Picaro TeachersBook Unit5 Topic5

Content map

Starting Out– Unit 5

Unit 5 Vocabulary Structures CYLE Structures Picaro Games
Topics and Topics
coconut, eggs, lemons, meat, Hi, I’m Bill. 1 Matching game
1 milk, playing games, reading I’m seven years old. /VNCFST o 2 Match panic
All about me books, singing, swimming, I like swimming and singing. Sports and leisure 3 Illustrated
watching TV, Hi, numbers 1-10 I like sausages but I don’t Food
2 like tomatoes. story
Content map All about Family and friends
my family baby sister, big brother, This is my family. Adjectives 1 Hotspot click
SAMPLE father, grandfather, My grandmother is very Clothes 2 Grab it
3 grandmother, mother, sister, short. Colours 3 Trivia 2
Word black, brown, green, grey, My grandfather is very tall.
building – orange, pink, purple, red, My brother is wearing a blue /VNCFST o 1 Matching game
my little cat white, yellow, dress, hat, jeans, and red T-shirt. Sports and leisure 2 Maze
shirt, swimsuit, T-shirt, happy, My baby sister is happy. Food 3 Make a word
4 old, short, tall, young, very Family and friends
What can Adjectives 1 Matching game
short vowel: a Clothes 2 Hangman
you s,a,t,p,n, m,d,g,c Colours 3 Colour me
remember? c-a-t, m-a-t, p-a-t, s-a-t
c-a-n, m-a-n, p-a-n, t-a-n Have got + object 1 Where do I
5 The home belong?
Has your Review vocabulary Topics 1 & 2 I’m seven years old.
bedroom I like… Food and drink 2 Odd one out
I don’t like Would you like 3 Illustrated
got a My father is… some..?
computer? My mother is wearing... story
Have got + object
6 bathroom, dining room, My house has got five The home 1 Pelmanism
I’m hungry! garden, hall, kitchen, living rooms. Prepositions 2 Feed the
room, house, a bed, a chair, My bedroom has got a bed,
7 a clock, a cup, a cupboard, a a mat and a lamp. Singular and plural monster
Word lamp, a mat, a phone, a radio, Has it got a computer? School 3 Comic story
building – a table Yes, it has. /VNCFST o
my happy No, it hasn’t. 1 Match panic
hippo beans, carrots, fish, onions, %BZT PG UIF XFFL 2 Gong
peas, potatoes, rice, sausages, %BE JT DPPLJOH EJOOFS Verbs 3 Match panic
8 cook, drink, eat, make, dinner, Would you like some
Let’s cook! hungry sausages, potatoes and 1 Gong
beans? 2 Trivia 2
9 No, thanks. I’d like fish, rice 3 Cloze
Where’s and peas.
your desk? I don’t like beans but I love 1 Pelmanism
peas! 2 Hangman
10 3 Match panic
What day h: hand, happy, hippo hand, happy, hippo
k: kick, kitchen, kite kick, kitchen, kite 1 Pelmanism
is it? r: red, run, robot red, run, robot 2 Matching game
3 Comic story
Review vocabulary Topics 5 & 6 My living room has got…
Has it got a…
board, book, chair, desk, Yes, it has. No, it hasn’t.
eraser, pen, pencil, teacher
OVNCFST o 4JOHVMBS o EFTL
QMVSBM o
desks
Monday, Tuesday, Wednesday, How many…are there?
Thursday, Friday There are eight desks.
count, play, read, sing, sleep, Where’s your desk?
write
What day is it?
It’s Monday.
What do you do on Monday?
On Monday I write stories.
On Tuesday I read my book.

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Content map

Starting Out– Unit 5

Unit 5 Vocabulary Structures CYLE
Topics Structures and Picaro Games

Topics

11 b: bag, ball, bed, big, bird bag, bed, big 1 Phonics
Word f: face, father, fish, foot, frog father, fish, foot 2 Ferris wheel
building – how l: lamp, leg, lemon, lizard, lorry lamp, lemon, lizard 3 Match panic
many words?
SAMPLE
Content map12Review vocabulary Topics 9 & 10How many are there?Singular and plural1Gong
School days What do you do on School 2 Match panic
Tuesday? /VNCFST o 3 Cloze
On Tuesday I read my book. %BZT PG UIF XFFL
Verbs

Where’s the swing?

13 behind, between, in, in front of, next It’s next to the slide. Questions 1 Pelmanism
Playing in the to, on, under, grass, playground, Where’s Jamal? Simple present 2 Hotspot click
slide, seesaw, swing, tree Where’s Yuki? Prepositions 3 Comic story
playground He’s on the grass.

She’s in the tree.

14 basketball, football, swimming, I can kick the ball. I can (can’t) + verb 1 Pelmanism
I can play catch, hit, kick, play, swim, throw, I can’t swim. School 2 Match panic
football! ball I can play football but I Sports and leisure 3 Illustrated
can’t swim.
story

15 8PSE CVJMEJOH o CMFOEJOH 1 Phonics
Word -it: hit, sit, bit, fit 2 Make a word
building – -in: pin, tin, fin, bin 3 Maze
which sound
is it?

