PES Toddlers_TT3_TB_Welcome Unit

Contents

Syllabus

Introduction

2

Introduction 8

Components 9

Routines 11 Stories 13 Unit Structure 14

Lesson Structure 16 Phonics 18 Games Bank 20

Home-school Connection 24 Big Book Story Scripts 25

Teaching notes

Welcome Unit The Magic Forest 32 Unit 1 Let’s Draw! 36 Unit 2 Let’s Play! 48 Review 1 Autumn Fun! 60 Unit 3 The Big Monster 62 Unit 4 My Family 74 Review 2 Winter Fun! 86 Unit 5 Where’s My Bird? 88 Unit 6 Let’s Tidy Up! 100 Review 3 Spring Fun! 112

Festivals

Halloween 114 Christmas 116 Easter Carnival 118 Green Day 120 Review 4 Summer Fun! 122

Letters To Parents 124 Digital Forest 134 Evaluation grid 135

SYLLABUS STARTER SYLLABUS

Unit Language Concepts Colours Numbers Shapes

Routines

Weather: sunny, cloudy, windy, raining/rainy, snowing/snowy, hot/cold. red, blue, green, yellow 1–4 circle, triangle, square, rectangle

Welcome Unit

The Magic Forest Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella; Hello, I’m (Sam). What’s your name?

Unit 1 Let’s Draw!

Unit 2 Let’s Play!

teacher, table, chair, book, crayon, pencil; What’s this? It’s a (pencil). It’s red. happy/sad red circle

ball, teddy, doll, train, bike, car; There’s one (blue) (train). Here you are. / Thank you. fast/slow blue 1

Autumn Fun! (Review 1) classroom and toys vocabulary

Unit 3 The Big Monster eye, ear, mouth, nose, hair, face; I can see one (big) (face). I can see two (big) (ears). It’s got one (big) (mouth). It’s got two (big) (eyes). big/small green 2

Unit 4 My Family

mummy, daddy, brother, sister, baby, friend; Who is it? It’s (Sam’s) brother. They look (the same). They’ve got (big) (eyes). same/different yellow 3 triangle

Winter Fun! (Review 2) face and family vocabulary

Unit 5

Where’s My Bird?

Unit 6

Let’s Tidy Up!

turtle, fish, bird, hamster, cat, dog; Can you see your (bird)? It’s (on) the (table). The (cat) is (under) the (chair). on/under 4 square

sandwich, cake, pasta, apple, banana, milk; I like (milk). I don’t like (pasta). Let’s (eat). tidy/messy rectangle

Spring Fun! (Review 3) pets and food vocabulary

Halloween: cat, monster, pumpkin.

Christmas: Christmas, tree, toy.

Festivals

Easter Carnival: Easter egg, bunny, chocolate

Green Day: forest, flower, beautiful

Summer Fun! (Review 4) course vocabulary

Emotions Value Phonics Big Book

Sam’s family is moving to the house next to Nico, and her dog discovers a secret gate in the garden that leads to the Magic Forest…! In this story your child will learn about introductions and the names of the main characters in the stories.

sad/happy creativity s (Stella)

excited fun g (Greenman, green) b (book, blue)

Greeenman is sad because the forest is covered with tree leaves. Then Sam has a wonderful idea… They can play a game and use the leaves to make a beautiful picture! In this story, the children will learn about being happy and sad and the value of creativity, while they review the unit vocabulary and structures.

The children share their toys with Greenman and their forest friends, and Rabbit falls in love with his new blue teddy bear! In this story, the children learn about being excited and the value of fun, while they review the unit vocabulary and structures.

fear imagination n (Nico, nose) m (mouth)

It’s a windy day in the forest and Frog is very scared about a big face on the water! Luckily, Greenman is there to show him that it’s only his reflection and remind him that It’s windy! In this story, the children learn about being afraid and the value of imagination, while they review the unit vocabulary and structures.

Greenman is very curious about Sam’s family and the fact that they all look alike. He shows Nico his own family, where they all look different! In this story, the children learn about curiosity and the value of family, while they review the unit vocabulary and structures. worried/ relieved helping d (dog) c, k (cat, kitten)

curiosity family f (frog) u (umbrella)

regret being tidy p (pasta)

Nico is worried because he’s lost his pet bird and his pet turtle. With Greenman and Sam’s help they eventually find them in the forest, to everyone’s relief! In this story, the children learn about the emotions of worry and relief, and the value of helping each other, while they review the unit vocabulary and structures.

Sam, Nico, Greenman and the forest animals are in the forest having a summer picnic. Sam and Nico are making a bit of a mess and Greenman reminds them Let’s tidy up! In this story, the children learn about recognising when you have done something wrong, and the value of being tidy, while they review the unit vocabulary and structures. h (hedgehog), a (ant) r (rabbit, red) e (egg) t (tree)

◗ General description of the course

Welcome to Toddlers’ Time 3 – Greenman and the Magic Forest, a series developed specifically for the needs of Pre-primary pupils. In this dynamic course, pupils learn English through songs and stories, games and hands-on activities related to learning about and caring for the environment and each other.

◗ Objectives

The activities in the Toddlers’ Time 3 – Greenman and the Magic Forest course are geared toward Pre-primary abilities, and keep in consideration the wide variety of learning styles within this age group. The stories and activities allow pupils to study English as a means of learning about the world around them, not simply the study of English as English alone. The concepts and objectives help children to make connections between concepts they are learning in other subject areas.

◗

Concept and characters

Greenman, the magical protector of the forest, will introduce children to a delightful English speaking world through stories and songs. Pupils will discover ways to look after the environment, enjoy nature, and cultivate a healthy lifestyle.

The course features Greenman, his charming friends, Nico and Sam (two children), Stella (our friendly Phonics snake) and many other forest animals, which will accompany pupils through:

• A strong routine based course using seasons and nature as its central themes.

• Stories that blend the forest world with recognisable, ‘real life’ settings, to which the pupils can relate.

• Catchy songs that use TPR movements (Total Physical Response) to teach vocabulary in a style that pupils will enjoy and remember.

• Special Phonics songs to introduce new sounds.

• A wide variety of activities designed for Pre-primary abilities, which allow pupils to learn English in synergy with their other subjects.

• Age appropriate projects which present the use of English in real situations.

◗ Methodology

Following a holistic approach, the course teaches English as part of the children’s overall learning process.

Toddlers’ Time 3 – Greenman and the Magic Forest’s lesson structure lends itself naturally to English acquisition.

It features:

• A unique topic and story for each unit, along with unit values (such as ‘respect’ and ‘recycling’), contrasting concepts (such as ‘strong’ and ‘weak’) and relevant vocabulary to enhance all themes.

• Six new vocabulary words, presented in each unit.

• Vocabulary, which is continuously recycled and developed throughout the course to build comprehension.

• A wide variety of activities to spark children’s enthusiasm and give opportunities for each child to feel a sense of achievement.

• Songs that pupils will enjoy singing along with while doing the TPR actions they have learnt in class.

Young learners will get to know classroom routines in English with Greenman’s help. They will become used to the language and learn much of it passively. They will be actively involved in repetitive words and phrases that they will hear and use in every class until they are part of their commonly used vocabulary. The songs and games add fun and variety to enhance their first English experience in these very important years of learning.

◗

Pupil’s Book with Stickers and Pop-outs

The Pupil’s Book includes colour pages as well as stickers and pop-outs. The wide format and spiral binding are easy for young children to manage as they learn to locate pages with page numbers and work within the book. The book includes tear-off worksheets so the teacher has the option of sending home individual worksheets for pupils to review.

