Picaro Teachers Book Unit 2 Sample

SAMPLE
Second edition

TeachBeoro’ks 2

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 tdhoeinvgiollointsFiorsft season is summer.
and she likes published 2012.

PublisshpedorbtysP. icaro 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 2
Book

User Guidance
Unit 2 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 978-1-909318-06-9 Teacher’s Book 2.

© 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 2
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 2

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 2

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 2

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 2

Contents Teacher’s 2
Book

Topic

MPLE1 My body and face 14
2 More colours 16
3 My family 18
4 Family, faces and colours 20
5 Look, stop, listen, repeat 22
6 It’s my cat 24
7 Zoo animals 26
8 What to do at the zoo 28
9 My home 30
10 Times of the day 32
11 More clothes 34
12 What do I like? What do you like? 36
13 Numbers 6-10 38
14 Things I do every day 40
15 Things in my home 42
16 Instructions in my home 44
17 Who is in the house? 46
18 Who am I? What am I? 48
19 Counting animals 50
20 Who? What? Where? 52

Game Descriptions 54. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 2 Dictionary 58. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment 61. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answer Key 64. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

www.picaroenglish.com | 11

Content map

Starting Out – Unit 2

Unit 2 Vocabulary Structures CYLE Picaro Games
Topics Structures
and Topics 1. Hotspot click
1 an arm, a body, ears, eyes, a face, feet, What’s this? What are these? 2. Trivia 2
My body and a foot, hair, a hand, a head, a leg, a This is my body. These are Nouns 3. Match panic
mouth, a nose my legs. The body and
face face 1. Labelling
What colour is the cat? 2. Duck arcade
2 blue, brown, green, orange, pink, purple, It’s orange. Adjectives 3. Whack
More colours red, white, yellow Colours

3 baby, brother, dad, daddy, father, Who is it? Nouns 1. Labelling
My family grandpa, grandma, mother, mum, Who is this? Family and 2. Ferris wheel
mummy, sister This is my father. friends 3. Hotspot click
This is my baby brother.

4 mother, mum, mummy, father dad, This is a red mouth. Interrogative 1. Tic tac toe
Family, faces daddy, grandma, grandpa, brother, sister, Where is Grandpa? Colours 2. Picture drag
and colours baby, ears, eyes, a face, a mouth, a nose, The body and 3. Hotspot click
brown, orange, pink. purple, numbers face
1–5 Family and
friends

5 listen, look at, sit down, stand up, stop Look at the cat. Present simple 1. Custom
Look, listen, Imperatives animation
stop, repeat
2. Trivia 2
3. Illustrated story

a bird, a cat, a dog, a duck, a cow, a fish, Whose cat is it? Possessive 1. Illustrated story
a horse, a sheep, a ball, her, his, my, your, It’s my cat. adjectives 2. Matching game
Whose? It’s your ball. Animals 3. Gong
6 It’s her cat. SAM
It’s my cat It’s his cat.

7 a crocodile, an elephant, a frog, a giraffe, What is it? Nouns 1. Pelmanism
Zoo animals a hippo, a lion, a lizard, a monkey, a It’s a monkey. Animals 2. Gong
snake, a tiger, a zoo, blue, brown, green, What animal do (don’t) you Interrogatives 3. Match panic
orange, pink, purple, red, yellow like?
I (don’t) like lions.

8 a crocodile, an elephant, a frog, a giraffe, What is it? Animals 1. Illustrated story
What to do at a hippo, a lion, a lizard, a monkey, a It’s a white sheep. Family and 2. Trivia 2
snake, a tiger, father, mother, grandma, Who likes lions? Grandpa friends 3. Tic tac toe
the zoo grandpa, listen, look at, repeat, sit down, likes lions. Present simple
stand up, stop

9 Alex, Anna, Ben, Bill, a bathroom, a Which room is it? Nouns 1. Pelmanism
My home bedroom, a dining room, a garden, a It’s a kitchen. The home 2. Gong
hall, a home, Jill, a kitchen, a living room Who is it? Interrogatives 3. Trivia 2
10 Where is …?
Times of the bathtime, bedtime, breakfast time, In the kitchen. Time 1. Pelmanism
dinnertime, home time, lunchtime, Adjectives 2. Trivia 2
day morning, playtime, suppertime What time is it? Colours 3. Picture drag
It’s bathtime. General
11 a coat, a hat, a jacket, jeans, a shirt, vocabulary 1. Pelmanism
More clothes shoes, a skirt, sunglasses, trousers, a What is it? What are they? 2. Hotspot click
T-shirt, a watch, black, blue, brown, It’s a T-shirt. 3. Picture drag
green, grey, orange, pink, purple, red, They’re sunglasses.
white, yellow What colour?

