls and all the boys. (Make a big gesture with your arms to include all the class.) Merry Christmas, Merry Christmas you and me! (Point to the class, point to yourself.) Merry Christmas, everybody! 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: a Christmas tree. Say A Christmas tree! It’s beautiful. What are the colours? Elicit the words for the colours that you have used in the sample. Show how to put the two pieces of the tree together. Pass out the pop-out activity, or have your helper do this. Show pupils how to take out the pop-out pieces carefully. Say Let’s colour the Christmas tree. Monitor as pupils do this. Then, say Let’s put the pieces together to make the tree. Hold up your popout as an example. Walk around the class to monitor and offer support as pupils do this. Once all pupils have finished their trees, say Let’s sing our song! Practise singing the Christmas song as you hold up your tree to ‘dance’. Lesson objective To introduce vocabulary related to Christmas and a new Phonics sound (‘r’). Language New: Christmas, tree, toy, rabbit, run, reindeer Review: weather, colours, shapes, numbers Receptive: Let’s put the pieces together, medium Materials Routine Board, Greenman Puppet, PB page 89, Drawings or realia for the lesson’s new vocabulary, Christmas Pop-out, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 90, TRB Photocopiables 36 and 37, glue sticks 89 Christmas, tree, toy 33 CD 2 32 CD 2 Name I Optional: Photocopiable 36: Make a Christmas tree. Christmas Christmas 116 32 CD 2 33 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER SAMPLEtmas song! Let’s he gestures. Let he gestures action. Then have ion. Then ha while doing the ac hile doing the ac articipating. Then ipating. Then ng several times f g several times Merr Mer SA(P 33 CD 2 - NOT ocabulary OT ee and en FOR ble 36: Make a Christmas tre SALE

117 Remind pupils how to put away their pop-outs in their designated place. Pupil’s Book page 89. Worksheet 1: Say, trace and colour. Hold up your book and point to the different Christmas vocabulary words in the picture (Christmas tree, Father Christmas, toy). Say the words and point to the pictures in your own book to show the pupils. Say Let’s colour Santa? What colour? Yes, red! Model how to colour Santa. Repeat with the rest of the pictures. ZPhonics time Pupil’s Book page 90. 1. Listen and say the ‘r’ letter sound. Review previous Phonics sounds with the Phonics flashcards. Introduce ‘rabbit’ and ‘run’ with the flashcards. Have pupils repeat the word after Greenman. Point to the picture for the sound in your book and repeat the sound as you point r-r-r-r-rabbit, r-r-r-r-r-red. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. r - r - r rabbit r - r - r red red rabbit Pupil’s Book p. 90. 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. Continue repeating until pupils are saying most of the words, and showing comprehension with gestures of other parts. r r r r r Here’s Rabbit! (Make rabbit ears with your hands on your head.) r r r r r Run, Rabbit, run! (Run in place.) r r r r r Rabbit’s running with the reindeers! (Make rabbit ears, run, make horns on your head with your fingers.) It’s Christmas! (Put your arms in the air as if celebrating.) Happy Christmas, everyone! (Make a gesture to include all the class, put your hands on your hips and nod.) Pupil’s Book page 90. 3. Say the ‘r’ words. Point to each picture in your own book and say the word for the pupils to repeat and point. Say Repeat and point. R-r-r-r-r-rabbit, r-r-r-r-r-r-run, r-r-r-r-r-r-red, r-r-r-r-r-r-rudolph, r-r-r-r-r-r-red nose! Model this in your own book. Listen and point. Then say the words in a different order while children listen and repeat. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Teacher’s Resource Book Photocopiable 36: Make a Christmas tree. Prepare copies and cut out the triangles for each pupil. Prepare a completed example to show the children. Hold up your example and say What is it? Yes, a Christmas tree. Trace the triangle shape with your finger and say What’s this? Yes, it’s a triangle. We have a small, medium and big triangle. Let’s colour and make a tree. Show pupils how to colour the triangles and then glue them together in the shape of a tree. Model the process again for pupils as they make their own trees. Monitor them as they work. When completed, the Christmas trees can be used for a classroom display or be taken home to share. Teacher’s Resource Book Photocopiable 37: Make a Christmas card. Prepare copies and fold a card for each pupil in advance. Prepare a completed example to show the class. Show your example to the class and say It’s a car-r-rd with R-r-rabbit. Let’s make it r-r-red and wr-wr-wr-write inside. First let’s colour it r-r-red. Pass out the materials and monitor as pupils colour the front of the card red. Then, show pupils how to write inside the card. They can write letters that they have learnt or write the first letter of their name, or their whole names if they can. Have pupils take the completed Christmas cards home for their families. 34 CD 2 35 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER Phonics: r (rabbit, red) r Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 37 Make a Christmas card. Christmas, tree Christmas Make a Christmas tree. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 36 SAMPLEun! (Run in p running with the s, run, make ho ur fingers.) mas! (Put y ng.) py Christmas, include all the c hips and nod Pupil’s Book pag Pupil’s Book p Point to eac oint to ea pupils - t ea NOT t ating owing t tre Whe FORas t Trace th and say at’s mall, medium an ee. Sho glue th ess ORGreenman and the Magic Forest STARTER © Cambri OR SA ELMake a repare copies d cut out the triangle for each Pre co SA

