Cambridge University Press

978-8-490-36816-9 — Greenman and the Magic Forest Starter Teacher's Book

Katie Hill , Karen Elliott
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Unit 4. My Family
Lesson 1 4 My Family
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 Name 47
story Unit 4, PB page 47, Flashcards Units
3 and 4, CD2, crayons, pencils, Greenman
Stamp. Optional: PB page 48

◗ Starting the lesson My family song: Listen and sing.

• 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
Review the vocabulary from Unit 3. Hold up each lashcard
and have pupils say the word(s). Alternatively, have
Greenman hold up each lashcard 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
lashcard.
At this point, you may wish to use the audio of the unit
vocabulary to listen and repeat as a class.
CD 2
mummy, daddy, brother, sister, baby, friend
01
Play My family song for the class. Hold up the lashcard
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.
CD 2 Hello, hello. Come with me. (Wave hello, gesture
to ‘come along’ with hand.)
02
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

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978-8-490-36816-9 — Greenman and the Magic Forest Starter Teacher's Book
Katie Hill , Karen Elliott
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◗ 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 irst 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.
◗ Table 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.
◗ Goodbye
• Follow the description on page 12.
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◗ Extra 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 irst 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 lashcards 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 identiied, 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 identiied.
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978-8-490-36816-9 — Greenman and the Magic Forest Starter Teacher's Book
Katie Hill , Karen Elliott
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Lesson 2
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

◗ Starting the lesson

p.33
• Follow the description on page 11. CD 2
My Family

◗ Routines 03 Greenman and Nico are in the garden.

‘Hello, Greenman!’ says Nico.
• Hello song: CD1.02, Weather song: CD1.03, Colours ‘Hello, Nico. Who are they?’ says Greenman.
song: CD1.04, Shapes song: CD1.05, Happy Birthday ‘It’s Sam’s family.’
song: CD1.07 ‘Oh!’

◗ Active time p.34

‘Who is it?’ says Greenman.
Warmer ‘It’s Sam’s mummy and the baby,’ says Nico.
Review the lashcards from Unit 4 by holding each one up ‘Oh! They look the same. They’ve got red hair!’
for the pupils to say the word. p.35
Game: Can I have? ‘Who is it?’ says Greenman.
‘It’s Sam and her daddy,’ says Nico.
Place the lashcards facing up in the centre of the circle. ‘Oh! They look the same. They’ve got small
Choose a volunteer to help you. Say (Iván), can I have noses!’
the (mummy), please? Say the pupil’s line for him/her to
repeat: Yes, here you are. Repeat this process with different p.36
volunteers and different items. Who is it?’ says Greenman.
‘It’s Sam’s brother,’ says Nico.
◗ Story time ‘Oh! They look the same. They’ve got big mouths!’

Say the chant It’s story time, story time, open the Big Book p.37
and look inside and motion opening a book. This is Sam’s family.
Sam has a mummy, a daddy, a baby brother
Open the Big Book to the Unit 4 story. Elicit vocabulary and a big brother.
learnt in the previous lesson on the irst page of the story. They look the same!
Greenman can ask What is this? Model answers for the
pupils to repeat. Identify the characters and ask about the p.39
people and things on the page. ‘Have you got a family?’ says Nico.
‘Yes, I have!’ says Greenman. ‘The forest is my
Read the story or play the audio version (CD2.03), pausing family. The animals are my friends.’
to use gestures to help convey meaning. ‘It’s a big family!’ says Nico.
‘Yes! And we all look different!’

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978-8-490-36816-9 — Greenman and the Magic Forest Starter Teacher's Book
Katie Hill , Karen Elliott
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◗ Table 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 ind 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.
◗ Goodbye
• Follow the description on page 12.
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◗ Extra 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 lashcard on the loor and say the word.
Place the lashcards face up on the loor. Model how
to throw a hoop, in a horizontal position, to land on a
lashcard. 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.
4 My Family Look and match.
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
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.
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978-8-490-36816-9 — Greenman and the Magic Forest Starter Teacher's Book
Katie Hill , Karen Elliott
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Lesson 3
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: Butterlies, 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, Name 51
pencils, Greenman Stamp.
Optional: PB page 52, images of different
groups of people, animals or ictional characters that we can refer to as ‘family’, TRB Photocopiable 16

◗ Starting the lesson Game: Pass and say.

• 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
Have Greenman take out the lashcards from Unit 4. Have him
say the word and then pass a lashcard 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 lashcards.

◗ Active time ◗ Story 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.
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
butterlies on pages 32, 38 and 39 and say How many
butterlies? One, two, three! Then point at the wings on each
butterly 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 mufins on pages 33, 35
and 37 and the lower 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.

