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

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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.

Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015

11 12 bike

car Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 10 train

Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 doll

Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 8

Greenman and the Magic Forest Level STARTER © Cambridge University Press 2015 teddy

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◗ Story time

Being read to from a young age is vital to pupils’ overall success in school and at home. By reading with children and sharing an enthusiasm for reading, children are encouraged to enjoy reading themselves. While very young learners will not likely understand every word used in the stories, they will be able to understand the main ideas of the story and identify the characters and the basic storyline. Greenman and the Magic Forest provides stories that are attractive to pupils and concepts to which they can relate. The Big Book format is especially useful in creating an interesting focal point in which the class can comunicate and share. The teacher’s enthusiasm while telling the story motivates the pupils to participate. Lesson 1 of each unit looks closely at one page of the story, usually the first page. Without going further into the story, the pupils can identify the theme of the new unit and begin to recognise the new vocabulary that Greenman has introduced. In Lesson 2 the complete story is read by the teacher, or listened to on an audio track, or both. There is also an animation in the IWB component (Digital Forest) that teachers can play so that pupils can watch as they listen to the story. The pupils answer questions (with help and prompting) related to the events in the story, to practise the language of the lesson. The Big Book story is then reviewed and used in the other lessons of the unit. ◗ Table time

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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.

Name 23 25 Name

Name

27 Name 29

Y WORKSHEET 6 1 1 Name

Consolidation Find and stick

Si, este libro no lo dibuje apaisado por que sino la portada no se apreciaría nada. Lo véis bien así? Si, este libro no lo dibuje apaisado por que sino la portada no se apreciaría nada. Lo véis bien así? CD 1 Chant 26 31

CD 1 25 CD 1 27

Listen and say the g and b letter sounds. 32 3

EXTRA Si, este libro no lo dibuje apaisado por que sinoPhonics Lesson la portada no se apreciaría nada. Lo véis bien así? 2 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! Sing the song. b – b – b This is my book. My big, blue book! b – b – b This is my book. My big, blue book!

YOptional: Photocopiable 8: Make a book of b words.

Si, este libro no lo dibuje apaisado por que sino la portada no se apreciaría nada. Lo véis bien así?

◗ 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.