◗ App

Children will be able to enjoy the Greenman App interactive games at home with their parents. They can listen to the stories and songs again to review and enjoy.

◗ Big Book

The Big Book, with its full colour illustrations of fun characters and lively action scenes, is a really attractive component for young children. The Big Book includes six stories, which act as the main focus for each of the six main units.

◗ Teacher’s Book

The Teacher’s Book in full colour includes all the information to help teachers to plan and execute lessons. There is a full guide for each lesson including optional activities and games for extension. The spiral binding makes the Teacher’s Book easy to use while planning and teaching.

◗ Class Audio CDs

The Audio CDs for class use include all songs, chants and Big Book stories used in the course. The audio transcripts for each of these is included in the Teacher’s Book.

◗ Teacher’s Resource Book

The Teacher’s Resource Book includes extra material for each unit and gives the option of extending and expanding upon lessons with photocopiable worksheets and project templates

Routine Board

◗ Reward Stickers & Reward Stamp

The magnetic board with removable elements makes a clear focal point for starting each lesson at Routine time. It helps pupils to get involved in identifying routine vocabulary for weather, numbers, colours, shapes and birthdays. Classroom helpers or volunteers enjoy helping the teacher to identify the appropriate element for the routine vocabulary in each lesson.

◗ Flashcards

Flashcards are a key element for this age group as they make connections orally and visually with the vocabulary in English. There are flashcards for the six new vocabulary words in each unit.

◗ Phonics Flashcards

The Phonics Flashcards are used to practise the Phonics sounds and words, throughout the three levels of Greenman and the Magic Forest. These can be used with the Routine Board should the teacher decide to include Phonics as part of Routine time.

◗ Greenman Puppet

Lovable Greenman is a cuddly puppet which the children will associate directly to English learning time in school. Since Greenman only speaks English, children are encouraged to stretch and improve their language skills because they will want to make that effort to communicate with him.

These reinforcement tools are essential in helping children to use English as much as possible in the classroom. By pointing out the pupils’ success in class, the pupils are motivated to continue in their efforts. These components include pictures of the main characters from the book and positive expressions such as: Well done! Great!

◗ Digital Forest

The digital component for interactive whiteboards includes: animated stories, action song videos, interactive flashcards and games. These activities can be used as an extension of the activities in the Teacher’s Book or as a format to alternate between the physical resources and technological ones for variety.

Routines

◗ Starting the lesson

To start the lesson call the pupils to the carpet for circle time. Say Circle time, circle time 1, 2, 3. Circle time, circle time, sit with me! When the children are sitting, have Greenman hide behind your back and peek around you. Pretend that you can’t see him. Teach the target language by saying Where is Greenman? We want to say ‘Hello’. Use hand motions to show ‘hello’ and encourage pupils to join in. Wait for the pupils to say Hello, Greenman! (encourage pupils with gestures). When the pupils say hello to Greenman he ‘comes to life’ with a big stretch and a sigh to greet the pupils. Encourage pupils to stretch with Greenman until he starts the class by saying: Good morning, class! Hello!

Model responses for the pupils to repeat Good morning, Greenman! Hello!

Next, Greenman will start to sing the Hello song with the class. During the song have Greenman ‘look’ at different pupils as you look at them and encourage them to participate in hand motions for the song. This should be a fun and engaging time!

Hello song

Put your hand up if you’re ready, Wave and say hello! Hands together if you’re ready, Come on then ... let’s go!

The magic forest waits for you. Greenman, Sam and Nico too! Hands up, hello, clap, clap, let’s go!

◗ Routines

This is a time to review weather, seasons, birthdays, colours, numbers and shapes. You will need the Routine Board and its removable elements for vocabulary.

First, Greenman will announce the helper of the day (this could change daily or weekly, in order of the class list, or by choosing names out of a box). Say (Mario), you are today’s helper! Encourage the class to clap and model positive sportsmanship by being happy for the chosen helper as he/she stands next to Greenman (e.g. Very good, (Mario)! Congratulations!) Greenman’s helper will help to place the correct elements on the Routine Board.

Say What’s the weather like today? Sing the Weather song with the class.

Weather song

Hey, hey, let’s all say, What’s the weather like today? Yes or no? Here we go! What’s the weather like today? Is it hot? Is it cold? Is it sunny? Is it raining? Is it cloudy? Is it windy? Is it snowing?

Today is … Today is ...

Greenman or the class helper can take out different weather elements as Greenman (and the class) say the different types of weather. Encourage the class to join in saying Is it snowing? (pause and give clues by shaking your head) No. Is it raining? No. Continue until you find the correct weather. When the correct one is found, the helper places it on the Routine Board. Do the same to find the season. Next it is time to review colours and shapes with the Routine Board and the audio. The teacher can ask children to point at the different colours in the rainbow when they are mentioned in the song and ask children to find the correct shapes and put them in the correct place on the Routine Board.

Colours everywhere

Look up, look down, and all around. Colours, colours, everywhere!

(Red)

Here is ___ There is ___ Here is ___

Look up, look down, and all around. Red is everywhere!

Look up, look down, and all around. Colours, colours, everywhere!

Repeat with: blue, green, yellow

The shape rap

Shapes, shapes, shapes, oh yeah!

Let’s draw a shape in the air. Are you ready? 1, 2, 3! Draw a circle with me!

Circle. Circle. Circle Let’s go!

Repeat with: triangle, square, rectangle

Lots of lovely shapes!!

At the end of the class, Greenman says Close your books, friends. It’s time to tidy up!

Tidy up song

Oh what fun, but now we’re done! It’s time to tidy up! All together, what a team! It’s time to tidy up!

Against the clock we have to race. Put everything back in its place. We don’t want to leave a mess. It’s time to ... tidy up! x3 (faster each time!)

If there are birthdays or special events, Greenman can lead the class in singing the Happy Birthday song.

Happy Birthday song

It’s a very special day for somebody today! Happy Birthday to ____!

It’s a very special day for somebody today! Happy Birthday to ____!

You’re our friend and you are great! So we all want to celebrate! Happy Birthday! Happy Birthday to _____ (x2)

◗ Goodbye

After the pupils have finished tidying up and have sat down in their places, be sure to have Greenman say Goodbye to different pupils individually, saying each child’s name if there is time. Next, sing the Goodbye song as a group, with or without the audio track.

Goodbye song

Thank you, Nico. Thank you, Sam. Thank you Magic Forest and Greenman. See you soon in English class. It’s time to say goodbye. Biddely bye, goodbye. Biddely bye, goodbye. Biddely bye. It’s time to say goodbye!

◗ Transition chants

These chants prepare the children to change activities. There is a different transition chant for: circle time, stand up time (when students need to be on their feet), table time, story time and pop-out time. The children will understand what is expected of them when they hear the chant, and they will learn the words quickly. They may not say all of the words perfectly but the meaning will be conveyed.

Circle time: Circle time, circle time, 1, 2, 3. Circle time, circle time, sit with me! Motion a circular shape when you say ‘circle time’.

Stand up: Stand up, stand up, 1, 2, 3. Stand up, stand up, tall with me! Stretch high on your tiptoes.

Table time: To the tables (to the tables), off we go (off we go), 1, 2, 3. Quiet and slow! The parentheses are an echo. Whisper the last phrase and count down.

Story time: It’s story time, story time, open the Big Book and look inside. Motion opening a book.

Pop-out time: It’s acting time, it’s time to shine! Stretch your arms out wide like you are presenting yourself onstage.