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Katie Hill , Karen Elliott
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You may also choose to use the animated video for the
story, pausing the video rather than pointing to pictures.
◗ Table 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 inger 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 inished, say Now ind 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 inger puppets. Say Now play. Help
to model conversations such as ‘Hello’ ‘Goodbye’, ‘I love
you’, ‘Tidy up’, etc. Pupils will play with the inger 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.
◗ Goodbye
• Follow the description on page 12.
◗ Extra 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!
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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 ind objects that are the
same in a box. Pupils will ind objects in the box on their
table and hold them up. Say Good! You found the same!
Now, ind different! Model inding a group of ‘different’
objects. Continue saying ‘same’ or ‘different’ for pupils
to ind 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
Find and circle the three differences.
for each pupil.
Hold up your
photocopiable
so that the
pupils can
see it and
point to the
Value: family
pictures of the
Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 16
mummy in the
irst 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
inding 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 inished, review the responses one more time to
practise the family words and ‘same’ and ‘different’.
Stamp the completed page with the Greenman
Stamp.
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978-8-490-36816-9 — Greenman and the Magic Forest Starter Teacher's Book
Katie Hill , Karen Elliott
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Lesson 4
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. Name 53
Optional: PB page 54, papers or big objects
coloured red, yellow, green and blue

◗ Starting the lesson Who is it? action song: Sing and do the actions.
• Follow the description on page 11. You may choose to use the audio and video for this activity,
or watch the video on your own to learn the actions in
◗ Routines advance.
• Hello song: CD1.02, Weather song: CD1.03, Colours First, play the song and hold up lashcards for the
song: CD1.04, Shapes song: CD1.05, Happy Birthday vocabulary words in the song. Invite the children to say the
song: CD1.07 word when you hold up the card. The second time you play
the song, do the actions to show the class. Next, have the
◗ Active time children stand up (Stand up, stand up, 1, 2, 3, stand up,
stand up, tall with me!). Teach them the motions one by one
Warmer
as you say each line of the song.
Have Greenman show the class each of the vocabulary
Practise the actions for the song three or four times slowly,
words but very quickly, so they only have a moment to look.
going through the lyrics line by line. Play the audio track
If they say the word Greenman says Excellent! Well done!
and do the actions together, or show the video and have
If they need to see it again he says Okay, one more time!
children do the actions along with the video. Repeat until
Game: Who’s missing? all of the class is participating in each action and singing
some of the words.
Put all six of the lashcards 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 lashcard is missing, or show them
the lashcard slowly, having them say the word together.
Practise several times.

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Pupil’s Book page 53. Worksheet 4: Listen to the song,

CD 2
Who is it? Who is it? (Hold arms out at your point and colour.
sides to ask a question.)
04 Show pupils page 53 in the Pupil’s Book and walk around to
It’s my mummy. check that everyone is on the correct page. Say Look at the
pictures. Who’s got red hair? Yes! The mummy! Let’s colour
She’s got red hair. (Pretend to point to someone
mummy’s hair red! Show me your red crayon. Let’s colour.
else’s head.)
Repeat the process with the other pictures: the baby with
I’ve got red hair. (Touch your hair.) blue eyes, the daddy with a big mouth, a yellow jumper and
blue shoes, the elephant with big ears, the girl with a small
We look the same! (Nod your head.)
mouth and a green ribbon. Stamp the completed page with
the Greenman stamp.
Who is it? Who is it?
It’s my daddy. ◗ Goodbye
He’s got a small nose. (Pretend to point to • Follow the description on page 12.
someone else’s head.)
I’ve got a small nose. (Touch your nose.)
◗ Extra activities
We look the same! (Nod your head.)
Pupil’s Book page 54. Optional worksheet: Draw your
Who is it? Who is it? best friend.
It’s my baby brother. Show pupils page 54 in your book. Walk around to
check that everyone has found the correct page. Say
He’s got big eyes. (Pretend to point to someone
I’m going to draw my friend. Draw a picture on the
else’s head.)
board. Use gestures to show ‘My friend’ and say This
I’ve got a big eyes. (Touch your eyes.) is my best friend (Rachel). Can you draw your best
We look the same! (Nod your head.) 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
Who is it? Who is it?
saying what colours they used. Stamp the completed
It’s my sister. page with the Greenman stamp.
She’s got a small mouth. (Pretend to point to Game: What colour is it?
someone else’s head.)
Prepare a piece of coloured paper or large objects
I’ve got a small mouth. (Touch your mouth.) coloured yellow, green, red and blue. Hold up the
different colours for pupils to say the word. Then, say
We look the same! (Nod your head.)
a colour and have volunteers come up to pick up the
correct colour. You may choose to have pupils take
Who is it? Who is it? over your role and say the colour for a classmate to
It’s my friend. identify.
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.)

