Picaro Teachers Book Unit 1 Sample

SAMPLE
Second edition

TeachBeoro’ks 1

MEET THE CHARACTERS!

Charlie Zoe

This is Charlie. Charlie This is Zoe. Zoe is very
likes to dream and has adventurous and she is
lots of new ideas. He is always happy to get her
good with numbers and clothes dirty! She loves
he likes animals and flowers, trees and animals
helping people. He is and she loves to be outside.
quite grown-up and can It is important for her to
always tell his friends understand how plants and
the time. He likes to eat animals grow and live. She
sausages and strawberry also loves sports and her
ice-cream but not at the favourite sport is
same time! His best snowboarding.
friend is Zoe.

Jamal Draco

This is Jamal. Jamal loves This is Draco. Draco is very
computers and all new funny. He loves eating and
technologies. He likes to his favourite food is
look good and wear nice bananas. He loves to find
clothes. He is responsible out about the world but
and friendly and he often when he feels frightened he
looks after Draco. He likes always hides behind his
music and can play the friends! He is learning to fly
guitar. He loves the snow but he can’t fly far yet. His
and his favourite season best friend is Jamal.
is winter. SAM

Yuki Teeny and Tiny
This is Yuki. Yuki loves This is Teeny and
science and geography. Tiny.Teeny and Tiny are
She likes to know how always together. They
objects work and where like to hide in Yuki’s
places are in the world. backpack. They are very
She loves maps and is funny and they like to
always happy to help give their friends
people find their way. Her surprises. They don’t like
clothes are always nice. the cold. Their favourite
She can play the violin season is summer.
and she likes doing lots oFifrst published 2012.

Pubslipshoerdtbsy. Picaro Publishing, Kaplan International Colleges, 2nd Floor, Warwick Building,
Kensington Village, Avonmore Road, London, W14 8HQ.

© Copyright 2012 Aspect Education Limited and Baby Network Limited.
All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without the prior permission of Kaplan International Colleges/Aspect Education Limited.

MPLETeacher’s 1
Book

User Guidance
Unit 1 Contents

Content Map
Teacher’s Notes

First published 2012.
Published by Kaplan International English, 2nd Floor, Warwick Building,

Kensington Village, Avonmore Road, London, W14 8HQ.
ISBN 978-1-909318-01-4 Teacher’s Book 1.

© Copyright 2012 Aspect Education Limited and Baby Network Limited.
All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior permission of Kaplan/Aspect Education Ltd.

Teacher’s 1
Book
Guidance

Introduction

Cambridge recommends 100 hours of tuition to prepare young learners for the Cambridge
English: Starters test. Picaro Starting Out provides 160 lesson plans (each designed to last
approximately one hour) divided between two levels (Starting Out 1 and Starting Out 2)
which comprehensively cover the Cambridge English: Starters curriculum. Picaro Starting
Out 1 is suitable for children taking their very first steps in English. Starting Out 2 is for
children who have studied English for one year and it prepares the children completely for
the Cambridge English: Starters test. Picaro provides the opportunity to learn and practise
enough English to excel in the test.

Regular English classes over the school year are recommended, with lots of opportunity to
practise and consolidate the language. Our blended learning solution combines the best
aspects of the classroom with online learning through www.picaroenglish.com.

Picaroenglish.com provides students with an English learning platform in the form of an
educational game and provides teachers with extra advice and teaching and learning tools,
including downloadable worksheets, picture cards, progress and end-of-level tests, songs
with video and posters.
SAM

4 | Teacher’s Book 1

MPLELesson plans

The Picaro lesson plans have been devised to help you make the most of your time in the classroom with the
children.
The lesson plans move from clear presentation through practice and consolidation, and the online games follow
the same pattern. Explanation of how to introduce and check key language with clear models, before moving
onto the practice section of each plan, is included. Here, there is a variety of activities – some book-based, some
involving interaction between the children and/or the teacher. The key activities constitute the core of the lesson
and give the children plenty of practice and variety including the online games and Workbook activities. There
are optional extra activities to supplement the practice part of the lesson, depending on the duration of the
lesson and your class’s ability. Towards the end of the lesson are activities which allow you to review the language
learned and assess the learning of the individual children in your class.

Starting and ending the lesson

Starting the lesson

At the beginning of the lesson, you need a routine or activity which will bring the children together and focus
their attention to be ready to start the lesson. The following are some possible ideas to use.