The stories in the Big Book have bright illustrations with contexts that the children will recognise. Regardless of whether they understand every word, they will be able to follow the storyline.

The teacher’s enthusiasm for reading is contagious. When you take out the Big Book, convey this excitement with your facial expressions and comments. You can use the story time chant to transition:

It’s story time, story time, open the Big Book and look inside.

When reading the story, it’s okay to pause throughout and interact with the pupils. Point to pictures in the book to elicit vocabulary Oh, look! What’s this? to count items, identify shapes or invite pupils to repeat a word or phrase from the story when you point to them. If necessary, use L1. If the children identify a picture or concept in L1, nod your head for positive reinforcement and say the word in English.

In Lesson 1, only one page of the story will be introduced so that teachers can draw attention to the vocabulary in a context. The children will be able to identify the illustrations with the flashcards that have been presented. You will also build anticipation for the new story, as the pupils will need to wait until the following lesson to see what will happen.

In Lesson 2, the story will be read to the class. The teacher can read the story or use the audio track. Repeat or revisit the story a second time telling it in your own words. Begin to have the pupils identify shapes and colours in the illustrations, as well as feelings when possible.

In Lesson 3, read the story again, or use the animated video. The pupils may be ready to repeat some of the lines or join in, saying some of the vocabulary. There is also a pop-out activity in this lesson. The pupils can use the pop-outs to act out the story. You can help them by modeling the story with pop-outs and having the pupils repeat after you, and later try it on their own. We want the pupils to show that they understood the story by recreating it, although they may use few English words, or none at all, to start out.

In Lesson 6, we revisit the story to consolidate what we’ve learnt in the unit. The teacher can read the story again, watch the animated video and/or re-enact the story again with the pop-outs.

The most important aspect of using the Big Book is to make it an engaging and comfortable experience!

Unit Structure

Greenman and the Magic Forest has been developed to be used in Pre-primary classrooms and is easily adapted to different amounts of teaching time and class periods. There are six main units per level plus one introductory unit, four review units and four festival units.

The introductory unit includes two worksheets found in the Pupil’s Book as well as activities found in the Teacher’s Book with instructions, both to review previous vocabulary and help children to become familiar with the routines in each lesson.

Each main unit includes:

• One story in the Big Book

• Six main worksheets in the Pupil’s Book

• Four optional photocopiable worksheets in the Teacher’s Resource Book

• Four songs: vocabulary, numbers, Phonics and action song (TPR)

Each review unit includes one worksheet in the Pupil’s Book as well as two project templates in the Teacher’s Resource Book.

The festival units each offer one worksheet in the Pupil’s Book as well as two photocopiable worksheets in the Teacher’s Resource Book.

The Teacher’s Book also includes clear directions for activities and games as well as optional activities to make lessons adaptable for all types of classrooms and timetables.

◗ Unit Structure

The units in Greenman and the Magic Forest follow a very regular and consistent structure which is important for creating a comfortable atmosphere in the classroom and building vocabulary.

Each unit is made up of six main lessons, which can be extended with extra activities, games and a review. Each lesson begins and ends with the same routines. The Routine Board will be used in circle time when pupils do warm-up activities and games.

The Big Book story introduces six new words, a contrasting concept (e.g. big/small), and new language structure (i.e. Where is (mummy)?). The units will also focus on a specific value and an emotion to be expressed, based on the story. The flashcards, songs and chants, and Pupil’s Book reinforce these concepts.

LESSON 1: VOCABULARY Objectives

• Present the main vocabulary (six new words per unit) through a song and with the unit’s flashcards

• Show the indicated page of the Big Book to introduce the topic

• Children complete the first worksheet in the Pupil’s Book as well as an optional activity on the back of the worksheet

LESSON 2: STRUCTURES

Objectives

• Present the new structure through the Big Book story that will be read to the children for the first time

• Review key vocabulary featured in the Big Book story

• Do a follow-up worksheet in the Pupil’s Book and an optional activity on the back of the worksheet

• Do an optional worksheet from the Teacher’s Resource Book

LESSON 3: CONCEPTS

Objectives

• Work on one contrasting concept through the Big Book story

• Read the Big Book story again, review vocabulary and structure

• Do a worksheet to focus on the contrasting concept

• Represent the story in actions

• Use the story pop-outs in the Pupil’s Book to reinforce the concepts

• Do an optional activity on the back of the worksheet for extra review or to extend the lesson

• Do an optional worksheet from the Teacher’s Resource Book focused on concepts and values

LESSON 4: ACTIONS

LESSON 5: SKILLS

Objectives

• Present the TPR action song through the animated video

• Review key vocabulary and teach TPR actions

• Complete a Pupil’s Book worksheet

• Do an optional activity on the back of the worksheet

Objectives

• Develop pre-writing skills as well as numbers with a song

• Complete a Pupil’s Book worksheet

• Do an optional activity on the back of the worksheet

• Do an optional worksheet from the Teacher’s Resource Book (pre-writing/number work reinforcement)

LESSON 6: CONSOLIDATION

Objectives

Consolidate the unit content with a final Pupil’s Book worksheet with stickers for all key vocabulary

EXTRA PHONICS LESSON: PHONICS PRESENTATION AND REINFORCEMENT

Objectives

Do a

activity on the back of the worksheet

an optional

Lesson Structure

Greenman and the Magic Forest’s lesson structure helps children to build their English comprehension. Its consistent and repetitive structure allows children to predict what’s coming and builds their confidence while facilitating their learning.

◗ Starting the lesson

The Greenman puppet greets the teacher and class. As Greenman only speaks English the pupils associate his presence in the classroom with English time. Together they sing the Hello song each day. Pupils will look forward to greeting the Greenman puppet, and this will prepare them to hear and speak English during the class. They will also enjoy the Greenman and the Magic Forest theme song, Happy Birthday song, Weather song, and Shapes and Colours songs which they will come to know by heart and expect to hear at the appropriate times throughout the lessons.

◗ Routines

During circle time the Routine Board is used as an aid to focus on weather, seasons, numbers, shapes and birthdays. The Board has removable elements to change each day. The pupils will be familiar with the picture for each type of weather and season and able to recognise them quickly as they are reviewed in each lesson.

The teacher holds question and answer sessions using the Greenman Puppet, who invites pupils to join in and answer questions including: What’s the weather like? It’s cloudy. Which season is it? It’s winter. Do we have any birthdays today? It’s (Rebecca’s) birthday! Let’s sing Happy

Birthday to (Rebecca)! Is today a special day? Yes, we have a school party! or Yes, there’s pizza for lunch! The teacher can use the audio recordings for all the routines. While the pupils may not be able to say all of these things in a complete way, they will be passively learning the structures and sounds of the language. They will participate in the questions and answers, and by the end of the school year they will be able to produce a great deal of the language.

This will also be a time for optional review of the Phonics sounds learnt in class. Revisiting the Phonics flashcards, sounds and words will ensure that these lessons form an integral part of the language skills that the pupils are acquiring.

◗

Active time

The next part of the lesson will focus on interacting with the different objectives of the lesson in a participative way. There will first be a ‘warmer’ in which the unit vocabulary is presented and reviewed using the flashcards. Followed by two activities that include songs, flashcards and games.

The objective of active time is to have young learners identify English words or structures in as physical a way as possible. The more senses used and real life connections offered to the children, the better. Many of these activities will involve something with which the children already identify (i.e. an animal that they know, a colour, etc.). The units will introduce contrasting concepts which the children are comfortable with in their native language. For example, working with the contrasting terms of up and down by playing a game in which the pupils jump up or crouch down low while the teacher says up or down These are concepts that the children are already familiar with and an activity that they enjoy; learning English in this context is fun and meaningful.

