Picaro Teachers Book Unit 4 Sample

SAMPLE
Second edition

TeachBeoro’ks 4

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 violinFirst published 2012. season is summer.
PublishsaepndodbrtsyshP.eicalirKokeenPssuibndlgiostohinningVgi,llloKaatgpsel,aoAnfvIonntemrnoaretioRnoaaldC, oLollengdeosn,,2Wn1d4Fl8oHoQr,.Warwick Building,

© 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 4
Book

User Guidance
Unit 4 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 978-1-909318-12-0 Teacher’s Book 4.

© 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 4
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 4

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 4

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 4

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 4

Contents Teacher’s 41
Book

Topic

MPLE1 There are so many words I know 14
2 Listen to your teacher 16
3 Feelings 18
4 Let’s go to the zoo 20
5 What are you doing? 22
6 Fun at the park 24
7 My classroom 26
8 Things in my classroom 28
9 More consonant sounds 30
10 The Picaro classroom 32
11 Lots of clothes 34
12 My favourites 36
13 Whose is it? 38
14 Our favourite clothes 40
15 Seasons 42
16 The weather 44
17 Opposites 46
18 What can I see in each season? 48
19 Upper and lower case letters 50
20 Letters, sounds and words 52

Game Descriptions 54. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 4 Dictionary 58. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment 61. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answer Key 64. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

www.picaroenglish.com | 11

Content map

Starting Out – Unit 4

Unit 4 Vocabulary Structures CYLE Picaro Games
Topics Structures
and Topics

1 an apple, apples, a banana, bananas, a bed, What is it? There is… 1. Pelmansim
There are so beds, a boat, boats, a boy, boys, a car, cars, a What are they? There are… 2. Hotspot click
many words I girl, girls, a lamp, lamps, a picture, pictures, There is a bus. Singular and 3. Trivia 2
in, next to, on, under There are some trees. plural nouns
know There are six bananas. Adjectives 1. Feed the
Present simple monster
2 bring, hold, put on, sit down, stand up, take, Put on your shoes. Imperative
Listen to your General 2. Matching game
take off, talk to, bread, cakes, chips, lemonade, Bring me the book, vocabulary 3. Odd one out
teacher Present simple
milk, onions, meat, sausages, water please. – yes or no 1. Illustrated story
3 questions 2. Match panic
Feelings angry, happy, sad Are you happy? Adjectives 3. Gong
Yes, I am. No, I’m not.

4 draw a picture, go to the park, go to the zoo, Let’s go to the park! Do Let’s + verb 1. Illustrated story
Let’s go to the have a burger, have a drink, have some chips, you want to? Food 2. Matching game
have some ice cream, have some lemonade, OK. I like the park. Places 3. Hotspot click
zoo let’s, OK, want No thanks, I don’t like
1. Illustrated story
the park. 2. Tic tac toe
3. Trivia 2
5 climb, drop, hit, kick, pick up, point, swim, What are they doing? Verbs
What are you throw She’s swimming. Present 1. Gong
He’s kicking a ball. continuous 2. Trivia 2
doing? Is Zoe swimming? Question words 3. Hotspot click
Yes, she is. No, she isn’t. Yes or no
questions 1. Pelmanism
SAM 2. Trivia 1
angry, happy, sad, climb a tree, draw a What is Draco doing? Present 3. Colour me
picture, drop an ice cream, have an apple, He’s having a burger. continuous
I’m happy. I have an Present simple
6 have a drink, have some chips, have some ice cream. Adjectives
Fun at the park ice cream, have some lemonade, have some

mango, hit a ball, kick a ball, pick up the doll,
point at, swim, throw a ball

7 black, blue, brown, green, red, white, yellow, What is it? School
My a board, a bookcase, a chair, a classroom, a It’s a desk. Colours
classroom computer, a desk, a door, the floor, the wall, a How many desks are Wh – questions
window there?
There are three desks.