êêAction Chant
Say the chant with the children and encourage them to join in and do the actions.

Stamp your feet on the ground, Clap your hands and turn around
Point to the window, point to the door. Now sit down on the floor.
(If your children sit at desks, change the final line to Now sit down, 1, 2, 3, 4.)
Or a simpler option:
Hello chant/song (you can invent a simple tune, or use one the children already know).
Hello, hello, hello! Hello, hello, hello!
Hello, hello, hello! How are you?
I’m FINE! (clap)

êêReward/Behaviour System
Each child draws a picture of themselves on a circle of paper at the beginning of the course. Write their names on
in large letters. These can be laminated to make them last longer.
Stick them on a large rocket outline made from card next to the board.
If the children show inappropriate behaviour, move their pictures out of the spaceship. As soon as their
behaviour improves, move them back in. (Draw attention to good behaviour!)
At the end of the lesson, the children in the rocket get a star, or you can draw or stamp a smile on the last page of
their Student’s Book or notebook.

êêReview Games
Children need to see new language many times to internalise it. Use review games at the start or end of the lesson
to help the children recall language from previous lessons.

www.picaroenglish.com | 5

êêSave Draco! SAM
Choose eight or ten picture cards to review.
Draw five lines down from the top of the board meeting in the middle of the board. Stick the Draco card where
they join. These are the ropes which are holding Draco up. Draw a wavy line below to represent water and stick
the crocodile card on it.
Hold up the picture cards and have the children say the words. If they can’t remember a word, erase a line.
The children ‘win’ by naming all the words before Draco’s ropes are all erased. (Even if all the ropes are erased,
Draco is fine – he has wings!)
êêWhat’s the word?
Display a picture on the IWB and use the IWB’s spotlight tool to show part of it.
Ask What is it? and have the children guess. Move the spotlight around until they guess correctly and reveal the
picture.

Ending the lesson

A routine or activity that marks the end of the lesson is useful to have the children leaving the classroom in a
calm but positive manner. They’ll be looking forward to their next lesson!
êêWhat’s missing?
Stick picture cards from the lesson on the board and then have the children close their eyes.
Remove a card and have the children look again. Point to the space and ask What’s this?
Repeat with all the cards until the children are saying the entire sequence from memory.
êêGoodbye Song
Adapt the song from Unit 1 Topic 10 (to the tune of Frere Jacques).

Goodbye girls, goodbye girls!
Goodbye boys, goodbye boys!
Goodbye teacher! Goodbye children!
Say goodbye, say goodbye!

Downloadable Materials

In order to make preparing a Picaro lesson as simple as possible, there are materials available for you to
download from the Learning Management System (LMS). Downloadable resources are clearly marked in
the lesson plan. You can also download the picture cards needed for the unit – these are in full colour and
we recommend printing them where possible to create a stimulating and useful classroom resource. The
downloadable worksheets are in black and white to make it easy to photocopy for your class.

6 | Teacher’s Book 1

The Student’s Book

In the Starting Out modules, there is a Student’s Book for each unit. The activities practise and extend
the language learned in the lesson, but also help children practise and develop the reading, writing and
communication skills needed to succeed in the Cambridge English: Starters test.
At this level, the activities are designed to be completed without reading and writing until Unit 3, when the
children are introduced to the alphabet. Before this, children and teacher communicate using spoken interaction
to practise the language in each topic. Many of the activities aid children to use their natural creativity to practice
the language they have learned.
Within each Student’s Book there is a project called “Make It!” This is a creative craft project designed to be a
simple, fun and collaborative activity. You can complete the project in one session or use it over a number of
lessons, for example as 10 minutes relaxed communication at the end of the lesson. Extending English into other
areas is very useful, as the children learn to transfer their newly acquired skills across different activities, and
don’t just associate learning English with English lessons.
MPLE
Working with the Workbook

In Level 1, for the first two units, the Workbook activities can be completed without the need for any reading
or writing. Activities such as matching exercises, visual and listening activities provide opportunities for the
children to remember and make connections between the images on the page and the language learned. The
written form is only introduced in unit 3. Children are gradually given the opportunity to practise their reading
and writing, first tracing individual letters, then building up to words and short phrases.
The Workbook activities reactivate the language in the children’s minds and provide them with essential
individual thinking time. When combined with effective monitoring and involvement of the teacher, as well as
whole class feedback, these activities reintroduce and practise the language learned.
The Workbook activities can be used as individual quiet time or as an extension of whole class activities.
Checking progress can be teacher-monitored or done through whole class feedback. Children who are fast
finishers can add to the black and white drawings or colour them as they choose. Whenever it is appropriate, the
activities can of course be divided up and introduced at different points of the lesson. They can also be given for
homework.