ZStarting the lesson • Follow the description on page 11. ZActive time Warmer Review colours and vocabulary for Easter with festival flashcards: Easter egg, bunny and chocolate. At this point, you may wish to use the audio to listen and repeat as a class. Easter egg, bunny, chocolate Game: Musical pass and say. Set out the realia or drawings for the new vocabulary. Hold up the drawings/items one at a time for the pupils to repeat. Pass the items around in a circle while you play the Easter song (CD2.37). When you say Stop the pupils who are holding an item need to say that word. Easter Bunny song. Play song line by line having the pupils repeat after you. Do this until most of the class is participating. Then play the audio track again. Play the song several times for practice. Easter Bunny, Easter Bunny! Hop, hop, hop! Easter Bunny, Easter Bunny! Stop, stop, stop! Easter eggs red! Easter eggs blue! Chocolate eggs for me and you! 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: a bunny finger puppet. Say A bunny! What does a bunny do? Hop like a rabbit. Say We’re going to make a bunny for Easter. Show how to put your fingers through the hole on the puppet to make it move. Pass out the pop-out activity, or have your helper do this. Show pupils how to take out the pop-out pieces carefully. Monitor as they do this and help as needed. Then, say Show me the Easter bunny. Hold up your pop-out as an example. The Easter bunny can give an egg. He says ‘Here you are, an egg. A red egg, a blue egg, a yellow egg.’ Walk around and help the pupils to say phrases, encouraging them to interact with one another. Then, say Let’s sing our song! Lesson objective To introduce vocabulary related to Easter Carnival and introduce a new Phonics sound (‘e’). Language New: Easter egg, bunny, chocolate, hen, nest, Phonics sound ‘e’ Review: weather, colours, shapes, numbers Receptive: We’re going to make ..., Repeat, Point to, Let’s finish, Listen Materials Routine Board, Greenman Puppet, PB page 91, Drawings or realia for the lesson’s new vocabulary, Easter Pop-out, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 92, TRB Photocopiables 38 and 39 (cut out and prepared for each group of 2–4 pupils) 91 Easter egg, bunny, chocolate Name YOptional: Photocopiable 38: Make an Easter Bunny. 36 CD 2 37 Easter Carnival CD 2 Easter Carnival 118 36 CD 2 37 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER SAMPLEocol sten and sten an choco s and say. and say. ia or drawings for or drawings ngs/items one at gs/items one at ss the items arou the items aro song (CD2.37). W olding an item ne ing an item n Easter Bunny son Easter Bunny Play song line is until m until m o tra - est At this At th eat NOTFORoco a e ocolate ocolate piable 38: Make an Easter Bunn OF ALE S

119 Practise singing the Easter song as you move your bunny puppet. Show pupils how to put away their pop-outs in their designated place. Pupil’s Book page 91. Worksheet 1: Say, trace and colour. Hold up your book and point to the different Easter vocabulary words in the picture (Easter egg, bunny, chocolate). Say the vocabulary words and point to the pictures to model for pupils and ask them to point to each one. Say Where is the green egg? Point to the green egg. Let’s finish colouring it. Repeat this with the blue and red egg. Then say Let’s finish the lines and colour. Monitor the pupils as they work. Stamp the completed page with the Greenman stamp. ZPhonics time Pupil’s Book page 92. 1. Listen and say the ‘e’ letter sound. Review previous Phonics sounds with the Phonics flashcards. Introduce ‘egg’ with the flashcard. Have pupils repeat the word after Greenman. Pretend to hold a fragile egg when you say the word. Repeat with the class e-e-ee-e-e-egg emphasising the target sound. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. e - e - e egg Pupil’s Book page 92. 2. Sing the song. Play the song. Use gestures to help pupils understand 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 until pupils are saying most of the song, showing comprehension with gestures. e – e – e Eggs in a nest. (Make egg shape with one hand, make nest shape with two hands.) A red egg. (Make egg shape with one hand.) A blue egg. (Make egg shape with one hand.) And a yellow egg. (Make egg shape with one hand.) e – e – e Eggs in a nest! (Make egg shape with one hand, make nest shape with two hands.) Pupil’s Book page 92. 3. Say the ‘e’ words. Point to each picture in your own book and say the word for the pupils to repeat and point. Say Repeat and point. re-e-eed e-e-e-egg, ye-e-ellow e-e-e-egg, ne-e-e-est, he-e-e-en. Model this in your own book. Say Listen and point. Then say the words in a different order while children listen and repeat. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Teacher’s Resource Book Photocopiable 38: Make an Easter Bunny. Prepare copies and cut the puppets in advance. You may choose to glue craft sticks to the puppets in advance as well, or have pupils do this. Show pupils a prepared example. Say What’s this? It’s the Easter Bunny! Look I’m the Easter Bunny! Let’s colour and make an Easter Bunny! Pass out materials and model how to colour the bunny. When everyone has finished practise singing the Easter song from the lesson while holding the Easter Bunny puppets. Pupils may take the puppets home to share and practise with their families. Teacher’s Resource Book Photocopiable 39: Make Easter eggs. Prepare copies in advance (each pupil will receive 3 eggs to colour). You may choose to use crayons, finger paints or stickers to decorate the eggs. The concept is to use only one colour at a time, first blue, then red, then yellow. Show pupils a sample of a completed red egg. Say It’s a re-e-e-ed e-e-e-egg. Let’s make a re-e-e-ed e-e-e-egg. Pass out one egg to each pupil and be sure that they have only a red crayon/ paint/stickers. Model how to finish the egg in red. Repeat this process with blue and yellow. When pupils have finished all three eggs practise the Phonics song from the lesson and hold up the eggs. The completed activity can be hung from a string on a tree, or placed in a ‘nest’ made of brown cardstock to make a classroom display or the pupils can take them home. 38 CD 2 39 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER Phonics: e (egg) Make Easter eggs. e e e Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 39 Easter, bunny Easter Make an Easter Bunny. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 38 SAMPLE ke egg shape wit with two hands Make egg shape w gg. (Make e a yellow egg. (Ma d.) e – e – e Eggs make - NOT nd t slowly ead to use pupils with pr hold FO repared example nny! Loo an E olo ORand th O SALE 38: Make an Prepare cop and cut t pup ad SA