12 | Teacher’s Book 2

Starting Out – Unit 2

Unit 2 Vocabulary Structures CYLE
Topics Structures Picaro Games
and Topics

12 like, don’t like, a bath, a computer, an ice What do you like? What Present simple 1. Match panic
What do I cream, an onion, a spider don’t you like? General 2. Custom
like? What do I (don’t) like the pink vocabulary
you like? T-shirt. animation
I like cats. 3. Illustrated story
I don’t like spiders.

13 a crocodile, an elephant, a frog, a giraffe, a Count the animals. Numbers 1–10 1. Pelmanism
Numbers hippo, a lion, a lizard, a monkey, a snake, How many lions are there? Nouns
a tiger, 7. 2. Duck arcade
6–10 numbers 1–10 Find 9 hippos.
MPLE Animals 3. Gong

14 bathtime, bedtime, breakfast time, eat What do you do at Present simple 1. Which picture?
Things I do breakfast, eat dinner, eat lunch, eat playtime? Interrogative 2. Gong
every day supper, get dressed, get undressed, get up, I play with my toys. The home 3. Illustrated story
have a bath, play with my toys

15 a bath, a bathroom, a bed, a bedroom, What is it? Interrogative 1. Pelmanism
Things in my a book, a chair, a clock, a cup, a dining It’s a table. Present simple 2. Gong
room, a garden, a hall, a home, a kitchen, Where is it? The home 3. Hotspot click
home living room, a phone, a radio, a table In the bedroom.

16 Draco, Charlie, Jamal, Zoe, Pitch, Potch, Look at Charlie’s train. Present simple 1. Hotspot click
Instructions listen, look at, sit down, stand up, stop Listen to Draco’s radio. Imperatives 2. Ferris wheel
in my home Please stand up, Zoe. General 3. Illustrated story
Please sit down, Jamal. vocabulary
Stop, Potch!

17 baby, brother, dad, daddy, father, Who is it? Interrogative 1. Gong
Who is in the grandma, grandpa, mother, mum, It’s grandma. Nouns 2. Trivia 2
mummy, sister, a bathroom, a bedroom, a Where is grandma? Family and 3. Hotspot click
house? dining room, a garden, a hall, a kitchen, a In the kitchen. friends
living room, a home The home

18 a ball, a doll, a teddy bear, a toy box, I’m a doll. I’m in the Present simple 1. Match panic
Who am I? a train, a book, a chair, a clock, a bedroom. Interrogatives 2. Where do I
What am I? cup, a phone, a radio, a table, a TV, a Put the blue table in the General
bathroom, a bedroom, a dining room, a bedroom. vocabulary belong?
garden, a hall, a kitchen, a living room, It’s morning. Anne gets up 3. Illustrated story
a home, bathtime, breakfast time, home and gets dressed.
time, lunchtime, morning, playtime,
suppertime, eat, breakfast, eat lunch, eat
supper, get dressed, get undressed, get up,
have a bath, play with my toys, orange,
pink, purple, brown

19 a bird, a cat, a cow, a crocodile, a dog, What is it? Interrogative 1. Whack
Counting a duck, an elephant, a fish, a frog, a Which is the odd one out? Animals 2. Trivia1
animals giraffe, a hippo, a horse, a lion, a lizard, a Find the mice. Present simple 3. Match panic
monkey, a sheep, a snake, a spider, a tiger, How many animals are Numbers 1–10
numbers 1–10 there?

20 Alex, Ann, Anna, Charlie, Draco, Jamal, Who is it? It’s Draco. Interrogatives 1. Hotspot click
Who? What? Teeny, Tiny, Yuki, Zoe, a Picaroon, a ball, What is it? It’s a toy robot. General 2. Illustrated story
a book, a cup, a doll, a teddy bear, a toy Where is …? vocabulary 3. Match panic
Where? box, a train, a bathroom, a bedroom, a It’s, he’s, she’s here!
dining room, a garden, a hall, a kitchen, a
living room, What, Where, Who

www.picaroenglish.com | 13

Topic 1 My body and face

Objective:

Identify and name 12 parts of the body

Key language:

an arm, a body, ears, eyes, a face, feet (a foot), hair, a hand, a head, a leg,
a mouth, a nose
This is my… These are my…

Materials:

Picture cards of the body parts in the Key language and Draco.
Downloadable worksheet My body (optional)
Puppet (optional)

Starting the lesson êêThis is my head game.