Using Picaro Online Games

The Picaro website is an essential part of Picaro’s blended learning approach. You can use
online games in a variety of ways as well as using the LMS to track children’s progress.

Online Ways to use the games:
Games If yLoeBuaorohnkiansvge an IWBTeBianocohykeosru’sr classroomOL,nMylinSoeu can play the Picaro games with the whole class
before letting them have a play individually.

It can be a class game led by you or the children, or a team game where they are playing against each other.

If you are in a school where there is one computer per child in your classroom, the children can switch between
the computers and the tables for activities.

If you don’t have one computer per child, you can use a ‘workstation’ approach where there are several activities
happening in different areas of the classroom and the groups of children rotate between them after a defined
period of time.

Remember – a lot of the games can be played effectively in pairs or small groups.

The children are always happy to be given ‘homework’ of playing games at home for extra practice!

www.picaroenglish.com | 7

Incorporating the Storybooks SAM

The Picaro Storybooks revisit the language in Starting Out 1 in a fun, extensive way. At this level, the best
approach is to read the story to the children, as their reading skills will not be developed enough to be able to
follow on the page.

Before you read

êêVocabulary Review
Stick the picture cards of the main vocabulary from the story around the room and say the chant with the
children. Encourage them to look through imaginary ‘telescopes’:

Look through the telescope!
What do you see?
I see … (a duck!)

êê Prediction
Read the first page of the story, have them join in the countdown and predict what they will see on the world in
the story. Use L1 (the children’s first language) if necessary to allow children to give their ideas.

Reading the story

Read the story to the children. Make sure they can all see the book. Pause and ask questions (in L1 if necessary)
e.g. Is Draco happy? Why?
Encourage children to predict what happens next.
Encourage them to say key words as you are telling the story.
Have the children look for the Picaroons, ask Where’s Bill? and have the children say, e.g. In the kitchen.

After the story

Use the questions in the back of the book to encourage the children to reflect on the story. This helps develop
their critical literacy skills.
Have the children draw a picture of the world in the story or their favourite scene from the story.
Choose simple parts of the dialogue for the children to act out.

Video songs for Starting Out level 1

The Picaro course has a special bonus of animated songs to show on the IWB. The videos and lyrics can be
downloaded from the LMS. A picaroon band plays the songs, which review vocabulary and structures from the
course. The songs can be used in various ways:

• as a warmer at the beginning of the lesson
• as a way of recognising vocabulary recently presented and practised in class
• to provide a lift in energy after a calm lesson section
• as a reward for achievement or good behaviour
Encourage the children to sing along as much as possible or call out key words when they hear them. Even if they
don’t learn all the words, they will enjoy singing along with parts of the songs which they will pick up quickly.

8 | Teacher’s Book 1

MPLEêêSongs that fit well with units in Starting Out 1:
Count to Ten, Picaroon Ben! – Reviews numbers and prepositions – Unit 2
The Picaro Zoo – Reviews names of animals – Unit 2
Lots of Colours – Reviews names of colours – Unit 2
What do We like to Do? – Reviews like and action verbs – Unit 3
Where are You, Picaroon Bill and Ben? – Reviews Wh questions and prepositions – Unit 3
The Picaro Family – Reviews family vocabulary and adjectives – Unit 4

Assessment in Picaro

Assessment in Picaro is designed to motivate learners, to reflect their classroom learning and to recognise
achievement, always with a positive approach. This is done through continual assessment throughout the course,
progress tests after each unit and final assessment using the Cambridge English: Starters test. In the Teacher’s
Books, there are resources that you can use to track the progress of individual children and groups. This can be
used alongside, or independently of, the Picaro Learning Management System (LMS) to monitor areas children
are confident in or that they need to practise. Continual (or ongoing) assessment is used throughout the course
to monitor children’s progress in English. As the children move through the units, they will get progressively
more practice in the types of task that are found in the Cambridge English: Starters test via the lessons, the
worksheets and games. This way, they are well prepared to take the Cambridge English: Starters test when they
complete the course. With Cambridge English: Starters, every child gets a certificate that rewards their progress
in English and shows parents how their child is doing in English according to internationally recognised
standards.
In the Teacher’s Books, there are photocopiable sheets which you can use to keep notes on the progress of each
child in each topic (Teacher’s Notes) and a checklist of skills and knowledge that the children will learn during
each unit (“I can...” statements). With the Picaro LMS, you can track the children’s progress in the online games
by looking at each child’s scores. You can also check the progress of the whole class through the unit. This
information about individual and class strengths or areas that need practice can help you prepare your lessons
according to the needs of your children.

