Picaro Teachers Book Unit11 Topic3

Content map

Moving On – Unit 11

Unit 11 Vocabulary Structures CYLE
Topics Structures Picaro Games
and Topics

1 New – after, before, break, busy, I’m always busy on Tuesday. Adverbs and 1 Trivia 2
Charlie’s maths, on, playground, then Before school, I play football prepositions 2 Picture story
morning School in the playground. of time 3 Colour me
Then I go to my music lesson. Present
simple
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2 New – clever, careful, difficult, easy, How was the maths test Numbers 1 Gong
SAMPLEThe projectmistake, slow, 12, 20, 13, 30, 14, 40, today, Charlie? o 2 Maze
15, 50, 16, 60, 17, 70, 18, 80, 19, 90 It was easy, Tiny. "EKFDUJWFT 3 Comic story
Oh, you are really clever. Past simple
I got 80 out of 100.

3 New – back, gym, hurt, neck, Jamal is falling off the box. Body and 1 Picture drag
Be careful shoulder, stomach I didn’t look carefully when health 2 Hotspot click
Adverbs – carefully, quickly, slowly * KVNQFE PO UIF CPY
.JTT Present 3 Listen and
Action verbs – GBMM
KVNQ
SVO White. simple
Parts of the body – arm, feet, hand, What’s the matter with your Present type
head, leg leg? Continuous

4 5PQJDT o TUSVDUVSFT 1 Spelling bee
How do you 2 Which
walk to school? Topics 1–3 vocabulary
picture?
(Review 3 Odd one out
Topics 1–3)

5 Determiners – some, any Have we got any cheese? some, any 1 Pelmanism
The Food – bananas, cheese, coconut, Yes, there’s some cheese in Countable 2 Where do I
shopping list coffee, grapes, onions, pasta, pears, the fridge. and belong?
There isn’t any coffee. uncountable 3 Which word?
soup, tea There are lots of bananas. nouns
Kitchen – chair, cupboard, fridge, There aren’t any apples.
table

6 Food – apples, beans, bananas How much are the apples? Numbers 1 Sign game
How much are carrots, coconuts, grapes, onions, They’re 25 silver coins each. o 2 Match panic
Food 3 Say the right
those? peas, pears, potatoes, watermelon
Numbers – o thing
Shopping – coins, gold, market, silver

7 New – barbecue, bottle, bowl, glass, I’ve got lots of food for my Present 1 Feed the
The plate barbecue. simple monster
barbecue Food and drink – chicken, bread, Who’s got a plate of
CVSHFS
KVJDF
MFNPOBEF
NJML
vegetables? 2 Hotspot click
sausages, salad, tomatoes 3 Colour me

8 Topics 5–7 vocabulary 5PQJDT o TUSVDUVSFT 1 Hangman
Shopping for 2 Spot the
food (Review
Topics 5–7) difference
3 Jumbled

sentence

9 New – BCPWF
HSPVOE
KVOHMF
OFBS
The monkey is in the tree, Prepositions 1 Gong
In the jungle opposite above the tiger. of place 2 Where do I
Animals – crocodile, hippo, lizard, The crocodile is behind the Present belong?
monkey, snake, parrot, tiger hippo. simple 3 Cloze
Jungle words – flower, leaves, river,
plant, tree
Prepositions – below, behind,
between, in front of

10 afraid, black, little, fall over, flew, There are lots of stars and Animals 1 Pelmanism
A walk at night something there’s the moon. The world 2 Yes or no
Night time vocabulary – dark, moon, He isn’t climbing a tree. around us 3 Comic story
night, star, walk He’s looking at the moon. Present
Jungle animals – bat, tiger continuous

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Content map

Moving On – Unit 11

Unit 11 Vocabulary Structures CYLE
Topics Structures and Picaro Games

Topics

What was the weather like in

11 Days of the week UIF KVOHMF Weather 1 Whack
What was the Weather – cloudy, rain, On Monday it was very hot and %BZT PG UIF XFFL 2 Which day?
weather like? rainbow, sunny, windy sunny. 3 Which

picture?
SAMPLE It’s usually very hot in the
Content map
KVOHMF

12 Topics 9–11 vocabulary 5PQJDT o TUSVDUVSFT 1 Matching
My jungle game

poster 2 Spelling bee
(Review 3 Which
Topics 9–11)
picture?

13 New – shower, toothbrush, Vicky and Ben are brushing The home 1 Snap
In the towel their teeth. 2 Yes or no
bathroom Bathroom – bath, boat, brush, There are two pink towels on 3 Colour me
cupboard, open, teeth, toy the floor.
14 duck, wash, window The red duck is fatter than the Gong
Up and down yellow duck. Picture story
2
15 all, flat, lift, noise, parents, %BO BOE (SBDF XFSF CPSFE Present simple 1 Jumbled
Grandma and Adjectives – angry, bored, loud, because it was raining and they Present continuous 2 sentence
quiet had to stay inside. Past simple
grandpa Rooms in a house “Go outside!” said Katie. Prepositions 3 Gong
Prepositions – inside, outside, They’re going up and down in "EKFDUJWFT Comic story
up, down, into the lift. Which
word?
Grandma, Betty, Grandpa, My grandma is called Betty.

George, video I could dance all night when I is called 1
Can(’t) for ability 2
can & could for ability was young. Could for past 3
ability
Verbs – catch, climb, dance, Now you can’t dance. But you

IPQ
KVNQ
LJDL
SVO
TLJQ
TJOH
can make wonderful chocolate

throw cake!

16 Topics 13–15 vocabulary Topics 13–15 structures 1 Hangman
What are they 2 Trivia 2
doing? (Review 3 Odd one out
Topics 13–15)

difficult, easy, fell off, trip

Days of the week It was my first time on a farm. 1 Matching
Farm – countryside, cow, farm, On Tuesday we rode a horse game
17 farmer, field, goat, grass, horse, around the farm. It was The world around us Which day?
On the farm milk (verb), sheep, sheep dog, difficult. Teeny fell off! Listen and
river %BZT PG UIF XFFL 2 type

Past simple 3

18 New – homework, factory, I have to write about making Present simple 1 Matching
At the factory grass, internet, lorry, mix, cheese for my homework. General vocabulary game
supermarket, website First the cow has to eat a lot of 2 Cloze
19 grass. Then the farmer milks 3 Odd one out
Yuki’s dream the cow.
Tic tac toe
20 New – awake, dream, dressed Yuki was tired. Picture story
What did they 2
do? (Review up, everyone, famous, movie She dreamed she was a famous 1 Spot the
Topics 17–19) 2 difference
star, nightdress, pretty, put on, movie star. Regular and
Snap
take off, tired She sang lots of songs. irregular verbs (past Say the right
thing
beautiful, dress She wasn’t famous. She was tense) 3 Feed the
monster
Verbs – call, carry, go, is (to be), wearing her pink spotted

love, shout, sing, write nightdress.

Topic 17–19 vocabulary 5PQJD o TUSVDUVSFT 1
2

3

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Topic 3 Be careful

Objective:
By the end of the lesson the children will be able to (1) use the present simple
and present continuous tenses with confidence, (2) use some adverbs and (3) use
vocabulary related to health and body.

Key language:
back ★ gym ★ hurt ★ neck ★ shoulder ★ stomach

Adverbs – carefully ★ quickly ★ slowly

Action verbs – fall ★ KVNQ ★ run

Parts of the body – arm ★ hand ★ head ★ feet ★ leg
Topic 3 Be careful

SAMPLE
Language model

There are seven people in the school gym. Jamal is falling off the box. Zoe is running very quickly around the
gym.
+BNBM
XIZ EJE ZPV GBMM PGG UIF CPY * EJEO U MPPL DBSFGVMMZ XIFO * KVNQFE PO UIF CPY
.JTT 8IJUF
What’s the matter with your leg?