8 behind, between, in, next to, on, under, a What is it? School 1. Where do I
Things book, a chair, a clock, an eraser, a pencil, a Where’s the picture? Prepositions belong?
in my picture, a ruler, a table, a teacher It’s next to the window.
classroom 2. Gong
3. Illustrated story

9 ‘c’ is for cat, car, cow, crocodile, ‘d’ is for dad, What sound is it? Initial consonant 1. Phonics
More desk, doll, door, ‘g’ is for girl, grandad, grass, Listen to the sound. General
consonant ‘m’ is for mat, monkey, monster, mum Find a picture with ‘m’. vocabulary 2. Ferris wheel
sounds
3. Odd one out

10 Alex, Anna, Ben, Charlie, Jill, a teacher, Where are the School 1. Where do I
The Picaro behind, between, in, next to, on, under, picaroons? Prepositions belong?
classroom a board, a book, a bookcase, a chair, a John is in his chair. Names
classroom, a clock, a computer, a desk, a door, Ben is on a desk. 2. Whack
an eraser, the floor, a pencil, a picture, a ruler, Jill is between Bill and 3. Illustrated story
a table, the wall, a window, ‘c’ as in cat, ‘d’ as Anna.
in doll, ‘g’ as in girl, ‘m’ as in mum, ‘n’ as in
nose, ‘p’ as in pink, ‘s’ as in snake, ‘t’ as in ten

12 | Teacher’s Book 4

Starting Out – Unit 4

Unit 4 Vocabulary Structures CYLE Picaro Games
Topics Structures
and Topics 1. Pelmanism
11 a bag, a dress, gloves, a handbag, a scarf, Anna is wearing a red 2. Grab it
Lots of Clothes 3. Colour me
clothes socks, a sweater dress. Colours
Present 1. Trivia
12 activity, drink, food, toy, banana, chips, I like (love) dancing. continuous 2. Gong
My fruit, ice cream, lemonade, mango, milk, I like (love) mango. 3. Odd one out
favourites water, computer, doll, train, dancing, My favourite food is Sports and leisure
running, singing, swimming, like, love ice cream. Food 1. Illustrated
MPLE I like my boat but I love Like + verb –ing story
my teddy bear. or noun
My favourite… is 2. Match panic
13 hers, his, mine, ours, yours Whose ice cream is it? Conjunctions 3. Hotspot click
Whose is it? It’s mine, theirs, ours Possessive
pronouns 1. Gong
14 a bag, a dress, gloves, a handbag, a scarf, My favourite bag is red. Possessive 2. Illustrated
Our socks, a sweater, blue, green, red, yellow, Zoe loves dancing. adjectives
favourite hers, his, mine, ours, yours This is my drink. Question words story
clothes It’s mine. Like + verb –ing 3. Where do I
Sports and leisure
15 season, spring, summer, autumn, winter What season is it? Possessive belong?
Seasons It’s spring. pronouns
Possessive 1. Pelmanism
adjectives 2. Trivia 2
General 3. Where do I
vocabulary
belong?
Seasons
General
vocabulary
Present simple

16 weather, cloud, cloudy, ice, icy, rain, What’s the weather like? Weather 1. Illustrated
The weather rainy, snow, snowy, sun, sunny, wind, It’s sunny. Clothes story
windy, rainbow Present simple
Adjectives 2. Duck arcade
17 big, small, clean, dirty, new, old, tall, Where’s the small ball? General 3. Trivia 2
Opposites short, mat, sunglasses, shorts Where’s the old teddy vocabulary
bear? Question words 1. Pelmanism
Seasons 2. Gong
18 spring, summer, autumn, winter, big, I like spring. Weather 3. Trivia 2
What can I clean, dirty, new, old, short, small, tall, It’s sunny. Adjectives
see in each cloud, cloudy, ice, icy, rain, rainy, snow, My favourite season is Like or love + 1. Gong
snowy, sun, sunny, wind, windy, weather, autumn. noun 2. Illustrated
season? rainbow The cloud is big. My favourite… is
The alphabet story
19 lower case, upper case Say the letter names. 3. Matching
Upper and A,B,C chant. The alphabet
lower case game
A, alphabet, B, bee, C, carrot, D, E, egg, Match the big ‘A’ to the
letters F, G, H, I, J, K, L, letter, M, N, O, P, Q, small ‘a’ 1. Sign game
queen, R, rainbow, S, T, U, umbrella, V, 2. Trivia 2
20 violin, W, X, xylophone, Y, yoyo, Z, zebra 3. Duck arcade
Letters,
sounds and 1. Gong
words 2. Odd one out
3. Hotspot click

www.picaroenglish.com | 13

Topic 1 There are so many words I know

Objective:

Give simple descriptions e.g There’s a bed.