www.picaroenglish.com | 9

Picaro Motivation and Rewards SAM

Picaro rewards children throughout game play with lots of praise and stars for each game they play. Picaro’s aim
is to always keep children motivated to learn more.
Here are some suggestions to motivate children in the classroom:
Find things to praise in the children’s work. Focus on the positive, be specific and praise effort rather than ability.
For example, “Wow! You can say lots of body parts in English – you listened very carefully!” Note: You can use
the children’s mother tongue if the children don’t understand the praise phrases in English yet.
Always give the children a new focus or a next step. For example, “Now you can learn the names of the clothes
that you wear”.
Colourful displays are fun to make and really help children remember language. Create a Picaro wall or corner
where you can do this.
Use stickers to reward the children, particularly in the Presentation and Consolidation sections of the lesson
when you need them to concentrate the most.
Use the total number of game-plays the children have recorded to give class rewards: extra time in the computer
suite, listening to and singing and watching songs with video (available in the downloadable materials) or playing
games.

Over to You

We welcome comments from you and your children. If you have any comments, tips or activities you’d like to
share via picaroenglish.com, feel free to email us at [email protected].

10 | Teacher’s Book 1

Contents Teacher’s 1
Book

Topic

MPLE1 Hello 14
2 Meet the characters 16
3 Family and friends 18
4 Family and friends 20
5 Colours 22
6 Animals 24
7 Counting to 5 26
8 Counting animals and colours 28
9 My toys 30
10 Boy or girl? 32
11 What’s his name? 34
12 It’s her toy 36
13 Parts of the body 38
14 Clothes 40
15 Fruit 42
16 What’s in the maze? 44
17 Hello Again 46
18 Make a toy 48
19 Colours and Toys 50
20 On the farm 52

Game Descriptions 54. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 1 Dictionary 58. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment 61. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answer Key 64. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

www.picaroenglish.com | 11

Content map

Starting Out – Unit 1

Unit 1 Vocabulary Structures CYLE Structures Picaro Games
Topics and Topics

1 Hello, Goodbye, What’s your name? Exclamations 1. Custom animation
Hello What’s your name? My name is… Interrogative 2. Pelmanism
My name is _______. Interrogative 3. Illustrated story
2 Who is it? Nouns
Meet the Charlie, Draco, Jamal, It’s Draco. Family and friends 1. Puzzle
characters Pitch, Potch, Teeny, Tiny, Interrogative 2. Labelling
Yuki, Zoe, Who is it? It’s Who is it? Nouns 3. Illustrated story
3 ________. It’s my sister. Family and friends
Family It’s Anna. 1. Custom animation
baby, brother, dad(dy), 2. Where do I belong?
4 friend, mum(my), sister Who is it? 3. Hotspot click
Family and Find mum.
Alex, Anna, baby, It’s my mum. 1. Pelmanism
friends brother, Charlie, It’s my friend Draco. 2. Where do I belong?
dad(dy), Draco, friend, 3. Labelling
Jamal, mum(my), Pitch,
Potch, sister, Teeny, Tiny, 1. Puzzle
Yuki, Zoe, Who is it? It’s 2. Odd one out
________. 3. Ferris wheel
1. Pelmanism
5 blue, green, red, white, What colour is it? Adjectives 2. Gong
Colours yellow It’s red. Colours 3. Hotspot click
1. Labelling
6 a bird, a cat, a cow, a What’s the animal? Nouns 2. Whack
Animals dog, a duck, a fish, a It’s a cat. Animals 3. Hotspot click
horse, a sheep Find the cat. SAM
1. Pelmanism
7 1, 2, 3, 4, 5 Find two fish. Determiners 2. Gong
Counting to 5 Count the animals. Numbers 1–5 3. Trivia 2

