Greenman Starter Teacher Book (1)

Greenman and the Magic Forest Teacher’s Book STARTER 51 p.19 ‘There’s one blue doll,’ says Sam. ‘Stella, here you are!’ ‘Thank you!’ ‘There’s one blue teddy bear,’ says Sam. ‘Rabbit, here you are!’ ‘Thank you!’ ‘There’s one blue ball,’ says Sam. ‘Nico, here you are!’ ‘Thank you!’ p.20 ‘A red train. It’s fast. This is fun!’ says Greenman. ‘A red car. It’s fast. This is fun!’ says Hedgehog. ‘A red bike. It’s slow ... This is fun ...’ says Frog. ‘It’s time for tea!’ says Greenman. ‘It’s messy. Let’s tidy up! One red train. One red car. One red bike. One blue doll. One blue ball and ... Where’s the blue teddy bear?’ p.23 Look! There’s Rabbit ...’ says Sam. ‘And there’s one blue teddy bear ...’ says Nico. ‘He’s tired. Be quiet, everyone!’ says Greenman. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 23. Worksheet 2: Say, match and colour. Show pupils page 23 in the Pupil’s Book and walk around to check that everyone is on the correct page. Hold up your book and point to the vocabulary words. Hold up the flashcard for each word to make the connection. Say Point to the red train. Here is a red train, and here. Point to Sam’s hand offering it and then Greenman holding the train. Say Sam says ‘Here you are’ and Greenman says ‘Thank you’. Let’s draw a line. Model how to draw a line to connect both pictures. Repeat the process with the other pictures. Point at the crayon in the coloring icon and say Look, a crayon. Let’s colour the toys. Let’s colour the train. Point at the train Sam is holding and then the train Greenman is holding, and say What colour is the train, blue or red? Ellicit Red. Repeat with the other pictures. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 24. Optional worksheet: Colour. Hold up your book open at page 24. Model colouring in the picture of Stella with a doll. Point at the crayon in the coloring icon and say Look, a crayon. Use your crayons. Let’s colour Stella and her doll. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Game: Roll and review. Place the unit flashcards in a horizontal line on the floor, leaving a space below them (about one metre). In this game pupils roll a soft ball to one of the cards and say the word. If the ball doesn’t land on a card, they say the word closest to the ball. Say We’re going to play a game. I stand here (point to the place on the floor where pupils should stand) and roll the ball (roll the ball gently) I say this word (point to the card closest to the ball). Repeat with different pupils rolling the ball and saying the words until most have had a turn. Teacher’s Resource Book Photocopiable 5: Find and colour the different toy. Prepare one photocopiable for each pupil. Hold up your photocopiable and point to the first picture. Say What’s this? Elicit A train. Point to the next picture and say What’s this? Point to the third picture and repeat the process. Say There are three trains. Repeat, There are three trains. Repeat this with the pupils to model. You may need to do this more than once. Say Let’s colour the car red. There is one red car. Repeat with the rest of the pictures. (Pupils will colour the bear and ball blue.) Stamp the completed page with the Greenman stamp. There is one (train). / There is one (blue) (train, ball, teddy, doll, bike, car). Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 5 2 Let’s Play! Find and colour the different toy. SAMPLEnd her an holding th an holding reenman says ‘Th man says ‘Th to draw a line to ess with the othe s with the oth loring icon and s . Let’s colour the Let’s colour the nd then the train nd then the ur is the train, blu ur is the train, bl her pictures. r pictures. the completed pa he completed p Goodbye • Follow the de Follow the d - n. Sa oint to oin NOT k around d up d colour. colour. OT the T TFOR closest stand here (p ere pupils should all gently) say t to the ball). R ball and saying t n. er’s R he E SALrayo se your or pupil e with the horizontal line o w them (about oft ball to one oesn’t b

52 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 3 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 Tell Greenman to move ‘fast’ and ‘slow’ Say Greenman, go fast! Greenman, go slow! Have the children move their fingers as if the fingers were running or walking to do the actions along with Greenman. Fast and slow. Pupils stand in a circle. Use gestures to show that they will walk around in a circle. Say Walk fast. Be careful! Walk slow. Alternate between both. Make a point of saying Be careful! To help children remember that they shouldn’t push or run into other pupils. ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Take out the Big Book and read the story, stopping to point out parts of the story where we can see examples of ‘fast’ and ‘slow’ (page 20). Point to the pictures and have the children do a fast running action for ‘fast’ and a slow creeping action for ‘slow’. Review the unit vocabulary using the Big Book. (Ask Where’s the car? Is the train fast or slow? 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 the 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 toys (red and blue). Hold up an image of the doll. Say What is it? A doll! What colour is it? Blue! Let’s find the red doll. Hold up incorrect red toys naming them and eliciting the response No from the class for each until you hold up the blue doll eliciting the response Yes. Repeat this with the other toys and colours. Pass out the pop-out activity for Unit 2, 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. When they have finished, say Now find the match. Show me the red train. Model holding up the pop-out. Where is the blue train? Model with your own pop-out. Say Good! A blue train. 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. Lesson objective To introduce a contrasting concept (fast/ slow) and value (fun). Language New: fast/slow, blue, toys Review: weather, red Receptive: Go (fast), Walk (slow), Where’s the ...? Show me ..., Find the ..., Match Material Routine Board, Greenman Puppet, Big Book story Unit 2, PB page 25, Flashcards Unit 2, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 26, several toy cars with moving wheels, several toys (mainly from unit vocabulary), TRB Photocopiable 6 Name 25 SAMPLE slow’ Say slow’ S the children the children running or walkin g or walkin an. ircle. Use gesture ircle. Use gestur a circle. Say circle. Say Walk ween both. Make ildren remember en remember er pupils. Story time Say the chant I and look ins nd look in Book eenmNOT rs rthday Revie the car the pupils to pupils You m sto he unit he unFOR h ORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 53 Pupil’s Book page 25. Worksheet 3: Say fast or slow. Show pupils page 25 in the Pupil’s Book and walk around to check that everyone is on the correct page. Say Let’s point to something ‘fast’. Focus on one pupil and tell the class what he/she has chosen to point to. (Mario) is pointing to Hedgehog. Is Hedgehog fast or slow? Elicit Fast! Very good! Point to something ‘slow’. Help pupils to identify a picture showing the correct concept. Next hold up your book and point to the first picture. Say Fast or slow? Elicit the response Fast! Repeat for each of the remaining pictures. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 26. Optional worksheet: Colour fast and slow. Walk around to check that everyone is on the correct page. Ask Is Rabbit fast or slow? Is Turtle fast or slow? Elicit the answers. Say Let’s colour red for fast. Model how to colour the rabbit red in your own book and monitor as pupils do this. Repeat the process colouring in the turtle blue for slow. Observe the pupils and stamp the completed page with the Greenman stamp. Fast or slow cars. Have some toy cars ready to show to the class. Say What is it? Yes! A car! Is it fast? Is it slow? Model how the car can go ‘fast’ or ‘slow’. Call up volunteers. Have the pupils move the cars either ‘fast’ or ‘slow when you say the words. Then put pupils into groups of three or four and let one pupil say fast or slow for their classmates to move the cars accordingly. Values activity: Fun. Prepare various toys in a box, try to include toys from the unit vocabulary. Have pupils come up one by one and offer them a toy. Say There is one (doll). Here you are. Elicit the response Thank you from them. Ask them what they can do with the toy (you may need to do this in L1). If the pupil can only think of a traditional way to play with the toy offer a new way to play with it. The idea is to be free to, play and be creative. When you have thought of and shown many different ways to play with the toys, give the pupils some time to play with them if possible. Teacher’s Resource Book Photocopiable 6: Find and circle the four differences. Prepare one photocopiable for each pupil. Hold up your photocopiable so that the pupils can see it and point to the first picture. Point to the train that Greenman is holding and say What’s this? Elicit the response One train. Then point to the second picture. Point to the doll that Greenman is holding and say What’s this? Elicit the response One doll. Ask the pupils if it’s OK for Greenman to play with a train and a doll. Point out the fact that he can play with both. Repeat with the rest of the pictures (Sam can play with a doll or a train, Hedgehog and Frog can have fun going fast or slow). Stamp the completed page with the Greenman stamp. Value: having fun Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 6 Find and circle the four differences. SAMPLEay f ars accor - o gro slo NOT ay el how rs. w TFOR S E SALk eed to traditiona with it. eative. When ny different ways some time to p Photocopiable S

54 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 4 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 ZActive time Warmer Show the class the flashcards for the unit and ask the children to act out activities connected to the flashcards. You can also have volunteers ‘lead’ the whole class in the actions (for example, one pupil begins hugging a teddy and the rest of the pupils mimic him/her). Game: Pass and say. Have pupils stand or sit in a circle. Give out one flashcard to each pupil (or as many flashcards as you want to practise). Say Now, pass the flashcards. Go. Have pupils pass the flashcards around the circle (all in the same direction) until you say Stop! Say the name of one (or several) pupil(s) and have them say the word for their flashcard(s). Then tell the pupils to pass the flashcards again. Look at my toys 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 to do first. 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 song line by line. Then, play the audio track 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 of the actions and singing some of the words. Look at my toys. Look at me. (Spread your arms out as if displaying something.) There’s one ball. Play with me! (Point to an imaginary object, gesture ‘come on’.) Bounce the ball slow, slow, slow. (Pretend to bounce a ball slowly.) Bounce the ball fast, fast, fast! (Pretend to bounce a ball quickly.) Stop! (Hold out the palm of your hand to say ‘stop’.) Look at my toys. Look at me. (Spread your arms out as if displaying something.) There’s one train. Play with me. (Point at an imaginary object/gesture ‘come on’.) Move the train slow, slow, slow. (Pretend to move a toy train slowly.) Lesson objective To use TPR to review unit vocabulary with an action song. Language New: toys, blue, fast/slow Review: weather, red, circle Receptive: Pass the ..., Go, Stop, Look at ..., Bounce the ..., Move the ..., Ride the ..., Show me, Stand up Materials Routine Board, Greenman Puppet, PB page 27, Flashcards Unit 2, CD1, Action song video, crayons, pencils, Greenman Stamp. Optional: PB page 28 Name 27 23 CD 1 SAMPLEed to d’ the whol d’ the wh begins hugging egins hugging him/her). r sit in a circle. G sit in a circle. G as many flashcar as many fla Now, pass the flas Now, pass the fl shcards around t hcards around t until you say Sto l) pupil(s) and ha pupil(s) and ha hcard(s). Then te (s). Then t again. Look at my to u may c t - ask flashca as NOT ay card show t stand up, stan them the song. Pr FOR the children to the chil e second e sec OR lass OR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 55 Move the train fast, fast, fast! (Pretend to move a train quickly.) Stop! (Hold out the palm of your hand to say ‘stop’.) Repeat with: ride the bike (Pretend to ride a bike.) move the car (Pretend to move a toy car.) Play with me! (Gesture ‘come on’.) ZTable time Say the Table time chant (see page 12). Pupil’s Book page 27. Worksheet 4: Listen to the song, point and colour. Show pupils page 27 and walk around to check that everyone is on the correct page. Listen to the song Look at my toys (CD1.23). Ask pupils to point to the pictures as they are mentioned in the song. Do the same holding up your book. Repeat this two or three times. Point at the crayon in the colouring icon and say Look, a crayon. Now, let’s colour! Play the song again as pupils colour. Monitor as they work. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. Z Extra activities Pupil’s Book page 28. Optional worksheet: Colour the ball blue. Say What is it? Point to the ball. Say That’s right! A ball. Let’s colour the ball blue. Monitor as pupils work. You may also want to use this opportunity to review the ‘circle’ shape, by asking pupils Where is a circle? whilst tracing the shape of the ball on your book. Say The ball is a circle! Stamp the completed page with the Greenman stamp. Game: Do the action. Say a phrase from the song and have pupils try to do the action. Say Show me (bounce the ball). Model the action for pupils to copy until the children begin to understand the game. Continue repeating different action words and do part of the action to help if children are having difficulty. Repeat with each action from the song until pupils are doing several actions without help. Optional: add the words ‘fast’ or ‘slow’ to your instructions to also practise this unit’s contrasting concept. SAMPLE - NOTs n FOR ls to co he game. Co and do part of t re having difficu song until pupi out help. tional: a uction E SALA s work. review rcle? your book. Say pleted page with g and have pu (bounce ntil th

56 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 5 ZStarting the lesson • Follow the description on page 11. ZRoutines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 ZActive time Warmer Use the Routine Board to review the circle shape, and the colours red and blue. Hold up a magnet from the board and elicit the word. After each topic, look for items around the room that represent it. For example, look for things in the classroom that are in that shape. Say Where is a circle? The bin is a circle. Look! Plasticine number 1. The pupils will use Plasticine to make the number 1. Before passing out Plasticine to the class, make an example. Roll a long piece of Plasticine to use to form the number. Say Let’s make a number 1. Say Look! 1! Pupils will repeat the word. Prepare to 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. When everyone has Plasticine, look around and say Look. Ready? Go. Make a 1. 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. You may want to use the Greenman Puppet to help pupils who struggle with the activity. One happy rabbit song: Sing and count. Say Let’s practise a number song. Listen to the song about a rabbit. Draw a picture of a rabbit on the board or hold up a picture of one to clarify. Say One rabbit! Use your fingers to make the number 1 throughout the song. Play the song once. Then sing the song line by line, and model the actions for the pupils to copy. Have pupils repeat the lines after you and do the actions. Do this twice. Next, play the audio track again for pupils to join in. Repeat the audio track several times until pupils are doing most of the actions and singing some of the words. There’s one happpy rabbit, (Show one finger, put your hands on top of your head like rabbit ears.) On one chair. (Show one finger/pretend to touch a chair behind you.) There’s one happy rabbit. (Show one finger, put your hands on top of your head like rabbit ears.) Come on, let’s play! (Gesture ‘come on’.) Teddy bear, teddy bear, (Pretend to hug a teddy bear to your chest.) You’re so blue. Teddy bear, teddy bear, (Pretend to hug a teddy bear to your chest.) I love you! (Point to yourself, cross your arms over your chest, point ‘you’.) Lesson objective To work on pre-writing skills as well as number 1 and the colour blue through a song. Language New: number 1, blue, toys, There is one ... Review: weather, red, chair, happy, circle Receptive: Where is ...? What’s this? Let’s make a ..., Let’s colour, Let’s trace, Listen, Look, Go, Show me, Give me, Come on, Materials Routine Board, Greenman Puppet, PB page 29, Flashcards Unit 2, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 30, TRB Photocopiable 7, blue stickers or blue tissue paper cut into small pieces or made into balls 24 CD 1 Name 29 1 1 SAMPLEthe circle sh he circle a magnet from t agnet from t pic, look for item or example, look f example, look that shape. Say hat shape. Say W ook! er 1. will use Plasticine ll use Plasticin out Plasticine to t out Plasticine to piece of Plastici iece of Plastic s make a numbe ke a numbe word. Prepare to word. Prepare and say One, tw One, t show that c how that c l they - NOT urs rthday One SayLet’s rabbit.Dr picture Us py rabbi py rabFOR SALE 1

Greenman and the Magic Forest Teacher’s Book STARTER 57 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 29. Worksheet 5: Trace, count and colour. Show pupils page 29 in the Pupil’s Book and check that everyone is on the correct page. Point to Rabbit and say What is it? Yes, Rabbit! Point to the teddy bear and ask the pupils to say the word to identify ‘teddy’ or ‘teddy bear’. Say There is one rabbit, and one teddy bear. Hold up one finger to reinforce the number. Say Let’s make the number 1. Show me your blue crayon. Model how to trace the lines to draw the number one. Monitor as pupils do the same on the worksheet. Say What colour is the teddy bear? Elicit the response Blue. Say Let’s colour this teddy bear blue. Model colouring in the teddy bear on the right side of the page. Monitor the children’s work and stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 30. Optional worksheet: Draw your favourite toy. Make sure that all pupils have found the correct page. Say My favourite toy is a (car). I’m going to draw a (car). Draw a car in your book. Ask various pupils What’s your favourite toy? When they answer respond Well done, draw a (doll). Use your crayons. Monitor pupils as they work and stamp the completed page with the Greenman stamp. You may choose to have pupils show their completed drawings to the class. Game: Find the number. Put several classroom objects in the centre of the circle (pencils, crayons, books, etc). Choose small groups of pupils to find the correct number of items. Say (Mario), (Lucía), (Iván) give me one pencil. Have the pupils repeat Here you are after you as they hand you the object. Repeat with different objects and different groups of pupils. Teacher’s Resource Book Photocopiable 7: Trace number 1. Then colour. Prepare one photocopiable for each pupil. Prepare blue tissue paper or blue stickers. Hold up your photocopiable and point to the number 1. Say What’s this? Elicit One. Say Let’s trace the number 1. Model tracing the number 1 on your own paper. Say Let’s make the 1 blue. Model how to fill in the shape of the number 1 with stickers or by gluing on tissue paper. Pass out the materials and monitor pupils. Early finishers can colour in the picture of Greenman. Stamp the completed page with the Greenman stamp. Skills: tracing, number 1 Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 7 Trace number 1. Then colour. SAMPLE - NOTn OT FOR yons, b to find the co (Lucía), (Iván) giv eat Here you ar ect. Repeat w ps of pupils. acher’s R er 1. F E SALpag w a (car). hat’s sp ell onitor pupils eted page with t e to have pupi gs to the class. in the t