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

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Katie Hill , Karen Elliott
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Lesson 5
Lesson objective
To work on pre-writing skills as well as
numbers 1–3, colours and shapes through
a song.
1
2
Language
New: number 3, yellow, triangle, family
Review: weather, numbers 1–2, circle, red,
blue, green
Receptive: Walk, Come back, How many ...?

3
We are going to ...
Materials
Routine Board, Greenman Puppet, PB page
55, Flashcards Unit 4, CD2, crayons,
pencils, masking tape, Greenman Stamp. Name 55
Optional: PB page 56, TRB Photocopiable 17

◗ Starting the lesson Can you count to 3? number song 1–3: Sing and count.
• Follow the description from page 15. Say Let’s practise our numbers with a song! Play the song
once, holding up your ingers for each number. When the
◗ Routines song says ‘Three!’ act surprised and then conident (nod
your head as if you feel proud).
• Hello song: CD1.02, Weather song: CD1.03, Colours
song: CD1.04, Shapes song: CD1.05, Happy Birthday Say the song without the audio track, pausing after each
song: CD1.07 line to look at the pupils and be sure they are following
along and moving their ingers. Practise this way twice, then
◗ Active time play the song again for pupils to join in with the words and
actions. Continue repeating the song until all of the pupils
Warmer
are singing most of the words and all of the numbers.
Count facial features. Say How many eyes have I got? One,
two. How many ears have you got? One, two. Repeat with 1, 2, 3.
CD 2
different body parts and with different pupils. Can you see?
05
Walk on the numbers. Can you count to 3 with me?
One, two, three!
Use masking tape to make numbers 1–3 on the classroom
loor or in the playground. Say Let’s walk on the number 1. 1, 2, 3.
Choose volunteers to go and walk along the shape of the Can you see?
number. Next, choose children to walk along the shape of Can you draw a triangle with me?
the numbers 2 and 3. Model for them walking along as if One, two, three!
on a tightrope. This should be funny, as the children copy
your exaggerated movements. Count the numbers One, two, 1, 2, 3.
three. Say Come back now, (Mario), (Lucía), and (Pablo) walk Can you see?
on the number 1. Go! The children will try to walk perfectly Can you count three ingers with me?
on the lines. Do the same with each number. Do the activity One, two, three!
several times so pupils have the chance to ind the right 1, 2, 3.
number and play the game.
Can you see?
You can count to 3 with me!
One, two, three!

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◗ Table time
Say the Table time chant (see page 12). Teacher’s Resource Book Photocopiable 17: Trace and
make a family triangle.
Pupil’s Book page 55. Worksheet 5: Trace and count. Then,
match and colour.
Show pupils page 55 and walk around to check that Trace and make a family triangle.

everyone is on the correct page. Point to the irst

picture. Count the hedgehog. Say Let’s count. How many
Hedgehogs? Yes, 1! Point to the red circle. Trace the circle
with your inger. 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 inish 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. Skills: tracing, number 3 Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 17

◗ Goodbye Prepare one photocopiable for each pupil. Hold up

• Follow the description on page 12. 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
◗ Extra activities checking your own features and then drawing them.
Say Draw your mummy here and your daddy here. Point
Pupil’s Book page 56. Optional worksheet: Trace and
to the different parts of the triangle. Monitor pupils
colour.
as they work. Stamp the completed page with the
Hold up page 56 in your book. Walk around to make Greenman stamp.
sure everyone has the correct page. Say Look at
Additional note: Be sensitive to different family types.
the ice cream! Do you see a triangle? Let’s trace the
You may choose to make a sample ‘family triangle’
triangle. Show me your pencil. Let’s trace. Hold up your
with a mummy and a granny or an auntie and uncle
book and show how to trace the cone. Repeat with
and offer that vocabulary for children who live with
the circle for the ice cream. Depending on the level
different family/non-family members. Although the
of independence in the classroom, you might choose
vocabulary is not included in the unit it may be
to point at the icons and familiarise the pupils with
relevant to speciic families. Be sure to point out that
recognising what each activity requires. Point at the
each type of family is special.
tracing icon and say Look, a pencil. Let’s trace. When
they have inished 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 inger 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 ingers. 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.

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Lesson 6 Consolidation nd

Fi
c

k
and sti

L WORKSHEET 6

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

Name 57

◗ Starting the lesson ◗ Table time

• Follow the description on page 11. Say the Table time chant (see page 12).

◗ Consolidation time Pupil’s Book page 57. Worksheet 6: Find and stick.

Warmer
Review lashcards 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 lashcards in a big circle on the loor. 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
irst card and jump ive 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.
◗ Story review
Say the chant It’s story time, story time, open the Big Book
and look inside and motion opening a book.
Read the story inviting the children to participate in saying
the words or lines that they know. (Optional: watch the
animated video instead of reading the story.)
Help pupils to ind 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.
◗ Goodbye
• Follow the description on page 12.
◗ Extra 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.