8 a bird, blue, a cat, a What is it? Interrogative 1. Puzzle
Counting animals cow, a dog, a duck, a It’s a white sheep. Colours 2. Ferris wheel
fish, green, a horse, red, How many ducks can Animals 3. Match panic
and colours a sheep, white, yellow, you see? Numbers 1–5
numbers 1–5 Nouns 1. Custom animation
9 What toy is it? Toys 2. Gong
My toys a ball, a doll, a teddy It’s a doll. Pronouns 3. Match panic
bear, a toy, a toy box, a Wow! Family and friends
10 train, Wow! 1. Illustrated story
Boy or girl? Who is it? Possessive adjectives 2. Hotspot click
a boy, a girl, he, I, it, she, He’s Charlie. He’s a boy. Interjections 3. Illustrated story
11 you She’s Zoe. She’s a girl.
What’s his name? I’m a boy. I’m a girl.
How are you? OK ,
Pardon? What’s her Nice to meet you.
name? How are you?
What’s his name? What’s her/his name?
He’s Charlie. Charlie.
She’s Zoe. Pardon?
It’s my dog. His name
is Rex.

12 | Teacher’s Book 1

Starting Out – Unit 1

Unit 1 Vocabulary Structures CYLE Structures Picaro Games
Topics and Topics

12 a ball, a boy, a doll, a Who is it? Toys 1. Gong
It’s her toy girl, he, her, his, a teddy What’s this? Pronouns 2. Odd one out
bear, she, a toy, a toy My name is Charlie. Family and friends 3. Illustrated story
13 box, a train. It’s my teddy bear. Possessive adjectives
Parts of the body Nouns 1. Custom animation
an arm, a body, a hand, What’s this? The body and the face 2. Labelling
14 a head, a leg It’s my arm. Nouns 3. Hotspot click
Clothes It’s my leg. Clothes
MPLE This is my arm. Nouns 1. Pelmanism
15 Food 2. Gong
Fruit a hat, a shirt, shoes, a What’s this? The body and the face 3. Grab it
skirt, trousers, a T-shirt It’s a hat. Clothes 1. Pelmanism
16 Those are trousers. Food 2. Ferris wheel
What’s in the 3. Hotspot click
an apple, a banana, What fruit is it? Exclamations
maze? a lemon, a mango, an It’s a banana. Interrogative 1. Gong
orange, a pear It’s an apple. 2. Hotspot click
17 Interrogative 3. Labelling
Hello again an apple, an arm, a What is it? Colours
banana, a body, a hand, It’s a red T-shirt. Animals 1. Labelling
18 a hat, a head, a leg, a This is my hand. Interrogative 2. Hotspot click
Make a toy lemon, a mango, an These are my feet. Colours 3. Illustrated story
orange, a pear, a shirt, Toys
19 shoes, a skirt, trousers, a Family and friends 1. Odd one out
Colours and toys T-shirt Colours 2. Gong
Animals 3. Hotspot click
20 Alex, Anna, Hello, Hello! My name is Tony. The body and the face
On the farm Goodbye. My name is What’s your name? 1. Ferris wheel
_____. I’m Jane. 2. Pelmanism
This is _______. Goodbye. 3. Hotspot click
Where are the
Picaroons? 1. Which picture?
2. Hotspot click
an animal, a bird, blue, What animal is it? 3. Illustrated story
a cat, a cow, a dog, a It’s a cow.
duck, a farmhouse, a It’s a red cow.
fish, green, a horse, a
sheep, red, yellow, white

a ball, blue, a doll, green, What is it?
her, his, my, red, a teddy (It’s a) blue teddy bear.
bear, a toy box, a train, It’s my blue teddy bear.
white, yellow, your

an arm, baby, blue, a What colour is it?
body, a bird, brother, It’s white.
a cat, a cow, dad(dy), It’s a white cat.
a dog, a duck, a fish, What is it?
friend, green, a hand, It’s the (white) cat’s leg.
a head, a horse, a leg,
mum(my), red, a sheep,
sister, white, yellow,

www.picaroenglish.com | 13

Topic 1 Hello

Objective:

Say Hello, Goodbye, My name is…

Key language:

Hello, Goodbye, My name is... What’s your name?
Anna, Alex, Mr Picaro

Materials:

Downloadable Mr Picaro, Anna and Alex meet the characters masks from
Topic 2. A pencil or straw to stick on the back of each one with tape.
Downloadable Mr Picaro greetings worksheet (Optional)
Music (optional)