Being read to from a young age is vital to pupils’ overall success in school and at home. By reading with children and sharing an enthusiasm for reading, children are encouraged to enjoy reading themselves. While very young learners will not likely understand every word used in the stories, they will be able to understand the main ideas of the story and identify the characters and the basic storyline. Greenman and the Magic Forest provides stories that are attractive to pupils and concepts to which they can relate. The Big Book format is especially useful in creating an interesting focal point in which the class can comunicate and share.

The teacher’s enthusiasm while telling the story motivates the pupils to participate.

Lesson 1 of each unit looks closely at one page of the story, usually the first page. Without going further into the story, the pupils can identify the theme of the new unit and begin to recognise the new vocabulary that Greenman has introduced. In Lesson 2 the complete story is read by the teacher, or listened to on an audio track, or both. There is also an animation in the IWB component (Digital Forest) that teachers can play so that pupils can watch as they listen to the story. The pupils answer questions (with help and prompting) related to the events in the story, to practise the language of the lesson. The Big Book story is then reviewed and used in the other lessons of the unit.

◗ Table time

This is the time when children sit down at their tables to do some pen to paper activities. The Pupil’s Book includes an illustration which is connected to the story, with missing elements for the pupils to complete. The first Pupil’s Book activity of each new unit involves identifying, completing, or drawing pictures of the key vocabulary.

The clear connection between the illustrations makes the activities simple and straightforward to explain to pupils.

The worksheet activities included use brightly illustrated stickers, colouring, drawing connecting lines, tracing different shapes, and completing picture activities. These activities help make vocabulary connections obvious for pupils while making the worksheet activities feel like games. Children will build fine motor and pre-writing skills, as they draw, circle, colour and connect with lines.

There is an optional activity on the back of each worksheet to reinforce the lesson content and provide extra opportunities for the pupils to be creative in the classroom. This is also a very useful tool for teachers to use with fastfinishers.

The Teacher’s Resource Book includes optional activities to be used to further develop skills and connections during table time. There are four photocopiable worksheets per unit which work on language, values, skills and Phonics. Each review section contains two photocopiables that show pupils how to make a seasonal project.

◗ Goodbye

Each lesson ends with the same routine of tidying up, while singing the Tidy up song and sitting down in their chairs to sing the Goodbye song to Greenman.

Every year, more and more Pre-primary teachers are recognising the usefulness of teaching Phonics in their English classes. For this reason, Greenman and the Magic Forest provides a fully integrated Phonics programme.

◗ What is Phonics?

Phonics is a systematic method for teaching pupils the sounds and letters of English. The 44 phonemes in the English language are taught explicitly, rather than expecting pupils to hear them and ‘pick them up’. By attaching a letter or letters to each phoneme, pupils learn to pronounce all of the sounds of the language at a very young age. Where once pupils used information from L1 to try to pronounce English words, they now recognise that the two languages are different and have separate pronunciation patterns.

◗ How does it work?

Starting with the most simple letters (for example, the s in snake) pupils learn to recognise the most common sound associated with the letter. The letter and the phoneme combined are called a letter sound. Children begin by identifying words starting with the sound (sun, star, stop). Once pupils have learnt several of these letter sounds, they can combine (or blend) the sounds to make simple words (cat, dog, bus).

As there are 26 letters in the alphabet but 44 sounds, sometimes two letters are needed to show one sound. Some examples of these spellings are the ai letter sound in rain and the oa letter sound in road.

◗ Why use Phonics with very young learners?

We start teaching Phonics with infants because a child’s sense of hearing is generally very acute and at this age it is much easier to hear and repeat the sounds of another language.

Many young children are also very motivated in their efforts to make sense of the world around them and are keen to give meaning to the letters and words they see.

By giving children a visual representation of the sound and then practising it through words starting with the letter sound, children are able to remember more vocabulary and are better at pronouncing the new words they learn.

◗ Greenman and the Magic Forest Phonics sections

The course has a Phonics lesson in every unit. Each lesson introduces one or two letter sounds using flashcards and an audio recording. Pupils practise them with songs and follow-up activities in the Pupil’s Book.

The Phonics Flashcards can be used with the Routine Board to help children remember and revise the letter sounds they have learnt. Since repetition and reinforcement is key to remembering the letter sounds, teachers are encouraged to include Phonics practice between Phonics lessons, and the Phonics Flashcards used with the Routine Board make it easy to integrate this practice as part of the daily routine.

A variety of follow-up and reinforcement activities are found in the Teacher’s Resource Book. There are also interactive whiteboard activities to provide extra practice of the letter sounds.

Since audio recordings are provided to introduce and practise each letter sound, a teacher can be assured that the pupils are learning the phonemes as they are pronounced by a native speaker. Suggested gestures and dance steps to accompany the songs are found in the Teacher’s Book. The use of movement helps in the recall of the targeted letter sounds, but the main purpose is to increase children’s enjoyment and curiosity during Phonics time so that they pick up the information easily and naturally.

◗ For teachers new to Phonics

The step-by-step lesson plans in the Teacher’s Book are easy to follow and don’t require Phonics knowledge on the part of the teacher. Once you start using the Phonics lessons you will begin to get a feel for the method.

◗ Alternative spellings

The English language comes from many sources, so sometimes there is more than one way to spell a sound. An example of this is the ai, ay and a_e spelling patterns for the same sound (e.g. rain, day, cake).

Of course very young children will find it difficult to read words with alternative spellings.

◗ The English Alphabetic Code with major alternative spellings: Consonants

b c / k d f g h bat rabbit cat kick dog daddy fish puff elephant

In Greenman and the Magic Forest our objective is that pupils are able to say the sounds and recognise them in key vocabulary rather than in reading words.

◗ Irregular (or ‘tricky’) words

Some words do not follow the spelling patterns. Examples of irregular words are: me, he, she and we (which rhyme with see); come (which rhymes with sum and not with home) and I (which rhymes with my and pie). Although irregular spellings are important when children are learning to read, they are less problematic when using Phonics primarily as a pronunciation tool.

◗ The English Alphabetic Code with major alternative spellings: Vowels

a e i o u ant egg bread in on up

golf bigger hat j l m n p r jam giraffe orange bridge

pig happy rock hurr y write s t v w x y z sun dress hor se circle peace

leg silly map mummy net sunny know

top kitty van wind when box yes zoo buzz cheese legs

ch sh th / th qu ng / nk chips witch

ship chef

that / three queen king think

Notes: a) x /ks/, qu /kw/ and nk /ngk/ are not pure phonemes. b) the final consonant phoneme ‘zh’ is the voiced ‘sh’ sound (vision, measure). Words with this phoneme are taught as tricky words.

ay ee ie oa ue oi day rain lake

see eat scene

pie my light mine

boat yellow home

cue new cube

oil boy ou oo / oo ar or er / / house brown look / moon blue r ule

par k shor t talk awful autumn

her bird nur se sister

Notes:

a) ue /yoo/ is not a pure phoneme. b) Words are often irregular because the vowel sound doesn’t follow a spelling pattern e.g. done rhymes with sun; put rhymes with foot; great rhymes with wait and late; y ou rhymes with do and too; and wor d rhymes with bir d.

Games Bank

Greenman and the Magic Forest offers games that can be adapted for a variety of content. Involving games and movement in the classroom helps pupils to use more senses and improves learning and retention.