ZStarting the lesson • Follow the description on page 11. ZActive time Warmer Say Today is Green Day! We tidy up and take care of the Earth. Review colours and Green Day vocabulary using the festival flashcards: forest, flower, beautiful. At this point, you may wish to use the audio to listen and repeat as a class. forest, flower, beautiful Game: Pass and say. Take out the Green Day flashcards. Hold up one picture. Say It’s beautiful! What do we see? Yes, a tree! Say ‘beautiful’. Have the pupils repeat and pass the picture around the circle for a closer look. Try to elicit any vocabulary possible (shapes, colours, animals). Say A beautiful forest. Repeat this for the pupils to repeat after you. It’s Green Day song. Say Let’s sing a Green Day song! Let’s listen! Play the song once. Then have the children stand up and sing the song line by line having the pupils repeat after you. Do this until most of the class is participating and singing many of the words. Then play the audio track again. Play the song several times for practice. It’s Green Day. Everybody, let’s keep the forest green! (Inviting, beckoning gesture with hand / Smile and take a deep breath.) It’s Green Day. Everybody, let’s keep the forest green! (Inviting, beckoning gesture with hand / Smile and take a deep breath.) The forest is so beautiful! Flowers, trees and animals! (Spread arms from side to side as if showing something big and wide.) It’s Green Day. Everybody, let’s keep the forest green! (Inviting, beckoning gesture with hand / Smile and take a deep breath.) 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-outs that you have prepared: a mobile with six different animals and a tree. Help the pupils to say each word: tree, bird, turtle, cat, dog, hamster. Show the children how the pictures are attached to a clothes hanger with string to make a mobile. Lesson objective To introduce vocabulary related to Green Day and a new Phonics sound (‘t’). Language New: flower, beautiful, tree, train Review: weather, colours, shapes, numbers, tidy up, forest, teddy, turtle Receptive: Take care, Let’s keep ..., Everybody Materials Routine Board, Greenman Puppet, PB page 93, CD2, crayons, pencils, Greenman Stamp. Optional: TRB Photocopiables 40, 41 and sample pictures of forest settings, Green Day Pop-outs, plates of liquid glue, craft sticks (2 per child), strings with a knot tied at one end (6 per child) 93 forest, fl ower, beautiful Name ~ Optional: Photocopiable 40: Make a tree for the forest. 40 CD 2 41 Green Day CD 2 Green Day 120 41 CD 2 40 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER SAMPLElary At this po At this p nd repeat as a d repeat as a tiful ay. reen Day flashca reen Day flashc l! What do we see What do we se pupils repeat an pupils repeat a for a closer look. r a closer look apes, colours, an colours, an this for the pupils his for the pu It’s Green Day It’s Green Da Let’s - of g the fe g the you NOTEa O FORful piable 40: Make a tree for the f