Starting the lesson SAMClap your hands and chant What’s your name? three
times. Encourage the children to join in.
Use one of the routines or activities described in the Say My name’s Mr Picaro and point to the correct
section Starting and Ending the Lesson on p. 5. mask.
Repeat the chant changing the name at the end e.g.
Presentation My name’s Anna (the children point at Anna)
Hold up the Anna mask say My name’s Anna. (Use a
Say Hello to the children. (Some children may funny voice) Use gestures and L1 (the children’s first
respond in English) language) if necessary to encourage the children to
Hold up the Mr Picaro mask (or picture card). repeat.
Say Hello, My name’s Mr Picaro. Repeat with the other masks
Wave and say Goodbye. Turn and start to walk away
from the children. Teaching Tip: Teach contractions e.g. My
Repeat with the Anna and Alex masks. (You can print name’s… to help the children sound more
the templates to use as picture cards instead if you natural.
prefer) Student’s Book Unit 1 Topic 1 pp. 4-5.

Practice Read or play the dialogue on p. 4. Use different voices
for the different characters. Pause to ask the children
êêListen and wave game questions in L1 (the children’s first language) e.g. Who
Ask three children to hold the masks. is it? What’s his name? Children respond in English
Say Hello Mr Picaro and wave at the Mr Picaro mask. (or L1).
Use gestures and L1 (the children’s first language) to
encourage the children to wave at the correct mask.
Repeat with the Anna and Alex masks.
Continue until the children are confidently waving at
the correct mask.

Teaching tip: Children start speaking English
at different times. Use activities with actions to
allow the students who are not speaking
yet to show they understand.

êêWhat’s your name? drill
Say What’s your name?
Hold the Mr Picaro mask in front of you and say My
name’s Mr Picaro. Stick the mask back on the board.

14 | Teacher’s Book 1

Point to Mr Picaro on p. 5 say Hello, Mr Picaro. Optional Activities
Encourage the students to join in.
Hold up your book. Say Let’s colour Mr Picaro. êêDownloadable Activity
Demonstrate. Use L1 to clarify instructions and set a
time limit of two minutes. Use L1 to ask the children to draw a picture
Repeat with the other pictures on p. 5. of themselves on the downloadable Mr Picaro
Greetings worksheet.
êêWhat’s your name? personalisation. Children show the class their picture and say
Hello (My name’s) Maria. (large classes can do
Say the What’s your name? chant. Use gestures and L1 this in groups)
to encourage the children to join in.
Point to yourself. Say My name’s [X]. êê Hello/Goodbye
Repeat the chant. Gesture to a confident child and
encourage them to say e.g. My name’s Jamal. (Don’t Wave and say Hello. Repeat. Use L1 and gestures
worry if they just say their name.) to encourage the children to join in.
Encourage the other children to wave and say e.g.
Hello, Jamal. Repeat with other children in the class. Say Goodbye. Turn away from the children and
MPLE mime walking away. Encourage the children to
join in.

Picaro games Repeat until the children are confidently saying
The children play Picaro World games to practise and the words and doing the actions. N.B. Change
consolidate the language. the order you say the words (e.g. Hello, Hello,
Goodbye, Hello)

1.1 Custom Animation Extension – Do the action (e.g. wave) but don’t
1.2 Pelmanism say anything. Encourage the children to say Hello
1.3 Illustrated Story LeBaoronkinsotghreGinoostdrbuyTceetBaiwoocohnhkesesrn’isnyLo1u)do eacOhnlaincetion. (Clarify
Online
Games LMS

Workbook êê Mingle

Play music. Ask the children in L1 to walk
around the classroom.

When the music stops the children turn to the
person closest to them and say Hello, My name’s
… What’s your name?
Demonstrate the activity and clarify the
instructions in L1.

Monitor and help children having problems
remembering the phrases.

Choose activities from the Workbook Unit 1 Topic 1 êêGoodbye characters
to consolidate the language. See Working with the Invite volunteers to come to the board and remove a
Workbook on p. 7. mask. The other children all say Goodbye, Mr Picaro! etc.

Teacher’s script for Workbook Activity 1.3 Ending the lesson
Audioscript for teacher:
Anna: Hello! Use one of the routines or activities described in the
Alex: Hello! section Starting and Ending the Lesson on p. 6.
Anna: What’s your name?
Alex. My name’s Alex. What’s your name?
Anna: My name’s Anna.
Alex: Goodbye!
Anna: Goodbye!