16 What is it? Questions 1 Matching
What can you Review Topics 14 & 15 a ball, a tree. I can (can’t) + verb game
remember? Where’s the swing? School
It’s next to the slide. Sports and leisure 2 Odd one out
I can play football. Simple present 3 Spelling bee
I can’t swim. Prepositions

17 apple, banana, lemonade, ball, What’s he (she) doing? 1 Which
At the beach beach, boat, drink, eat, lunch, Jamal is playing on the picture?
make, play, sail, sand, sea, sit, beach. The world around us 2 Hangman
swim, swimsuit, tree, wear Yuki is swimming in the 3 Hotspot click
sea.
Charlie is sitting on the
sand.
Mum is making lunch.

apple, banana, lemonade, ball, Tell me about it.
It’s a big yellow and green
18 beach, boat, sea, sand, swimsuit, ball. Adjectives 1 Pelmanism
Tell me about it tree, big, small, tall, nice, black, It’s a tall green tree. Match panic
blue, brown, green, grey, orange, The beach is very nice. Colours 2 Colour me
My lunch is nice.
General vocabulary 3

pink, purple, red, white, yellow

19 Initial consonants from Unit 5 1 Match panic
Word Blending: -at, -in, -an, -on 2 Odd one out
building - can I 3 Phonics
come in?

20 General review vocabulary Unit 5 General Review structures 1 Gong
What are they unit 5 2 Spelling bee
3 Illustrated
doing?
story

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Topic 5 Has your bedroom got a computer?Topic 5 Has your bedroom got a computer?

SAMPLEObjective:
By the end of the lesson the children will (1) be able to talk about themselves and
describe their homes, (2) have revised rooms in a house and (3) be able to ask
questions and give short answers using ‘has got’.

Key language:
Items in a house – a bed ★ a chair ★ a clock ★ a cupboard ★ a cup ★ a phone ★ a mat
a radio ★ a table
Rooms in a house – a bedroom ★ a bathroom ★ a dining room ★ a garden ★ a hall
a house ★ a kitchen
Have got + object

Language model

My bedroom has got a bed, a lamp and a computer.

My house has got five rooms. Has it got a kitchen?

Yes, it has. No, it hasn’t.

Presentation o Picture cards of today’s
key language
Read the story.
o Pencils
Revise room vocabulary by giving children a small picture each of a room in a
house as they come into class (bedroom, living room, dining room, bathroom, o Student’s Book p.12–13
kitchen, hall). Ask them to hold up their picture when you say the word. Introduce o Pencils
‘house’ by drawing a house on the board dividing it into rooms and saying “Look
this is a house; let’s put the rooms in the house”. Encourage volunteers to come
up to place the rooms in the correct place. Introduce “Has it got…?”, “Yes, it has”
or “No it hasn’t” with the household items picture cards. Look at the Student’s
Book page and read the story together. You could ask children to take the different
roles.

Look and read. Tick yes or no.

Ask children to open their Student’s Book. Elicit what they can see. Read the
sentences and ask them to follow the text with their fingers. Ask each question
and tell them to circle the correct answer. If time allows, allocate a sentence to
pairs to read along with you.

IWB tip: Create a slide of your own house. Tell the children about it using ‘has got’,
e.g. “My house has got…”.

Picaro games Student’s Book

Today’s games on www.picaroworld.com:

t 5.1 Where do I belong?

t 5.2 Odd one out

t 5.3 Illustrated story

:PV DBO m OE HBNF EFTDSJQUJPOT PO QBHFT o PG
this book.

STUDENT’S BOOK P.12–13

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Practice SAMPLE o Student’s Book p.12–13
Topic 5 Has your bedroom got a computer?o Coloured pens or pencils
Key activities
o Student’s Book p.12–13
Read and colour. o Pencils
Focus on the picture in the Student’s Book. Ask children to read each sentence o Student’s Book p.12–13
and tell you the colour for the different outlined objects. Instruct children to read o Coloured pens or pencils
BOE DPMPVS %P FBDI TFOUFODF JO PQFO DMBTT *G UIFZ IBWF QSPCMFNT VOEFSTUBOEJOH

help them by pointing to the item and holding up the correct colour. o www.picaroworld.com
o Computers
Tick yes or no.
Elicit each item from the pictures then model the task. Ask children to complete o Has your bedroom got
the task in pairs. Monitor and assist. a computer? worksheet

Draw a house. o Pencils
Review rooms in a house again then explain that the children can invent their
own house and decide which rooms to put in the house. As they work, go round
encouraging them to add different items into their house, e.g. a bed, a lamp, a
clock. When finished invite them to show and share with their classmates.

Picaro games
Play Picaro games 5.1, 5.2 and 5.3 to practise today’s language.

Optional activities

Choose suitable activities for your class from the following to complete the
practice element of your lesson:

Downloadable activity
Show the class the has your bedroom got a computer? worksheet Model writing
the first word. When they have finished ask them to read their words and spell
them in open class.

Language extension
Play ‘Sentence memory’. Say a sentence, e.g. “My house has got a bedroom”.
Invite a volunteer to repeat the sentence and add another item, e.g. “My house
IBT HPU B CFESPPN BOE B LJUDIFOw %P UIJT VOUJM UIF DIJMESFO DBO U UIJOL PG BOZ
other rooms in the house.

Active learning
Mime being in a room doing something, for example, cooking in the kitchen and
ask children to guess where you are in the house. Put children in teams and get
them to take turns miming doing something in a room and invite other teams to
guess where they are.

Consolidation o Student’s Book p.12–13
o Pencils
Circle the correct answer about your house.
Ask the questions one by one and make sure each individual circles their own
answer.

Let’s talk
Exploit the question form with ‘has got’ further. Ask the children to show you their
pictures in their Student’s Book and ask corresponding questions about their
house.

Teaching tips

t Monitoring the children when they are on task can help them
to feel a sense of security, help you maintain discipline and
allow you to be more aware of their capacity to do the tasks
successfully.

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