◗ Help Greenman

Hold Greenman in front of the flashcard that you hold up, so that he can’t ‘see’ the word. Have pupils act out each word for Greenman to guess. Say Now, quietly (hold your finger to your lips to show ‘quiet’ or ‘shhh’). Show Greenman. Hold up the card, model how to act it out and have Greenman shout the word. Congratulate the class for helping Greenman. Do the same with each flashcard.

◗

Listen and draw

Have pupils sit in a circle, each facing the back of another child. Dictate a word or number and the pupils practise drawing it on their friend’s back.

◗

Listen and speak

Prepare a box with books, pencils and crayons. Say Greenman, there are (four) books. Greenman puts two books on the floor. The pupil says No, Greenman. There are four books! There aren’t two! and the pupil puts down the correct amount.

◗ Greenman says

Use unit vocabulary to play this version of ‘Simon Says’ using Greenman in place of Simon. For example, say Greenman says: Put your hands up! Greenman says: Put your hands down.

Repeat this type of phrase with different parts of the body. Use actions for the unit vocabulary, such as: Greenman says: Go up on the seesaw. The pupils pretend to go up and down on the imaginary seesaw, but only when they hear ‘Greenman says’ before the instruction.

Be sure to keep the game fun and not competitive and encourage pupils to say Good job! to children who do well in the game.

◗

Who’s doing what?

Choose six volunteers and ‘secretly’ show each one an action to do. For example, say (Mario), come up please. (whisper) Do this. Gesture wiping the board. Do the same with five other pupils, giving each a different action. With all of the volunteers doing their actions, say What is (Mario) doing? Other pupils raise their hands to guess the action. They may only say it in part, if so, help them to say the complete action If the pupils have understood, they may raise their hands and say what actions other pupils are doing. Or you can go through pupil by pupil asking the class what each one is doing.

◗ 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 guesses the words very easily.

◗ Pass and say

This game can be used to revise the vocabulary for one or several units. Have pupils stand or sit in a circle. Give out one flashcard to each pupil (or as many flashcards as you want to practise). Say Now, pass the flashcards. Go. Have pupils pass the flashcards around the circle (all in the same direction) until you say Stop! Say the name of one (or several) pupil(s) and have them say the word for their flashcard(s). Then tell the pupils to pass the flashcards again. Continue until all pupils have had a turn at saying one word.

◗ 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.

◗ Draw big and small

This game can be used to practise shapes and adjectives. Draw a big triangle on the board. Say What is it? Elicit the response Big triangle. Say Draw a big triangle in the air. Model how to do this and repeat with other shapes until the pupils no longer need the example on the board. Monitor to help pupils who may be struggling.

Next, have the pupils draw the shapes in the air as you say them. Model how to draw them with your finger in the air. Say Let’s draw a small circle. Show them how, and encourage those who have done it to help the other pupils to do the same. Repeat with other shapes and sizes.

◗ Musical pass and say

Use the unit flashcards to play this version of ‘Pass the parcel’ using one or more flashcards as the ‘parcel’. Before starting the game, take each flashcard out individually and say Look! A (hat)! Repeat, class, a (hat)! What is it? (A hat). While you say the word use gestures to reinforce the concept (act out putting on a hat). Repeat this process with each card.

Have the pupils stand or sit in a circle. Play music (you could use one of the unit songs). Distribute one to six flashcards among the pupils. Pupils pass the flashcard(s) around the circle. Pause the music and whichever pupil is holding the flashcard when the music stops must say the word for that flashcard. If you have given out more than one flashcard, have each pupil holding a flashcard say their word. Repeat until all the pupils have had a turn at saying at least one word.

◗ Touch the colour

This game can be played with any group of colours. If working with purple and pink, for example, set out purple and pink flashcards (or purple and pink objects). Say This is purple, repeat, purple. This is pink, repeat, pink. Repeat this two more times. Choose a volunteer, say Touch purple. Show ‘touch’ by gesturing with your index finger. Help the pupil if they struggle. Choose another volunteer to touch a colour. Repeat with several pupils.

◗ Roll, jump and say

Set out the unit flashcards in a big circle on the floor. Roll a big dice and show the pupils the number. Say A (five)! Stand next to the first card and jump five cards around the circle. Then, say the word for the card you stop next to and have the pupils repeat the word. Say (Lucía), it’s your turn! The pupil rolls the big dice and jumps around the circle the same number of cards as shown on the dice, stops at the number thrown, and says that word. Repeat with different pupils until most (or all) have had a turn.

◗ 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 (Lucía), it’s your turn. Choose a card. Help the pupil to turn over the card and say the word for them to repeat if necessary. Repeat until several pupils have had a turn.

◗ 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.

◗ Do the action

This game practises the actions and vocabulary from the unit action song. Say a phrase from the song and have pupils try to do the action. Say Show me (knock on the door). Model the action for pupils to copy until the children begin to understand the game. Continue repeating different action words and do part of the action to help if pupils are having difficulty. Repeat with each action from the song until pupils are doing several actions without help.

◗ Cover your face

This game practises the vocabulary for emotions. Put both hands in front of your face and say One, two, three. Let’s make a (happy) face! Uncover your face and show your ‘happy’ expression. Gesture to show that you will do the expressions all together as a class (for example by motioning in a circle to include everyone). Now, the pupils will cover their faces at the same time as you. Repeat the same emotion first and follow with sad, angry and scared.

◗ Place the mouth on Greenman

Prepare in advance a paper ‘smile’ that pupils will be able to stick onto the Greenman puppet with sticky tape. Take out the paper ‘smile’. Invite pupils to guess what the activity will be. It may be familiar to them. Ask for a volunteer, and show how you will cover their eyes and they will put the paper smile on Greenman. Then cover the pupil’s eyes and let them try! Say Greenman is happy! He wants to smile! Encourage each pupil and help the other pupils to do the same.

◗ Show me happy!

Have Greenman say (Mario) show me happy. (Mario) makes his best ‘happy’ face. Greenman continues calling on different children, asking them to show different emotions. Be sure to help children if they don’t know the emotion right away, and encourage them to help each other as well. Continue until each pupil has had a turn.

(Optional: you can choose volunteers to tell you which emotion to show, or call a volunteer up to say the emotions for their classmate to do.)

◗ Hold up the correct number

This game practises numbers and classroom objects. Say a sentence such as There are three crayons. and have pupils hold up the correct number of items.

Prepare pupils for the activity by passing out enough crayons (or another item) for each child to hold up four. Say There are three crayons. Help one pupil to count and hold up three crayons. Encourage the other pupils to do the same. Repeat with different numbers.

◗ Listen and touch the words

This game practises the unit vocabulary using the flashcards. Have pupils sit in a large circle and place the flashcards face up in the centre of the circle. Choose a volunteer to model the game with you. Have Greenman say a vocabulary word (for example, restaurant), and run with the volunteer to touch the word. Exaggerate your movements to clearly show the volunteer what to do. Say Well done! Class, repeat (restaurant). Now, call on two pupils to ‘run’ to the next word. Repeat with each flashcard (or wordcard) and different groups of pupils. Encourage pupils to say Good job! after their classmates’ turns.

◗ Find the number

Have pupils sit in a big circle on the floor. Prepare different classroom objects (pencils, crayons, books, etc.) making sure you have at least four of each. Place the objects in the centre of the circle. Choose small groups of pupils to find the correct number of items. Say (Mario), (Lucía), (Iván), can you give me three pencils? Have the pupils repeat Here you are. after you as they hand you the objects. Repeat with different objects and different groups of pupils. To play the game in smaller groups rather than as a class, prepare number cards before the lesson. Give out one set of number cards for each group of four to six pupils, and have pupils take turns to choose a number card. When you say an item, the pupil whose turn it is counts out the same number of that item as they have on the number card.