58 Greenman and the Magic Forest Teacher’s Book STARTER Lesson 6 ZStarting the lesson • Follow the description on page 11. ZConsolidation time Warmer Review flashcards from unit 2 by holding each one up and saying the vocabulary word with the pupils. Game: What is it? Place the flashcards from Unit 2 face down in the centre of the circle. Have pupils take turns choosing a card to turn over and name. When all six cards have been identified, change the order for other pupils to play the game. Say (Mario), choose a card. What is it? Yes, very good, it’s a (ball). Use gestures to help the pupils understand that they need to turn a card over and then put it in the same place again. This helps struggling pupils to choose a word that has already been identified. 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 while 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 31. Worksheet 6: Find and stick. Help pupils to find page 31 in the Pupil’s Book and locate the stickers for Unit 2. Say Find and stick the picture. Have Greenman repeat each word several times as pupils look for the correct sticker to put in each place. Monitor the children as they work and encourage them along, or give gesture clues. Repeat with each vocabulary word. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Game: Guess the toy. Choose a volunteer and ‘secretly’ show they a toy to act out. Say (Mario), come up please. (whisper) Play with this. Show a flashcard of one of the toys to the pupil and gesture to show that he/she should act out playing with the toy. Say What is (Mario) playing with? Can you guess the toy? Other pupils will raise their hands to guess which toy it is. Encourage and help pupils to arrive at the correct response, some will likely identify the toy in L1. If this is the case, encourage them to remember the word in English. Give positive reinforcement, such as: That’s right! (Mario) is playing with a ball! Well done! Repeat until several pupils have had a turn. Lesson objective To consolidate all unit content. Language Review: toys, Big Book language structures Receptive: Choose a ..., Find, Stick Materials Routine Board, Greenman Puppet, Big Book story Unit 2, PB page 31, Flashcards Unit 2, CD1, crayons, pencils, Greenman Stamp Y WORKSHEET 6 Name Find and stick 31 Consolidation SAMPLE osin have bee have b s to play the ga to play the g s it? Yes, very goo es, very goo upils understand pils understand then put it in the hen put it in the pupils to choose ified. iew hant It’s story tim It’s story ti ok inside k inside and mo ead the story whil ead the story whi saying the words saying the wor the animated the animated able - e ard to enti NOT up and re Help the stic the Have Gre ave G look fo look f chi FOR ’s Book page 3 ’s Book p ls to fi ls to f ORSA E S

Greenman and the Magic Forest Teacher’s Book STARTER 59 ZPhonics time Warmer Show children the ‘g’ and ‘b’ (Greenman and book) Phonics flashcards. Say the words, then segment the sounds. Say Look at the picture. It’s Greenman. Listen to the sound: g-g-gGreenman. Listen and repeat: g-g-g-green, g-g-g-greenman. Point to Greenman as you say G-g-g-green. Greenman is green! Say What colour is Greenman? Greenman is green! Pupils have not been introduced to this word in English yet but they will recognise the colour and answer in L1. This is perfectly OK as the sound ‘green’ is very familiar to them already, as part of the name ‘Greenman’. Repeat with the second sound. 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 32. 1. Listen and say the g and b letter sounds. Say the Table time chant (see page 12). Show pupils page 32. Have Greenman say I’m G-G-G-Greenman! I’ve got a b-bb-book! Have the pupils say this along with Greenman using a funny deep voice. Say What colour is the book? Elicit Blue. Say Yes, the book is blue! It’s a blue book! emphasizing the ‘b’ sounds in ‘book’ and ‘blue’. Say Point to the Greenman picture. Say Point to the book. Play the audio and have pupils listen and repeat. Repeat three times. g – g – g Greenman g – g – g green g – g – g green Greenman b – b – b blue b – b – b book b – b – b blue book Pupil’s Book page 32. 2. Sing the song. Play the song three times and then say it slowly (in different voices or changing to Greenman to hold interest) and have pupils repeat each line. Continue repeating until pupils are saying most of the words. g - g - g I’m Greenman (Stomp like Greenman.) g - g - g I’m Greenman! (Stomp like Greenman.) g - g - g I’m green! (Point to something green.) I’m Greenman! (Stomp like Greenman.) g - g - g Greenman! I’m green! (Point to something green.) I’m Greenman! (Stomp like Greenman.) Pupil’s Book page 32. 3. Sing the song. Show pupils activity 3 in your book. Pupils will repeat after the song and point to the picture when that word is mentioned in the song. Play the song once and model how to do it. Then play the song again, pause the track when you hear each of the words and have pupils repeat it. b - b - b This is my book. My big, blue book! b - b - b This is my book. My big, blue book! ZExtra activities Sing the Phonics song Pupils learn the song and sing it as part of the daily routine until the new letter sounds are introduced. Teacher’s Resource Book Photocopiable 8: Make a book of b words. Prepare one photocopiable for each pupil. Cut in advance the different pages for each pupil and have glue ready. Hold up your photocopiable and show pupils how to fold the pages. Walk around and help pupils. Then point to the first page. Say What’s this? Elicit It’s a b-b-book. Say Let’s stick the book. Model how to glue the picture onto the page. Repeat with the remaining pictures. When pupils have finished go through the pages as a class repeating the Phonics sound and the words. Have pupils point to the corresponding picture. Stamp the completed page with the Greenman stamp. 25 CD 1 26 CD 1 27 CD 1 Extra Phonics Lesson Lesson objective To introduce two new Phonics sounds (‘g’ and ‘b’). Language New: green, book, blue Materials Routine Board, Greenman Puppet, PB page 32, Phonics Flashcards Unit 2, CD1, crayons, pencils, Greenman Stamp. Optional: TRB Photocopiable 8 Chant 26 CD 1 25 CD 1 27 CD 1 Listen and say the g and b letter sounds. 32 1 3 2 Sing the song. Y Optional: Photocopiable 8: Make a book of b words. Sing the song. g – g – g I’m Greenman! g – g – g I’m Greenman! g – g – g I’m green! I’m Greenman! g – g – g Greenman! I’m green. I’m Greenman! b – b – b This is my book. My big, blue book! b – b – b This is my book. My big, blue book! EXTRA Phonics Lesson Phonics: g (Greenman, green), b (book, blue) Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 8 Make a book of b words. SAMPLE reen, g -g-g-green. Gre g-g-green. Gre enman? Greenma n? Greenma duced to this word uced to this wor he colour and ans he colour and an ound ‘green’ is ve ound ‘green’ is v the name ‘Green e second sound. e second sound m of the Routine m of the Routine fferent children to fferent children ’s Book page 32. Book page 32. unds. Say the Table t Say the Table 32. Have Gre 32. Have G ook! H - soun -greenm -gre NOT k) Phonics ) Phonics . Say play the wo OT1 O FOR oint to man! (Sto page 32. 3. Sing page 32. 3. Sin pils activity 3 in yo pils activity 3 in and point to the p ong. Play the so ong. Play song aga song and ALE S in differe n differ st) and have t) and have until pupils are pupils are mp like Greenm mp like Gree Point to some mp like Greenm ething

6060 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description on page 11. ZRoutines • The theme of the lesson is autumn. 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 circle shape, the colours red and blue and the number one. Autumn weather. Present vocabulary for the weather using the Routine Board and choosing the vocabulary that is most appropriate for autumn. 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 shiver, saying ‘brrr’ to show ‘cold’.) Say What’s the weather like today? Choose a volunteer to come up and choose the appropriate magnets to put on the board. Show pupils page 8 in the Big Book and point to the leaves on the forest floor. Say Look, leaves fall. It’s autumn. Do a ‘leaves falling’ action with your hands as you say this to help pupils understand the concept. Say Greenman collects leaves and point to Greenman on page 8 and his bag of leaves. If possible, take the class outside to collect leaves in the playground. Try to find some red leaves so that the children can say the colour. Have Greenman hold up leaves and let them drop slowly to the ground, saying Leaves fall. Pass out leaves to the children and let them touch them and see how they fall slowly to the ground. It’s autumn song. Play the song once and model the actions. Then have the children join in as you sing the song line by line and do the actions with them. Repeat this until most children are saying some of the words and participating in the actions. Then play the audio, modeling the actions with the children participating. Repeat the song until the class is singing most of the words and doing the actions. It’s autumn in the magic forest. (Walking motion as if kicking leaves.) It’s autumn in the magic forest. (Walking motion as if kicking leaves.) The sky is blue, the leaves are red. (Point up to the sky, make a leaf shape with your hands.) I’m happy, I’m happy it’s autumn time. (Do a big smile.) I’m happy, I’m happy it’s autumn time. (Put your hands on your hips and smile.) Lesson objective To review unit vocabulary from Units 1 and 2 and sing a song about autumn. Language Review: teacher, table, chair, book, crayon, pencil, ball, teddy, doll, train, bike, car, happy Receptive: Leaves, Fall, Collect Materials Routine Board, Greenman Puppet, PB page 33, Flashcards Units 1 and 2, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 34, TRB Photocopiables 9 and 10, leaves/tissue paper in red, orange and yellow colours Name 33 Autumn Fun! Autumn Fun! Review 1 28 CD 1 SAMPLE eview the circle s view the circle s the number one e number one ary for the weathe ry for the w the vocabulary th the vocabulary t ave the pupils use e the pupils us weather. (Show r weather. (Show r and move your and move your d shiver, saying ‘b weather like toda weather like to choose the ap ow pup e f - NOT time in ason. lours day If possi If p playgroun playgr can say them lea FOR ta SALE

Greenman and the Magic Forest Teacher’s Book STARTER 61 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 33. Worksheet 1: Say and match. Show pupils page 33 and walk around to check that everyone is on the correct page. Say Point to the pictures. Say each of the vocabulary words: teacher, table, chair, book, crayon, pencil, ball, teddy, doll, train, car, bike. Then say Point to the classroom. Point to the toy box. Where does the teacher go? Give the pupils an example of how to draw a line from the teacher to the classroom. 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 34. Optional worksheet: Colour the crayons blue and red. Show pupils page 34 in your book and walk around to check that everyone has found the correct page. Say Point to the crayons. Well done. Show me your red crayon. Yes. Show me your blue crayon. Good! Check that pupils are showing the correct colour crayon. Say Let’s colour one blue crayon and one red crayon. Monitor pupils as they work, engage them in dialogue about the picture and encourage them to identify the ‘colouring’ icon. Stamp the completed page with the Greenman stamp. Musical flashcards. Place flashcards from Units 1 and 2 in a circle on the floor. Tell pupils to walk in a circle (outside the cards, not on top of them). Say Let’s walk, walk, walk, walk, walk, walk, stop! Call on pupils to name the card that is next to them. You can continue to play in this style, or play music while the pupils walk in a circle and stop the music when you want them to stop. Teacher’s Resource Book Photocopiables 9 and 10: Draw, colour, cut and stick to make an autumn scene. You can copy both photocopiables 9 and 10 for each child, or print photocopiable 9 in A3 for each group and photocopiable 10 for each child. Cut in advance the child silhouette and the bag for each child and have glue ready. Point at the autumn scene and say It’s autumn, look at the leaves! Let’s go to the forest. Ask the pupils What’s this? Elicit answer One bag. Do the same with the child silhouette. What’s this? Elicit answer One child. Then show them how to glue the pieces onto Autumn scene, saying Let’s stick the bag to the picture. Let’s stick the child to the autumn scene! Once they have glued the pieces onto the paper, ask pupils to draw a face and clothes over the child’s silhouette and colour the autumn scene. You may choose to ask pupils to bring in leaves, go outdoors as a class to collect them or use tissue paper in red, orange and yellow colours to prepare small balls for them to stick to the scene. Hold up a sample of the autumn scene. Say Look, it’s autumn! Let’s make beautiful leaves. Hold up a leaf and show how to colour it red and add tissue paper. Say Now the leaf has colour! Let’s stick the leaf to the picture. Show how to stick it to the page. Pass out the materials and model how to decorate the leaf and stick it to the page as the pupils do the same, each in their own way. Use the completed pages for a class display or have pupils take their individual papers home to share. blue, red, autumn, happy Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 9 and 10 Autumn Fun! Draw, colour, cut and stick to make an autumn scene. blue, red, autumn, happy Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 9 and 10 Draw, colour, cut and stick to make an autumn scene. SAMPLEd 2 i cle (outside lk, walk, wa pupils to name t an continue to the pupils walk you want them t - NOT gue tify the th the s You FOR oint at at the leaves s What’s this? El with the child s ne Then es onto Autumn the picture. Let’s they o dr SAL ables 9 and 10 f e 9 in A3 for e each child. Cu ag for e utum ALE , autumn, happy LEGreenman a ALE

62 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description on page 11. Routines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 ZActive time Warmer Greenman will take out flashcards from Units 1 and 2. Help the children to do the motions and say the words for each of the flashcards. Show, touch and repeat. Have Greenman take out the flashcards from Unit 3. Encourage the pupils to applaud each new flashcard and show enthusiasm for each new word. Take each one out individually and say, for example Look! Face! Repeat class, face! Use gestures to reinforce the concept (for example, using your hand to motion showing your whole ‘face’ or pointing to each individual part). Repeat with each card. Next, place the flashcards in the centre of the circle. Call on two volunteers to participate. Say (Mario), (Lucía), touch the word (face). Gesture ‘touch’ with your index finger. If the pupils struggle, give a clue and ask the class to help as well. Repeat with each flashcard and different groups of pupils. Encourage pupils to say Good job! after their classmates’ turns. At this point, you may wish to use the audio of the unit vocabulary to listen and repeat as a class. face, eye, ear, mouth, nose, hair Touch your face song: Sing and touch. Use the Stand up transition chant (see page 12). Play the Touch your face song for the class. Hold up the corresponding flashcard when you hear each vocabulary word in the song. Then play the audio while singing and touching the different parts of your face. Encourage children to point to or touch their facial features while they sing. Repeat the song three times, or until most pupils are pointing and singing some of the words. Touch your face, face, face. Touch your nose, nose, nose. Touch your eye, eye, eye. Touch your hair, hair, hair. Touch your ear, ear, ear. Touch your mouth, mouth, mouth! Touch your face! Lesson objective To introduce main vocabulary for the unit (the face). Language New: face, eye, ear, mouth, nose, hair Review: number 1, weather, red, blue, circle, happy Receptive: Touch your (nose), Point to ..., Trace, Let’s make a ..., Draw ..., No (nose), Do ... Materials Routine Board, Greenman Puppet, Big Book page 24, PB page 35, Flashcards Units 1 and 2, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 36 3 The Big Monster The Big Monster Name 35 Lesson 1 Unit 3. The Big Monster 29 CD 1 30 CD 1 SAMPLE cards from Units rom Units ons and say the ns and say the peat. take out the flas ake out the e pupils to appla usiasm for each asm for each ally and say, for e Use gestures to e gestures to sing your hand to sing your hand to pointing to each pointing to eac Next, place t ext, place two vo - NOT olours rthday OTAt this p At t vocabular ocabu OT FORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 63 ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to the first page of the story. Say What do we see? Oh, look! A face in the water! Eyes! A mouth! Encourage pupils to repeat the words and call on volunteers to show things they can name in the picture. After identifying all of the vocabulary words on the page, close the book. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 35. Worksheet 1: Trace blue or red and say. Show pupils page 35 and walk around to check that everyone is on the correct page. Say the vocabulary words and have pupils point to each item. Say Point to Sam’s hair! Let’s trace the blue line to the hair. Model how to do this in your book. Complete the same process with the other pictures, or if pupils understand the activity quickly allow them to work independently. Monitor as they work and stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 36. Optional worksheet: Draw a happy face. Check to see that all pupils have found the correct page. Point to the picture in your book and say Oh, no! No eyes! No nose! Let’s make a happy face. Show me your pencil. Wait for pupils to show their pencils. Draw two eyes. Model how to do this on the board or in your Pupil’s Book. Most pupils will not have been introduced to the word ‘two’ in English and will use L1 to refer to the concept; this is perfectly OK as they are familiarising themselves with the term, which is introduced later in Lesson 2. Repeat this process for each part of the face. When you have finished with all of the parts, invite children to colour their pictures. Stamp the completed page with the Greenman stamp. Look and imitate. The pupils will copy your motions while you chant the vocabulary word. Say Do what I do. Touch your ear and encourage pupils to touch their ears. Say Ear, ear, ear, ear. Then close and open your eyes in quick succession. Gesture for pupils to copy you and join in as you chant Eyes, eyes, eyes, eyes. Repeat with the other body parts. Encourage pupils to act as volunteers and model the motions. - NOTs the olu FOR childre pleted page wi mitate. pils will copy you bulary word. Say d encourage pu ear, e sion E SALect y Oh, . Show heir pencils. the board or will not have been glish and will u is is perfectly OK s with the ter 2. Repeat thi ou have l