121 Show pupils how to take out the pop-out pieces carefully. Monitor and help as they do this. When all the pupils have finished, say Show me the tree. Hold up your pop-out for the class to see as an example. Repeat with the other pictures. Give each pupil their plastic hanger and six pieces of string (each with a knot on one end). Go through the activity as a group, first putting the string through the hole for each pop-out picture. (You will need to show that the knot holds the pop-out onto the string.) Continue until the whole class has put the string on their pop-outs. Have pupils hold up the different animals and the tree as you name them. Then, say We’re ready to make our mobiles. (pause) Let’s put the turtle on the mobile. Show the pupils how to tie the other end of the string to the clothes hanger. (You may need to do this yourself or to help some pupils individually.) Repeat the process with the other pictures or let the children finish on their own. When they have finished, have the class practise pointing to and naming the animals and tree. Then, have the class practise pointing to an animal and saying its colour. Pupil’s Book page 93. Worksheet 1: Say, trace and colour. Hold up your book and point to the forest. Say Here is a beautiful forest. What do you see? Elicit vocabulary for ‘tree’, ‘flower’, ‘beautiful’. Say Where is a circle? Point to the flower. Where is a line? Point to the tracing lines on the fields. Say Let’s trace the lines and colour. Monitor the pupils as they work. Say Let’s finish colouring! Monitor pupils as they work. Stamp the completed page with the Greenman stamp. ZPhonics time Pupil’s Book p. 94. 1. Listen and say the ‘t’ letter sound. Review previous Phonics sounds with the Phonics flashcards. Introduce ‘tree’. Have pupils repeat the words after Greenman. Repeat the word stretching it out for the pupils to repeat t-t-t-t-tree. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. t - t - t tree Pupil’s Book page 95. 2. Sing the song. Play the song. Use gestures to help pupils understand meaning. After playing the track three times, say it slowly, and have pupils repeat each line. Continue repeating until pupils are saying most of the song, showing comprehension with gestures. Hello train! (Wave hello.) Here’s the tree train! (Make a tree shape with your hands over your head, move your arms like a steam train’s wheels.) Let’s take the tree train! (Children form a train by holding each other’s waists.) t – t – t The tree train! (Move arms on the side in circular motion, imitating old train wheels.) We’re high in the trees, (Arms up high before forming the train again.) On the tree train! (Move arms on the side in circular motion, imitating old train wheels.) Yes, on the tree train! (Move arms on the side in circular motion, imitating old train wheels.) Pupil’s Book page 94. 3. Say the ‘t’ words. Point to each picture in your own book and say the word for the pupils to repeat and point. Say Repeat and point. T-t-ttrain, t-t-t-tree, t-t-t-teddy, t-t-t-turtle. Model this in your own book. Say Listen and say. Then say the words in a different order while children listen and repeat. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Teacher’s Resource Book Photocopiable 40: Make a tree for the forest. Prepare copies and a completed tree, and cut out a tree for each pupil in advance. Pupils will use crayons/finger paints/tissue paper to decorate the tree. Hold up the example and say Look, it’s a tree from the magical forest! Let’s make more trees for the forest. Model how pupils will finish the trees. Pass out the material and model how to complete the tree again as pupils are working. Make a classroom forest display including all of the trees. Teacher’s Resource Book Photocopiable 41: Make a tree train. Prepare copies and cut out a train engine and carriage for each pupil. Pupils will use crayons/stickers/leaves/ photos or another material to decorate the train. Show pupils a completed example. Say This is the t-t-t-tree t-t-t-train. Show pupils a clean copy and model how to decorate the train and the carriage. Have pupils repeat the target sound and practise T-t-tree t-t-train. When pupils have finished sing the Phonics song again holding up the trains. 43 CD 2 42 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER tree, forest Green Day Make a tree for the forest. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 40 Phonics: t (tree, train) Make a tree train. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 41 SAMPLEe w ing it out ng it o o and have pup and have pu Repeat three tim at three tim ge 95. 2. Sing the e 95. 2. Sing g. Use gestures t g. 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ZStarting the lesson • Follow the description on page 11. ZRoutines • The theme of the lesson is summer. Spend extra time in this lesson identifying the weather and the season. • 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 the weather and season elements from the Routine Board one more time. Talk about the weather today. Say What’s the weather like today? Is it sunny? Is it cold? Is it rainy? Is it summer? Model answers for the pupils to respond if they don’t do this on their own. Have the pupils use gestures to show the different types of weather (make a big sun over your head with your arms for ‘sunny’, fan yourself for hot’). Go to the flashcard. Stick a selection of flashcards from Units 1–6 on the walls around the classroom before starting this game. You will say a word and a pupil will walk to the correct flashard and point to it. Model the game yourself first. Say Let’s play a game. I say a word, ‘pasta’ You look for the flashcard and go to it and point. (Mario), let’s play. Go to ‘milk’. Help the pupil by continuing to model what to do. Whe he/she has pointed to the correct picture, say Well done. Continue choosing different children to find the flashcards until most of the pupils have had a turn. Colour hunt. Make sure that there are some green, blue, red and yellow objects (or flashcards) around the classroom. You will say a colour and pupils have to look for something in that colour and touch (or point to) it. Demonstrate the game first with a volunteer. Say (Mario), find red. Help the pupil if they struggle to find a red object. Repeat with several pupils or have the whole class hunt for the colours at the same time. Family fun song. Say It’s summertime. It’s hot! Fan yourself and act very tired. Encourage pupils to join in. Shield your eyes and say The sun is hot. Fan yourself, say Let’s sing a song for summertime! Play the song once and model the actions. Then, have the children join in as you sing the song and do the actions with them. Repeat this until most children are participating. Then play the song again, modelling the actions with the children participating. Repeat the song until the class is singing most of the words and doing the actions. To review vocabulary related to summer and learn a song about summer. Language New: hot, summertime Review: teacher, book, bike, ball, friend, dog, bird, pencil, flower, numbers 1–4 Receptive: I say, You look for ..., You go, Where does the ... go? Materials Routine Board, Greenman Puppet, PB page 95, Flashcards Units 5 and 6, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 96, TRB Photocopiables 31 and 32, tissue paper, finger paints or coloured stickers Name 95 Summer Fun! Summer Fun! Review 4 122 Greenman and the Magic Forest Teacher’s Book STARTER SAMPLE season elements son elements Talk about the w like today? Is it s mmer? Model answ Model ey don’t do this o y don’t do this o es to show the d to show the d n over your head n over your head elf for hot’). for hot’). o to the flashcar o to the flash Stick a selecti Stick a select round the ound the a wo - NOT ra time in ason. urs ay Continu Co until mos until m Colour Ma FOR o SALE

123 1, 2, 3, 4. (Count with your fingers.) 1, 2, 3, 4, family fun! (Count with your fingers.) Playing in the summer sun! 1,2,3,4, family fun! (Happy smily face, while skipping.) I love summer time! (Happy smily face, while skipping.) ZTable time Say the Table time chant (see on page 12). Pupil’s Book page 95. Worksheet 1: Say and match. Show pupils page 95 and walk around to check that everyone is on the correct page. Say Point to the pictures. Say each of the vocabulary words that appear in the illustration. Now point to the illustrations of the different word groups and say Point to the book. Where does the book go? Show the pupils how to draw a line from the book to the classroom. Say Where does the (dog) go? Model how to draw a line from the (dog) to the (park). Pupils should be able to finish this independently. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book p. 96. Optional worksheet: Trace and colour the numbers. Show pupils the correct page in your own book, check to be sure they are all on the right page. Say Let’s trace and colour 1, 2, 3, 4! Hold up your book to show the illustration. Pupils should be able to work independently on this. Monitor as they work. Stamp the completed page with the Greenman stamp. Game: Giant Memory. Place all of the flashcards from Starter Level face down in the centre of the circle space. Say It’s a big game! Let’s play with all of our words. Pupils will take turns flipping over a card and trying to say the vocabulary word. The pupils can take turns until someone says the correct word. Offer help and show gestures to help pupils to remember the words. Teacher’s Resource Book Photocopiable 31: Make a family chain. Prepare copies in advance for each pupil. The pupils will draw in the members of their own family in summer clothes. The teacher will cut out the family chain when the pupils have finished drawing. Pass out the copies, or have a helper do this. Hold up your own page to show pupils. Say I’m going to draw my family. Here I am. Here is my brother. Here is my mummy. Here is my daddy. It’s hot. They need clothes for summer. Talk through the process of drawing your family. Then cut out the characters. Ask different pupils if they have brothers or sisters and hold up their family chains to say, for example: Mario will draw Mario, one brother, a mummy and a daddy. Point to each shape as you say the family member. Be sensitive to different types of families. You may choose to adapt the sample ‘family’ that you make to show a different type of family. Walk around and monitor pupils work and cut out the number of characters needed for each family. Practise saying the family words and pointing to the pictures of their own families. Use the completed activity for a classroom display or have pupils take them home to share with their families. Teacher’s Resource Book Photocopiable 32: Trace and make a sun. Each child will trace the lines of the sun and then decorate with tissue paper, stickers, crayons or finger paints. Hold up a sample sun. Say Look, it’s a sun! It’s hot! Let’s trace the lines. Model how to trace the lines to finish the sun. Say Now let’s give the sun colour! Show pupils how to decorate the sun. Model how to decorate the sun again as pupils do the same. Monitor their work and encourage them. Use the completed suns for a classroom display or have pupils take them home. Greenman and the Magic Forest Teacher’s Book STARTER sun, sunny Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 32 Trace and make a sun. family Summer Fun! Make a family chain. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 31 and 32 44 CD 2 SAMPLEhe ri Hold up ould be able onitor as they wo the Greenman ory. flashcards centre of the c Let’s play with urns flipping ove bulary word. Th one says th gestures to - ook, ge NOT and NO m B cho o s FORg to d re is my d clothes for s s of drawing y s. Ask different ters and hold u ample: Mario will d a dadd ber. E SALTh l draw members wn amily in summer thes. The teacher will out the f cha g. Pass out th up your ow my fam SA