◗ Hide and seek

This game can be played indoors (using the flashcards) or in the playground and practises the unit vocabulary and basic prepositions. Have the pupils close their eyes while you hide Greenman somewhere in the playground (outdoors) or by a flashcard (indoors). Say I will hide Greenman. (hide him behind your back to show ‘hide’) You will close your eyes, (cover your eyes) open them (uncover your eyes) and say (slide) if Greenman is here, (walk Greenman to the slide or slide flashcard). Say OK, close your eyes. (put Greenman by the slide) Open your eyes. Where is Greenman? The sandpit? No. The seesaw? No. Continue until children have ‘found’ Greenman. Repeat with other words.

◗ Listen and point

Stick the unit flashcards on the walls around the classroom. Sing the unit song and have pupils point to the different items when they hear the word in the song. Say Point to the picture! Model how to do this the first time through the song, then have pupils join in.

◗ The ostrich game

Have pupils sit in a big circle on the floor. Bring two volunteers to the centre of the circle. Use a clothes peg to attach a flashcard to one pupil’s back, make sure they don’t turn around or look at the flashcard. Do the same with a different flashcard on the back of the second pupil. Say Don’t look! Act like you are looking at something on your own back and shake your finger ‘no’. Show each volunteer the other one’s back so that they know what the flashcard is. Make sure that they each know the word, if not, whisper it to them. Say Now, (Lucía), what’s your card? Say Is it (hand)? Point to your hand. Have the pupil repeat the question. Help the other pupil to answer Yes or No. Have the pupils take turns asking questions until they guess their own flashcard. Repeat several times with different pupils.

◗ Musical statues

This game can be used to practise actions or any verbs presented in the lesson. Have pupils stand up. First say and model each action and have the pupils practise for a short time. Repeat, but this time play music after saying the action. Every so often, pause the music, say Stop! and change the action. Repeat each action various times.

◗ Follow the leader

This game practises clothing vocabulary and actions. Have pupils follow you in a line doing the action that you say. Say Let’s jump. Pupils continue jumping until you say Stop! and another action. Jump as many times as you would like. When you choose to stop say Stop! Now put on your (hat)! Repeat Put on your (hat)! Continue walking, jumping, swimming etc. to the next place and say Stop! Take off your (hat)! Repeat with the different clothing items, modeling each action.

◗ Jump to the word

Use the unit flashcards or draw pictures of the target vocabulary items on the board before starting this game. In this game, pupils jump to the correct word and touch it. Choose one volunteer to demonstrate. Model the game yourself first. Say Let’s play a game. I say a word: (slide)! You jump to the board and touch the picture. (Mario), let’s play. Touch (slide). Help the pupil by continuing to model what to do. When they have touched the correct picture, say Well done! Let’s line up to play! Have the pupils line up and take turns touching the word that you say. If a pupil chooses the incorrect picture, help him/her to find the correct one.

◗ Roll and say

Have pupils sit in a big circle on the floor and set out the unit flashcards in a smaller circle in the middle. In this game pupils roll a big dice and move a counter around the circle of flashcards. When the counter lands on a flashcard, the pupil tries to say that word. Give pupils a counter each. Model the game first with one pupil, say Roll the dice! Have the child count the correct number on the face of the dice, and then move the counter the correct number of flashcards around the circle. The pupil then says the word/phrase for the flashcard that they land on. If the pupil struggles, act out the vocabulary or whisper the word. Repeat with different pupils until most (or all) have had a turn.

Home-school Connection

Teachers may want to send individual worksheets from the Pupil’s Book or from the Teacher’s Resource Book, as well as other completed projects that they have done in class, home with the pupils, throughout the school year or at the end of each term. Learning is always best when there is lots of support. Greenman and the Magic Forest offers ways for parents to see, on a regular basis, what their child is working on in class and provides simple ways for the parent to support this process at home.

The Pupil’s Book is designed with ‘tear off’ pages so pupils can take their work home after each lesson to share work they are proud of with their families. With positive reinforcement from home and school, the pupil will develop self-confidence in general, and specifically in regards to their grasp of English.

All of the songs and stories in Greenman and the Magic Forest that the pupils learn in class, are available on our page www.cambridge.org/greenman. Pupils can listen to the stories, sing the songs and do the actions at home, just like they do in class. The Greenman App, which contains games and songs, is also available for families to download and enjoy!

The children’s families do not need to speak English to support their child. By simply asking about their work, admiring what they share from class and inviting them to listen and sing the songs at home they are sending the message that learning English is important to them. They can also share in the fun by letting their children teach them some of the actions in the songs.

Welcome Unit. The Magic Forest

The Magic Forest

‘Hello, I’m Sam. What’s your name?’

‘Hello, Sam. I’m Nico.’

‘This is my dog,’ says Sam.

‘What is it?’ says Sam.

‘A door!’ says Sam.

‘A forest! Wow!’ says Nico.

‘Let’s go!’ says Sam.

Hello!’ says Greenman.

‘Hello!’ says Sam.

‘Hello!’ says Nico.

‘What’s your name?’ says Greenman.

‘I’m Sam.’

‘What’s your name?’ says Greenman.

‘I’m Nico.’

‘Hello, Sam. Hello, Nico. I’m Greenman.’

‘I look after the forest,’ says Greenman. ‘They are my friends.’

‘Hello, I’m Rabbit.’

‘Hello, I’m Frog.’

‘Hello, I’m Hedgehog.’

‘Hello, I’m Stella the snake.’

‘Hello!’ say Sam and Nico.

‘Let’s be friends!’ says Greenman.

‘Wow! It’s amazing!’ says Sam.

‘What’s that?’ says Nico.

Unit 1. Let’s Draw!

Let’s Draw!

It’s autumn.

‘Hello, Greenman!’ say Nico and Sam.

‘Hello...’ says Greenman.

‘What’s the matter?’ says Nico.

‘Look at all the leaves...’ says Greenman.

‘Hello, teacher. What’s this?’ says Rabbit.

‘It’s a pencil!’ says Sam.

‘Hello, teacher. What’s this?’ says Hedgehog.

‘It’s a crayon. It’s red!’

‘Hello, I’m the teacher!’ says Sam.

‘Hello, teacher. What’s this?’ says Frog.

‘It’s a book!’

‘Let’s draw and colour!’ says Sam.

‘Let’s stick!’ says Sam.

‘What’s this?’ say the forest animals.

‘It’s a tree... with red leaves!’ says Greenman. ‘I’m happy!’

Unit 2. Let’s Play!

‘There’s one red train,’ says Sam.

‘Greenman, here you are!’

‘Thank you!’

‘There’s one red car,’ says Sam.

‘Hedgehog, here you are!’

‘Thank you!’

‘There’s one red bike,’ says Nico.

‘Frog, here you are!’

‘Thank you!’

Let’s Play!

‘Hello!’ says Sam. ‘Hello!’ say Rabbit, Hedgehog, Frog and Stella.

‘What are they?’ says Greenman. ‘They are toys. Let’s play!’ says Nico.

‘There’s one blue doll,’ says Sam. ‘Stella, here you are!’

‘Thank you!’

‘There’s one blue teddy bear,’ says Sam. ‘Rabbit, here you are!’

‘Thank you!’

‘There’s one blue ball.’ says Sam. ‘Nico, here you are!’