64 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 Review the Unit 3 flashcards. Hold up each card for the class to identify as a group. Pass the ball. Have pupils sit in a circle. Take out a soft ball from a hiding place. Place the unit flashcards in the centre of the circle, face down. Say Let’s play a game. Let’s pass the ball. Pass the ball to your right and motion for the pupils to continue passing the ball. When the ball returns to you, say Stop! Pick up a flashcard from the centre, turn it over and say the word. Say Now you! Repeat the same process but this time stop on a pupil. Help the pupil to choose a flashcard and say the word. Practise one more time in the same way. Next, turn on lively music as the pupils pass the ball and stop the music when you say Stop. Repeat until all the pupils have had a turn. Touch your head. Say Let’s play a game. Touch your head. Model this for the class. Say Touch your nose. Again, model this for the class. Continue with different parts of the face until pupils can do the action without you modelling. Change speeds to make the game more fun. Repeat the vocabulary words until the pupils are touching most of the parts of the face correctly. 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 3 story. Elicit vocabulary learnt in the previous lesson on the first page of the story. Greenman can ask What is this? and call on different pupils to respond, or pupils can volunteer to come to the front of the classroom and name the items. Read the story or play the audio version (CD1.31), pausing to use facial and hand gestures to help convey meaning. Count the parts of the face at the appropriate places in the story and have pupils repeat sentences such as I can see one, two big eyes. It’s got one big mouth. When you have read the story through once, use a picture of the frog to present the colour green. Have pupils repeat the word and ask them to find other green objects in the classroom. Point at Greenman and say What colour is Greenman? Elicit Green and praise the answer Yes, he is green. Greenman is green! p.25 The Big Monster It’s sunny and windy. ‘Let’s go swimming!’ says Frog. ‘No, it’s sunny!’ says Hedgehog. ‘Ahhh …! A monster!’ says Frog. Lesson objective To present the key structure for the unit. Language New: I can see (one) (big) nose. It’s got (two) (small) ears, number 2, green, the face Review: number 1, weather, red, blue, circle Receptive: Now, Stop, Touch your (head), Point to ..., Let’s draw a ..., Here are ... Materials Routine Board, Greenman Puppet, Big Book story Unit 3, PB page 37, Flashcards Unit 3, CD1, a soft ball, crayons, pencils, Greenman Stamp. Optional: PB page 38, TRB Photocopiable 11 Name 37 Lesson 2 31 SAMPLE CD 1 p each . Take out a soft ake out a soft ashcards in the c s play a game. Let play a game. Le ght and motion fo ght and mo all. When the ball ll. When the ba ashcard from the shcard from th Say Now you! Re top on a pupil. H op on a pupil. say the word. Pr the word. P way. Next, turn on way. Next, turn and stop the m pupils have upils have h yo rd for t rd fNOT day the pupils ZStory Say a FO ction without y ction wit e more f e mor O ou ORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 65 p.26 ‘I can see a big face. It’s green!’ says Frog. ‘Oh, no!’ says Hedgehog. p.27 I can see one, two big eyes. I can see one, two big ears!’ says Frog. ‘Oh, no!’ says Hedgehog. p.28 ‘It’s got one big mouth. It’s got one big nose!’ says Frog. ‘Oh, no!’ says Hedgehog. p.29 ‘Greenman, help!’ says Hedgehog. ‘What’s the matter?’ says Greenman. ‘A monster!’ says Frog. p.31 ‘Look! it’s you!’ says Greenman. ‘It’s windy!’ ZTable time Say the Table time chant (see page 12). Pupil’s Book page 37. Worksheet 2: Say big or small and match. Show pupils page 37 in the Pupil’s Book and walk around to check that everyone is on the correct page. Open your eyes wide and say Big eyes. Can you see two big eyes? Then point at the page and say Point to two big eyes. Yes! Frog has got two big eyes! Let’s draw a line. Do the same with the other features illustrated. Emphasise the sizes by using gestures and pointing to your own facial features. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 38. Optional worksheet: Draw your face. Show pupils page 38 in your book and walk around to check that everyone has found the correct page. Draw a picture of your face in your book. Emphasise each feature to show that they are your own. Point at the drawing icon and say Look, a crayon. Let’s draw! Say I’ve got two eyes. Here are two eyes. Continue with the other features on your face. Then point at the colouring icon and say Look, a crayon. Let’s colour! Say I’ve got two (blue) eyes. Here are two (blue) eyes. Continue with the other features in the unit vocabulary. When you finish, say This is my face. Now you draw. Say Let’s draw. Show pupils your own drawing and monitor them as they work. You may choose to have pupils share their completed pictures. Stamp the completed page with the Greenman stamp. Draw two eyes. Draw several big heads on the board, where pupils can reach to add features. Say I’m going to draw two eyes. (Mario), you draw one big nose. Use gestures to show that you want the pupil to come to the board to draw. Continue with different features so that each pupil has a turn and all of the ‘heads’ are completed. Teacher’s Resource Book Photocopiable 11: Draw what comes next: big or small? Prepare one photocopiable for each pupil. Hold up your photocopiable and draw attention to the first picture of the doll. Point to the parts of the doll’s face and name them for the pupils to repeat. Say I can see 2 eyes. Repeat: I can see 2 eyes. Repeat with the rest of the parts of the face. Repeat the process with the following pictures of the doll in the series, pointing out big/small for the nose in each. When you get to the final picture go back and repeat the series for the nose. Small nose, big nose, small nose, … Pause for pupils to name what comes next. Elicit Big nose. Say Let’s draw a big nose. Model how to do this on your own paper. Repeat the process for the series with the picture of the teddy bear with big ears/small ears. When pupils have finished, repeat the series as a class pointing to each picture. Stamp the completed page with the Greenman stamp. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 11 3 The Big Monster Draw what comes next: big or small? I can see (one) (big) (nose). / It’s got (two) (small) (ear, eye, hair, face, mouth). SAMPL es. page 12. pag es k page 38. Optio pupils page 38 eck that every Draw a picture o each featur the drawin ay I’ve - ng NOT und to your eyes ur eyes ? Then point g has got other ur OT FORnster FOR S E SALupils can draw two eyes. ures to show the board to dr that each pu are complete Photocopiable all?S

66 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 the unit vocabulary by saying parts of the face for children to touch when you say the word. I’m small! Pupils will practise the concepts of big/small with their bodies by making themselves very small (curling up in a ball) or stretching out big and tall. Say I am small. In a very ‘small’ voice and curl up in a ball while staying on your feet. Say Can you be small? Gesture for the children to join you in ‘being small’. Next stretch yourself out as ‘big’ as possible and use a very ‘big’ voice to say I am big! Can you be big? Gesture for the children to do the same as you. Practise changing between the two actions and using ‘big’ and ‘small’ voices. Big and small objects. Have Greenman say Where is something big? to the pupils. Have him say I see something big! The table is big! Point to the big table! Gesture for pupils to point to the table. Have Greenman say Where is something small? Encourage the pupils to find something small to point to. Have Greenman say Yes! The pencil is small! Repeat looking for big and small objects around the room. 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 to show parts of the story where we can see ‘big’ and ‘small’. Have the children say the words when you point to things in the pictures. Read the book, listen to the audio track (CD1.31) or show the animated version of the story. 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 head and parts to put on it. Help the pupils say the words as they hold the parts: ears, eyes, nose and mouth. Show pupils how to take the pop-out pieces out carefully. Monitor as they do this and help as needed. When all the pupils have finished say Show me the eyes. Model holding up the pop-out. Show me the nose. Model with your own pop-out. Continue until you have reviewed each part and all of the class is participating. Then, say We’re ready to glue. Show me the eyes. (pause) Lesson objective To introduce a contrasting concept (big/ small) and value (imagination). Language New: big/small, number 2, green, the face Review: red, blue, circle, number 1, weather Receptive: bear, I am (small), Can you be (big)? Where is ...? I see something (big), Show me the ..., We’re ready to ..., Let’s glue, Don’t touch Materials Routine Board, Greenman Puppet, Big Book story Unit 3, PB page 39, Flashcards Unit 3, Unit 3 Pop-out, craft sticks, glue, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 40, a soft ball, cardboard boxes, sticky tape, coloured paper, paints, scissors, TRB Photocopiable 12 Lesson 3 Name 39 SAMPLE by saying parts o ou say the word. say the word. e the concepts o e the conce ing themselves v ing themselves tching out big and ching out big a oice and curl up i oice and curl up an you be small? you be small? ng small’. Next s mall’. Next and use a very ‘b and use a very Gesture for the Gesture for th changing be hanging b all’ vo all’ vo - NOT olours thday Have Gre Have the pupils sayYe obje FOR opiable 12OR E

Greenman and the Magic Forest Teacher’s Book STARTER 67 Let’s glue the eyes. Model how to connect the pieces. Say and gesture Don’t touch! to show that they will have to let the glue dry. When you have finished gluing all the parts, play the Unit 3 Touch your face song (CD1.30) for pupils to touch the parts of the face on the pop-out and practise the words. Show pupils how to put away their pop-outs in their designated place (in individual envelopes or in a common place in the classroom). Pupil’s Book page 39. Worksheet 3: Say big or small and colour. Show pupils page 39 and walk around to check that everyone is on the correct page. Say Point to a big mouth. Walk around the room to see that the pupils are pointing to the correct picture. Say Well done! Then have pupils repeat after you One big mouth. Say What colour is the mouth? Elicit Green. Repeat this process with ‘two big ears’, ‘two small ears’, ‘two big eyes’, ‘two small eyes’, ‘a big mouth’, ‘a small mouth’, ‘a small nose’ and ‘a big nose’. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 40. Optional worksheet: Colour big and small. Show pupils page 40 and walk around to check that they have all found the correct page. Point to the page, say Point to ‘a big mouth’ and ‘a big nose’. Good! The bear has a big mouth. Let’s trace and colour the bear. When most or all have finished, say Now, point to ‘2 big ears’. Right! Point to ‘2 big eyes’. Very good. The rabbit has 2 big ears and 2 big eyes. Let’s trace and colour the rabbit. Give pupils time to do this task and monitor and encourage them as they work. Stamp the completed page with the Greenman stamp. Game: Roll and review. Place the unit flashcards in a horizontal line on the floor, leaving a space below them (about one metre). In this game pupils roll a soft ball to one of the cards and say the word. If the ball doesn’t land on a card, they say the word closest to the ball. Say We’re going to play a game. I stand here (point to the place on the floor where pupils should stand) and roll the ball (roll the ball gently). I say this word (point to the card closest to the ball). Repeat with different pupils rolling the ball and saying the words until most have had a turn. Value activity: Imagination. The objective of this activity is to encourage pupils to use their imagination. Prepare a cardboard box for each group of 4–6 pupils. Break the boxes so that they can easily be pulled apart and the sides are movable. Have pupils sit in a circle and put the cardboard box in the middle. Say It’s a box. Move the cardboard box around so that you can sit half under it and say Now, it’s a house. Move it around again so that the bottom is up and say Now, it’s a table. Repeat this with other possible items, like television, car, train, etc. Then give out one cardboard box to each set of group of 4–6 pupils and tell them to use their imagination to make something out of their cardboard boxes. You may wish to provide sticky tape and coloured paper or paints for pupils to use, or to help yourself with scissors if some groups want to cut up their boxes. Monitor as pupils play at making their cardboard boxes into different things, and ask different groups what they have made. Teacher’s Resource Book Photocopiable 12: Draw a monster face. Hold up your photocopiable and draw pupils’ attention to the picture. Say Let’s make a monster. My monster has one big eye, two noses, two mouths, one big ear and hair. What has your monster got? Two eyes? One eye? Two noses? One nose? Show that you are referring to the pupils’ drawings by pointing to their papers and engaging them in deciding. Say Very good, draw (One) (big) (eye) then, (Mario) repeating the parts that pupils mention to show that they can choose what they draw. Help pupils by saying different parts of the face and numbers as they work. Encourage and monitor pupils. When pupils have finished say (Mario), what can we see on your monster? Help the pupil to say the parts of the face and numbers that they have included in their picture. Repeat with various pupils. Stamp the completed page with the Greenman stamp. Value: imagination Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 12 Draw a monster face. SAMPLEes’. Ver eyes. Let’s t e to do this hem as they wor he Greenman st view. flashcards g a space below me pupils roll a ay the word. If th say the word c to play a game. I the floor wh (roll the ba osest b - int to d NOT k that the page, The r OTFOR rself w heir boxes. ardboard boxes nt groups what er’s Resource B nster face. FO SALE Ha in the around a bottom is up s with other poss Then give out roup of 4–6 pup nation to mak s. You may wis er or pain issors

68 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 Have Greenman ask pupils to point to ‘big’ or ‘small’ objects around the classroom and repeat the words. Look and say. Hold up different objects that you have ‘hidden’ nearby. Try to use as many vocabulary items from Units 1–3 as possible. Hold up an item and have pupils say big or small. Identifying the vocabulary word whenever possible. This is my face 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 first. 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 song line by line. Then play the audio track and do the actions together, or show the video and have children copy the actions along with the video. Repeat until all of the class is participating in each action and singing some of the words. Hello everybody! (Wave.) This is my face. (Point to your face.) I’ve got one big mouth. (Hold up one finger, make a big shape with your arms.) One big mouth! (Point to your mouth.) I’ve got two big ears. (Hold up two fingers, make a big shape with two fingers.) Two big ears! (Point to your ears.) I’ve got one big nose. (Hold up one finger, make a big shape with your arms.) One big nose! (Point to your nose.) I’ve got two big eyes. (Hold up two fingers, make a big shape with your arms.) Two big eyes! (Point to your eyes.) On my face! (Point to your face.) Repeat with: small Lesson objective To use TPR to review unit vocabulary with an action song. Language New: the face, number 2, green, big/small Review: weather, number 1, red, blue, circle Receptive: I’ve got (one) (big) (mouth), I’ve got (two) (small) (ears), Stand up, Let’s (point, colour), Now (you) Materials Routine Board, Greenman Puppet, PB page 41, Flashcards Unit 3, Greenman pegs and string, CD1, Action song video, crayons, pencils, Greenman Stamp. Optional: PB page 42, hoops like those used in Sport class (or another similar object) Lesson 4 32 CD 1 Name 41 SAMPLEoint to ‘big’ or ‘ nt to ‘big’ or m and repeat the epeat the ects that you hav y vocabulary item y vocabular up an item and h an item and he vocabulary wor e vocabulary wo my face action son y face action so may choose to us choose to u r watch the video First, play the ocabulary w ocabulary d whe - NOT ours Birthday Practi going thr goin track and ack a have c unti s he acFOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 69 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 41. Worksheet 4: Listen to the song, point and colour. Show pupils page 41 and walk around to check that everyone is on the correct page. Play audio for This is my face song (CD1.32). Say Let’s point. As each item is mentioned in the song, ‘big’ or ‘small’. Do this twice. Say Let’s colour the picture. Play the song again and show how to colour the picture in your book. Play the audio track two or three more times to give pupils time to write the numbers. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 42. Optional worksheet: Colour the faces. Help pupils to find the correct page in their books. Say Let’s colour Sam and Nico. They’re happy! Point to Sam’s nose. Very good! Repeat with the other parts of the face for each character. Point to the colouring icon and say Look, a crayon. Let’s colour. Stamp the completed page with the Greenman stamp. Game: The hoop game. This game is similar to the fairground game in which you throw a hoop onto a bottle. In this case, pupils throw a hoop onto a flashcard on the floor and say the word. Place the flashcards face up on the floor. Model how to throw a hoop, in a horizontal position, to land on a flashcard. Say the word, then say OK, (Mario), now you! Have the pupil repeat the activity as you have modeled. Continue until all or most pupils have had a turn. SAMPLE - NOT FOR shcard hoop, in a ho d. Say the word, Have the pupil r Continue until E SALs. Point to parts he colouring r Stamp the n stamp. fairground ga ottle. In this ca rd on the e up