Key language:

an apple, apples, a banana, bananas, a bed, beds, a boat, boats, a boy, boys,
a car, cars, a girl, girls, a lamp, lamps, a picture, pictures
There’s a bed. There are three boats.

Materials:

Picture and word cards of the vocabulary in the Key language (at least
four of each picture card)
Dice (one per group) counters (one per child)
Downloadable There are so many words I know worksheet

Starting the lesson Hide any picture cards the children don’t say behind
the Draco card and repeat the procedure used with Mr
Use one of the routines or activities described in the Picaro’s house to introduce the picture and word cards.
section Starting and Ending the Lesson on p. 5. Each time a card is introduced ask e.g. How many
pictures? One? No Six pictures. (Stress the plural
Presentation ending slightly.)

Draw two large houses on the board. IWB tip: Use pictures on the IWB to avoid
Point to the house on the left and hold up the Mr making large numbers of picture cards.
Picaro card. Ask What’s in Mr Picaro’s house? (Clarify SAM
in L1 if necessary.) The children give ideas in English Practice
or L1. Hide the singular picture cards from the Key
language behind the Mr Picaro card. êêJump the line
Ask What is it? and use gestures to encourage the
children to guess as you slowly reveal the lamp card. Have the children stand in front of the board in a line.
Stick the card in Mr Picaro’s house and say There’s a Write There is on the left and There are on the right.
lamp. Repeat with the other cards. Say There’s a boat and jump to the left. Say There are
Say In Mr Picaro’s house, there’s a (point to the pictures three boats and jump to the right. Repeat and use
and use gestures to encourage the children to say gestures to encourage the children to jump right if the
the words). Repeat, hold up the word cards as the word is plural and left if it’s singular.
children say the words and point to the a each time.
Say Look. How many beds? etc. (clarify in L1 if êê Chant
necessary) and encourage the children to say One. Say
Yes, a bed – one. Hold up the picture cards and say e.g. There’s a lamp.
Encourage the children to repeat the phrase if it
Pronunciation tip: In sentences (e.g. There’s matches the picture. (Clarify in L1 if necessary.)
a lamp) ‘a’ is normally pronounced with a short Make mistakes, e.g. hold up a bed and say There are
sound. Encourage children to pronounce the five beds.
sentences with the right rhythm and they
wil sound more natural. Picaro games
The children play Picaro World games to practise and
Point to the house on the right and hold up the Draco consolidate the language.
card. Ask What’s in Draco’s house?
Use gestures to encourage the children to give you 1.1 Pelmanism Online Learnin
ideas. 1.2 Hotspot click Games Books
If they say e.g. a bed? Say e.g. There are ten beds! and 1.3 Trivia 2
stick the cards on the board.

14 | Teacher’s Book 4

MPLEStudent’s Book Unit 4 Topic 1 pp. 4-5 Optional Activities
êêDownloadable Activity
Say In Zoe’s room there’s … Encourage the children to The children take turns to point to objects on the
tell you what they can see on pp. 4-5. There are so many words I know worksheet.
Divide the children into three teams. Say the words and demonstrate colouring the
A child from team one throws the dice and moves pictures.
their counter. The team says what is in the square that êêListen and run
they land on (e.g. yellow) and find something with Choose five pairs of picture cards (e.g. bed/beds).
that colour, number or letter in the main image (e.g. a Stick each card in a different part of the room.
yellow banana, 2 – two apples, o – an orange, a clock, Say e.g. There’s a bed. The children run to the
etc.) correct card.
Play in teams until the children are confidently êêRead my lips
naming items in the picture. Say e.g. There’s a bed. Only move your lips – don’t
Clarify the rules if necessary and divide the children use your voice. Encourage the children to guess
into groups to play. the word (whisper if necessary).
Workbook The children do the activity in pairs.