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Katie Hill , Karen Elliott
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and have pupils repeat each line (following your lead to use

Extra Phonics Lesson gestures where possible). Continue repeating until pupils
are saying most of the words and showing comprehension
with gestures.
Lesson objective
To introduce new phonics sounds (‘f’ and ‘u’).
CD 2 f - f - f I’m Frog. (Jump like a frog.)
Language 07 In the forest!
New: frog, umbrella And this is my family. (Point to the rest of the
class.)
Materials In the forest!
Routine Board, Greenman Puppet, PB page 57, We’re the forest frog family! (Point to the rest of
Phonics Flashcards Units 1–4, CD2, crayons, the class.)
pencils, Greenman Stamp, a big dice. Optional: f-f-f
TRB Photocopiable 18
1 Listen and say the f and u letter sounds. 58 Pupil’s Book page 58. 3. Sing the song.
CD 2

EXTRA 06
Play the song. Use gestures to help pupils understand the
Phonics Lesson meaning (pretend to hold and umbrella and move it up and
2 Sing the song. down to the beat). After playing the track three times, say it
CD 2

07
f - f - f I’m Frog.
In the forest! slowly and have pupils repeat each line (following your lead
And this is my family.
In the forest!
to use gestures where possible). Continue repeating until
We’re the forest frog family!
f-f-f
pupils are saying most of the chant.
3 Sing the song.

CD 2

08
u – u – u Umbrella!
u – u – u Umbrella!
u – u – u Under the umbrella! CD 2 u-u-u Umbrella!
08 u-u-u Umbrella!
u-u-u Under the umbrella!
L Optional: Photocopiable 18: Trace the umbrella and colour the frogs.

◗ Phonics time
◗ Extra activities
Warmer
Show children the ‘f’ (frog) and ‘u’ (umbrella) phonics Sing the song.
lashcards. Say the words and then segment the sounds. Say Pupils learn the phonics songs and sing them as part
Look at the picture. It’s a frog. Listen to the sound: f. Listen of the daily routine until the new letter sounds are
and repeat: f-f-f-fr-o-o-o-g-g-g. (You may wish to also review introduced in the next unit.
the ‘g’ sound from the previous unit in the words ‘frog’ and
‘green’. ) Repeat with the second sound. Stick the phonics Teacher’s Resource Book Photocopiable 18: Trace the
lashcards at the bottom of the Routine Board and repeat umbrella and colour the frogs.
three times asking different children to repeat after you. Prepare one
Pupil’s Book page 58. 1. Listen and say the f and u letter photocopiable
Trace the umbrella and colour the frogs.

sounds. for each pupil.

Hold up your
Say the Table time chant (see page 12). Have pupils open photocopiable
their books to page 58. Point to the picture of the frog in and point to
activity 1. Repeat the sound as you point f-f-f-frog. Pupils the pictures
repeat after you three times. Point to the picture of the of the frog
umbrella. Repeat the sound as you point u-u-u-umbrella. family and the
Play the audio and have pupils listen and repeat the sounds umbrella. As
Phonics: f (frog), u (umbrella) Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiable 18

and words. Repeat three times. you point to

each say f-f-
CD 2
f -f -f fffff frog u-u-u umbrella frog f-f-family, u-u-umbrella. Say Let’s trace the lines of
06 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
Pupil’s Book page 58. 2. Sing the song. line. Monitor pupils and sing the phonics songs from
the lesson as they work. Stamp the completed page
Play the song. Use gestures to help pupils understand the with the Greenman stamp.
meaning. After playing the track three times, say it slowly

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Review 2
Winter Fun!
Winter Fun!
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 Name 59
paper rolls, baby socks, ribbons

◗ Starting 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
◗ Active 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.
CD 2 (It’s cold!)
It’s wintertime. Let’s go! (Move arm as if beckoning.)
09
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.)

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(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.)
◗ Table 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 inish this independently as you
monitor their work. Stamp the completed page with the
Greenman stamp.
◗ Goodbye
• Follow the description on page 12.
◗ Extra activities
Pupil’s Book page 60. Optional worksheet: Trace and
colour.
Help pupils ind 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 inish, 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 lashcards
face down in the centre. Model the activity yourself
irst. 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.
Greenman and the Magic Forest Teacher’s Book STARTER
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Teacher’s Resource Book Photocopiable 19: Trace and
make a windy cloud.
Winter Fun! Prepare one Make a windy cloud.
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
windy, snowy Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 19 and 20
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 Make a snowman family.
pupil and cut out the
pieces. Make one
snowman family per
group of three pupils.
You will need empty
windy, snowy kitchen rolls and toilet
Greenman and the Magic Forest STARTER © Cambridge University Press. Photocopiables 19 and 20
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 inished if time allows.
Use the completed snowmen families for a class
display or have pupils take their individual snowmen
home to share.
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