70 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 Use the Routine Board to review the circle shape, the colours red and blue, and numbers 1 and 2. Hold up a magnet from the board and elicit the word. Count your facial features together as a class, pointing to each part of the face and chanting, for example Eyes: one, two. Two eyes! Mouth: one. One mouth! Game: Find the number. Prepare different classroom objects (pencils, crayons, books, etc.) making sure you have two of each. Place the objects in the centre of the circle. Choose a volunteer. Say (Lucía), find two pencils, please. Have the class join in to help count. Repeat this with different items and different pupils. One, two song: Sing and count. Play the song once, modeling the actions. Then sing the song line by line with the pupils repeating after each line and doing the actions. Do this several times. Then play the audio track again for pupils to join in. Continue repeating the song until most of the class are singing many of the words, focusing on the number words. One, two. One, two. (Use fingers to show numbers.) Can you count one and two? (Arms to the sides, palms up, enquiring) One, two. One, two. (Use fingers to show numbers.) Peek-a-boo, I see you! (Cover your eyes, then uncover them.) I can see two eyes. (Point to your eyes.) One! Two! (Use fingers to point at each eye.) I can see two ears. (Point to your ears.) One! Two! (Use fingers to point at each ear.) One, two. One, two. (Use fingers to show numbers.) Can you count one and two? One, two. One, two. (Use fingers to show numbers.) Peek-a-boo, I see you! (Cover your eyes, then uncover them.) Lesson objective To work on pre-writing skills as well as numbers 1 and 2 through a song. Language New: number 2, green, the face, I can see (one) (mouth). Review: weather, number 1, red, blue, circle Receptive: Find (two pencils), I see you, Look, Let’s count, Let’s draw, Let’s colour Materials Routine Board, Greenman Puppet, PB page 43, Flashcards Unit 3, manipulatives (plastic bottle tops, pencils, papers, etc), CD1, crayons, pencils, Greenman Stamp. Optional: PB page 44, TRB Photocopiable 13, paper Lesson 5 33 CD 1 Name 43 2 1 SAMPLEw the circle sha the circle sha mbers 1 and 2. H 1 and 2. H d elicit the word. elicit the word. class, pointing to or example r exampl Eyes: mouth! e number. ifferent classroom ent classroom etc.) making sure etc.) making sur cts in the centre n the centre Lucía), find two pe help count. Rep help count. Re pupils. pupils. , two - NOT Birthday ours OTThen Continue Con singing m nging O the aFOR 2 SALE

Greenman and the Magic Forest Teacher’s Book STARTER 71 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 43. Worksheet 5: Count and match. Show pupils page 43 and walk around to check that everyone is on the correct page. Say Look at the ears! Let’s count! One, two. Two ears! Say Let’s draw a line to the 2. Model how to draw a line to the number 2. Repeat with the other pictures. Monitor children as they draw the lines. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 44. Optional worksheet: Colour the faces. Show pupils page 44 and check that they are all on the correct page. Help pupils identify the two characters (Rabbit and Stella). Model how to colour one of the faces with a crayon in your own book. Say Let’s colour Rabbit and Stella. Hold up your book so that pupils can see it. Say Now you colour Rabbit and Stella Monitor pupils as they work and help those who struggle. Stamp the completed page with the Greenman stamp. Game: Draw 2! Pass out a paper to each pupil, or have your helper do this. Say Let’s draw two! I’m going to draw two circles! Draw 2 circles on the board. Now I’m going to draw two … eyes! Draw 2 eyes on the board. Say Draw two. As pupils finish, suggest things to add, or colours to use as you check on them individually. Teacher’s Resource Book Photocopiable 13: Look, count and trace 1 or 2. Prepare one photocopiable for each pupil. Hold up your photocopiable and draw attention to the picture of the 2 eyes. Say Let’s count. 1, 2 eyes. Point to the numbers. Point to number 1 and ask What number is this? One or two? Ellicit One. Repeat with number 2. Ask pupils to count the eyes again and ask them One or two? Ellicit Two. Say Let’s trace the number 1 and 2. Model how to do this in your book. Say Trace the numbers. Monitor as the children do this. Early finishers can colour the picture of the 2 eyes. Stamp the completed page with the Greenman stamp. Skills: tracing, number 2 Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 13 Look, count and trace 1 or 2. SAMPLE - NOT FOR o each raw two! I’m the board. N s! Draw 2 eyes finish, sugges as you check on acher’s R t andF E SALwo colour wn book. Say our book so colour Rabbit an and help thos pleted page with or

72 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description on page 11. ZConsolidation time Warmer Review flashcards from Units 1, 2 and 3 by holding each one up and saying the vocabulary word with the pupils. Say What’s this? Is it a (mouth)? (wait for pupils to respond) Oh! It’s hair! Exchange different vocabulary words and then confirm the correct answer. Game: Pass the ball. Have pupils sit in a circle. Take out a soft ball from a hiding place. Place the unit flashcards in the centre of the circle, face down. Say Let’s play a game. Let’s pass the ball. Pass the ball to your right and motion for the pupils to continue passing the ball. When the ball returns to you, say Stop! Pick up a flashcard from the centre, turn it over and say the word. Say Now you! Repeat the same process but this time stop on a pupil. Help the pupil to choose a flashcard and say the word. Practise one more time in the same way. Next, turn on lively music as the pupils pass the ball and stop the music when you say Stop. Repeat until all the pupils 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.) Pupil’s Book page 45. Worksheet 6: Find and stick. Help the children to find page 45 in the Pupil’s Book and locate the stickers for Unit 3. Say Find and stick the picture. Have Greenman say each word, repeating the word several times, as pupils look for the correct sticker to put in each place. Monitor the children as they work and encourage them along, or give gesture clues. Repeat with each vocabulary word. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Listen and touch the words. Have pupils sit in a large circle and place the flashcards face up in the centre of the circle. Choose a volunteer to model the game with you. Have Greenman say a vocabulary word (for example, ‘eyes’), and run with the volunteer to touch the word. Exaggerate your movements to clearly show the volunteer what to do. Say Well done! Class, repeat (eyes). Now, call on two pupils to ‘run’ to the next word. Repeat with each flashcard and different groups of pupils. Lesson objective To consolidate all unit content. Language Review: the face, Big Book language structures Receptive: What is this? Find, Stick, Repeat Materials Routine Board, Greenman Puppet, Big Book story Unit 3, PB page 45, Flashcards Units 1, 2 and 3, Greenman pegs and string, a soft ball, lively music, CD1, crayons, pencils, Greenman Stamp Lesson 6 WWORKSHEET 6 Name 45 Find and st Consolidation ick SAMPLE out a soft ball f ut a soft ball ds in the centre o he centre a game. Let’s pass game. Let’s pass d motion for the p d motion for the en the ball return d from the centre d from the c Now you! Repeat t Repea a pupil. Help the he word. Practise word. Practise ext, turn on lively xt, turn on lively stop the music w p the music w upils have had a ZStory revi Story rev the c - NOT each pupils. respond) respond) d then Help t locate th loca Have Gre times pla FO s Book page 4 s Book childre child ORSA E S

Greenman and the Magic Forest Teacher’s Book STARTER 73 ZPhonics time Warmer Show children the ‘n’ (Nico, nose) and ‘m’ (mouth) Phonics flashcards. Read the words then, segment the sounds. Say Look at the picture. It’s Nico! And this is a nose. Listen to the sound: n. Listen and repeat: n-n-n-n-n-ose. Nico’s nose! Repeat with the second sound. Stick the Phonics flashcards at the bottom of the Routine Board and repeat three times asking different children to repeat after you. Pupil’s Book page 46. 1. Listen and say the n and m letter sounds. Say the Table time chant (see page 12). Have pupils open their books to page 46. Point to activity 1 and tell the pupils to repeat after you. Say n-n-n-Nico n-n-n-nose pointing to the picture. Repeat with mouth. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. n – n –n nnnnn Nico n – n –n nnnnn nose m – m –m mmmm mouth Pupil’s Book page 46. 2. Sing the song. Play the song. Use gestures to help pupils understand the meaning. After playing the track three times, say it line by line and have pupils repeat each line. Continue repeating until pupils are saying most of the chant, showing comprehension with gestures. n - n - n I’m Nico, (Point to yourself.) n - n - n This is my nose! (Point to your nose.) n - n - n I’m Nico. (Point to yourself.) And this is my nose! (Point to your nose.) This is my nose! (Point to your nose.) n - n - n Pupil’s Book page 46. 3. Sing the song. Play the song. Use gestures to help pupils understand the meaning. After playing the track three times, say it line by line and have pupils repeat each line. Continue repeating until pupils are saying most of the words, showing comprehension with gestures. m - m - m This is my mouth (Point to your mouth.) mmmmm My mouth! (Point to your mouth.) m m m This is my mouth. (Point to your mouth.) m - m - m My mouth! (Point to your mouth.) ZExtra activities Sing the Phonics song. Children learn the song and sing it as part of the daily routine until the new letter sounds are introduced in the next unit. Teacher’s Resource Book Photocopiable 14: Draw a mouth and a nose on Nico. Prepare one photocopiable for each pupil. Hold up your photocopiable and draw attention to the picture of Nico. Say Oh, no! No m-mmouth! Say m-m-mouth. Oh, no! No n-n-nose! Say n-n-nose. Let’s draw a m-m-mouth and a n-n-nose for N-N-Nico! Monitor pupils as they work. As you stamp the completed page with the Greenman stamp have pupils repeat the sounds and words with you, drawing out the Phonics sounds. Say Point to N-N-Nico. Point to his n-n-nose. Point to his m-m-mouth. Repeat this changing the order. Extra Phonics Lesson Lesson objective To introduce two new Phonics sounds (‘n’ and ‘m’). Language Review: nose, mouth Materials Routine Board, Greenman Puppet, PB page 46, Phonics Flashcards Units 1, 2 and 3, a clothespin, CD1, crayons, pencils, Greenman Stamp. Optional: TRB photocopiable 14 35 CD 1 34 CD 1 36 CD 1 1 46 3 Sing the song. Sing the song. Listen and say the n and m letter sounds. 2 WOptional: Photocopiable 14: Draw a mouth and a nose on Nico. n – n – n I’m Nico. n – n – n This is my nose! n – n – n I’m Nico. And this is my nose! This is my nose! n – n – n m – m – m This is my mouth. mmmmm My mouth! m – m – m This is my mouth. mmmmm My mouth! EXTRA Phonics Lesson 34 CD 1 35 CD 1 36 CD 1 Phonics: n (Nico, nose), m (mouth) Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 14 Draw a mouth and a nose on Nico. SAMPLEme s is a no s is a -n-n-n-n-ose. N -n-n-n-n-os d. Stick the Phon ck the Phon e Board and repe to repeat after yo to repeat after y 6. 1. Listen and s time chant (see pa ime chant (see p to page 46. Point o page 46. Poin t after you. Say n-n e. Repeat with mo Repeat with m en and repeat the n – n 4 SAm CD 1 - sound Liste NOT onic Sing O FOR esture m This is my m mmm My mou m m This is m - m - m My a ac SALE track three times track three ti elp pupils unders ng. upils undersLE repeat each line epeat each lin ing most of t ng most of

74 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 Review the vocabulary from Unit 3. Hold up each flashcard and have pupils say the word(s). Alternatively, have Greenman hold up each flashcard and say the word. The pupils will repeat after Greenman. Help Greenman pass the cards. Introduce unit vocabulary by having Greenman hold up each card and say the word. Pupils repeat the word. Pass each card around the circle so that each pupil looks at the picture and says the word before moving on to the next flashcard. At this point, you may wish to use the audio of the unit vocabulary to listen and repeat as a class. mummy, daddy, brother, sister, baby, friend My family song: Listen and sing. Play My family song for the class. Hold up the flashcard when each word is mentioned. Encourage children to use their actions to show the words. Next, say the song line by line, slowly, enunciating the words and doing the actions. Then, repeat the song three times with the audio track or until most pupils are participating in the hand motions and singing some of the words. Hello, hello. Come with me. (Wave hello, gesture to ‘come along’ with hand.) This is my family. (Move your hand as if displaying something.) Hello mummy, how are you? (Wave hello, hands out at your sides as if asking a question.) Hello mummy, I love you! (Wave hello, point to yourself, cross your arms over your chest, point ‘you’.) Hello, hello. Come with me. (Wave hello, gesture to ‘come along’ with hand.) This is my family. (Move your hand as if displaying something.) Repeat with: daddy, brother, sister, baby, friend Lesson objective To introduce main vocabulary for the unit (family). Language New: mummy, daddy, brother, sister, baby, friend Review: weather, numbers 1–2, red, blue, green, circle Receptive: Come with me, How are you? What is it? Where’s ...? Let’s point, Let’s colour, This is ..., Choose a ..., I’ve got a ..., Here’s another ... Materials Routine Board, Greenman Puppet, Big Book story Unit 4, PB page 47, Flashcards Units 3 and 4, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 48 4 My Family My Family Name 47 Lesson 1 02 CD 2 01 CD 2 Unit 4. My Family SAMPLE 05, y from Unit 3. Ho y the word(s). Alt up each flashcard p each flash peat after Greenm eat after Greenm enman pass the c n pass the c duce unit vocabul e unit vocabu ch card and say t ch card and say each card around each card aro picture and sa ashcard. s - Co y Birth y Birt NOT My fa P FOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 75 ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to the first page of the story, page 32. Say What do we see? Oh, look! I can see Greenman and Nico! Call on volunteers to point out the characters. Say The family is in the house. Encourage pupils to point out anything else that they can name in English on the page: characters, colours, shapes, etc. Then close the book. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 47. Worksheet 1: Say and colour. Show pupils page 47 in the Pupil’s Book and walk around to ensure that everyone is on the correct page. Hold your own book up for pupils to see. Pupils will identify the vocabulary words on the page and colour them. Say Where’s the (mummy)? Let’s point to the (mummy). Repeat this for the other vocabulary words. Say Let’s colour mummy’s hair. Model how to colour the picture in your own book. Remind pupils that the mummy in the story had red hair. Repeat with the other vocabulary words. 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 48. Optional worksheet: Draw your family. Show the pupils page 48 in your own book, walk around to check that everyone has found the correct page. Draw a picture of a family on the board. Be sensitive to the different types of families that there may be among the pupils in the class. You may draw several examples of different types of families. Say This is my family. I’ve got two sisters and a mummy. Here’s another family. They’ve got a mummy and a daddy but no brothers or sisters. Here’s another family. They’ve got three brothers, one sister, and a daddy. Draw these examples (or different ones) on the board. Say They are all different. Now, draw your special family. Monitor as pupils work and celebrate the differences in their families. It is very important to model positive responses to family differences for the pupils as these experiences may be the first exposure some have had to different types of families. You may choose to have volunteers share their drawings with the rest of the class. Stamp the completed page with the Greenman stamp. Game: What is it? Place the flashcards from Unit 4 face down in the centre of the circle. Have pupils take turns choosing a card to turn over and name. When all six cards have been identified, change the order for other pupils to play the game. Say (Mario), choose a card. What is it? Yes, very good, it’s a (brother). Use gestures to help the pupil understand that they need to turn a card over and then put it in the same place again. This helps struggling pupils to choose a word that has already been identified. SAMPLE - NOTGa lac FOR( ifferent. s work and ce lies. It is very im s to family diffe ences may be ifferent types of unteers share s. Sta E SALcorrect Be es that there You may draw s of families. Say s and a mumm e got a mummy a sters. Here’s a one sister, an rent on