Welcome to Greenman and the Magic Forest Dear parents, Welcome to the exciting world of Greenman and the Magic Forest Starter Level. This pre-primary English course has been specially designed to help your child learn in a natural way, exploiting the enthusiasm and curiosity they have as a young learner. The course aims to encourage pupils to experience the magic of nature while also learning to have respect for others and the world around them. Greenman and the Magic Forest introduces children to English through an enchanting world based around the adventures of two children, Nico and Sam and their encounters with Greenman, the magical protector of the forest. Pupils will accompany Nico and Sam as they learn about looking after the environment, enjoying the outdoors and having a healthy and active lifestyle. The new language for each unit is presented in a natural way through Big Book stories, which your child’s teacher will read aloud to the class. These stories tell the adventures of Sam and Nico, and their friends Greenman, Stella, Rabbit and Hedgehog. The children will look forward to hearing about Sam and Nico’s new adventures, and learning English at the same time. As well as listening to the Big Book, your child will also enjoy watching animated versions of the stories. Greenman and the Magic Forest also uses many songs to present and practise new language. Your child will enjoy singing the songs and will also be able to sing and dance along with the action song videos, both in the classroom and at home. Here are the lyrics for the Welcome song for Starter Level, Greenman and the Magic Forest. Welcome to the magic forest. Adventure has begun! Greenman and the magic forest. English is such fun! Let’s go to the magic forest. Adventure has begun! Greenman and the magic forest. English is such fun! Greenman and the magic forest. Adventure has begun! Throughout the year you will have many opportunities to support your child as they learn English. You will be able to enjoy sharing the projects and class activities that your child will bring home. What’s more, with our fantastic Greenman App, you can also play interactive games and activities. All videos and songs are available on our page www.cambridge.org/greenman so you can play them at home, dance along with the action song videos and even watch the animated stories together. We hope you have fun this year with Greenman and his magic forest friends! With best wishes, The class teacher 124 Greenman and the Magic Forest Teacher’s Book STARTER he magic fore begun! an and the mag lish is such fun! et’s go to the ma Adventure Greenman English is Green Adv Thr Y ral w tories t hog. The chi English at the sa ated versio ses many songs will also be a me. Here exploi pupils to d around them gh an enchantin ncount with s they learn abou active lif l ough E re-primary he ent

Unit 1. Let’s Draw! Greenman and the Magic Forest Teacher’s Book STARTER 125 Dear parents, Your child is just about to be introduced to the magical world of Greenman and the Magic Forest. 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 (Hello, I’m (Sam). What’s your name?) and the names of the main characters in the stories (Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella). Why not play the Magic Forest song at home and sing along with your child? All songs and videos are available on our page www.cambridge.org/greenman. You can also play interactive games on our Greenman App and start enjoying the magic of Greenman and his forest friends! With best wishes, The class teacher Dear parents, Your child is just about to start Unit 1, Let’s Draw! In this unit we will be learning vocabulary for the classroom (teacher, table, chair, book, crayon, pencil) as well as the colour ‘red’ and the shape ‘circle’. We will be practising simple phrases like: What’s this? It’s a (pencil). It’s red. 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. Your child will also learn to sing and do the actions for the unit song. Here are the words for the action song in Unit 1, Hello, everybody! Hello everybody, what’s your name? I’m Sam. This is my chair. I sit on my chair. I sit on my chair. I sit on my chair like this. Why not play the action song video at home, do the actions and sing along with your child? You can fi nd all songs and videos on our page www.cambridge.org/greenman. You can also play interactive games or watch the story animation together. We hope you have fun with Greenman and his magic forest friends! The class teacher Repeat with: Nico / play on my table Sam / draw with my pencil Nico / colour with my crayon Sam / read my book Teacher / point at the circle Welcome Unit. The Magic Forest AMPLEf - OR E SALorest…! e main e available on ou start enjoying

Unit 2. Let’s Play! Dear parents, Your child is just about to start Unit 2, Let’s Play! In this unit we will be learning vocabulary for toys (ball, teddy, doll, train, bike, car) as well as the concepts ‘fast’ and ‘slow’, the colour ‘blue’ and the number ‘1’. We will also be practising simple phrases like: There’s one (blue) (train). Here you are. / Thank you. In the Big Book story, 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. Your child will also learn to sing and do the actions for the unit song. Here are the words for the action song in Unit 2, Look at my toys. Look at my toys. Look at me. There’s one ball. Play with me! Bounce the ball slow, slow, slow. Bounce the ball fast, fast, fast. Stop! Repeat with: train – move the train bike – ride the bike car – move the car Why not play the action song video at home, do the actions and sing along with your child? You can fi nd all songs and videos on our page www.cambridge.org/greenman. You can also play interactive games or watch the story animation together. We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher 126 Greenman and the Magic Forest Teacher’s Book STARTER h: ove the ide the b e e the car hy not play the ac child? You c ou can also We hope With low, slow. t fast. mpl n and their fores n this story, the eview the unit he unit g t’ and ses