Use one of the routines or activities described in the Touch your head and say This is my head.
section Starting and Ending the Lesson on p. 5. Touch your arm and say This is my head. Use gestures
(and L1 if necessary) to encourage the children to say
Presentation no.
Clarify (in L1 if necessary) that the children should
Touch your head. Say This is my head. say yes if you are touching the correct part of your
Say This is my head (touch your head). Touch your body and no if you aren’t.
arms and say These are my… (pause). Repeat with all the body parts several times.
Ask What are these? Use gestures (and L1 if necessary)
to encourage the children to say arms in English (or SAMPicaro games
L1). Tell them if they don’t know.
Repeat introducing a new body part each time. You The children play Picaro World games to practise and
can encourage the children to join in with the actions. consolidate the language.
Say This is my (head, nose, body, face, hair, mouth) and
These are my (legs, arms, eyes, ears, feet, hands). 1.1 Hotspot click Online Learnin
1.2 Trivia Games Books
Teaching tip: Young children naturally learn 1.3 Match panic
language in chunks. Teach the children whole
phrases that include the structures you want êêMy eyes repetition
them to learn (e.g. This is my nose, These are my
eyes.) rather than trying to explain the Touch your eyes. Say These are my eyes. Use gestures
grammar, e.g. singular or plural. to encourage the children to repeat the phrase.
Touch your eyes. Say This is my head. Fold your arms
Practice and say no.
Clarify (in L1 if necessary) that the children should
êêListen and do only repeat the phrase only if you are touching the
Say This is my head and touch your head. Use gestures correct part of your body.
(and L1 if necessary) to encourage the children to Continue until the children are confidently repeating
touch their heads. the correct phrases.
Repeat with the other parts of the body.
Continue until the children are confidently touching
the correct parts of their body when you say the
words.

14 | Teacher’s Book 2

MPLEStudent’s Book Unit 2 Topic 1 pp. 4-5 Optional Activities
êêDownloadable Activity
Point to the monster’s eyes on p. 5. Say These are my Say Draw eyes and demonstrate drawing eyes on
eyes. (Use a monster voice!) Encourage the children to the downloadable My body worksheet.
repeat and point to the monster’s eyes in their books. The children draw eyes on their worksheet.
Repeat with the other body parts. Repeat with the other body parts.
Point to the monster’s arms in the book. Say These are Divide the children into pairs. The children
my arms. Demonstrate drawing the arms in the book. point to different body parts in their picture
Encourage the children to do the same (use L1 if and say e.g. These are my eyes. (Demonstrate the
necessary). Repeat with the other body parts. activity with a confident child first.)
Ask the children (in L1) to complete the monster on êêPlay Draco says.
p. 4 with the monster stickers. (Clarify in L1 that they Hold up the Draco card or puppet
should only choose one nose etc.). Say Draco says: This is my nose and touch your
Point to the stickers on the monster one at a time. Say nose. Encourage the children to join in.
e.g. This is my nose. Encourage the children to repeat Repeat with other cards.
and point to their stickers. Hide the Draco card behind you and say This is
Workbook my nose. Fold your arms and do nothing.
Clarify (in L1 if necessary) that they should only
do the mime when they can see Draco.

êê Pairwork
Divide the children into pairs to play the This is my
head game (from earlier this lesson). One child says
This is my head and touches a part of his body e.g.
nose. The other child says yes or no.

Ending the lesson

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

ng Teacher’s Online
s Books LMS

Choose activities from the Workbook Unit 2 Topic 20
to consolidate the language. See Working with the
Workbook on p. 7.