76 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 Review the flashcards from Unit 4 by holding each one up for the pupils to say the word. Game: Can I have? Place the flashcards facing up in the centre of the circle. Choose a volunteer to help you. Say (Iván), can I have the (mummy), please? Say the pupil’s line for him/her to repeat: Yes, here you are. Repeat this process with different volunteers and different items. 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 4 story. Elicit vocabulary learnt in the previous lesson on the first page of the story. Greenman can ask What is this? Model answers for the pupils to repeat. Identify the characters and ask about the people and things on the page. Read the story or play the audio version (CD2.03), pausing to use gestures to help convey meaning. p.33 My Family Greenman and Nico are in the garden. ‘Hello, Greenman!’ says Nico. ‘Hello, Nico. Who are they?’ says Greenman. ‘It’s Sam’s family.’ ‘Oh!’ p.34 ‘Who is it?’ says Greenman. ‘It’s Sam’s mummy and the baby,’ says Nico. ‘Oh! They look the same. They’ve got red hair!’ p.35 ‘Who is it?’ says Greenman. ‘It’s Sam and her daddy,’ says Nico. ‘Oh! They look the same. They’ve got small noses!’ p.36 Who is it?’ says Greenman. ‘It’s Sam’s brother,’ says Nico. ‘Oh! They look the same. They’ve got big mouths!’ p.37 This is Sam’s family. Sam has a mummy, a daddy, a baby brother and a big brother. They look the same! p.39 ‘Have you got a family?’ says Nico. ‘Yes, I have!’ says Greenman. ‘The forest is my family. The animals are my friends.’ ‘It’s a big family!’ says Nico. ‘Yes! And we all look different!’ Lesson objective To present the key structure for the unit. Language New: Who is it? It’s (Sam’s) (brother). They’ve got (red) (hair), family Review: weather, numbers 1–2, red, blue, green, circle, big/small Receptive: Can I have ...? Here you are, What is this? Show me, Let’s circle Materials Routine Board, Greenman Puppet, Big Book story Unit 4, PB page 49, Flashcards Unit 4, CD2, Greenman Stamp. Optional: PB page 50, TRB Photocopiable 15, hoops or similar Name 49 Lesson 2 03 CD 2 SAMPLE y holdin y hol ng up in the cent help you. Say (Iv e? Say the pupil’s Say the pupil’ you are. Repeat d different items. d different items time the chant It’s stor It’s sto nd look inside and Open the Big B earnt in the arnt in th enma ach o - NOT hday OT03 C p.33 y FFORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 77 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 49. Worksheet 2: Say and circle green or red. Show pupils page 49 in the Pupil’s Book and walk around to check that everyone is on the correct page. Point at the colouring icon on the page and say Look, a crayon. Then say Show me a green crayon. Very good. Hold up your crayon. Now, look. Who is it? Greenman? Yes! Who is Greenman’s family? Help pupils to find Frog, Stella and Hedgehog. Then point at the green line around Greenman and say What colour is this? Elicit Green. Say Let’s circle Greenman’s family in green. Monitor as pupils circle the pictures. Repeat the process with the other pictures for Sam’s family, or allow pupils to work independently. Point at each of the members in Sam’s family and ask Who is it? Say They’ve got (red hair). Stamp the completed page with the Greenman stamp as pupils are working on the dialogue. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 50. Optional worksheet: Colour the baby. Show pupils page 50 in your own book and walk around to check that they have all found the correct page. Hold up your book and show the picture. Look, it’s Sam’s baby brother! A small baby! Point at the colouring icon on the page and say Look, a crayon. Let’s colour Sam’s baby brother. Say What colour is the baby’s hair? Elicit Red. Monitor pupils as they work then stamp the completed page with the Greenman stamp. Game: The hoop game. This game is similar to the fairground game in which you throw a hoop onto a bottle. In this case, pupils throw a hoop onto a flashcard on the floor and say the word. Place the flashcards face up on the floor. Model how to throw a hoop, in a horizontal position, to land on a flashcard. Say the word, then say OK, (Mario), now you! Have the pupil repeat the activity as you have modeled. Continue until all or most pupils have had a turn. Teacher’s Resource Book Photocopiable 15: Look and match. Prepare one photocopiable for each pupil. Hold up your photocopiable and point to the pictures of the mummy, daddy and brother. As you point to each say Who is it? Elicit their names. Then, point to the picture of the mummy and say Let’s match. Let’s draw a line. Where is the mummy? Point to the mummy. Monitor pupils to see that they are pointing to the correct silhouette. Model how to point to the correct silhouette and draw a line. Monitor pupils as they work. Repeat with the rest of family members. Stamp the completed page with the Greenman stamp. Who is it? It’s (Sam’s) (mummy, daddy, sister, brother, baby, friend). They look (the same). Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 15 4 My Family Look and match. SAMPLE - NOT4 FOR a bott ashcard on hcards face up o hoop, in a hor Say the word, the pupil repea ntinue until all o her’s E SALaro age. Hol Sam’s baby ng icon on the r Sam’s baby y’s hair? Elicit Re stamp the com p airground this c

78 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 Use the Routine Board to review the word ‘circle’ and present the new shape ‘triangle’. Next use the shapes to represent ‘same’ and ‘different’. Draw two circles and say Same. Encourage pupils to repeat the word. Draw two triangles and elicit the word ‘same’ from the class. Then draw a circle and a triangle together and say Different. Ask pupils to point out other things in the classroom that are the same or different. Same or different? Put different objects in a box in the centre of the circle with crayons, pencils, books, toys. Pick up different groups of objects and have the class say if the objects are the same or different. Say Two red crayons. Same or different? Yes! Same! One pencil and one book. Same or different? Good! Different! Once pupils understand the activity, you may choose a volunteer to choose items out of the box for classmates to say Same or Different. Game: Pass and say. Have Greenman take out the flashcards from Unit 4. Have him say the word and then pass a flashcard to the pupil on his left or right and pass the card around the circle. When Greenman says Stop! the pupil holding the card in that moment has to try to say the word. Help pupils if they struggle to think of the word. Repeat with different flashcards. 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 ‘same’ and ‘different’. Encourage pupils to repeat after you: It’s the same. / It’s different. You may also want to use some of the elements in the story’s illustrations to further introduce the concepts ‘triangle’ and ‘three’ and review number two. Point at the butterflies on pages 32, 38 and 39 and say How many butterflies? One, two, three! Then point at the wings on each butterfly and say Look, a triangle! How many triangles? One, two! Point at the birds on page 33 and say How many birds? One, two, three! Repeat with the muffins on pages 33, 35 and 37 and the flower pots on page 38. Review the unit vocabulary using the Big Book. (Ask Where’s a baby? Where’s a daddy? etc.) Call on individual pupils to come up and point things out in the book. Lesson objective To present the contrasting concept for the unit (same/different) and value (family). Language New: same/different, family, number 3, triangle Review: weather, numbers 1–2, red, blue, green, circle, big/small Receptive: Butterflies, Now, Find, Say, Where are ...? How many ...? Point, Let’s draw Materials Routine Board, Greenman Puppet, Big Book story Unit 4, PB page 51, Unit 4 Pop-out, Flashcards Unit 4, CD2, a box, crayons, pencils, Greenman Stamp. Optional: PB page 52, images of different groups of people, animals or fictional characters that we can refer to as ‘family’, TRB Photocopiable 16 Lesson 3 Name 51 SAMPLE iew the word ‘cir word ‘cir iangle’. to represent ‘sam nd say Same. Enc wo triangles and wo triangles s. Then draw a ci s. Then draw a c fferent. Ask pupils Ask pupil m that are the s e or different? different? Put different obje Put different o with crayons, f objects a bjects e or - NOT olours thday Game: Pa Gam Have G say t or FOR er to as ‘family ORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 79 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 finger puppets of Sam’s family. Hold up an image of Sam. Say Who is it? It’s Sam! Who is it? Hold up Sam’s mummy. Elicit the correct response Mummy. Repeat this with the other family members. Pass out the pop-out activity for Unit 4, 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. When all the pupils have finished, say Now find Sam. Find mummy. Find daddy. Find the brother. Find the baby. Model holding up each pop-out. Repeat this, but varying the order. You may have volunteers take over your role and say the word for the class to hold up the image. Then, say Mummy says ‘hello’ to Sam. Say ‘hello’. Model having little conversations among the finger puppets. Say Now play. Help to model conversations such as ‘Hello’ ‘Goodbye’, ‘I love you’, ‘Tidy up’, etc. Pupils will play with the finger puppets practising some English phrases that they have learnt. Monitor pupils as they work and show pupils how to put away their pop-outs in their place. Pupil’s Book page 51. Worksheet 3: Say same or different and match. Show pupils page 51 in the Pupil’s Book and walk around to check that everyone is on the correct page. Hold up your book and point to each picture. Say Point to the mummy rabbit. Well done. Where are her babies? Good! How many babies? 1, 2, 3! Point at the tracing/drawing icon and say Look, a pencil. Let’s draw. Let’s draw a line from mummy rabbit to her babies. Model this in your own book. Repeat this process with the other characters: Sam’s baby brother to Sam, Hen to the three chicks. Monitor as they work. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 52. Optional worksheet: Colour the family. Show pupils page 52 in your book. Say Here is Frog’s family. Here is the mummy, the daddy and 1, 2, 3! baby frogs. How many babies? 1, 2, 3. Let’s colour Frog’s family. What colour do we need? Yes! Green! Monitor pupils as they work and offer encouragement and reinforcement of vocabulary. Stamp the completed page with the Greenman stamp. Game: Same or different? Give each group of 4–6 pupils a box containing items that can be classed as ‘same’ or ‘different’. Play a new version of the Same or different activity. Say Find things that are the same! Model how to find objects that are the same in a box. Pupils will find objects in the box on their table and hold them up. Say Good! You found the same! Now, find different! Model finding a group of ‘different’ objects. Continue saying ‘same’ or ‘different’ for pupils to find groups. Encourage pupils and help pupils in need. Value: Family. Prepare images of different types of families, including animal families and families of imaginary characters (from cartoons or stories) even if they don’t look alike or follow the same structure. Have pupils say It’s a family! as you hold up each card. Smile as you look at all the different types of families, and encourage pupils to say the names of the different family members. The objective is to present all the different types of families in a positive light. Teacher’s Resource Book Photocopiable 16: Find and circle the three differences. Prepare one photocopiable for each pupil. Hold up your photocopiable so that the pupils can see it and point to the pictures of the mummy in the first picture. Say Point to the mummy. Point to the mummy in the second picture. Say Point to the next mummy. Same or different? Elicit Same. Then, point to the picture of the sister and say Point to the sister. Now point to the next sister. Same or different? Elicit Different. Say That’s right, the eyes are different. The hair is different. Let’s circle the different sister. Continue this process finding the family members that are the ‘same’ or ‘different’. Monitor pupils to see that they are pointing to the correct family member and monitor them as they circle the different ones. When they have finished, review the responses one more time to practise the family words and ‘same’ and ‘different’. Stamp the completed page with the Greenman Stamp. Value: family Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 16 Find and circle the three differences. SAMPLEes? Go g/drawing i g/drawin draw a line from w a line from his in your own b er characters: Sa characters: Sa ee chicks. 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80 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 Have Greenman show the class each of the vocabulary words but very quickly, so they only have a moment to look. If they say the word Greenman says Excellent! Well done! If they need to see it again he says Okay, one more time! Game: Who’s missing? Put all six of the flashcards in the centre of the circle. Have the pupils close their eyes. While they have their eyes closed take away one of the cards. Say Who’s missing? If they struggle, name the cards one by one until they remember which flashcard is missing, or show them the flashcard slowly, having them say the word together. Practise several times. Who is it? 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 song 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. Play the audio track 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. Lesson objective To use TPR to review unit vocabulary with an action song. Language New: the family, yellow, same/different Review: weather, numbers 1–2, red, blue, green Receptive: Excellent, Well done, OK, One more time, Who’s missing? Who’s got ...? Who is it? We look the (same/different) Materials Routine Board, Greenman Puppet, PB page 53, Flashcards Unit 4, Action song video, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 54, papers or big objects coloured red, yellow, green and blue Lesson 4 Name 53 SAMPLEs each of the vo ach of the vo hey only have a m ey only have a m nman says man sa Excel again he says gain he says Oka ing? he flashcards in t e flashcards in upils close their e pils close their sed take away on sed take away o ng? If they strugg y remember whic the flashcard slow he flashcard Practise sever - NOT olours Birthday Who is You may c ou ma or watc or wat adva acFORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 81 Pupil’s Book page 53. Worksheet 4: Listen to the song, point and colour. Show pupils page 53 in the Pupil’s Book and walk around to check that everyone is on the correct page. Say Look at the pictures. Who’s got red hair? Yes! The mummy! Let’s colour mummy’s hair red! Show me your red crayon. Let’s colour. Repeat the process with the other pictures: the baby with blue eyes, the daddy with a big mouth, a yellow jumper and blue shoes, the elephant with big ears, the girl with a small mouth and a green ribbon. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 54. Optional worksheet: Draw your best friend. Show pupils page 54 in your book. Walk around to check that everyone has found the correct page. Say I’m going to draw my friend. Draw a picture on the board. Use gestures to show ‘My friend’ and say This is my best friend (Rachel). Can you draw your best friend? Say Let’s draw and colour. Allow pupils to work independently as you monitor. You may choose to have pupils share their completed pictures with the class saying what colours they used. Stamp the completed page with the Greenman stamp. Game: What colour is it? Prepare a piece of coloured paper or large objects coloured yellow, green, red and blue. Hold up the different colours for pupils to say the word. Then, say a colour and have volunteers come up to pick up the correct colour. You may choose to have pupils take over your role and say the colour for a classmate to identify. Who is it? Who is it? (Hold arms out at your sides to ask a question.) It’s my mummy. She’s got red hair. (Pretend to point to someone else’s head.) I’ve got red hair. (Touch your hair.) We look the same! (Nod your head.) Who is it? Who is it? It’s my daddy. He’s got a small nose. (Pretend to point to someone else’s head.) I’ve got a small nose. (Touch your nose.) We look the same! (Nod your head.) Who is it? Who is it? It’s my baby brother. He’s got big eyes. (Pretend to point to someone else’s head.) I’ve got a big eyes. (Touch your eyes.) We look the same! (Nod your head.) Who is it? Who is it? It’s my sister. She’s got a small mouth. (Pretend to point to someone else’s head.) I’ve got a small mouth. (Touch your mouth.) We look the same! (Nod your head.) Who is it? Who is it? It’s my friend. He’s got big ears. (Pretend to point to someone else’s head.) I’ve got small ears. (Touch your ears.) We look different! (Make a happy, surprised, face.) ZTable time Say the Table time chant (see page 12). 04 CD 2 SAMPLE our head ears (Pretend to ead.) got small ears. (T ok different face.) ZTable time y the Ta - outh NOTb frie nde t to FOR ies k page 54. O d. w pupils page 54 eck that everyon going Use t SALEolou aby with w jumper and jumper and girl with a small h a small mpleted page wit page 12. age 12.

82 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description from page 15. 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 Count facial features. Say How many eyes have I got? One, two. How many ears have you got? One, two. Repeat with different body parts and with different pupils. Walk on the numbers. Use masking tape to make numbers 1–3 on the classroom floor or in the playground. Say Let’s walk on the number 1. Choose volunteers to go and walk along the shape of the number. Next, choose children to walk along the shape of the numbers 2 and 3. Model for them walking along as if on a tightrope. This should be funny, as the children copy your exaggerated movements. Count the numbers One, two, three. Say Come back now, (Mario), (Lucía), and (Pablo) walk on the number 1. Go! The children will try to walk perfectly on the lines. Do the same with each number. Do the activity several times so pupils have the chance to find the right number and play the game. Can you count to 3? number song 1–3: Sing and count. Say Let’s practise our numbers with a song! Play the song once, holding up your fingers for each number. When the song says ‘Three!’ act surprised and then confident (nod your head as if you feel proud). Say the song without the audio track, pausing after each line to look at the pupils and be sure they are following along and moving their fingers. Practise this way twice, then play the song again for pupils to join in with the words and actions. Continue repeating the song until all of the pupils are singing most of the words and all of the numbers. 1, 2, 3. Can you see? Can you count to 3 with me? One, two, three! 1, 2, 3. Can you see? Can you draw a triangle with me? One, two, three! 1, 2, 3. Can you see? Can you count three fingers with me? One, two, three! 1, 2, 3. Can you see? You can count to 3 with me! One, two, three! Lesson objective To work on pre-writing skills as well as numbers 1–3, colours and shapes through a song. Language New: number 3, yellow, triangle, family Review: weather, numbers 1–2, circle, red, blue, green Receptive: Walk, Come back, How many ...? We are going to ... Materials Routine Board, Greenman Puppet, PB page 55, Flashcards Unit 4, CD2, crayons, pencils, masking tape, Greenman Stamp. Optional: PB page 56, TRB Photocopiable 17 Lesson 5 Name 55 1 3 2 05 CD 2 SAMPLE many eyes have any eyes hav got? One, two. One, two. Re th different pupil h different pupil to make number ayground. Say yground. Say Le nteers to go and w teers to go and ext, choose child , choose child mbers 2 and 3. M bers 2 and 3. M tightrope. This sh htrope. This s ur exaggerated m three. Say Come on the numbe n the line he line ral - NOT ours Birthday Can y Say Let’s once, ho song you countFOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 83 ZTable time Say the Table time chant (see page 12). Pupil’s Book page 55. Worksheet 5: Trace and count. Then, match and colour. Show pupils page 55 and walk around to check that everyone is on the correct page. Point to the first picture. Count the hedgehog. Say Let’s count. How many Hedgehogs? Yes, 1! Point to the red circle. Trace the circle with your finger. Very good. Let’s draw a line from Hedgehog to the number 1 and trace the number 1. Model this for the class. Repeat the process with the 3 chicks in the yellow triangle and the 2 frogs next to the green line. The pupils will need to finish colouring the chicks and the frogs. Say Let’s colour the chicks. What colour are they? Yes, yellow! Show me your yellow crayon. Repeat this with ‘green’ for the frog. Monitor and offer encouragement as they work. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 56. Optional worksheet: Trace and colour. Hold up page 56 in your book. Walk around to make sure everyone has the correct page. Say Look at the ice cream! Do you see a triangle? Let’s trace the triangle. Show me your pencil. Let’s trace. Hold up your book and show how to trace the cone. Repeat with the circle for the ice cream. Depending on the level of independence in the classroom, you might choose to point at the icons and familiarise the pupils with recognising what each activity requires. Point at the tracing icon and say Look, a pencil. Let’s trace. When they have finished tracing, point at the colouring icon and say Look, a crayon. Let’s colour. Monitor pupils as they work then stamp the completed page with the Greenman stamp. Game: Draw the number. 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 by showing them which direction to face with your fingers. Help others to do the same by using gestures. The pupils need to sit in a train-like position in a circle, all facing the same direction. Draw a ‘1’ on the board. Say Draw a 1 and the pupils draw it on their friend’s back. Practise with numbers 2 and 3. Teacher’s Resource Book Photocopiable 17: Trace and make a family triangle. Prepare one photocopiable for each pupil. Hold up your photocopiable and point to the triangle. Say Let’s trace the sides of the triangle. 1, 2, 3. Point to the top of the triangle. Say Draw ‘you’ here. Model by drawing yourself at the top of the triangle, exaggeratedly checking your own features and then drawing them. Say Draw your mummy here and your daddy here. Point to the different parts of the triangle. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Additional note: Be sensitive to different family types. You may choose to make a sample ‘family triangle’ with a mummy and a granny or an auntie and uncle and offer that vocabulary for children who live with different family/non-family members. Although the vocabulary is not included in the unit it may be relevant to specific families. Be sure to point out that each type of family is special. Skills: tracing, number 3 Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 17 Trace and make a family triangle. SAMPLE yo ise the requires. Po cil. Let’s trac g, point at the co n. Let’s colour. M mp the complete p. e number. sit in a circle, her pupil. They wi of the pupil in draw like a train, to do this b with your fi estures - l ht ch NOT e the up your th c S to t s th FORne photocopiab otocopiable and e the sides of the the triangle. Say self a ng yo RSALE