Unit 3. The Big Monster Dear parents, Your child is just about to start Unit 3, The Big Monster. In this unit we will be learning vocabulary for facial features (face, eye, ear, mouth, nose, hair) as well as the concepts ‘big’ and ‘small’. We will also be practising simple phrases like: I can see (one) (big) (face). I can see (two) (big) (ears). It’s got (one) (big) (mouth). In the Big Book story, 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 refl ection 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. Your child will also learn to sing and do the actions for the unit song. Here are the words for the action song in Unit 3, In and out. Hello, everybody! This is my face. I’ve got one big mouth. One big mouth! I’ve got two big ears. Two big ears! I’ve got one big nose. One big nose! I’ve got two big eyes. Two big eyes! On my face! Repeat with: small Why not play the action song video at home, do the actions and sing along with your child? You can fi nd all songs and videos on our page www.cambridge.org/greenman. You can also play interactive games or watch the story animation together. We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher Greenman and the Magic Forest Teacher’s Book STARTER 127 s! one big nose ose! I’ve got two big Two big eye On m e (o ry scared about t it’s only his re arn about bein bulary and struct he unit earning oncepts g)

Unit 4. My Family Dear parents, Your child is just about to start Unit 4, My Family. In this unit we will be learning vocabulary for members of the family (mummy, daddy, brother, sister, baby, friend) as well as the concepts ‘same’ and ‘different’. We will also be practising simple phrases like: Who is it? It’s (Sam’s) (brother). They look (the same). They’ve got (big) (eyes). In the Big Book story, 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. Your child will also learn to sing and do the actions for the unit song. Here are the words for the action song in Unit 4, Who is it?. Who is it? Who is it? It’s my mummy. She’s got red hair. I’ve got red hair. We look the same! Who is it? Who is it? It’s my daddy. He’s got a small nose. I’ve got a small nose. We look the same! Who is it? Who is it? It’s my baby brother. He’s got big eyes. I’ve got big eyes. We look the same! Why not play the action song video at home, do the actions and sing along with your child? You can fi nd all songs and videos on our page www.cambridge.org/greenman. You can also play interactive games or watch the story animation together. We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher 128 Greenman and the Magic Forest Teacher’s Book STARTER Who is it? Who is it? It’s my sister. She’s got a small mouth. I’ve got a small mouth. We look the same! Who is it? Who is it? It’s my friend. He’s got big ears. I’ve got small ears. We look different! sma a small n the same! Wh i i ? Wh i Who is it? Who i It’s my baby b He’s ot bi I’v We Why ch e Who is it? Who It’s my sis She’s got I’ve got W e ph eyes) mily and the fact t l look different mily, while they he unit g d) as well ike:

Unit 5. Where’s My Bird? Dear parents, Your child is just about to start Unit 5, Where’s My Bird? In this unit we will be learning vocabulary for pet animals (turtle, fi sh, bird, hamster, cat, dog) as well as the concepts ‘on’ and ‘under’. We will also be practising simple phrases like: Can you see your (bird)? It’s (on) the (table). The (cat) is (under) the (chair). In the Big Book story, Nico is worried because he’s lost his pet bird and his pet turtle. With Greenman and Sam’s help they eventually fi nd 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. Your child will also learn to sing and do the actions for the unit song. Here are the words for the action song in Unit 5, On, under. On, under! On, under! Can you see? My dog is on the table. Hee, hee, hee! On, under! On, under! Can you see? My cat is under the chair. My dog is on the table. Hee, hee, hee! Add on: hamster: on the ball fi sh: under the table bird: on my nose turtle: under the book Why not play the action song video at home, do the actions and sing along with your child? You can fi nd all songs and videos on our page www.cambridge.org/greenman. You can also play interactive games or watch the story animation together. With best wishes, The class teacher Greenman and the Magic Forest Teacher’s Book STARTER 129 e? is under the on the tab ee, hee, hee! Add on: ham fi sh bird see ird and his pet tu e forest, to eve f worry and re cabulary and str he unit learning ncepts bird)?

Unit 6. Let’s Tidy Up! Dear parents, Your child is just about to start Unit 6, Let’s Tidy Up! In this unit we will be learning vocabulary for food (sandwich, cake, pasta, apple, banana, milk) as well as the concepts ‘tidy’ and ‘messy’. We will also be practising simple phrases like: I like (milk). I don’t like (pasta). Let’s (eat). In the Big Book story, 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! But the children are too excited with the food preparations to listen to him. Nico slips on a banana skin and falls on top of the food, mixing up the fruit and the cake. The children understand that they should have tidied up and apologise to Greenman. The forest friends help them make the forest clean again and they all enjoy having the apple and banana cake mix! 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. Your child will also learn to sing and do the actions for the unit song. Here are the words for the action song in Unit 6, I like summer. I like summer. Hooray, hooray! I like summer. Hooray, hooray! Let’s have a picnic. It’s a lovely day! Let’s make a sandwich! Let’s make a sandwich! Let’s make a sandwich. It’s a lovely day! Repeat with: eat apples and bananas drink milk eat spaghetti make a cake Why not play the action song video at home, do the actions and sing along with your child? You can fi nd all songs and videos on our page www.cambridge.org/greenman. You can also play interactive games or watch the story animation together. We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher 130 Greenman and the Magic Forest Teacher’s Book STARTER a pi ely day! e a sandw et’s make a san Let’s make a s t’s a lovely Rep eat ho tory, e value the actions ummer. ay! milk) als are in the fore mess and Green with the food op of the food, m d have tidied u clean ldren ning oncepts ’t like