Teacher’s script for Workbook Activity 1.4
Number 1. What’s this? This is my nose. (pause)
Number 2. What’s this? This is my hair. (pause)
Number 3. What’s this? This is my mouth. (pause)
Number 4. What are these? These are my ears. (pause)
Number 5. What are these? These are my eyes.

www.picaroenglish.com | 15

Topic 2 More colours

Objective:

Recognise and say nine colours

Key language:

blue, brown, green, orange, pink, purple, red, white, yellow
What colour is it? It’s…

Materials:

Picture cards of the colours in the Key language
Scissors and glue
Envelope with Draco on it
Extra sets of the picture cards in the Key language (optional)
Downloadable worksheet Colour dictation worksheet (optional)

Starting the lesson When the correct card is turned, leave it face up.
Continue until all the cards are found. Play the game
Use one of the routines or activities described in the again if the children want.
section Starting and Ending the Lesson on p. 5.
Picaro games
Presentation The children play Picaro World games to practise and
consolidate the language.
êêDraco’s Words.
Hold up the Draco card. Ask Who is it? 2.1 Labelling
Encourage the children to say Draco. 2.2 Duck arcade
Say Draco’s words today are colours (clarify in L1 if 2.3 Whack
necessary). SAM Online Learnin
Hide the colour cards in the envelope. Games Books
Ask What colour is it? Encourage the children to guess
in English (or L1) as you slowly reveal the pink card. êêEmotions Repetition
Say It’s pink. Stick the card on the board. Repeat It’s
pink. Point to a colour card and say e.g. It’s pink.
Repeat until all the cards are on the board. Encourage the children to repeat

Practice Use a range of voices to drill the colours e.g. happy/
sad/sleepy etc.
êêAsk and point
Stick the cards around the room. Student’s Book Unit 2 Topic 2 pp. 6-7
Say What colour is it? (quietly) What colour is it?
(normally) What colour is it? (loudly) Divide the children into two groups.
Say It’s pink and point to the pink card. Give Group 1 the first page of the Topic 2 cut-outs.
Repeat with different colours. Encourage the children
to chant the question and point to the correct card.
êêFind the card
Put the colour cards face down on the board/floor.
Say the What colour is it? question chant with the
children. After the third question say It’s red. Invite a
volunteer to turn over a card.
Point to the card and say Is it red? The children say yes
or no. (If the card isn’t red invite another child to turn
over a card.)

16 | Teacher’s Book 2

Give Group 2 the second page of the Topic 2 cut-outs. Optional Activities
Ask the children (in L1 if necessary) to cut-out the
shapes and glue them onto pp. 6 – 7 êêDownloadable Activity
Divide the children into pairs. (One child from Group
1 and one from Group 2) Point to the duck on the downloadable Colour
Demonstrate the activity with a confident child first. dictation worksheet. Ask What is it? Encourage
One child points to a shape in his picture and asks the children to say a duck.
What colour is it? The other child says e.g. (It’s)green. Say the Pencil chant from Unit 1 with the
The children take turns to ask and answer. children e.g. Purple pencil, purple pencil, 1, 2, 3
… Colour the duck!
Teaching tip: Very young children can find The children colour the duck purple.
cutting difficult. Reduce the number of items Repeat with the other objects and colours.
you ask them to cut out or prepare the Pairwork – One child says e.g. (It’s) purple. The
cut-outs before the lesson. other child points to the correct colour on the
worksheet.
Workbook
MPLE êêColour race

Divide the children into two or three teams. Ask
the teams to line up at the back of the room. Put
a set of colour cards on the floor (or table) by
each team.
Demonstrate the activity. Say the What colour is
it? whisper/shout chant with the children Then
say e.g. It’s red.
The children in each team work together to
find the red card. Then the first child in each
team runs and gives you the card. (Clarify the
instructions in L1 if necessary)

ng CTehaochoesre’sactivities frOonmlinethe Workbook Unit 2 Topic 20 Teaching tip: You don’t need to award points in
s toBcooonkssolidate the laLnMgSuage. See Working with the games that are naturally motivating e.g. races. If
there are no points to win, the children
Workbook on p. 7. don’t get too competitive.

Teacher’s script for Workbook Activity 2.1 êêWhat colour is it? guessing game
Number 1: What colour is it? It’s green. (pause) Hold a card so the children can’t see it.
Number 2: What colour is it? It’s brown. (pause) Ask What colour is it? The children guess e.g.
Number 3: What colour is it? It’s orange. (pause) red? until they are correct.
Number 4: What colour is it? It’s pink. (pause) Continue the activity with a child choosing the
Number 5: What colour is it? It’s purple. (pause) card and asking What colour is it?
Number 6: What colour is it? It’s red. (pause)
êêGoodbye colours
Invite volunteers to come to the board and remove a
colour card. The other children all say Goodbye, red!