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Topic 2 Meet the characters

Objective:

Recognise and say the names of the characters

Key language:

Charlie, Draco, Jamal, Pitch, Potch, Teeny, Tiny, Yuki, Zoe
Who is it? (It’s) Jamal.

Materials:

Picture cards of the characters in the Key language and Mr Picaro
Downloadable Picaro character mask templates (optional)

Starting the lesson Use gestures (and L1 – the children’s first language – if
necessary) to encourage the children to say Yes when
Use one of the routines or activities described in the the teacher says the correct name of the flashcard and
section Starting and Ending the Lesson on p. 5. No when the teacher says the incorrect name.
êêWho is it? drill
Presentation Point to the characters and say their names.
Encourage the children to repeat the words after you.
Hold up the Mr Picaro picture card. When you get to Draco pretend you don’t remember
Ask Who is it? (Clarify using L1 – the children’s first his name.
language – if necessary) Ask Who is it? You may need to ask Is it Jamal? etc.
If the children can’t remember use questions to help When the children say Draco. Say Oh yes, Draco!
them e.g. Is it Anna? (No) Is it Mr Picaro? (Yes) Repeat the activity ‘forgetting’ a different character each
Say Hello, Mr Picaro and put the card on the board. time until the children are confidently correcting you.
Hold up the Draco card. Ask Who is it? (to see if
any of the children know his name from the Picaro Teaching tip: Teach the children gestures for
games) difficult sounds in words like Teeny /tiːniː/and
Say It’s Draco. Hello, Draco. Stick the card in a Tiny /taɪniː/. As the children say /iː/ they pull
different part of the classroom. their mouths into a big smile. As they say /aɪ/
Wave at the Draco card. Say Hello, Draco. Encourage they move their fingers from an open
the children to wave and say Hello. (They don’t need position into the smile.
to say the names at this stage.)
Repeat with the other characters. Stick each card in a Student’s Book Unit 1 Topic 2 pp. 6-7
different part of the room. SAM

Practice

êêListen and wave
Turn and wave at the Mr Picaro card Say Hello, Mr
Picaro.
Repeat. Encourage the children to wave and say Hello.
(They don’t need to say the names)
Repeat with the other cards until the children are
confidently waving at the correct character.
You can change the order to make it more
challenging. (e.g. Hello, Draco; Hello, Mr Picaro; Hello,
Jamal; Hello, Mr Picaro).
êêYes/No Activity

Put the picture cards on the board.
Point to the cards while saying the names (e.g. It’s
Charlie, It’s Draco (make some mistakes)).

16 | Teacher’s Book 1

Ask the children to look at p. 6. Optional Activities
Say Hello, Zoe and point to Zoe in your book. Ask the
children to point to Zoe. êêDownloadable Activity
Repeat with the other characters.
Say Hello, Zoe again and point to your Zoe sticker. Children colour in the downloadable Picaro
Encourage the children (in L1) to do the same. character masks.
Chant Hello, Zoe with the children as they stick the Say Hello, Mr Picaro. Encourage the children
sticker in the right place. with Mr Picaro masks to stand up and say Hello.
Repeat with the other characters. Repeat with the other characters.

Teaching tip: Asking children to cut or stick êêWho is it?
one item at a time is more controlled and
reduces mistakes. Hold a picture card so the children can’t see it.
Ask Who is it?
Picaro games Use gestures to encourage the children to guess.
(e.g. Jamal?)
MPLEThe children play Picaro World games to practise and When they guess correctly show them the card
consolidate the language. and say Yes, it’s Jamal.

2.1 Puzzle Online êêHello, Tiny pairwork
2.2 Labelling Games
2.3 Illustrated Story Ask a confident child to demonstrate the activity
with you.
Workbook LeBaoronkinsTSgainyyHienllho,iTsTeBabioncoohyoke.ksrE’s(nucsoeuLra1g–e tthhOLeenMlccinShheiillddrteon’ptofiirnstt to
language if necessary).
Encourage the child to say Hello, (Jamal). Point
to the character in your book.
Clarify instructions in L1. Divide the children
into pairs to do the activity.

