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teachers book

new
beep 1
Brendan Dunne
Robin Newton

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Contents
Key vocabulary

Hello! p. 4
blue, green, orange, pink, purple, red, yellow
1-10
H
W
M

1 At school p. 7
book, crayon, glue, pen, pencil,
pencil case, rubber, ruler, school bag, sharpener
W
I

2 My family p. 15
mum, dad, granny, grandad, sister, brother; boy, girl T
H

3 Perfect pets p. 23
cat, dog, frog, goldfish, hamster, parrot, rabbit, rat
black, brown, grey, white
Is
Y
ju
g
Term review 1 p. 31

4 My toys p. 33
ball, bike, car, computer game, doll, guitar, kite, plane,
teddy, train
H
Y
A

5 In the house p. 41
bathroom, bedroom, garden, hall, kitchen, living room
bath, bed, chair, table
W
It
in, on W

6 My body p. 49
arms, ears, eyes, feet, hair, hands, head, knees, legs,
mouth, nose, toes
st
ar
ar
M
Term review 2 p. 57

7 My favourite food p. 59 apples, bananas, bread, cake, cheese, chicken,


chocolate cake, juice, milk, oranges, pizza, sandwiches,
sausages, spaghetti, yoghurt
I
D
Y

8 At the seaside p. 67
boat, crab, dolphin, lighthouse, sand castle, sea, seagull,
shark, shell
W
I
bored, happy, hungry, sad, scared I

Term review 3 p. 75

Festivals p. 77 Halloween
Christmas
Easter

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listening
Key structures Phonics CLIL
Hello!
Whats your name? speaking
My names ... .

Whats this? Its a ... . Initial sound p Recognising real objects


Ive got a green crayon. reading

This is my mum. Initial sound m Distinguishing between


boy and girl writing
How old are you? Im six.

Is it black? Is it a cat? Initial sound r Recognising pets in the


Yes, it is. / No, it isnt. real world
jump, run, catch, stand up, sit down,
go to sleep

Have you got a train? Initial sound c Recognising toys from


Yes, I have. / No, I havent. other countries
A red teddy.

Wheres my pencil? Initial sound b Recognising unusual


Its in the kitchen. houses
Wheres the spider? Its on the table.

stamp your feet, clap your hands, turn Initial sound t Fancy dress costumes
around, touch your toes, wave your
arms, shake your hands, nod your head
My hair is blue. Ive got a green mouth.

I like apples. I dont like oranges. Initial sound ch Finding out about food
Do you like pizza? from other countries
Yes, I do. / No, I dont.

What can you see? Initial sound s Recognising seaside items


I can see a crab.
Im bored.

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Methodology

Creating the right conditions Speaking / Communication


for language learning
In New Beep, the children are always given
Language learning begins and ends with meaning. It is opportunities to see, hear and absorb language in
a guiding principle of New Beep that all contexts and context before speaking activities. In addition, all
situations where our learners encounter the language activities have clear models and make use of familiar
should be meaningful and relevant to them and draw situations, such as a shopping role play or playing a
on their own worlds, both real and imaginary. The child guessing game. Speaking practice comes in many
characters that present new language and appear in forms, including:
the stories are appealing and its easy for the learners
to identify with them and the situations they find Choral repetition activities such as chants, songs and
themselves in. tongue twisters.
Dialogues where the children take roles and read a
There are also frequent opportunities for the learners to script aloud.
bring their own lives into the classroom. In addition to Surveys and questionnaires.
activities such as surveys, pair work and personalised Card games, which involve saying words, asking
writing, the children are often asked to talk about their questions or giving descriptions to play a game.
interests and experiences, making the learning process Role plays and question and answer exchanges with
much more meaningful for them. a partner.

Learning is most successful when it is enjoyable. Songs,


chants, stories and games provide fun ways in which to Literacy
address a range of activity preferences and learning styles.
Literacy skills are key not just to language learning,
Peer support has been shown to be a vital factor in
but to all learning in general and literacy development
classroom learning and learners are actively encouraged
plays a central role in New Beep. In addition to the two
to support each other through pair and group work.
stories per unit, the children engage in a broad range of
text-based activities to develop literacy skills, including
songs, chants, phonics, tongue twisters, dialogues,
Language awareness surveys, puzzles and games. The children are called on
increasingly to use what they have learned in their own
The extent to which rules about form are taught or writing; building from word to sentence to paragraph
made explicit to the children depends on the year. level, so that by Primary years 5 and 6 they can work
with and produce more sophisticated texts.
In Primary years 1 and 2, new language is taught
implicitly as formulaic chunks that the children use to
talk about themselves or ask questions. There is minimal Stories
focus on the structure of forms, though the children
begin to look at basic elements such as the difference
Stories are a main focus in each unit. Appealing
between he and she.
characters and plots, which often make use of humour
and dramatic tension, reinforce the positive experience
In Primary years 3 and 4, new language is still mostly
of reading in English. The stories act as a vehicle for
taught as chunks, though the children are asked to
introducing or revisiting core unit language and provide
focus more on sentence building and distinctions
opportunities to encounter the language in meaningful
between affirmative and negative forms such as can and
contexts. For each level of New Beep, there is also
cant.
a graded reader, featuring the child characters, which
reviews language from the level and provides extended
In Primary years 5 and 6, the focus on form is a lot more
reading practice and comprehension activities.
explicit and there is some use of basic meta-language
such as the name of tenses.

New language is introduced in Lessons 2, 3 and 6 of


each unit and is presented in context with a listening
activity or embedded in a story.

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Pronunciation and phonics Diversity

The complexity of letter-sound relationships in English Learners may come from a variety of backgrounds
presents a big challenge for our learners and is given and bring a diversity of abilities and experiences to
special focus throughout the course. The audio CD the classroom. They learn at different rates, and have
provides strong models of pronunciation for all new different learning styles and preferences. New Beep
language. The phonics tongue twisters in each unit fosters and caters for diversity in a number of ways.
provide a specific focus on letter-sound relationships. Pair and group work encourage cooperation and
These are carefully graded in difficulty throughout the peer scaffolding. There is a wide range of activity types
course. In the lower levels the emphasis is on simple that will appeal to all learning styles and intelligences
initial sounds. In later levels, there is a progression and allow for participation at all levels. Teachers notes
to the more sophisticated phonemes of consonant highlight activities that lend themselves best to this.
clusters and blends, vowels and dipthongs, and The Teachers Book also includes a series of language
stressed and non-stressed pronunciations. Rhyme and worksheets for supporting learners with different levels.
rhythm are essential in order to facilitate and emphasise
pronunciation and to enhance the humorous nature of
these verses.
Additional interactive material

Learning through English (CLIL) Arts & crafts

Mixed abilities
Exploring other areas of the curriculum in English can
provide variety and interest and is very motivating for the Playing cards
children. Each unit of the course has a CLIL (Content
and Language Integrated Learning) page, which links to Poster
a subject from the school curriculum. On these pages,
children explore cross-curricular content, such as Teaching tip
making maps, healthy eating or animal habitats through X.X Track reference
the medium of English.
(YLE) Young Learner / Trinity Exam
Review preparation

Review and recycling of the language are vital for


long-term retention. All units have a review page in the
Activity Book, where the children revise and practise
the new language. In Primary years 1 and 2 there are
also three review sections in the Students Book. From
Primary year 3 to year 6 this review section in the
Students Book is at the end of each unit.

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Students Materials Te

Hello! LESSON 1
3 Loo an tra. Students Book
grann
1 Lise> an poin.
1.2

3 Loo an tra. 1.5 All the core work for


Hello! M
da the year is divided
na Be. into a welcome unit,

brothe
eight main teaching
units and three term
Hello! Wha?
you na reviews. The units
in turn are divided
into seven lessons.
Additionally there is a
section which covers
oran@ pin festivals at the end of
M na e
Monic. ge> the book. The stickers
e ellow bl purp
an poin.
4 Sin@
attached to the end of
1.3 the book are used to
2 Lise> an chan. 4 Sin@ an poin. review the topics.
1.6 10:51
28/02/11
?
Whats your name
Greetings
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4 5 240589BEEPpegat
inas.indd 73

Identifying colours

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sc

Hello! 3 Rea an colou.


Activity Book and Audio CD 1 Trac an matc. 1 re
The Activity Book provides additional M M M 5 purpl
M
support for the Students Book. This work namfi namfi namfi namfi 1 re 2 blu
Monic. harli. Le. Ruby. 5 purpl 3 yello 4 gree>
can be done in class or set as homework. 6 orang 7 pin
The activities are simple enough
for the children to do alone. 7

The accompanying CD provides the audios 2

for the listening activities in the Activity


Book and the Picture dictionary,
as well as the songs and stories 4
1

2 Dra an writ.
from the Students Book.

Hell! M namfi 5
3
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6

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Hell! Hell!
Reader and Audio CD
The Reader provides
4

an additional story for


8

Pop-outs
5

the children to follow.


1

The Pop-outs I li piraefi!


The story has the same
include mini-versions characters as the unit
of the stories so stories in their Students
that the children Book and is accompanied
can make their own by a CD with the audio.
2

booklets. There are


BEEP 1 Unit 1 Story
6

253193PopOuts1.indd
1
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There
Th ifi ifi harlare worksheets
^fi ouri eevisio>
also mini versions of 2
program. Ififavin
provided abouthe
piraeTeachers
fi.
the Flashcards for
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Resource Book. The audio


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18:38

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BEEP 1 Unit 1 Vocabulary

03/03/11 15:32
the children to play is available to download at
revision games with. www.richmondelt.es

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Teachers Materials
3. Perfect pets
LESSON 1

1.37

Unit 3 - Lesson 1A
Students Book, page 23

Objective Getting started


To introduce pet names. Display the poster and ask the children if they know where Beep is
(in the pet shop). Ask them to put their hands up if they know the names of ra
Target language any of the pets in the picture. Ask volunteers to come to the front, point to a
pet they know and say the name.
hamse
Vocabulary:

Teachers Book
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat 1 Listen, point and repeat. 1.37
Ask the children to look at the picture in Activity 1. Point to Lee and ask: Whats
Materials his name? (Lee). Ask the children to point to Lees mum. Say: Miaow! Ask the

The spiral bound guide contains interleaved Students Book reproductions,


children to point to the cat. Say cat, and tell the class to repeat after you. Play
Teachers i-book the recording and tell the children to find and point to the pets as they hear
CD them. Tell them to repeat the words after the narrator. Play the recording again
Unit 3 poster and ask the children to repeat the words.
Unit 3 flashcards
2 Listen and chant. 1.38

complete step-by-step teaching notes plus extra suggestions for exploiting i-activity
Put the flashcards up on the board in the following order: hamster, dog, rabbit,
frog, parrot, cat, goldfish, rat. Play the recording and point to each pet as it is
named. Play the recording again and ask the children to join in with the chant.
Then point to each card in turn and ask the children to say the name with you.

the course. It also provides the transcripts and answer keys, assessment
Repeat, gradually building up the rhythm. Finally, put the first card (hamster)
face down on the board and tell the children to say the chant filling in the
missing pet word. Repeat with the other cards, one by one until they are all
face down and the children can say the chant from memory. Once the chant is

guidance, cross references to support material and information about the


memorised, practise it by starting slowly and speeding up with each repetition.

Finishing off
Play Mime the pet. Divide the class into two teams and demonstrate the
do@
Key Competences. There are useful sections on how to anticipate difficulties
game. