Picaro Teachers Book Unit 3 Sample

SAMPLE
Second edition

TeachBeoro’ks 3

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 3
Book

User Guidance
Unit 3 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 978-1-909318-10-6 Teacher’s Book 3.

© 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 3
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 3

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 3

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 3

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 3

Contents Teacher’s 3
Book

Topic

1 Charlie’s day 14

2 The alphabet 16

MPLE3 At the park 18

4 Transport 20

5 A ride in the park 22

6 Five short vowels 24

7 Where are you, Draco? 26

8 Lots of fruit 28

9 At the café 30

10 What can you see? 32

11 It’s my birthday 34

12 Things I can do 36

13 Psst! (consonant sounds) 38

14 Party games 40

15 My bedroom 42

16 Day and night 44

17 Where’s my kite? 46

18 What are they doing? 48

19 Big and small 50

20 Word building 52

Game Descriptions 54. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 3 Dictionary 58. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment 62. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answer Key 65. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

www.picaroenglish.com | 11

Content map

Starting Out – Unit 3

Unit 3 Vocabulary Structures CYLE
Topics Structures Picaro Games
and Topics

1 drink, eat lunch, eat supper, get dressed, I like… General 1. Gong
Charlie’s day get up, I don’t like…. vocabulary 2. Match panic
go to bed, have a bath, Charlie gets up in the Adjectives 3. Illustrated story
have breakfast, at night, in the morning, morning and has breakfast. Colours
then Numbers 1–10
Present simple

2 letter names A–Z Letter names 1. Sign game
The alphabet Identify upper and lower case 2. Odd one out
letters 3. Match panic
3 can, see, a flower, grass, a kite, a lake, a Matching upper and lower Can for ability
At the park leaf, a park, a picnic, a tree case letters General nouns 1. Pelmanism
Present 2. Hotspot click
4 a bike, a boat, a bus, a car, a motorbike, a What can you see? continuous 3. Trivia 2
Transport train, drive, ride, sail I can see a kite. Transport
1. Pelmanism
What is it? 2. Hotspot click
Who is driving the bus? 3. Hotspot click
Who is riding her motorbike?

5 a bike, a boat, a bus, a car, a motorbike, a You can drive it in the park. Can for ability 1. Yes or no
A ride in the train, a flower, grass, a lake, a leaf, a park, You can find it in a tree. Transport
a picnic, a tree, drive, ride, sail, see, can At lunchtime I like picnics 2. Match panic
park with my family. General nouns 3. Picture drag
Short vowels
6 a – hat, cat and mango What sound is it? SAM 1. Pelmanism
Five short e – leg, lemon, red and bedroom Listen to the sound. 2. Ferris wheel
i – fish, kitchen, sister and sit Find the same sound. 3. Gong
vowels o – dog, orange, doll and box
u – cup, duck, lunch and mum Where is Draco? Prepositions 1. Pelmanism
7 He’s in the box. The home 2. Gong
Where are behind, between, in, next to, on, under, a He’s between Alex and Kim. 3. Illustrated story
you, Draco? box, a chair, a sofa, a table, a TV

8 an apple, a banana, a coconut, a lemon, a How many tomatoes are How many…? 1. Pelmanism
Lots of fruit lime, a mango, an orange, a pineapple, a there? There is / 2. Feed the monster
tomato, a watermelon, fruit, How many?, There are 4 tomatoes. There are 3. Colour me
numbers 1–10 Food
Numbers 1–10

9 bread, chips, meat, onions, peas, sausages, What are they saying? Food 1. Custom
At the cafe lemonade, milk, water, some, no, thanks, Excuse me. Would like + animation
thank you, yes, please Would you like a (some) …? (n) or (v)
10 Yes, please. No, thanks. 2. Feed the monster
What can an apple, bread, a burger, chips, a Here you are. 3. Illustrated story
you see? coconut, fruit, a lemon, lemonade, a lime, Thank you.
meat, milk, an onion, peas, a pineapple, Can I have a (some) ….? Prepositions 1. Hotspot click
sausages, a tomato, water, a watermelon, The home 2. Odd one out
behind, between, in, next to, on, under, Zoe is under the table. Food & drink 3. Hotspot click
a box, a chair, a table, and, How many?, There is some fruit between
some, numbers 1–10 2 chairs.
There are 4 watermelons on
the table.

12 | Teacher’s Book 3

Starting Out – Unit 3

Unit 3 Vocabulary Structures CYLE Picaro Games
Topics Structures
and Topics 1. Hotspot click
11 a cake, a camera, a friend, a party, What is she doing? 2. Matching game
It’s my a photo, a present, give, sing, take a What are they doing? Nouns 3. Colour me
birthday photo, Happy Birthday!, How old? She’s taking a photo. General
They’re singing Happy vocabulary
Birthday. Wh–questions
How old are you? I’m 6. Present
continuous

12 bounce (a ball), catch (a ball), dance, What can you see? Can for ability 1. Custom
Things I can hide, jump, run, smile, walk, wave, can I can see the sun. Verbs animation
What do you do at night/ in Present simple
do the morning? 2. Gong
MPLE I sleep. I get up. 3. Yes or no

13 n – nest, net, nose, number What’s the first sound in the 1. Pelmanism
Psst! p – park, pear, pen, pink word? 2. Odd one out
(consonant s – sing, sister, skirt, sun Find more words with the 3. Matching game
sounds) t – ten, toy, tree, T-shirt same sound.

14 bounce (a ball), catch (a ball), dance, I can jump. Verbs 1. Ferris wheel
Party games get, give, get, give, hide, jump, run, sing, I can eat 2 birthday cakes. General nouns 2. Match panic
smile, take a photo, walk, wave, a cake, Can for ability 3. Which picture?
a camera, a friend, a party, a photo, a
present, Happy Birthday!,
How old?

15 a bed, a book, a clock, a cupboard, a What is it? The home 1. Pelmanism
My door, a lamp, a mirror, a song, a story, Where is the lamp? Prepositions 2. Ferris wheel
bedroom in, next to, go to bed, read, sing, sleep It’s next to the bed. 3. Hotspot click
What do you do in your
bedroom?
I sleep. I read a book.

16 day, dream, get dressed, moon, night, What can you see? General nouns 1. Pelmanism
Day and sky, sleep, star, sun, wake up I can see the sun. Present simple 2. Gong
What do you do at night? 3. Illustrated story
night What do you do in the
morning?
I sleep. I get up.

17 behind, between, in, next to, on, under, What can you see? Nouns 1. Hotspot click
Where’s my a boat, a flower, grass, ground, a I can see a kite. The world 2. Which picture?
helicopter, a kite, a lake, a leaf, leaves, Where is the kite? around us 3. Illustrated story
kite? lunch, a park, a picnic, a playground, It’s in the tree. Prepositions
sky, sun, a tree, and, see Present 1. Hotspot click
continuous 2. Gong
18 clean, cook, draw, drink, paint, read, What are they doing? Verbs 3. Matching game
What are watch, write What are you doing? Adjectives
they doing? Watching TV. Animals 1. Trivia 2
Colours 2. Odd one out
19 black, blue, brown, green, grey, orange, Is the frog big or small? 3. Colour me
Big and pink, purple, red, white, yellow, a It’s small.
small crocodile, an elephant, a frog, a giraffe, Colour the big tiger pink.
a hippo, a lion, a lizard, a monkey, a
snake, a tiger, big, small

20 an ant, ten, in, a net, on, a pen, What sound is it? 1. Match panic
Word a sound, sit, sun, a word Find more words with the 2. Matching game
building same sound. 3. Odd one out

www.picaroenglish.com | 13

Topic 1 Charlie’s day

Objective:

Recognise and say daily activities
Review vocabulary from Units 1 and 2

Key language:

drink, eat lunch, eat supper, get up, go to bed, have a bath, have breakfast
at night, in the morning, then

Materials:

Picture cards of morning, night, Charlie and the daily routine in the Key language
Counters (one per child) and dice (one per group)
Small copies of the daily activity picture cards for each child (optional)
Six colour cards (optional)
Downloadable Charlie’s day worksheet (optional)

Starting the lesson SAMPractice

Use one of the routines or activities described in the êêListen and do
section Starting and Ending the Lesson on p. 5.
Point to the cards as you say all the activities and
Presentation do the actions e.g. In the morning I get up, I drink
water, etc.
Stick the morning card on the board and say morning. Have the children join in. Repeat twice.
Hold the I get up card next to the morning card
and say In the morning I ..., pause and do the get up êêActivity chant
action. Use actions (and L1 if necessary) and have the
children say I get up). Stick the card on the board and Point to the get up card and say I get up. Have the
say In the morning, I get up. children repeat.
Say In the morning, I get up (do the action) then I ..., Repeat with the other cards.
pause and hold up the drink card. Then say all the words in order and do the actions e.g.
Use gestures (and L1 if necessary) to encourage the In the morning I get up, I drink water, etc. Have the
children to say drink. Stick the card on the board. children join in. Repeat twice.
Point to both the cards and say I get up then I drink
water. êêWhat’s wrong?
Continue with the other cards (With younger classes
you can reuse eat breakfast from Unit 2 instead of Repeat the activity chant but when you say I have a
have breakfast.) When you get to the final card say e.g. bath do the action for drink.
I go to bed at night. Stick the night card on the board. Some children may tell you it’s the wrong action. If
not, repeat the drink action and say I have a bath?
Teaching tip: To make sure the children Use your voice, gestures (and L1 if necessary) to
understand the language you introduce, ask encourage the children to say No.
questions e.g. What do you drink in the Clarify (in L1 if necessary) that the children say No
morning? Milk? Water? (Use L1 if necessary.) when you do the wrong action.
Repeat the daily activities in order. Have the children
join in with the words and actions or say No when you
make a mistake.

14 | Teacher’s Book 3

Workbook Optional Activities

êêDownloadable Activity

Display a large copy of the downloadable
Charlie’s day worksheet on the IWB or board.
Hold up the pink card. Say I like pink. Use L1
to ask the children who like pink to repeat
the phrase and draw a pink circle in the I like
column. Repeat with I don’t like.

Repeat with five other colours.

êêPicaro World Games

Choose activities from the Workbook Unit 3 Topic 1 Choose games from Unit 1 and 2 to play in
to consolidate the language. See Working with the teams on the IWB before you play the game on
Workbook on p. 7. pp. 4–5.

Teacher’s script for Workbook Activity 1.2 êêMy day
1. I go to bed. (pause) 2. I get dressed. (pause) 3. I have
a bath. (pause) 4. I eat breakfast.
MPLE Give each child a set of daily activity picture
Picaro games cards.
Have the children listen and arrange their cards
The children play Picaro World games to practise and in the order that you say the words e.g. I get up,
consolidate the language. I have breakfast, etc. Demonstrate on the board
first. (Clarify in L1 if necessary.)

Repeat twice. Change the order each time.

1.1 Gong Extension – Divide the children into pairs. One
1.2 Match panic child says the activities and the other puts the
1.3 Illustrated story cards in order.
Online Learning Teacher’s Online
Games Books Books LMS

Student’s Book Unit 3 Topic 1 pp. 4-5 Ending the lesson

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

Divide the children into two teams and display a large
copy of the game.
Play the game. When the children land on a square,
they say as many words as they can from that topic
(e.g. animals) in thirty seconds.
Give one point for each correct word. The team with
the most points wins.
Optional – Divide the children into small groups to
play again.

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Topic 2 The alphabet

Objective:

Introduce the English alphabet

Key language:

a, b, c, d, e, f, g, h, I, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z

Materials:

Alphabet flashcards
Upper and lowercase letter cards
Downloadable Picaro alphabet chart (optional)
Downloadable The alphabet worksheet (optional)

Starting the lesson SAMRepeat with other letters until the children are
confidently pointing at the cards.
Use one of the routines or activities described in the êêMatch the letters
section Starting and Ending the Lesson on p. 5. Stick the uppercase letters in alphabetical order on the
left side of the board.
Presentation Stick the lowercase letters face down on the right side
of the board in random order.
êêIWB Presentation (optional) Point to the capital letter A and say A is for apple.
Play an alphabet song video on the IWB that includes Have the children repeat and do the action.
letters and words (e.g. A is for apple). Invite a volunteer to the board. Say Where’s A? and
Teach the children actions for the song e.g. say A is for use gestures to encourage the child to turn over a
apple and mime eating an apple. lowercase card. Ask the children Is it A? The children
Play the song again and do the actions with the say Yes or No. Continue with different children until
children. you find the letter.
Repeat with other letters.
Teaching tip: Songs that combine the alphabet Student’s Book Unit 3 Topic 2 pp. 6-7
with words and phonics (sounds) (e.g. A is for
apple, a, a, apple) are more meaningful and help Hold up the A card. Say A and point to the A on p. 6.
the children understand that the name of the Repeat but point to the lowercase a. Demonstrate
letter is different from the sound it makes. drawing a line between the two.
Repeat with the letter B. Have the children point with
êêWord card presentation you and draw a line in their books.
Hold up the A is for apple card. Point to the apple and
ask What is it? Have the children answer apple. (Use
gestures and questions e.g. Is it an apple? if necessary.)
Say A is for apple. Put the card on the board and say
A. Repeat with the other letter cards.

Teaching tip: If you think your class will have
difficulty with the alphabet, only focus on
eight to ten letters per lesson.

Practice

êêListen and point
Stick the alphabet cards around the room.
Say A. Point to the A card and encourage the children
to join in.

16 | Teacher’s Book 3

Have the children match the other letters. If the Optional Activities
children can’t find the letters, explain (in L1 if
necessary) that the letters are the same colour e.g. A êêDownloadable Activity
and a are red.
Optional – Sing the alphabet song with the children as Display a large copy of the downloadable The
they point to the letters in their books. alphabet worksheet. Sing The alphabet song (or
say the alphabet) with the children as you point
Picaro games to the letters on the worksheet.

The children play Picaro World games to practise and Say the Pencil chant e.g. Red pencil, red pencil,
consolidate the language. one, two, three. Colour A red. Demonstrate
tracing over (or circling) the letter A in red. Have
2.1 Sign game the children do the same.
2.2 Odd one out
2.3 Match panic Online LeBaoronkinsROg epptieoant awliT–tehBaPocolohatkeyhsre’osrrlseitntegrsThoef tOhnelinaelphabet.
Games aLlMphSabet song

êê Pelmanism while the children trace the other letters on the
worksheet.
Put the upper and lowercase letter cards face down on
the board in two columns.
The children take turns to turn over cards to try and
find a pair.
Have the children say the letter each time a card is
turned over.
MPLE êêGroup work

Workbook Give small groups of children six upper and
lower case cards to match together. Monitor and
ask e.g. What is it? Where’s A, etc.
Optional – The children change cards with
another group and repeat the activity.

êêBody alphabet

Divide the children into small groups.
Hold up a letter card and say e.g. A. Have the
children make the shape of the letter with
their bodies. (Demonstrate and clarify in L1 if
necessary.)

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 3 Topic 2
to consolidate the language. See Working with the
Workbook on p. 7.

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Topic 3 At the park

Objective:

Identify and name things you can see in a park

Key language:

a flower, grass, a kite, a lake, a leaf, a park, a picnic, a tree
What can you see? I can see …

Materials:

Picture cards of the vocabulary in the Key language
Photo of a park (optional)
Word cards of Key language (optional) (not provided)
Extra set of word cards cut so that the initial letters are on separate cards
to the rest of the word (kite) (optional)
Downloadable At the park worksheet (optional)

Starting the lesson Repeat but pretend to forget one of the words. Point
to the card and say What is it? Have the children say
Use one of the routines or activities described in the e.g. flower.
section Starting and Ending the Lesson on p. 5. Repeat and have the children say the words you
forget.
Presentation
Picaro games
Put the picture cards around the room before the
class. The children play Picaro World games to practise and
Display a photo of a park on the IWB (optional). consolidate the language.
Say Let’s go to the park. Mime walking. Use gestures SAM
(and L1 if necessary) and have the children join in. 3.1 Pelmanism Online Learnin
Hold your hand above your eyes and look around 3.2 Hotspot click Games Books
you. Say What can you see? Use gestures and L1 if 3.3 Trivia 2
necessary and have the children tell you in English or
L1. Student’s Book Unit 3 Topic 3 pp. 8–9
Walk around the room with the children and stop at
the kite picture. Say I can see a kite! Repeat with the Display a large copy of pp. 8-9
other cards. (Alternative – Mime walking and point to Ask What can you see? Use gestures (and L1 if
the pictures.) necessary) to encourage the children to say what they
can see in the picture e.g. a kite.
Practice The children colour in the pictures and stick the
stickers on pp. 8-9. Demonstrate first.
êêListen and look
Say I can see a kite.
Put your hand above your eyes and turn your body
to look at the kite picture (use big gestures). Have the
children join in.
Repeat until the children are confidently looking at
the correct pictures.
êêMemory chant
Point to the cards. Say I can see a kite, grass, etc.
Repeat and encourage the children to repeat the
words.

18 | Teacher’s Book 3

MPLE Say e.g. I can see a tree. Use gestures (and L1 if Optional Activities
necessary) and have the children repeat and point to êêDownloadable Activity
the tree on p. 8. Repeat with the other words. Say I can see a blue lake. Demonstrate colouring
Divide the children into pairs. One child says I can the lake, on the At the park worksheet, blue. The
see a tree. The other points to the picture on p. 8. children colour their lake blue.
Demonstrate with a confident child first. Repeat with the other pictures.
êêWhat can you see? Optional – The children trace the letters or write
Ask a confident child to hold and hide a picture card the words on paper to cut out and stick on the
from the other children. worksheet.
Say What can (Mario) see? Have the children guess êêInitial letters
e.g. a kite?, etc. The child says Yes or No. Sit in a circle on the floor with the children
Repeat with other children. (optional).
Workbook Put the word stems (e.g. ite, ark) face down on
the floor.
Choose activities from the Workbook Unit 3 Topic 3 Hold up the initial letter k card and say the k
to consolidate the language. See Working with the sound.
Workbook on p. 7. Ask What’s the word? Encourage the children to
say kite. (Hold up the kite word and picture cards
Teacher’s script for Workbook Activity 3.3 if necessary.)
ng TeCacohleoru’sr the leaf yeOllonlwin.e(pause) Colour the flowers Invite a child to turn over a word stem card
s Bpouorkpsle. (pause) CoLloMuSr the kite orange. (pause) Colour e.g. ark. Hold the cards together (e.g. k/ark).
Say Kite? Use gestures (and L1 if necessary) to
the grass green. (pause) Colour the lake blue. (pause) encourage the children to say No. (Hold up the
Colour the tree brown. kite word card to help.)
Continue until they find the pair.
Repeat with the other cards.

Teaching tip: Sit on the floor during matching
exercises to keep children focused and
make choosing cards easier.

êê Pelmanism
Put the word and picture cards on the floor in
two columns.
Invite a child to choose a card from each
column. Say the words and encourage the
children to repeat. Children continue until they
find a matching pair of cards.

Ending the lesson

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

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