Ending the lesson

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

www.picaroenglish.com | 17

Topic 3 My family

Objective:

Identify and name seven family members

Key language:

baby, brother, dad(dy), father, mum(my), mother, sister, grandma, grandpa
Who is it? It’s (my) grandma.

Materials:

Picture cards of the family listed in Key language and Draco
Large envelope (optional)
Downloadable My family worksheet (optional)

Starting the lesson Teaching tip: Make language memorable by
giving each child (or group) a word e.g.
Use one of the routines or activities described in the grandma. They invent a mime and teach it
section Starting and Ending the Lesson on p. 5. to the class.

Presentation Picaro games

êêDraco’s words. The children play Picaro World games to practise and
Say Draco’s words today are family. consolidate the language.
Hide the family cards in the envelope.
Ask Who is it? Use gestures to encourage the children 3.1 Labelling
to guess as you slowly reveal the daddy card. 3.2 Ferris wheel
Say It’s daddy. Stick the card on the board. Repeat It’s 3.3 Hotspot click
daddy. SAM Online Learnin
Repeat with all of the cards. Games Books
Use L1 if necessary to ask the children for any other
words for the family members (e.g. mummy). Tell êêDisappearing drill
them we can say mummy, mum or mother.
Point to the picture cards and say the names, e.g It’s
Teaching tip: Explain that there are different mummy. Encourage the children to repeat each time.
ways to say mummy and daddy. Just use one When the children are confidently saying the words
word throughout the lesson to avoid turn the first card over so they can’t see it.
confusion. Point to each card and say the names (including the
card that is face down).
Practice Continue this process until all cards are face down
and children are saying the sequence from memory.
êêListen and do
Ask the children (in L1 if necessary) to remember the êêWho is it?
mimes for the family from Unit 1.
Say brother and see if any of the children can do the Point to a card on the board ask Who is it?
mime (kick a ball). Repeat brother and encourage the The children guess, e.g. mummy?
children to do the mime. When they say the correct word turn the card over
Repeat with the other family members. Remember to and say Yes, it’s daddy. Repeat with all the cards.
teach mimes for grandma and grandpa (e.g. hold your
fingers to your face like glasses/walk like an old man, etc).
Say the words. Encourage the children to do the
mimes.

18 | Teacher’s Book 2

Student’s Book Unit 2 Topic 3 pp. 8-9 Optional Activities
êêDownloadable Activity
Say the Pencil chant with the children to revise the Ask the children to complete the My family
colours from topic 2, e.g. Purple pencil, purple pencil, worksheet with pictures of their family. (Clarify
1,2,3 ... find mummy! Circle mummy monster on p 8 in L1 if necessary.)
MPLE Divide the children into pairs.
Children circle the monsters on p. 8 with the correct Demonstrate the activity with a confident child.
colour. Monitor or have children hold up their books One child points to a picture on their partner’s
each time for you to check. worksheet and asks Who is it? The other child
says, e.g. (It’s my) grandma.
Show the children a copy of p 9. êêAction game
Say It’s grandpa. and do a mime (e.g. walk like
Draw one member of your family in the frame and an old man). Encourage the children to do the
have the children do the same in their books. (Clarify mime.
in L1 if necessary.) Say It’s grandpa. Do an incorrect mime (e.g.
do a little dance). Say Grandpa? Encourage the
Hold your picture so the children can’t see it. Ask children to say no.
Who is it? The children say, e.g. Mummy? Say Yes or Clarify (in L1 if necessary) that they only copy
when the action and the word are the same.
No, try again.
êêGoodbye family
Have a confident child come to the front. Say Who is Have volunteers to come to the board and remove
iTte?aTchheer’osther childrOennlingeuess who is in their picture. a family card. The other children say Goodbye,
ng CoBnootiknsue with otherLMchSildren. grandma! etc.
s
Ending the lesson

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

Workbook

Choose activities from the Workbook Unit 2 Topic 20
to consolidate the language. See Working with the
Workbook on p. 7.

Teacher’s script for Workbook Activity 3.3
Number 1. Who is it? It’s Grandma. (pause)
Number 2. Who is it? It’s Mummy. (pause)
Number 3. Who is it? It’s Grandpa. (pause)
Number 4. Who is it? It’s Daddy.

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