84 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description on page 11. ZConsolidation time Warmer Review flashcards from Units 1-4 by holding each one up and saying the vocabulary words with the pupils and having them do each gesture or movement. Game: Roll and say. Set out the unit flashcards in a big circle on the floor. Roll a big dice and show the pupils the number (you may want to cover the numbers 4–6, or make your own dice with numbers 1–3 repeating). Say A (three)! Stand next to the first card and jump five cards around the circle. Then, say the word for the card you stop next to and have the pupils repeat the word. Say (Lucía) it’s your turn! The pupil rolls the big dice and jumps around the circle the same number of cards as shown on the dice, stops at the number thrown, and says that word. Repeat with different pupils until most (or all) have had a turn. 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 57. Worksheet 6: Find and stick. Help pupils to find page 57 in the Pupil’s Book and locate the stickers for Unit 4. Say Find and stick the picture. Have Greenman repeat each word several times as the children look for the correct sticker to put in each place. Monitor the children as they work and encourage them along, or give them gesture clues. Repeat with each vocabulary word. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Shapes and colours. Prepare shapes cut out of pieces of coloured paper. Make four different coloured triangles and four different coloured circles. (Choose from the colours the pupils have learnt: yellow, blue, red, green.) Stick the papers on the walls around the room. Practise saying a shape and a colour and having pupils point to it. Say Point to the red triangle! Well done! Now, the blue circle! You may also have a volunteer say the shape that the class should point to. Lesson objective To consolidate all unit content. Language Review: family, Big Book language structures Receptive: Your turn, Find, Stick Materials Routine Board, Greenman Puppet, Big Book story Unit 4, PB page 57, Flashcards Units 1–4, CD2, crayons, pencils, Greenman Stamp, a big dice. Optional: stick papers with large coloured shapes around the room Lesson 6 L WORKSHEET 6 Name 57 Find and st Consolidation ick SAMPLErcle o e number (y number make your own d ke your own d y A (three)! Stand rds around the c s around the c ou stop next to a y (Lucía) it’s your t (Lucía) it’s your s around the circ s around th n on the dice, sto n the dice, s at word. Repeat w t word. Repeat w ve had a turn. ad a turn. tory review Say the chant Say the chant It’s and look insid ad the or - e floor e ma NOT one up and having T Say the Sa Pupil’s Bo Pupil’s Help p the e time bleFORSA E S

Greenman and the Magic Forest Teacher’s Book STARTER 85 ZPhonics time Warmer Show children the ‘f’ (frog) and ‘u’ (umbrella) Phonics flashcards. Say the words and then segment the sounds. Say Look at the picture. It’s a frog. Listen to the sound: f. Listen and repeat: f-f-f-fr-o-o-o-g-g-g. (You may wish to also review the ‘g’ sound from the previous unit in the words ‘frog’ and ‘green’. ) Repeat with the second sound. Stick the Phonics flashcards at the bottom of the Routine Board and repeat three times asking different children to repeat after you. Pupil’s Book page 58. 1. Listen and say the f and u letter sounds. Say the Table time chant (see page 12). Have pupils open their books to page 58. Point to the picture of the frog in activity 1. Repeat the sound as you point f-f-f-frog. Pupils repeat after you three times. Point to the picture of the umbrella. Repeat the sound as you point u-u-u-umbrella. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. f - f - f fffff frog u - u - u umbrella Pupil’s Book page 58. 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 with gestures. f - f - f I’m Frog. (Jump like a frog.) In the forest! And this is my family. (Point to the rest of the class.) In the forest! We’re the forest frog family! (Point to the rest of the class.) f - f - f Pupil’s Book page 58. 3. Sing the song. Play the song. Use gestures to help pupils understand the meaning (pretend to hold and umbrella and move it up and down to the beat). 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 chant. u - u - u Umbrella! u - u - u Umbrella! u - u - u Under the umbrella! ZExtra activities Sing the song. Pupils learn the Phonics songs and sing them as part of the daily routine until the new letter sounds are introduced in the next unit. Teacher’s Resource Book Photocopiable 18: Trace the umbrella and colour the frogs. Prepare one photocopiable for each pupil. Hold up your photocopiable and point to the pictures of the frog family and the umbrella. As you point to each say f-ffrog f-f-family, u-u-umbrella. Say Let’s trace the lines of the u-u-umbrella. Model how to do this. Say Let’s colour the f-f-frog f-f-family. Let’s colour them green. Draw a line. Monitor pupils and sing the Phonics songs from the lesson as they work. Stamp the completed page with the Greenman stamp. 07 CD 2 08 CD 2 06 CD 2 Extra Phonics Lesson Lesson objective To introduce new Phonics sounds (‘f’ and ‘u’). Language New: frog, umbrella Materials Routine Board, Greenman Puppet, PB page 57, Phonics Flashcards Units 1–4, CD2, crayons, pencils, Greenman Stamp, a big dice. Optional: TRB Photocopiable 18 1 Listen and say the f and u letter sounds. 58 Sing the song. Sing the song. 2 3 f - f - f I’m Frog. In the forest! And this is my family. In the forest! We’re the forest frog family! f - f - f u – u – u Umbrella! u – u – u Umbrella! u – u – u Under the umbrella! 07 CD 2 06 CD 2 08 CD 2 EXTRA Phonics Lesson L Optional: Photocopiable 18: Trace the umbrella and colour the frogs. Phonics: f (frog), u (umbrella) Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 18 Trace the umbrella and colour the frogs. S is in the w in th sound. Stick sound. St e Routine Board a tine Board a children to repea 1. Listen and say me chant (see pag e chant (se page 58. Point t page 58. Point Repeat the sound peat the soun fter you three tim ella. Repeat the s a. Repeat the ay the audio and y the audio and and words. Repe and words. Re Sf - so rev s ‘frog NOT nics OT unds. Say unds. Say en T O FORstures o hold and u o hold an t). After playing t After playing t ve pupils repeat e ve pupils rep tures where poss res where poss re saying most of re saying most u - u - u SALEof the to the rest g the song. the song. help pu re

ZStarting the lesson • Follow the description on page 11. Routines • The theme of the lesson is winter. 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’ and ‘triangle’, the colours red, blue, green and yellow and the numbers 1–3. Winter weather. Present vocabulary for the weather using the Routine Board and choosing the vocabulary that is most appropriate for winter. Have the pupils use gestures to show the different types of weather. (Blow out air and move your hands in swirling motions for ‘windy’, shiver, saying ‘brrr’ to show ‘cold’, and pretend to make and throw a snowball for ‘snowy’.) Say What’s the weather like today? Choose a volunteer to come up and choose the appropriate magnets to put on the board. Same or different? Show pupils page 59 in the Pupil’s Book. Draw pupils’ attention to the pictures and have the class say if the objects are the same or different. Say A baby and a mummy. Same or different? Elicit Different. Then point at the mummy’s hair and say Look, mummy’s hair is red. Point at the baby’s hair and say What colour is the baby’s hair? Elicit Red. Same or different? Elicit Same. Follow the same process with the rest of the pictures. It’s wintertime song. Play the song once. Then have the children join in as you sing the song line by line and do the actions for cold, windy and snowy with them. Repeat this until most children are saying some of the words and participating in the actions. Then play the audio, modeling the actions with the children participating. Repeat the song until the class is singing most of the words and doing the actions. (It’s cold!) It’s wintertime. Let’s go! (Move arm as if beckoning.) It’s wintertime. Let’s go! Let’s go! (Move arm as if beckoning.) It’s wintertime. Let’s go! Let’s go! (Move arm as if beckoning.) It’s very cold in the forest today. (Bracing and shaking.) (It’s windy!) It’s wintertime. Let’s play! (Hands up in celebration.) It’s wintertime. Let’s play! (Hands up in celebration.) It’s wintertime. Let’s play!(Hands up in celebration.) It’s very windy in the forest today. (Put your arms up and sway them back and forth.) Lesson objective To review unit vocabulary from Units 3 and 4 and sing a song about winter. Language Review: face, eye, ear, mouth, nose, hair, mummy, daddy, brother, sister, baby, friend Receptive: Where does the (face) go? Your turn, Choose Materials Routine Board, Greenman Puppet, PB page 59, Flashcards Units 3 and 4, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 60, TRB Photocopiables 19 and 20, cotton wool, glue, empty toilet and kitchen paper rolls, baby socks, ribbons Winter Fun! Name 59 Winter Fun! Review 2 86 09 CD 2 Greenman and the Magic Forest Teacher’s Book STARTER review the shap view the shap red, blue, green a ed, blue, green a abulary for the w bulary for the osing the vocabul sing the vocabu . Have the pupils Have the pupil es of weather. (B weather. (B swirling motions f swirling motio ‘cold’, and pre cold’, and pre snowy’.) Sa snowy’.) S unteer - Bir NOT a time in time in son. urs y objects obje mummy. S mumm the mu at th E FOR SALE

87 (It’s snowy!) It’s wintertime. Let’s go! (Move arm as if beckoning.) It’s wintertime. Let’s go! (Move arm as if beckoning.) It’s wintertime. Let’s go! (Move arm as if beckoning.) It’s very snowy in the forest today. (Pretend to make a snowball and throw it.) ZTable time Say the Table time chant (see page 12). Pupil’s Book page 59. Worksheet 1: Say and match. Show pupils page 59 and walk around to check that everyone is on the correct page. Say Point to the pictures. Say each of the vocabulary words: face, ear, eye, mouth, nose, hair, mummy, baby, daddy, brother, sister, friend. Now, say Point to the girl. Point to the family. Where does the face go? Give the pupils an example of how to draw a line from the face to the child. Say Where does the mummy go? Model how to draw a line from the mummy to the family. 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 60. Optional worksheet: Trace and colour. Help pupils find the correct page in the Pupil’s Book. Say Look at the snowman. It has two circles. Let’s trace the circle. Model how pupils should trace the lines of the snowman and monitor them as they do this. Say Look at the tree. It has three triangles. Let’s trace the triangles. As pupils finish, say Now colour the snowy picture. Monitor as the pupils work and stamp the completed page with the Greenman stamp. Game: Choose and say. Have pupils sit in a circle. Spread various flashcards face down in the centre. Model the activity yourself first. Turn over a card and say the word. Choose a pupil, say (Lucia), your turn. Choose a card. Help the pupil to turn over the card and say the word if necessary. Repeat until several pupils have had a turn. Teacher’s Resource Book Photocopiable 19: Trace and make a windy cloud. Prepare one photocopiable for each pupil. Each pupil will trace the cloud and decorate it with cotton wool. Cut out the clouds for each pupil. Prepare glue and cotton wool to stick to the cloud shapes for each group. Hold up a sample of a completed cloud. Say Brrrr … It’s windy and cold! It’s winter! Let’s make windy clouds. Hold up a cloud and show how to trace the lines. Have pupils trace the lines on their own. Next show how to glue on cotton wool. Say Now it’s a cold and windy cloud! Model how to decorate the cloud as pupils work. Monitor and offer encouragement. Use the completed pages for a class display or have pupils take their individual clouds home to share. Teacher’s Resource Book Photocopiable 20: Make a snowman family. Prepare one photocopiable for each pupil and cut out the pieces. Make one snowman family per group of three pupils. You will need empty kitchen rolls and toilet paper rolls for this activity (two kitchen rolls and one toilet paper roll per snowman family). The pupils can bring these in the day before the activity. You may want to paint the empty rolls white before the activity. (You may also have pupils bring in small socks from home to make hats for their snowmen.) Cut out the shapes to have eyes and a nose for each snowman before the class and prepare the empty paper rolls and glue. Hold up a sample snowman family and say Look, a snowman family! Let’s make a mummy, a daddy and a baby snowman. Hold up a paper roll and show how to stick on the triangle nose and the circle eyes. Say Now it’s a snowman! Let’s stick the eyes and nose to our snowmen. Show how to stick the eyes and nose to the empty roll. Pass out the materials and model how to decorate the snowman again as the pupils do the same. Pupils can add more detail and add hats or scarves to their snowmen when they have finished if time allows. Use the completed snowmen families for a class display or have pupils take their individual snowmen home to share. Greenman and the Magic Forest Teacher’s Book STARTER windy, snowy Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 19 and 20 Winter Fun! Make a windy cloud. windy, snowy Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 19 and 20 Make a snowman family. SAMPLE ge in the P two circles. ils should trace nitor them as the has three triangle ls finish, s No r as the pup page with the Gr ose and say. pupils sit in a face down in the first. Turn o a pupil, say the pupi eces - race NOT d OTFORwool. S w to decorate or and offer enco ompleted page s take their indi acher’s Resour wman F E SALwill and h cotton e clouds pupil. Prepare and cotton wool group. leted cloud. Say er! Let’s make how to trace own. N