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 4 Topic 1
to consolidate the language. See Working with the
Workbook on p. 7.

ng Teacher’s Online
s Books LMS

www.picaroenglish.com | 15

Topic 2 Listen to your teacher

Objective:

Recognise and give simple instructions

Key language:

bring, hold, put on, sit down, stand up, take, take off, bread, cake, chips,
lemonade, milk, onions, meat, sausages, water

Materials:

Picture and words cards of the Key language and Draco
Picture cards of the food in the Key language (one set per team) (optional)
Downloadable Listen to your teacher worksheet (optional)

Starting the lesson SAMêêWhat’s the word?
Hold up the pictures. Ask What is it? Encourage the
Use one of the routines or activities described in the children to say e.g. Stand up.
section Starting and Ending the Lesson on p. 5. Write the first letter of bring on the board. Say the
sound b.
Presentation Ask What’s the word? The children give their ideas.
Continue writing the letters on the board and saying
êê Robots the sounds e.g. br ... until they guess the word.
Say Robots stand up (use a robotic voice). (Challenge the children to say the word before you
Stand up (move like a robot) and have the children do finish writing it.) Remember to finish writing the
the same. word after they guess correctly.
Repeat with the other instructions. Do a robotic Invite a child to stick the picture card next to the word
action each time and use gestures. on the board. Repeat with the other words.
Encourage the children to join in, e.g. say Robots, IWB tip: Animate the letters (of known words)
bring me a pen. Use gestures (and L1 if necessary) and to appear one at a time on the IWB. The
have the children hold out a pen to you. children have to say the word before the
Repeat the sequence four times, changing the order final letter appears.
you give the actions. Say Robots, sit down at the end. Student’s Book Unit 4 Topic 2 pp. 6-7

Practice Point to the pictures on pp. 6-7. Ask What is it? The
children say e.g. Stand up. (Ask Is it stand up? if
êêDraco says necessary.)
Hold up the Draco card and say Draco says stand up.
Have the children stand up.
Hide the Draco card. Say Stand up. The children stay
still. Repeat with other actions.
Stick the Draco card on the board and continue
playing the game (without showing or hiding the
card) so the children have to listen very carefully.
êêAction chant
Give the instructions (e.g. Take off your shoes) and do
the actions, have the children repeat the word and do
the action.
Repeat with all the actions.
Extension – Say the word, but do a different action.
The children only repeat when the action and the
word are the same.

16 | Teacher’s Book 4

Demonstrate copying the letters to complete the Optional Activities
words. (Remind the children to look at the words and
pictures on the board if they need help.) êêDownloadable Activity
Monitor and help where necessary.
Say the words e.g. Hold hands and point to the
êê Pairwork pictures on the Listen to your teacher worksheet.
Have the children join in.
Demonstrate the activity with a confident child.
One child puts a X next to one of the pictures on pp. Say e.g. Colour hold hands red. Demonstrate. The
6-7. The other child asks e.g. Stand up? to discover children colour the pictures and trace the words.
what their partner’s word is.
êê Bring/Take

Picaro games Divide the children into teams of four. Give each
The children play Picaro World games to practise and team a set of food picture cards.
consolidate the language.
Have the teams line up at the back of the room
2.1 Feed the monster and number the students one to four.
2.2 Matching game
2.3 Odd one out Say Number one, bring me some sausages.

MPLE Online LeBaoronkinsTggihvee cithtioldyrTeeoBnauoc.orhakescr’es to find theOcnolinrerect card and
Games
LMS

Workbook Put the cards on the floor at the front of the
room. Say e.g. Number one, take some chips. The
children run to the front, take the card and race
back to their team.

êê Instructions

Divide the children into groups of three or four
children.

Demonstrate the activity. One child says e.g.
Stand up. The other children do the action.
Extension – Repeat the activity but this time
the children only do the action when the child
says please when they give the instruction.
(Demonstrate and clarify in L1 if necessary.)

Choose activities from the Workbook Unit 4 Topic 2 Ending the lesson
to consolidate the language. See Working with the
Workbook on p. 7. 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 Feelings

Objective:

Recognise and name feelings

Key language:

happy, sad, angry
Are you ... ?

Materials:

Picture and word cards of the feelings in the Key language
Downloadable Feelings worksheet (optional)
Lowercase letter cards (h, a, p, p, y, s, d, n, g, r) (one set per group)
(optional)

Starting the lesson SAMPronunciation tip: Have the children pretend
they are blowing air onto a pair of glasses
Use one of the routines or activities described in the to clean them. Say h, h, h, (happy).
section Starting and Ending the Lesson on p. 5.
êêQuestion chant
Presentation
Point to the pictures and say the questions for the
Ask the children How are you? Some children may children to repeat e.g. Are you happy?
respond in English or L1. Repeat slowly, reducing the amount you say. e.g. point
Smile and say I’m happy. to a card and say Are you … ? The children repeat Are
Stick the picture card on the board and say Happy. you happy? Then point to the cards without speaking
Point to the picture and ask individual students Are and use gestures to encourage the children to say e.g.
you happy? Use gestures to encourage them to say yes Are you happy?
or no.
Repeat with angry and sad. êêAre you happy?
Extension – Introduce one or two other feelings in
this lesson e.g. tired. Invite a child to choose a picture card and show it to
the class (don’t look).
Practice Ask e.g. Are you happy? Use gestures and L1 if
necessary to encourage all the children to say yes (If it
êê Chant is the happy card) or no.
Hold a card so the children can’t see it. Use gestures
Say I’m happy. Point to your chest when you say I’m (and L1 if necessary) to encourage them to ask e.g.
and draw a smile in the air with your finger when you Are you happy? Say Yes, I am or No, I’m not. Repeat
say Happy. four times changing the order of the cards each time.
Repeat with I’m sad and I’m angry. Use gestures and
have the children repeat and do the actions. êê Matching
Point to your chest and say I’m … (draw a smile in the
air). Have the children say happy. Repeat with angry Put the picture and word cards face down on the
and sad. board.
Repeat, but just do the actions. Encourage the Invite children to turn over the cards and try to find a
children to say the whole phrase e.g. I’m angry. pair.
Optional – Have the children work in pairs. One child Ask What is it? and encourage the children to say the
does the action the other child says the phrase. words each time they turn over a card.

18 | Teacher’s Book 4

Picaro games Optional Activities

The children play Picaro World games to practise and êêDownloadable Activity
consolidate the language.
The children trace the words on the
3.1 Illustrated story downloadable Feelings worksheet and draw the
3.2 Match panic Learninfgaces. Teacher’s
3.3 Gong Online BooksêêSong Books Online
Games LMS

Student’s Book Unit 4 Topic 3 pp. 8-9 Sing this adaptation of the song ‘If You’re Happy
And You Know It’ with the children.
Hands in the air palms up
Are you happy, like you are asking a question.
happy, happy? Draw a “smile” with your
finger.
Yes, I am. I am! Nod your head several times.

MPLE Repeat with Are you sad? (mime crying) and
Are you angry? (make an angry face). Optional –
Repeat with No, I’m not.

êêSpelling race

Demonstrate tracing the words on p. 8. Divide the children into groups of three. Give
Point to the words on p. 9. Ask What’s the word? The each group a set of letter cards.
children say e.g. Sad. Demonstrate drawing a sad face Hold up the happy picture and word cards and
on p. 9 say Happy. The children race to organise their
The children complete pp. 8-9. Monitor asking What’s letters to spell happy.
the word? Children say e.g. sad. Repeat with the other words.
êê Pairwork Repeat, but only hold up the picture card so that
Divide the children into pairs. One child puts an X by the children have to remember how to write the
one of the faces on p. 9. The other child asks e.g. Are words.
you happy? to discover which face the X is next to.
(Demonstrate with a confident child.) Ending the lesson

Workbook 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 4 Topic 3
to consolidate the language. See Working with the
Workbook on p. 7.

www.picaroenglish.com | 19