Choose activities from the Workbook Unit 1 Topic 2 êêGoodbye characters.
to consolidate the language. See Working with the Invite volunteers to come to the board and remove
Workbook on p. 7. a character card. The other children all say Goodbye,
Jamal! etc.
Teacher’s script for Workbook Activity 2.3
It’s Yuki. Ending the lesson
It’s Draco.
It’s Zoe. Use one of the routines or activities described in the
It’s Jamal. section Starting and Ending the Lesson on p. 6.
It’s Charlie.

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Topic 3 Family and friends

Objective:

Identify and name five family members

Key language:

mum(my), dad(dy), brother, sister, baby, friend
Who is it? It’s …

Materials:

Picture cards of the family listed in Key language and Draco
Large envelope (optional)
Downloadable Family worksheet (optional)
Photos of your family (optional)
Photos of the children’s family (optional)

Starting the lesson Encourage the children to join in.
Repeat until the children are confidently doing the
Use one of the routines or activities described in the mimes.
section Starting and Ending the Lesson on p. 5.
Picaro games
Presentation
The children play Picaro World games to practise and
êêDraco’s words consolidate the language.
Hold up the Draco card. Ask Who is it?
Encourage the children to say Draco. 3.1 Custom Animation
Say What are Draco’s words today? (Clarify in L1 if 3.2 Where do I belong?
necessary.) 3.3 Hotspot click
Hide the family cards behind the Draco card and ask
Who is it? Use gestures to encourage the children to êêWhisper/Shout repetition
guess in English (or L1) as you slowly reveal the baby SAM Online Learnin
card. Games Books
Stick the card on the board and say baby three or four
times in a quiet and loud voice. Put the cards on the board
Repeat until all the cards are on the board. Point to the mummy card. Say mummy in a quiet
voice. Repeat and encourage the children to join in.
Teaching tip : Routines (e.g. using the same Point to the card and say mummy again in a normal
activity to present new language) help the voice. The children repeat.
children understand what is happening in Say the word three more times getting louder each
the lesson and feel comfortable. time. Encourage the children to repeat each time.

Practice Repeat with all the words.

êêListen and do Student’s Book Unit 1 Topic 3 pp. 8-9
Point to a card. Say the person’s name as you do the
mime (see ideas below)
mummy – blow kisses
daddy – read a book
baby – crying
brother – kick a ball
sister – skip
friend – wave hello

18 | Teacher’s Book 1

Ask the children to look at p. 8 Optional Activities
Point to the picture of daddy. Ask Who is it? êêDownloadable Activity
Encourage the children to say (It’s) daddy. Ask the children (in L1) to draw their family
Repeat with other people in the pictures. (or Draco’s family) on the downloadable Family
Draw a very simple picture of your family on the worksheet.
board.

Point to the picture. Ask Who is it? Encourage êêMy family
children to respond in English e.g. mummy
Ask the children to draw their family on p. 9. (Clarify Show the class a photo of your family
in L1 if necessary) Ask Who is it? Encourage the children to guess
Monitor while children are drawing. Point to their who the people are.
pictures and ask Who is it? Encourage the child to The children can bring in photos of their family
reply in English e.g. mummy and do this activity in groups/pairs.

êêFind (Mummy)

Teaching tip: Family can be a sensitive topic Put the cards on the board face down.
for some children. If you think this might be a Ask the children Where’s mummy? (Use gestures
problem ask the children to draw a and L1 to clarify if necessary)
monster family instead. Ask a volunteer to choose a card.
MPLE
êêGuess my card game Turn the card over. Ask Who is it? Mummy?

Hold the daddy card so the children can’t see it. Say Yes or No, try again.
Ask Who is it? Encourage the children to guess in Ask a different child to turn over a card each
English. time until you find the mummy card.

When they guess correctly show them the card and Repeat with all the cards.

say Yes, it’s daddy.

Repeat with the other cards. êêGoodbye family

ng Ask a confident child to come to the front and choose Invite volunteers to come to the board and remove
s a card. Encourage the child to ask Who is it? Continue a family card. The other children all say Goodbye,
tTheBeaocgohakemsr’se with the cOhLnMillinSderen choosing the cards. mummy! etc.

Workbook Ending the lesson

Use one of the routines or activities described in the
section Starting and Ending the Lesson on p. 6.

Choose activities from the Workbook Unit 1 Topic 3
to consolidate the language. See Working with the
Workbook on p. 7.

Teacher’s script for Workbook Activity 3.3
Look, this is my mum. (pause) This is my dad. (pause)
This is my brother. (pause) And this is Baby May.

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