88 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 Greenman will take out flashcards from Units 1–4. Help children to do the gestures and say the words. Pass the cards with Greenman. Have Greenman take out the flashcards from Unit 5. Say What’s this, Greenman, new words? Act very excited about the new words. Take each flashcard out individually and say Look! A (turtle)! Repeat, class: (A turtle)! What is it? (A turtle). While you say the word use gestures to reinforce the concept. Repeat this process with each card. Say Let’s practise! Guess the word. Cover a card with your hand or a cloth and slowly uncover it. Pupils try to name it before it’s uncovered. Repeat the process with each card and go through the game three or four times, or until the pupils are identifying the cards quite easily. At this point, you may wish to use the audio of the unit vocabulary to listen and repeat as a class. turtle, fish, bird, hamster, cat, dog Game: Give me the hamster. Place the flashcards in the centre of the circle facing up. Say (Iván), please give me the hamster. Say Here you are. For the pupil to repeat after you. Repeat for each animal and then place the cards in the centre again to review each a second (or third) time. I’ve got a bird song: Listen and sing. Play the I’ve got a bird song for the class. Hold up the flashcard when each word is mentioned in the song. Encourage children to use their actions to show the word. Next, say the song line by line, slowly, enunciating the words and doing the actions. Then, repeat the song three times, or until most pupils are participating in the hand motions and singing some of the words. I’ve got a bird, a hamster and a fish. (Move your hand from side to side as if displaying something.) I’ve got a dog, a turtle and a cat. (Move your hand from side to side as if displaying something.) I’ve got a bird. A blue, blue bird! (Flap wings.) Lesson objective To introduce main vocabulary for the unit (pets). Language New: turtle, fish, bird, hamster, cat, dog Review: numbers 1–3, circle, triangle, red, blue, green, yellow, weather, seasons, I’ve got a … Receptive: Butterflies, Which (pet) do you like? Materials Routine Board, Greenman Puppet, Big Book story Unit 5, PB page 61, Flashcards Units 1–5, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 62 5 Where’s My Bird? Where’s My Bird? Name 61 Lesson 1 Unit 5. Where’s My Bird? 11 CD 2 10 CD 2 SAMPLE shcards from Un hcards from Un ures and say the w res and say the Greenman. Greenma n take out the flas ake out the fl Greenman, new w words. Take each s. Take each ok! A (turtle)! Repe k! A (turtle)! Rep e). While you say oncept. Repeat th Say Let’s pract and or a c ore it’ ore it’ - NOT lours OT day OTG D 2T FORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 89 I’ve got a hamster. A yellow, yellow hamster! (Pretend to hold a small hamster in your palm and pet it with the other hand.) I’ve got a fish. A red, red fish! (Weave your hand like a fish in the water.) I’ve got a turtle. A green, green turtle! (Pretend to knock on the hard shell on your back.) I’ve got a dog. A yellow, yellow dog! (Put your hands on top of your head and flop them down like floppy dog ears.) I’ve got a cat, a blue, blue cat! (Pretend to stroke your long whiskers.) I’ve got a bird, a hamster and a fish. (Move your hand from side to side as if displaying something.) I’ve got a dog, a turtle and a cat! (Move your hand from side to side as if displaying something.) ZStory time Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to the first page of the story. Say What do we see? Oh, look! (Butterflies, flowers, Greenman, Nico). Encourage pupils to repeat the words and do actions. Introduce pupils to number 4 (which will be worked on later on in Lesson 5) by simply mentioning it, saying Look, flowers. How many flowers? 1, 2, 3 and 4! Then say How many butterflies? Four butterflies, 1, 2, 3 and 4! Pupils will be able to count up to 3 in English; some might already be able to count to 4, some will use L1. Encourage them to repeat after you Four. After identifying all the vocabulary words possible, close the book. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 61. Worksheet 1: Say the animal and colour. Show pupils page 61 in your book, walk around to be sure that they have all found the correct page. Say Point to the animals. Play the I’ve got a bird song again. Model how to point to each animal when it is mentioned in the song. Next, say Let’s colour the animals. What colour is the bird? Yellow? Blue? Yes, blue! Let’s finish the bird. Repeat this for the turtle (green), fish (red), hamster (yellow), cat (blue), dog (yellow). When they have finished, stamp the page with the Greenman stamp as you sing the I’ve got a bird song once again. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 62. Optional worksheet: Draw your favourite pet. Hold up the animal flashcards for the unit. Say Which pet do you like (Lucía)? Hold up different flashcards for the pupil to choose an animal from. Repeat with two other children. Say Draw your favourite pet. (Lucía) a turtle, (Mario) a hamster. Monitor the pupils as they work and stamp the completed page with the Greenman stamp. Game: Guess the animal. Make an animal noise. Say What is it? Pupils will guess the animal (offer help with the flashcards). Do this with various animal noises. Then, have a pupil take over your role. Give several pupils a turn to make the animal noise. SAMPLEome se L1. Enc se L1. En entifying all the ntifying all the ok. chant (see page age 61. Workshee e 61. Worksh pils page 61 in y pils page 61 in hey have all found y have all foun mals. Play the I’v point to each ani point to each Next, say Let’s ellow? Blue ellow? Blu turtle - Pup ht alrea ht a ge NOT at ico). ns. ed on ng Look, ow wil FOR nimal noise. Say W nimal (offer help arious animal n ver your role. G animal noise. SA ELw your nit Which t flashcards from. Repeat wit favourite pet. ( onitor the pupils ompleted pag

90 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 Have Greenman hold up each of the Unit 5 flashcards. Help pupils to name each animal. Encourage pupils to do actions for each animal learnt in the previous lesson. Guess my pet. Have pupils sit in a circle, each facing the back of another child. Dictate one of the animals from the vocabulary and the pupils practise drawing it on their friend’s back. Once pupils have practised this once, have them choose an animal to draw and their partner will guess which animal it is. Role play. Have pupils act out an animal for the class to guess. Say What animal are you? The class will guess by raising their hands and taking turns. Have the class join in to ask each person What animal are you? You may choose to have the pupil respond to the question with the sound the animal makes. Repeat until many (or all) 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 5 story. Greenman can ask What is this? Model the answers. Then, ask about the people and things on the page. Have pupils come up and point to the different animals when you say them and then have the class do the animal noise. Read the story or play the audio version (CD2.12), pausing to use gestures to help convey meaning. p.41 Where’s My Bird? ‘Hello, Sam. Hello, Nico,’ says Greenman, ‘What’s the matter?’ ‘I’ve got a bird and I’ve got a turtle. I can’t see them,’ says Nico. ‘They are in the forest!’ ‘Oh, no!’ says Sam. ‘I can help. Let’s go!’ says Greenman. p.42 ‘Can you see your bird?’ says Sam. ‘No, I can’t!’ says Nico. ‘She’s got 4 colours: red, blue, yellow and green. She’s got a small face. She’s got 1, 2 small eyes. She’s got a big nose. She’s got a big mouth.’ Lesson objective To present the key structure for the unit. Language New: Can you see your (bird)? It’s (on) the (table)./The (cat) is (under) the (chair), pets, on/under Review: weather, numbers 1–3, red, blue, green, yellow, circle, triangle Receptive: What animal are you? Point to the …, Where is the …? Materials Routine Board, Greenman Puppet, Big Book story Unit 5, PB page 63, Flashcards Unit 5, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 64, TRB Photocopiable 21, several beanbags, game markers, pieces of fabric Name 63 Lesson 2 12 CD 2 SAMPLE ch of the Unit 5 fl mal. Encourage p t in the previous in the previous t in a circle, each te one of the anim one of the ani ractise drawing it actise drawing it practised this onc actised this on aw and their partn Role play. ave pupils ve pupil t ani - NOT olours hday ZStory Say th an FOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 91 p.43 ‘Look!’ says Greenman. ‘Your bird is on the table!’ ‘Hello! Hello!’ says Nico’s bird. ‘Hello!’ say Sam and Nico. p.44 ‘Can you see your turtle?’ says Sam. ‘No, I can’t!’ says Nico. ‘He’s green. He’s got a small face. He’s got 1, 2 small eyes. He’s got a small nose. He’s got a big mouth.’ p.45 ‘Oh no!’ says Nico. ‘Where’s my turtle?’ ‘Let’s sit down,’ says Greenman. p.47 ‘Look!’ says Sam. ‘There’s your turtle. He’s under the table!’ ‘Hello!’ says Turtle. ‘Hello!’ says Greenman. ‘Hello! Hello!’ says Nico’s bird. ‘Hello!’ say Sam and Nico. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 63. Worksheet 2: Say the animal. Then say on or under and match. Show pupils page 63 in the Pupil’s Book and walk around to check that everyone is on the correct page. Point to each of the animals in turn and elicit the name from the pupils. Then, say Point to the cat on a chair. Good, the cat is on a chair. Say On. Pause for pupils to repeat On after you. Say Let’s draw a line to the cat. Monitor as pupils draw a line. Where is the dog? Oh! The dog is under a chair. Say Under. Pause for pupils to repeat. Say Let’s draw a line to the dog. Monitor as pupils draw a line. Where is the bird? The bird is on a book. Say On. Then say Let’s draw a line to the bird. Monitor as pupils draw a line. Repeat the process with the rest of the elements. Use your hands to show ‘on’ and ‘under’. Use other examples around the class to illustrate the idea. (For example, put a book ‘on’ a chair and then ‘under’ a chair, etc.) Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 64. Optional worksheet: Colour the animals. Show pupils page 64 in your book and walk around to ensure that everyone has found the correct page. Say Look at the animals. What’s this? Point to the different animals for the pupils to name. Say Let’s colour the animals. As pupils work, engage them in dialogue to name animals and say the colours they are using. Offer encouragement. Stamp the completed page with the Greenman stamp. Game: Find the word. Have the pupils sit in a circle. Choose three pupils to be in an ‘inner’ circle. Place the vocabulary cards in the centre. Give each child a counter, or a beanbag, or piece of fabric. When you say a vocabulary word, they have to put their counter on the card. Show children how to play by including yourself in the first group of three, then choose another pupil to take your place. Play with two vocabulary words for each group of three and then choose different pupils to participate. Teacher’s Resource Book Photocopiable 21: Find and circle the pets. Then colour. Prepare one photocopiable for each pupil. Hold up your photocopiable so that the pupils can see it and point to the picture of the dog. Say Where is the dog. Yes, the dog is under the table! Let’s circle the dog. Monitor as pupils do this. Repeat with the other pets. Then say Let’s colour the dog green. Finish together or allow pupils to work independently. Monitor pupils as they work and review the correct answers when they have finished. Stamp the completed page with the Greenman stamp. Can you see your (bird, turtle, fi sh, hamster, cat, dog)? It’s (on/under) the (table). Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 21 5 Where’s My Bird? Find and circle the pets. Then colour. SAMPLErect pa rect he name from he name f chair. Good, the ir. Good, the ils to repeat ls to repeat On a t. Monitor as pup The dog is under repeat. Say epeat. Say Let’s s draw a line. draw a line Whe SayOn. Then say pupils draw a line upils draw a lin he elements. Use e elements. Us r’. Use other exa Use other exa idea. (For examp idea. (For exam ‘under’ a chair, et under’ a chai Greenman sta Goodb - walk a Point NOT al. Then OTci FOR cle. Pla each child a c. When you say t their counter ay by including e, then choose a ay with two voca then ’s R SALE nd t age. Say different colour the n dialogue to they are using. ompleted pag e. Choose e vo

92 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 Have Greenman make different animal noises for you and the children to guess. Pupils may volunteer to take over making the animal sounds. Game: Walk to the word. Tape the Unit 5 flashcards to the board, or around the room. Stand a set distance from the board (mark the distance with a chair or a line of tape on the floor). Say I say an animal. You walk to the board to touch the animal. Do the actions as you explain. Choose two volunteers. Say a vocabulary word. If the pupils have not understood the directions, stand beside them to show them again. Give several (or all) pupils a turn. Where’s the pencil? You will need a pencil and a book. Put the pencil on top of the book. Say Where is the pencil? Yes! It’s on the book. Put the pencil under the book, peeking out. Say Where is the pencil? Yes, it’s under the book. Have volunteers put the pencil ‘on’ or ‘under’ the book and call on pupils to answer the question Where is the pencil? Give several (or all) pupils a turn. Alternatively, you can have Greenman placing the pencil ‘on’ and ‘under’ objects and asking the pupils Where is the pencil? 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 ‘on’ and ‘under’. Point to the images and have the children do hand actions to show the words (using a crayon and placing this on or under one hand). Show the part of the story when Greenman says I can help on page 41. Have pupils repeat this sentence. Smile and do a thumbs up to show that this is a positive thing, point out that Sam and Nico are happy when Greenman helps. You may also choose to use the animated video for the story, pausing the video rather than pointing to pictures. Lesson objective To introduce a contrasting concept (on/ under) and value (helping). Language New: on/under, pets Review: weather, numbers 1–3, red, blue, green, yellow, circle, triangle Receptive: Where is the ...? I can help, What does a (cat) (do, say)?, Show me, Point to ..., Walk, Touch, Look, Let’s colour Materials Routine Board, Greenman Puppet, Big Book story Unit 5, PB page 65, Unit 5 pop-out, two pieces of string per child with a knot tied on one end, Flashcards Unit 5, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 66, TRB Photocopiable 22 Lesson 3 Name 65 SAMPLE ent animal noises mal noises ils may volunteer s may voluntee nds. word. flashcards to the ashcards to a set distance fr a set distance f with a chair or a l a chair or a n animal. You walk animal. You wal he actions as you ctions as yo ay a vocabulary w the directions, s the directions several (or a several (or - NOT olours rthday Where’s Whe You will of the Pu FOR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 93 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 cat mask. Say A cat! What does a cat do? What does a cat say? Elicit the cat action and sound. Show how to put a string through the hole on each side of the mask. 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. When all the pupils have finished say Show me the cat. Hold up your pop-out as an example. Give each pupil two pieces of string with a knot on each 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 on the string holds the mask on your face.) Continue until all of the class has finished putting the strings on their masks. Have pupils hold up their cat 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 I’ve got a bird song as you pretend to be a cat. Show pupils how to put away their pop-outs in their designated place. Pupil’s Book page 65. Worksheet 3: Colour on or under. Show pupils page 65 and walk around to check that everyone is on the correct page. Say Point to ‘on’. Point to the picture of the ball on the chair, say What colour is this? Yes, blue! Then say Point to ‘under’. Point to the picture of the ball under the chair. Say What colour is this? Yes, green! Have pupils repeat and point. Say Where is the cat? Model pointing to the picture of the cat ‘under’ the chair. Say Yes, ‘under’ the chair. Let’s colour the cat ‘under’ the chair in ‘green’ for ‘under’. Repeat this process with the other pictures. Then ask pupils to colour the animals that are ‘on’ objects in blue. Allow pupils to finish independently. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 66. Optional worksheet: Trace and colour. Say Look, a turtle and an umbrella! Let’s finish the lines and colour. Monitor as pupils work and offer encouragement. Stamp the completed page with the Greenman stamp. Game: Remember the cards. In this game pupils practise unit vocabulary with the flashcards. Hold two cards out for about five seconds, and then turn the cards around. Say What is this? indicating one of the cards. Call on a volunteer to come up to point to the back of one of the cards and say the word. If they guess correctly, turn the card around. Call on another volunteer to guess the other card. Add a third card or shorten the time if the class guess the words very easily. Values activity: Helping. Choose a volunteer. Tell the volunteer to make a sad face. Say Oh, no, (Sara)’s sad! What can we do? Maybe we can play a game? (Sara), do you want to play? Yes! Now she’s happy! Repeat the role play with two or three different pupils. If the pupils are able to follow the dialogue and say some of the words, allow them to play the role play in small groups. Teacher’s Resource Book Photocopiable 22: Help Nico find the bird. Prepare one photocopiable for each pupil. Hold up your book and point to the picture of Nico. Say Who is it? Yes, Nico! Point to the bird and say What is it? Yes, a bird! Let’s help Nico to find the bird! Model how to trace the line in the labyrinth. Monitor pupils as they work. As pupils finish, have them show you the correct path by tracing it with their finger. Stamp the completed page with the Greenman stamp. Value: helping Help Nico find the bird. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 22 SAMPLE cat ‘ rocess wit ocess w our the animals ur the animal to finish independ h independ he Greenman sta e Greenman sta cription on page 1 ription on p - air. r’ the c r’ the e o NOT t to is this? s this? picture of Yes, green! Model OTw diff dialo FOR ey gues another volu card or shor words very eas s activity: Helpi oose a voluntee e. Say n play E SALe ffer with the ocabulary with t for about five s ound. Say Wh . Call on a vol k of one o rectl

94 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 the Unit 5 flashcards and review the actions for the animals. Hold up each card and have pupils do the action to represent it. Say the animal. Have the pupils stand up (say the Stand up chant page 12). Say Which animal am I? Move like me. I’m a … fish! Help pupils to act out wiggling like they are swimming in the water. Say Well done! Now, move like me. I’m a … frog! Model how to hop like a frog. Repeat the process for each animal’s action. On, under 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 to do with the children. 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 flashcard. The second time you play the song, do the actions to show the class. 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. On, under! On, under! (Use your hands to show ‘on’ and ‘under’ with one on top of the other, and then under the other.) Can you see? (Point to your eyes.) My dog is on the table. (Show ‘on’ with your hands.) Hee, hee, hee! (Hold your tummy and laugh.) On, under! On, under! (Use your hands to show ‘on’ and ‘under’ with one on top of the other, and then under the other.) Can you see? (Point to your eyes.) My cat is under the chair. (Show ‘under’ with your hands.) My dog is on the table. (Show ‘on’ with your hands.) Hee, hee, hee! (Hold your tummy and laugh.) Add on: hamster - on the ball fish - under the table bird - on my nose turtle - under the book Lesson objective To use TPR to review unit vocabulary with an action song. Language New: pets, number 4, on/under Review: on/under, weather, numbers 1–3, red, blue, green, yellow, circle, triangle Receptive: Which animal am I? Move like, I’m a (dog), Colour, Draw a line, Point to the … Materials Routine Board, Greenman Puppet, PB page 67, Flashcards Unit 5, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 68 Lesson 4 13 CD 2 Name 67 SAMPLE view t ave pupils d ave pupil up (say the Stand up (say the Stan mal am I? Move lik al am I? Move lik t out wiggling like out wigglin Well done! Now, m Well done! Now to hop like a frog o hop like a fro action. under action song er action song You may choose t You may choos or watch the vi or watch the v with the chil with the ch , pla ctions h - NOT day goin track fo tra video and video Repeat and s FO se the actions se the ough th ough O e s OR SALE