Presentation o Student’s Book p.8–9

What are they doing? o Student’s Book p.8–9
o Pencils or pens
Focus on the Student’s Book picture in the task and elicit the different action verbs
VTJOH UIF QSFTFOU DPOUJOVPVT
F H i8IBU T +BNBM EPJOH w
i8IP T KVNQJOH w o Student’s Book p.8–9
o Pencils or pens
Write the answer.

Elicit the first answer from the class and model writing it in the correct place. Put
the children into pairs to complete the task. Monitor and assist then do open-class
feedback by asking each question and eliciting the answer.

Who gets hurt? Write the name.

Explain the meaning of ‘hurt’. Then ask the children to look again at the scenes
and say who gets hurt. Elicit the spelling of ‘Jamal’ before asking them to write it.
If time allows, encourage the children to tell you why they think he gets hurt (not
KVNQJOH DBSFGVMMZ


Picaro games Student’s Book

Today’s games on www.picaroworld.com:

t 3.1 Picture drag

t 3.2 Hotspot click

t 3.3 Listen and type

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

STUDENT’S BOOK P.8–9

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Practice SAMPLE o Student’s Book p.8–9
Topic 3 Be carefulo Pencils or pens
Key activities
o Student’s Book p.8–9
Circle the correct answer. o Pencils or pens
Read the dialogue with the class. Then ask volunteers to act out the roles. When
they have done this several times, put the children into pairs to complete the o www.picaroworld.com
task. You may need to clarify ‘fell off’ and ‘why’ before you do this. Encourage the o Computers
children to provide extended feedback by saying “His leg hurts because he fell off
the box.” This is a good opportunity to clarify how to use ‘why’ and ‘because’. o Be careful worksheet
o Pens or pencils
Write the body parts.
Briefly review body parts by doing some TPR (Total Physical Response), e.g. touch
your arm, touch your left leg, and touch your shoulder three times and name the
body parts as you do it. Instruct the children to complete the task in pairs then do
open-class feedback.

Let’s talk
Ask the children to tell you about activities that they do quickly, slowly or carefully,
e.g. running quickly, eating slowly and writing carefully.

IWB tip: Source some typical games for the ‘Let’s talk’ task and get the children to
tell you what parts of the body are used. For example, skipping (legs and arms),
KVNQJOH MFHT
PS QMBZJOH UFOOJT BSN BOE MFHT


Picaro games
The children play Picaro games 3.1, 3.2 and 3.3 to practise today’s language.

Optional practice activities
Choose one or more suitable activities for your class to complete the practice
element of your lesson:

Creative learning
%JWJEF UIF DIJMESFO JOUP HSPVQT PG GPVS (FU UIF DIJMESFO UP JOWFOU TPNF
instructions for an exercise that their classmates can do in class. You may need
to give some example verbs they can use or instructions such as “Move your legs
slowly then touch your head.” and “Stand on one foot then touch your arm.” When
they are ready, ask groups to give instructions for the others to follow.

Downloadable activity
Put the children into pairs. Hand out the be careful worksheet and ask them to
answer the questions by choosing the correct words from the box above. When
finished, do open-class feedback.

Language extension
Write the vocabulary from this lesson (see key language) on the board and ask the
children to choose a word and create a sentence around it.

Consolidation o Student’s Book p.8–9
o Pencils or pens
Read the sentences. Write the letter.
Put the children into pairs to complete the task. Monitor and assist then do open-
class feedback.
If time allows, do another TPR activity. Tell the children to choose one of the
avatars and ask the rest of the class to follow the instruction in the style of that
avatar, e.g. “You’re Zoe, you walk slowly.”

Teaching tips

t Integrating TPR (Total Physical Response) into your lessons allows the
children to do more kinaesthetic task types and release energy.

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