Festivals Dear parents, Throughout the course your child will learn about four different and important festivals, Halloween, Christmas, Easter Carnival and Green Day (a special day to think about looking after the environment). Your child will be learning the vocabulary related to these festivals and their traditions. We will also learn a song related to each topic and work on three Phonics activities including a Phonics song. Here are the words for the main Festival songs. Why not sing and practise the festival songs with your child at home? All songs and videos are available on our page www.cambridge.org/greenman. We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher Greenman and the Magic Forest Teacher’s Book STARTER 131 Halloween Oooh oooh oooh oooh There is one pumpkin. Oooh oooh oooh oooh Halloween! Oooh oooh oooh oooh There is one cat. Oooh oooh oooh oooh Halloween! Oooh oooh oooh oooh There is one monster. Oooh oooh oooh oooh Halloween! Oooh oooh oooh oooh Halloween! Merry Christmas Merry Christmas, everybody! Merry Christmas, Merry Christmas, you and me. Merry Christmas, Merry Christmas, Christmas tree. Father Christmas has got toys. For the girls and for the boys. Merry Christmas, Merry Christmas, you and me! Merry Christmas, everybody! Easter Bunny Easter Bunny, Easter Bunny! Hop, hop, hop! Easter Bunny, Easter Bunny! Stop, stop, stop! Easter eggs red! Easter eggs blue! Chocolate eggs for me and you! It’s Green Day It’s Green Day. Everybody, let’s keep the forest green! It’s Green Day. Everybody, let’s keep the forest green! The forest is so beautiful! Flowers, trees and animals! It’s Green Day. Everybody, let’s keep the forest green! SAMPLE aster Bun ny, Easter Bunny , stop ster eggs red! Easter egg Chocolate eg - NOT FOR Merry , Merry istmas has got to irls and for the erry Christmas, M ry Ch E SALsong dy! tmas, y

Autumn Fun! Dear parents, Your child will review Units 1 and 2 with the Autumn Fun! review. They will learn about this season with different activities and songs and they will also do an autumn project. Here are the words for the autumn song, It’s autumn. It’s autumn in the magic forest. It’s autumn in the magic forest. The sky is blue, the leaves are red. I’m happy, I’m happy it’s autumn time. I’m happy, I’m happy it’s autumn time. We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher Dear parents, Your child will review Units 3 and 4 with the Winter Fun! review. They will learn about this season with different activities and songs and they will also do a winter project. Here are the words for the winter song, It’s wintertime. (It’s cold!) It’s wintertime. Let’s go! It’s wintertime. Let’s go, It’s wintertime. Let’s go! It’s very cold in the forest today. We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher 132 Winter Fun! Greenman and the Magic Forest Teacher’s Book STARTER (It’s windy!) It’s wintertime. Let’s play! It’s wintertime. Let’s play! It’s wintertime. Let’s play! It’s very windy in the forest today. (It’s snowy!) It’s wintertime. Let’s go! It’s wintertime. Let’s go, It’s wintertime. Let’s go! It’s very snowy in the forest today. SAMPLE ew Units 3 and 4 es and songs an e words for the (It’s cold It’s wi It’s I - NOTFOR s! E SAL

Dear parents, Your child will review Units 5 and 6 with the Spring Fun! review. They will learn about this season with different activities and songs and they will also do a spring project. Here are the words for the spring song, Sing for spring. Can you see the butterfl y? Can you see the sunny sky? Can you hear the forest sing… for spring? Let’s sing! For spring! Sing for spring! Sing for spring! We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher Dear parents, Your child will review the Starter Level course with the Summer Fun! review. They will learn about this season with different activities and songs and they will also do a summer project. Here are the words for the summer song, Family fun. 1, 2, 3, 4. 1, 2, 3, 4, family fun! Playing in the summer sun! We hope you have fun with Greenman and his magic forest friends! With best wishes, The class teacher 133 Spring Fun! Summer Fun! Greenman and the Magic Forest Teacher’s Book STARTER 1, 2, 3, 4, family fun! I love summertime! SAMPLE ew the Starter ifferent activities the words for the 1, 2, 3 1 E - NOTest f FOR s! E SAL

Digital Forest 134 Greenman and the Magic Forest Teacher’s Book STARTER Digital Forest is the Greenman and the Magic Forest teacher’s resource to be used with interactive whiteboards. It includes: · an interactive routine board · animated stories · action song videos · interactive fl ashcards · interactive Phonics fl ashcards and · extra games. It has been developed with the objective of providing the teacher with an easy-to-use toolbox containing all the materials necessary to make lessons dynamic and interactive. From the main menu the teacher can access with a single click all the resources that he or she will use every day: routine board, fl ashcards, videos or animations. In addition, all contents practised in the Pupil’s Book have complementary activities in Digital Forest in the form of interactive games. ZRoutine Board With its easy oneclick access, the teacher can use the interactive Routine Board to make the routine work interactive and more dynamic. Routine songs and Phonics fl ashcards are also included in this section. ZUnits Each unit of Greenman and the Magic Forest has its corresponding interactive version with extra games to further practise the contents for each lesson. ZAction Song Videos and Animated Stories The teacher can make lessons more attractive and dynamic using the action song videos and animated stories. The Action songs come with karaoke versions and the animated stories can be watched with subtitles if necessary. ZFlashcards and Phonics Flashcards Digital Forest comes with a fl ashcards viewer both for the unit fl ashcards and the Phonics fl ashcards. This includes the option of listening to the word or sound related to the image. MPLEt nt dynam songs fl as i - m tine NOT oneess, the an use the outin R SALEan ons active an mic using the on song videos and animated s The Action so come with ers anim ca

Greenman and the Magic Forest Teacher’s Book STARTER 135 Greenman and the Magic Forest – Evaluation grid Lesson objectives Degree of achievement Notes/comments Lesson 1 Vocabulary Low/Medium/High Lesson 2 Structures Low/Medium/High Lesson 3 Concepts (through story) Low/Medium/High Lesson 4 Actions Low/Medium/High Lesson 5 Skills Low/Medium/High Lesson 6 Consolidation Low/Medium/High Extra Phonics Lesson Low/Medium/High Comments for main teacher Comments for parents Pre-primary Areas of Development Notes/comments Area 1. Knowing one’s self and personal autonomy · The body and self image · Games and movement · Activities and daily life · Personal care and health Area 2. Physical, natural, social and cultural environment · Physical environment: elements, relationships and measurement · Relationship with nature · Culture and social life Area 3. Languages: Communication and representation · Verbal language · Audiovisual language and TIC · Artistic language · Body language Pupil’s name Year Term Unit Topic Material used In the classroom Delivered to the family Pupil’s Book Stickers Pop-outs Other Unit evaluation What has worked best What hasn’t worked that well Teacher Pupils SAMPLEnd repre nd re MP A S k outs ther SA Unit eval acher ationNOT ment measurement FORSALE omments EL A

José Abascal 56, 1º – 28003 Madrid, Spain Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org © Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Printed in Legal deposit: ISBN 978-84-9036-499-4 Teacher’s Book Starter International Edition ISBN 978-84-9036-814-5 Pupil’s Book Starter (with Stickers and Pop-out) ISBN 978-84-9036-815-2 Big Book Starter ISBN 978-84-9036-818-3 Teacher’s Resource Book Starter ISBN 978-84-9036-820-6 Flashcards Starter ISBN 978-84-9036-819-0 Phonics Flashcards Starter ISBN 978-84-9036-821-3 Class Audio CDs Starter ISBN 978-84-9036-822-0 Digital Forest Starter ISBN 978-84-9036-845-9 Routine Board ISBN 978-84-9036-000-2 Reward Stickers ISBN 978-84-9036-001-9 Reward Stamp ISBN 978-84-9036-846-6 Teacher’s Bag ISBN 978-84-9036-844-2 Puppet Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Thanks and Acknowledgements Authors’ thanks Katie Hill would like to thank everyone at Cambridge University Press and in particular to: Jeannine Bogaard for providing the opportunity to write, Julieta Hernández for overseeing the project, Mercedes López de Bergara and Emma Stubbs for their excellent editorial skills and continued support. She would also like to thank Nieves Fernández Lera for her freelance support and excellent editorial skills. Karen Elliott would like to thank everyone at Cambridge University Press and in particular: Mercedes López de Bergara for her enthusiasm and dedication to the Phonics section of the project, Mary Ockenden at the American School Bilbao, Aitziber Gutiérrez and Piluca Baselga at the Colegio Infantil Haurbaki for their help and suggestions on Phonics at various stages of the project. A special thank you goes to Juan González Cué, our Production Project Manager. The authors and publishers would like to thank the following teachers for their help in reviewing the material and for the invaluable feedback they provided: Álvaro Ruiz González, Colegio Ramón y Cajal, Madrid; Carlos B. Ferrer de las Peñas, Colegio Montpellier, Madrid; Paloma del Cerro Gómez, CEIPSO El Greco, Madrid; Miriam Martínez de Dios, Colegio La Anunciata, Madrid; María Palomo Bosque, Colegio San José, Madrid; Carmen García, Salesianos Atocha, Madrid; Gloria Torrecilla González, Colegio El Valle, Madrid; Cristina Álvarez, Colegio Ramón Gómez de la Serna, Madrid; Mª Jesús Aragón Rodríguez, CEIP Velázquez, Madrid; Leyre Alcalde Gordo, CEIP La Alameda, Madrid; Mª Cruz Salomon García, CEIP Infanta Leonor, Madrid; José Rubén Jiménez Carvajal, CEIP Seseña y Benavente, Madrid; Antonio Hernández García, Colegio Santa Joaquina de Vedruna de Sevilla, Sevilla; Sara Fernández Moratilla, Colegio Virgen del Carmen, Barcelona; Raúl Vercher Gómez, Colegio Sagrada Familia, Valencia; Joaquín Martínez Rueda, Colegio Narval, Murcia; Silvia Crespo Rica, Colegio Santo Tomás de Villanueva, Granada; Vanesa Rubio Carreño, CEIP La Pea, Valencia; Lidia Madroñal Vaquero, Colegio Santa Joaquina de Vedruna, Sevilla; María Del Mar Jiménez Calvillo, CEIP Las Cigüeñas, Madrid; María José Cortés Moreno, CEIP La Raza, Sevilla; Rosa Mª Montané Milà, ZER Cep de Sis, Barcelona; Raquel Lara Sánchez, Colegio La Milagrosa, Madrid; María José Pascual Núñez, CEIP Monte Alegre, Valencia; Inmaculada Folgado Aliaga, Colegio Asunción de Nuestra Señora, Valencia. The authors and publishers are grateful to the following illustrators: Gema García Ingelmo: cover illustration and characters concept Antonio Cuesta Cornejo: illustration The publishers are grateful to the following contributors: Nieves Fernández Lera and Inés Avello: editorial freelance Teresa del Arco: layout and design Chefer: cover design Riera Sound / Suena Estudio: composition, arrangements and audio production Amy Jo Doherty: additional composition statutory except statutory exc ve licensing agreem censing agreem e place without the w ty Press. 36-499-4 Teache -9036-814-5 036-814-5 Pup 84-9036-815-2 B 78-84-9036-818-3 8-84-9036-818-3 978-84-9036-820-6 -84-9036-820- N 978-84-9036-81 ISBN 978-84-9036 978-84-90 ISBN 978-84-90 BN 978-84- 978-84 978- 97 - NOT e in the pursuit in the pursuit levels of Haur project. pro A special th A specia Manager. The t FORaard f seeing the p eeing th heir excellent edit eir excellent e o thank Nieves Ferná ank Nieves Ferná orial skills. orial skills would like to thank would like to tha lar: Mercedes López lar: Mercedes López Phonics section of th Bilbao, Aitziber G Bilbao, A or their hel or thei SALE ne at Cambridge e at Cambridge oviding the iding the ct, Me