Greenman and the Magic Forest Teacher’s Book STARTER 95 ZExtra activities Pupil’s Book page 68. Optional worksheet: Trace and colour. Show pupils page 68 in your book, walk around to check that they have found the correct page. Say What animal is it? Yes, a cat! The cat is under the table! Let’s trace the lines and colour the cat. Model how to trace the lines in your own book. Monitor pupils as they work and offer help and reinforcement. Stamp the completed page with the Greenman stamp. Game: Put your pencil. Pupils will need a pencil and their Pupil’s Book. When you say ‘on’ they put their pencil ‘on’ the book, when you say ‘under’ they put their pencil ‘under’ their book. Say Show me ‘under’. Model how to do this with a pencil and the Pupil’s Book. Repeat for ‘on’. You may choose to have a pupil, or pupils, take over your role and say the preposition. Alternatively, you may use the puppet to have Greenman say ‘on’ or ‘under’ to the pupils. ZTable time Say the Table time chant (see page 12). Pupil’s Book page 67. Worksheet 4: Listen to the song, point and colour. Show pupils page 67 and walk around to check that everyone is on the correct page. Point to the pictures as you sing the On, under action song (CD2.13) again. Say Where is the cat? Here he is. He is under the chair! Let’s finish colouring the cat. Show pupils how to finish colouring. Repeat the same process for each animal. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. SAMPLE - NOTFOR ey put t nder Model e Pupil’s Book. R have a pupil, o y the preposition ernatively, you ma eenman E SALto Say What ble! Let’ how to trace ils as they ment. Stamp the n stamp. nd their Pupil’s cil ‘on’

96 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 Use the Routine Board to review the words ‘circle’ and ‘triangle’, and present the new shape ‘square’. Draw a circle, triangle and square on the board. Point to each one in turn, say the shape and then count out the number of sides. Say Circle, look. Follow the sides of the circle on the board with your finger and say One. One side! Do the same with the triangle shape, say Triangle, look. One, two, three. Three sides! Have pupils join in as you count the numbers of sides and encourage them to draw the shapes in the air with their fingers. Next, count the number of sides for the square as a class. Say Square, look. One, two, three, four. Four sides! Reinforce the concept by holding up four fingers and drawing the number 4 on the board. Have pupils practise counting the numbers of sides of the square two or three times, chanting as a class. Say the number. Have pupils take turns clapping the number of times that they choose (between 1 – 4) and have the class say the number of times they have clapped. They will have to count in their heads or on their fingers. Do an example for the class, then say (Lucía), it’s your turn. Give a quiet example for any pupil who is struggling. Say the number along with the children. Continue until everyone has had a turn. Can you count to 4? number song 1-4: Sing and count. Say We know our numbers very well! Let’s practise a song with them. Have the children sit or stand and tell them to listen for numbers. Play the song. Next, say the song line by line 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. 1, 2, 3, 4. (Count on your fingers.) Can you see? (Point to your eye.) Can you count to 4 with me? (Make a questioning gesture, hold up four fingers, point to yourself.) One, two, three, four! (Nod your head, count on your fingers.) 1, 2, 3, 4. (Count on your fingers.) Can you see? (Point to your eye.) Can you draw a square with me? (Make a questioning gesture, draw a square in the air, point to yourself.) One, two, three, four! (Nod your head, count on your fingers.) Lesson objective To work on pre-writing skills as well as numbers 1–4 and shapes through a song. Language New: number 4, square Review: weather, numbers 1–3, red, blue, green, yellow, circle, triangle Receptive: Colour, Draw a line, Point to the …, Where is the …? Materials Routine Board, Greenman Puppet, PB page 69, Flashcards Unit 5, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 70, TRB Photocopiable 23 Lesson 5 14 CD 2 Name 69 2 3 SAMPLE word ape ‘squar ape ‘squ are on the board on the board hape and then co ape and then co cle, look. Follow t th your finger and h your finger and he triangle shape sides! Have pupi Have des and encoura with their fingers. h their fingers. square as a class quare as a class Four sides! ur sides! Reinfo gers and drawing practise counting practise count three times, c y the nu - rcle’ an rcle NOT day clas for any for the child the c Can you Say w FOR eir heads or on eir heads hen say hen s (L OR pil w ORSALE

Greenman and the Magic Forest Teacher’s Book STARTER 97 1, 2, 3, 4. (Count on your fingers.) Can you see? (Point to your eye.) Can you count four fingers with me? (Make a questioning gesture, point to each finger on one hand in turn, point to yourself.) One, two, three, four! (Nod your head, count on your fingers.) 1, 2, 3, 4. (Count on your fingers.) Can you see? (Point to your eye.) You can count to 4 with me! (Point to the class, hold up four fingers, point to yourself.) One, two, three, four! (Nod your head, count on your fingers.) ZTable time Say the Table time chant (see page 12). Pupil’s Book page 69. Worksheet 5: Trace and count. Then, match and colour. Show pupils page 69 in the Pupil’s Book and walk around to check that everyone is on the correct page. Play the Can you count to 4? number 1–4 song (CD2.14) again. Say Let’s trace the numbers and make the shapes. While you listen to the song, point to the shape in your book and show the number with your fingers. Repeat this three or four times. The pupils can write the numbers when they are ready, or you can stop and start the audio track to give them time to write the numbers as a class. When the pupils have had time to write in the numbers, review and give pupils time to finish tracing and colouring in the shapes. Say How many red circles? 4! That’s right! Let’s draw a line to the number 4. Repeat with the rest of the shapes. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Pupil’s Book page 70. Optional worksheet: Trace and colour. Show pupils page 70 in your book. Point to the boy and the dog. Say What is it? Yes, a dog. Let’s colour the boy and the dog. And let’s finish this shape. What shape is this? Trace the shape of the square with your finger. Yes! A square! Let’s trace the square with a pencil. Monitor pupils as they work. Reinforce colour and shape vocabulary individually while they colour. Stamp the completed page with the Greenman stamp. Game: Find the number. 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 four 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. Teacher’s Resource Book Photocopiable 23: Trace the shapes. Prepare one photocopiable for each pupil. Hold up your photocopiable so that the pupils can see it and point to the pictures of the bird, turtle and dog. Say What is it? Elicit the correct word for each animal Bird, turtle, dog. Trace the triangle shape in the bird’s tail and say What’s this? Yes, a triangle. Count the sides: 1, 2, 3. Let’s trace the triangle. Model how to do this. Repeat the process with the rest of the elements. Monitor pupils as they work. Stamp the completed page with the Greenman stamp. Skills: tracing, shapes Trace the shapes. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 23 SAMPLEhe nu ng and colo ng and c les? 4! That’s rig s? 4! That’s rig at with the rest o ge with the Green with the Green cription on page ription on p - ass. ers, rev ers, ng NOT) pes. your peat this ers when ack s OTFOR e. Choo number of ite u give me four pe re you are after . Repeat with dif ps of pupils. acher’s R es.F E SALboy olour the at shap th your finger. h a pencil. orce colour and e they colour. S Greenman stam ssroom ll

98 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description on page 11. ZConsolidation time Review flashcards from Units 1–5 by holding each one up and saying the vocabulary word with the pupils. Say What’s this? Is it a (nose)? Wait for pupils to respond. Oh! It’s a (cat)! Say the incorrect words and then confirm the correct answer. Walk like the animals. Put Unit 5 flashcards around the room on the walls. When you say an animal the pupil will walk to the animal acting like that animal. Model the activity yourself first. Point to the fish flashcard and say What’s that? Help the pupils to respond A fish. Then move to the card weaving your hands in front of your face. Come back to the circle. Say Now you, (Lucía). A cat! If the pupil acts unsure, do the action beside him/her along the way. Continue with different animals until all of the pupils 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 71. Worksheet 6: Find and stick. Help the children to find page 71 in the Pupil’s Book and locate the stickers for Unit 5. Say Find and stick the picture. Have Greenman repeat each word several times as pupils look for the correct sticker to put in each place. Monitor the children as they work and encourage them along, or give gesture clues. Repeat with each vocabulary word. Stamp the completed page with the Greenman stamp. ZGoodbye • Follow the description on page 12. ZExtra activities Game: Find the word. Place all of the flashcards from units 1-5 in the centre of the circle. Choose a group of four pupils. Say a word and have the pupils try to touch the flashcard as quickly as possible. Give all pupils a turn to play. You may choose to have pupils take over your role and say the word for their classmates to find. Lesson objective To consolidate all unit content. Language Review: pets, Big Book language structures Receptive: Stick the sticker, Draw a line, Look at (the word), Write the letter Materials Routine Board, Greenman Puppet, Big Book story Unit 5, PB page 71, Flashcards Units 1–5, CD2, crayons, pencils, Greenman Stamp. Lesson 6 O WORKSHEET 6 Name 71 Consolidation Find and stick om on t om o walk to the an alk to the an tivity yourself firs yourself firs What’s that? Help ve to the card we ve to the card w Come back to the e pupil acts unsur pupil acts unsu he way. Continue e way. Contin ils have had a tu y review the chant It’s sto It’s st nd look inside an Read the stor e words o words mate alls.- NOT up What’s ! It’s a he correct T Say the Sa Pupil’s Bo Pupil’s Help t loc e time leFORSA E S

Greenman and the Magic Forest Teacher’s Book STARTER 99 ZPhonics time Warmer Show children the ‘d’ (dog) and ‘c/k’ (cat, kitten) Phonics flashcards. Read the words then, segment the sounds. Say Look at the picture: it’s a dog. Listen to the sound: d-d-d-d. Listen and repeat: d-d-d-d-d-d-dog. Repeat with the second sound. Stick the Phonics flashcards at the bottom of the Routine Board and repeat three times asking different children to repeat after you. Pupil’s book page 72. 1. Listen and say the d and c/k letter sounds. Say the Table time chant (see page 12). Have pupils open their books to page 72. Say Point to the dog picture. Say d-d-d-d-dog. Point to the correct picture in your own book to give clues. Repeat for the cat picture, asking separately about the cat and the kitten. You may want to use sounds (barking, meowing) for each animal, and distinguish cat/ kitten by changing the pitch of the meow and making ‘kitten’ sound very highly pitched. Say the words in different orders and check pupils are pointing to the correct pictures. Play the audio and have pupils listen and repeat the sounds and words. Repeat three times. d - d - d dog c - c - c cat k - k - k kitten Pupil’s Book page 72. 2. Sing the song. Pupil’s Book page 72. 3. Sing the song. Play the songs. First play track 16 to work with the sound ‘d’ and then, move on to track 17. Use gestures to help pupils understand meaning. After playing the track three times, say it slowly and have pupils repeat each line. Continue until pupils are saying most of the words with gestures. d - d - d - d - d - d - d . d Hello, dog! (Wave hello.) Hello, little dog! (Pretend to pat a small dog.) What are you doing, little dog? (Hold your hands out at your sides like you’re asking a question.) d - d - d - d - d - d - d - d The dog is dancing! (Dance around.) c - c - c Look! A cat! (Point to your eye / make cat wiskers with your hands.) A cat with a kitten! (Pretend to pull your whiskers.) And a kite! (Fly a kite.) A cat with a kitten and a kite! k - k - k ZExtra activities Sing the Phonics song. Pupils learn the Phonics songs and sing them as part of the daily routine until the new letter sounds are introduced in the next unit. Teacher’s Resource Book Photocopiable 24: Make a kite. Prepare one photocopiable for each pupil. Cut out the kite shape for each pupil. The pupils will colour the ‘cat’ and ‘dog’ sides of the kite. You can add a string or a straw to the bottom of the kite. Hold up the side with the kitten and say Show me the cat. C-c-cat. Show me the kitten. K-k-kitten. Show me the dog. D-d-dog. Pupils will repeat and hold up the correct side of the kite. If you add string or a straw to your kites model how to use the glue to stick the string or straw to the kite. Practise the Phonics songs while everyone holds up their kite to the correct picture for the sound. Use the kites to create a class display. 15 CD 2 16 CD 2 17 CD 2 Extra Phonics Lesson Lesson objective To introduce two new Phonics sounds (‘d’ and ‘c/k’). Language New: kitten Review: dog, cat Materials Routine Board, Greenman Puppet, PB page 72, Flashcards Units 1-5, CD2, crayons, pencils, Greenman Stamp. Optional: TRB Photocopiable 24, cut and prepared for each pupil, string and/or a straw for each pupil 16 CD 2 15 CD 2 17 CD 2 1 Listen and say the d and c/k letter sounds. 72 Sing the song. Sing the song. 2 3 O Optional: Photocopiable 24: Make a kite. d – d – d – d – d – d – d – d Hello, dog! Hello, little dog! What are you doing, little dog? d – d – d – d – d – d – d – d The dog is dancing! c – c – c Look! A cat! A cat with a kitten! And a kite! A cat with a kitten and a kite! k – k – k EXTRA Phonics Lesson Phonics: d (dog), c (cat, kitten) Make a kite. Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 24 SAMPLE/k’ (cat, kit /k’ (cat, n, segment the segment the Listen to the so to the so d-d-dog.Repeat w cs flashcards at t s flashcards at t epeat three times peat three time t after you. after you. page 72. 1. Listen e Table time chan Table time chan r books to page 7 ks to page -d-d-d-dog. Point t Po to give clues. R to give clues. about the ca about the c rking, b - P NOT OR Fsides li d - d - d - d - og is dancing! (Da c - c - c Look! A cat! (P with A ca nd aF ALE S e sound help pupils help pupil three times, say imes, say Continue until h gestures. stures lo.) end to pat a e dog? ’re

100 Greenman and the Magic Forest Teacher’s Book STARTER ZStarting the lesson • Follow the description on page 11. Routines • Hello song: CD1.02, Weather song: CD1.03, Colours song: CD1.04, Shapes song: CD1.05, Happy Birthday song: CD1.07 Active time Warmer Greenman will take out flashcards from Unit 6. Help the children to do motions and say the words. I like cake! Show the flashcards again and choose one. Say Yum! I like cake! Choose a pupil to participate. Say (Iván), what do you like? Fan out the cards so he can see them all and choose one. Help him to say the word, say (Iván) likes (pasta). Call on several other children to participate. At this point, you may wish to use the audio of the unit vocabulary to listen and repeat as a class. sandwich, cake, pasta, apple, banana, milk Give the card to Greenman. Place the unit flashcards face up in the centre of the circle. Have Greenman say a pupil’s name and a food that he likes, for example (Lucía), I like apples. Motion for the pupil to come to the centre of the circle to pick up the correct flashcard and give it to Greenman. Once the pupil has done this, have Greenman say Thank you, (Lucía). Repeat with other pupils and vocabulary words until Greenman has all the cards. You may wish to have more than one pupil choose the card at a time so that more pupils can have a turn. The summer picnic song: Sing and do the actions. Play The summer picnic song for the class. Hold up the flashcard when each word is mentioned in the song. Encourage children to use their actions to show the word. Next, say the song line by line, slowly enunciating the words and doing the actions. Then, repeat the song until most pupils are participating in the hand motions and singing some of the words. A picnic, a picnic. Let’s have a summer picnic! (Spread out a blanket/tablecloth.) Pasta, pasta, I Iike pasta! (Pretend to twirl spaghetti on a fork.) Pasta, pasta. Let’s have pasta! Lesson objective To introduce main vocabulary for the unit (food). Language New: sandwich, cake, pasta, apple, banana, milk Review: weather, numbers 1–4, red, blue, green, yellow, circle, triangle, square Receptive: Walk with the music, Listen and point, Let’s colour, What do you want to eat? One person touches Materials Routine Board, Greenman Puppet, Big Book story Unit 6, PB page 73, Flashcards Unit 6, CD2, crayons, pencils, Greenman Stamp. Optional: PB page 74 6 Let’s Tidy Up! Let’s Tidy Up! Name 73 Lesson 1 Unit 6. Let’s Tidy Up! 19 CD 2 18 CD 2SAMPLEshcards from Unit hcards from Uni and say the words nd say the word ards again and c rds again an e a pupil to partic a pupil to partic ut the cards so h the cards so h lp him to say the everal other child ral other child At this point, you At this point, y vocabulary to l vocabulary to 2 S - NOT olours day Give the c ive th Place Ha FOR SALE