‘Thank you!’ ‘A red train. It’s fast. This is fun!’ says Greenman.

red car. It’s fast. This is fun!’ says Hedgehog.

red bike. It’s slow... This is fun...’ says Frog. ‘It’s time for tea!’ says Greenman. ‘It’s messy. Let’s tidy up!

‘Look! There’s Rabbit...’ says Sam.

‘And there’s one blue teddy bear...’ says Nico.

‘He’s tired. Be quiet, everyone!’ says Greenman.

Unit 3. The Big Monster

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.

Unit 4. My Family

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!’

‘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!’

This

‘Who is it?’ says Greenman.

‘It’s Sam’s brother,’ says Nico.

‘Oh! They look the same. They’ve got big mouths!’

‘Who is it?’ says Greenman.

‘It’s Sam and her daddy,’ says Nico.

‘Oh! They look the same. They’ve got small noses!’

‘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!’

is Sam’s family. Sam has a mummy, a daddy, a baby brother and a big brother. They look the same!

Unit 5. Where’s My Bird?

‘Can you see your bird?’ says Sam.

‘No, I can’t!’ says Nico.

‘She’s got 4 colours: red, blue, yellow and green.

She’s got a small face.

She’s got 1, 2 small eyes.

She’s got a big nose.

She’s got a big mouth.’

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. can’t see them,’ says Nico. ‘They are in the forest!’

‘Oh, no!’ says Sam.

‘I can help. Let’s go!’ says Greenman.

‘Can you see your turtle?’ says Sam.

‘No, 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.’

‘Look!’ says Greenman.

‘Your bird is on the table!’

‘Hello! Hello!’ says Nico’s bird.

‘Hello!’ say Sam and Nico.

‘Oh no!’ says Nico.

‘Where’s my turtle?’

‘Let’s sit down,’ says Greenman.

‘Look!’ says Sam.

‘There’s your turtle.

He’s under the table!’

‘Hello!’ says Turtle.

‘Hello!’ says Greenman.

‘Hello! Hello!’ says Nico’s bird.

‘Hello!’ say Sam and Nico.

Unit 6. Let’s Tidy Up!

Let’s Tidy Up!

Sam and Nico are in the forest.

‘Hello!’ say Sam and Nico.

‘Hello!’ say the forest animals.

‘Hello! What a lovely day!’ says Greenman.

‘What a lovely day!’ says Sam.

‘It’s summer! It’s sunny. Look at the flowers: red, yellow, green and blue!’ says Greenman.

‘Let’s make sandwiches!’ says Sam.

‘I like sandwiches. Yummy!

‘Let’s make a fruit salad!’ says Nico.

‘I like apples and bananas. Yummy!’

‘Let’s decorate the cake!’ says Nico. ‘I like cake. Yummy!’ says Sam. ‘It’s messy. Let’s tidy up!’ says Greenman. ‘No, let’s eat!’ says Sam.

‘Sorry!’ says Nico. ‘Sorry!’ says Sam. ‘Don’t worry.’ says Greenman. ‘We like bananas. We like apples. We like cake. We like apple and banana cake. Yummy!’ ‘Let’s tidy up!’ says Sam. ‘Yes. Let’s tidy up!’ says Nico.

‘Thank you!’ says Greenman.

‘It’s a great summer picnic!’ says Rabbit.

‘Ahhh...!’ says Nico. ‘Oh, no!’ says Greenman.

Welcome Unit. The Magic Forest Lesson 1

Lesson objective

To introduce basic characters in Greenman and The Magic Forest and basic greetings.

Language

New: Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella, Hello, I’m (Sam), What’s your name?

Receptive: Say (I’m …), Point to the (tree), Let’s colour (Greenman)

Materials

Routine Board, Greenman Puppet, Big Book story Welcome Unit, PB page 5, CD1, crayons, pencils, Greenman Stamp.

The Magic Forest The Magic Forest

Name

Optional: PB page 6, a soft ball 5

◗ Starting the lesson

To start the lesson call the pupils to the carpet circle time. Say Circle time, circle time 1, 2, 3. Circle time, circle time, sit with me! When the children are sitting, have Greenman hide behind your back and peek around you and pretend that you can’t see him. Teach the target language by saying Where is Greenman? We want to say Hello. Use hand motions to show Hello and encourage pupils to join in.

Wait for the pupils to say Hello, Greenman (encourage pupils with gestures). When the pupils say hello to Greenman he ‘comes to life’ with a big stretch and a sigh to greet the pupils. Encourage pupils to stretch with Greenman until he starts the class by saying Good morning, class! Hello!

Next, Greenman will start the Hello song with the class. During the song have Greenman ‘look’ at different pupils as you look at them and encourage them to participate in hand motions for the song. This should be a fun and engaging time!

Hello song

Put your hand up if you’re ready. Wave and say hello!

Hands together if you’re ready. Come on then, let’s go!

The magic forest waits for you, Greenman, Sam and Nico too!

Hands up, hello, clap, clap, let’s go!

◗ Routines

• Hello song: CD1.02, Weather song: CD1.03, Happy Birthday song: CD1.07

◗ Active time Warmer

Use the Greenman puppet to model a dialogue to say hello and ask his name. Hello! What’s your name? Have Greenman repeat the question to you. After exchanging in this dialogue yourself, call up volunteers to have the conversation with Greenman.

What’s your name?

Use the Greenman puppet to model this activity repeating the short dialogue from the warm up above. Say Hello, what’s your name? Hello, what’s your name to Greenman. Have Greenman say I’m Greenman. What’s your name? Say I’m (Susana) Say Hello, what’s your name? to the pupil next to you. Say the words quietly with the pupil to help him/her to respond, or have the pupil repeat after you. Help him/her to ask the question to the next child. You may need to say the words with each pupil in the first lesson. Go round the circle in the same way a second (or even a third) time for pupils to practise the concept and vocabulary and to learn each other’s names.

Welcome to the magic forest song: Listen and sing.

Say the Transition chant Stand up, stand up, 1, 2, 3, stand up, stand up, tall with me! Say English is fun! I like English. We can go to the magic forest with Greenman! Let’s sing a song. Play the song once through modelling the actions. Then sing the song line by line and have pupils repeat the words and actions. Go through this more than once. Next, play the audio track and continue modelling the actions for pupils to follow. Repeat the audio track several times for pupils to join in.

Welcome to the magic forest, (Stretch your arms out wide and tall.)

Adventure has begun! (Pretend to put on a bag.)

Greenman and the magic forest, (Move your hand from one side to the other as if displaying something very big.)

English is such fun! (Jump in place.)

Let’s go to the magic forest, (Motion for someone to follow.)

Adventure has begun! (Pretend to put on a bag.)

Greenman and the magic forest, (Move your hand from one side to the other as if displaying something very big.)

English is such fun! (Jump in place.)

Greenman and the magic forest, (Move your hand from one side to the other as if displaying something very big.)

Adventure has begun! (Jump in place.)

◗ Story time

Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Open the Big Book to the first page of the story, page 3. Say What do we see? Oh, look! Sam! Nico! Then point at Greenman hiding behind the wall, make a surprised face and say Look! Greenman! Point at different elements in the illustration, the brother, the mum, the dad, the boxes, etc. to create interest in the story. They will use L1 to guess what’s going on in the scene; this is perfectly OK. Answer all their comments in English.

◗ Table time

Say the Table time chant (see page 12). Pupil’s Book page 5. Worksheet 1: Say the names and colour.

Show pupils page 5 in the Pupil’s Book. Hold your own book up for pupils to see. Say Where’s Greenman? Point to Greenman. Choose a pupil to come up and point to Greenman in your book. Say Well done. That’s Greenman. Then introduce the other main characters. Point to Sam and

say This is Sam. Point to Nico and say This is Nico. Choose several pupils to come up to the front of the class and point to each of the characters in turn. Next, have the Greenman puppet wave and say Hello, Sam. Hello, Nico. Encourage the children to also wave and say Hello to Sam and Nico.

Say Let’s colour (Greenman) Choose a green crayon and model how to colour the character in your own book. Repeat with the other characters. Monitor pupils as they work. Stamp the completed page with the Greenman stamp.

◗ Goodbye

To end the lesson, Greenman says Close your books, friends. It’s time to tidy up! Model tidying up and gesture for the pupils to participate. You may wish to sing the Tidy up song (CD1.06) while the pupils tidy up, or before you start.

After the pupils have finished, be sure to have Greenman say Goodbye to different pupils, individually saying each child’s name.

Next, sing the Goodbye song as a group.

Goodbye song

Thank you, Nico. Thank you, Sam. Thank you, magic forest and Greenman. See you soon in English Class. It’s time to say goodbye. Biddely bye, goodbye. Biddely bye, goodbye. Biddely bye. It’s time to say goodbye!

◗ Extra activities

Pupil’s Book page 6. Optional worksheet: Colour the forest.

Hold up the Pupil’s Book page for everyone to see and walk around to check that all pupils have found the correct page. Hold up the Greenman puppet. Have Greenman say Look, the forest! Here is a tree. Point to the tree. Well done. Here is a bird. Point to the bird. Very good. Repeat with the flower and squirrel. Let’s colour the forest. Model how to colour in your own book. Monitor the pupils and offer help as they work. Stamp the completed page with the Greenman stamp.

Game: What’s your name?

Sitting in an open circle, say What’s your name? and roll a ball to a pupil across from you. When the pupil has responded, say Now you say it. What’s your name? Help the pupil or say the question along with them and mime for them to roll the ball to another classmate. Repeat this process until all of the pupils have participated. Practise going quickly or slowly to make the activity more challenging.

Lesson 2

Lesson objective

To introduce basic greetings and introductions.

Language

New: Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella Review: Hello. I’m (Susana). What’s your name?

Receptive: Point to (Frog), Draw (Hedgehog), Colour (Rabbit), Stand up, Where is (Rabbit)? What is it?

Materials

Routine Board, Greenman Puppet, Big Book story Welcome Unit, PB page 7, CD1, crayons, pencils, Greenman Stamp. Optional: PB page 8, drawings of the vocabulary from the lesson on the board (Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella)

◗ Starting the lesson

• Follow the description on page 11.

◗ Routines

• Hello song: CD1.02, Weather song: CD1.03, Happy Birthday song: CD1.07

◗

Active time

Warmer

Model a short dialogue with Greenman. Say Hello, what’s your name? to Greenman. Have Greenman say I’m Greenman. What’s your name? Say I’m (Susana). Say Hello, what’s your name? Have volunteers practise the dialogue with Greenman.

Meet the animals.

Use the Routine Board to introduce the pupils to the animals that live in the magic forest. Point to the animals on the Board and say Look! Animal friends! Point to each of the animals individually and say Look! Hedgehog! Repeat, class, Hedgehog! What is it? (Hedgehog). While you say the word use gestures to reinforce the concept (mime spikes coming out of your back). Repeat this process for each of the animals that appear in the Big Book stories (Hedgehog, Rabbit, Frog and Stella).

Act it out.

Have the children stand up. Say the Stand up transition chant Stand up, stand up, 1, 2, 3, stand up, stand up, tall with me! Point to each of the animals again. This time model an action for each animal, for the children to repeat. For example, a wiggling movement for Stella the snake, hopping for Frog, stretching out long ears for Rabbit, curling into a ball/touching spikes for Hedgehog. Repeat the process for each animal. Repeat several times. Then have pupils do the actions as you point to the picture.

◗ Story time

Say the chant It’s story time, story time, open the Big Book and look inside and motion opening a book. Point out the main characters Nico, Sam and Greenman on page 2 for the pupils before you start reading. Have volunteers come up and point to any items that they can name in English. Pupils will remember the name Greenman; some might also remember Sam and Nico, and some might know some colours too. While reading the story, stop frequently to offer vocabulary clues and point out the characters in the story. Have pupils repeat the names of the forest animals after you.

Read the story or play the audio version (CD1.11), pausing to use facial and hand gestures to help convey the meaning.

p.3

The Magic Forest

‘Hello, I’m Sam. What’s your name?’

‘Hello, Sam. I’m Nico.’

‘This this is my dog,’ says Sam. ‘What is it?’ says Sam.

p.4

‘A door!’ says Sam.

‘A forest! Wow!’ says Nico. ‘Let’s go! says Sam.

p.5

‘Wow! It’s amazing!’ says Sam. ‘What’s that?’ says Nico.

p.6

‘Hello!’ says Greenman. ‘Hello!’ says Sam. ‘Hello!’ says Nico. ‘What’s your name?’ says Greenman. ‘I’m Sam.’

‘What’s your name?’ says Greenman. ‘I’m Nico.’

‘Hello, Sam. Hello, Nico. I’m Greenman.’

p.7

‘I look after the forest,’ says Greenman.

‘They are my friends.’

‘Hello, I’m Rabbit.’

‘Hello, I’m Frog.’

‘Hello, I’m Hedgehog.’

‘Hello, I’m Stella the snake.’

‘Hello!’ say Sam and Nico.

‘Let’s be friends!’ says Greenman.

◗ Table time

• Say the Table time chant (see page 12).

Pupil’s Book page 7. Worksheet 2: Say the names and colour.

Show pupils page 7 in the Pupil’s Book and walk around to ensure that everyone is on the correct page. Hold your own book up for pupils to see. Say Where’s Rabbit? Let’s point to Rabbit. Point to Rabbit in your own book. Walk around to check that pupils are pointing to the correct picture. Repeat this for the different animal characters. Say Let’s colour. Hold up a crayon and model how to colour the picture. You may want to hold up the Big Book open at page 7 and point to the animals to encourage pupils to copy the colours. Monitor pupils as they work. Stamp the completed page with the Greenman stamp.

◗ Goodbye

• Tidy up song: CD1.06.

• Goodbye song: CD1.08.

◗ Extra activities

Pupil’s Book page 8. Optional worksheet: Draw yourself in the playground.

Point to yourself and say Look, it’s me. I draw me. Open the book to page 8 and walk around to check that everyone is on the correct page. Model drawing a simple picture of yourself in the book. Then say I draw me. Now you draw you. Encourage pupils to look at the icons on the top right side of the activity and say Look, a pencil. Let’s draw. Then model drawing a picture of yourself. Continue with the other icon Look, a crayon. Let’s colour! and model colouring the picture in.

Monitor the pupils and offer help as they work. Stamp the completed page with the Greenman stamp.

Game: Jump to the word.

Use the pictures you have drawn on the board for pupils to identify and run to. Say Where is Stella? Point to Stella. If pupils do not respond prompt by saying Is this Stella? While pointing to a different character and repeat with the other characters until you arrive at the correct picture and say Yes! Here is Stella! Have your helper or a volunteer model the activity with a different character. Say Point to Frog. Frog. If the pupil struggles make a frog noise or action to give clues until they point to the correct character. Have pupils make a line and take turns running to the board to touch the character that you name.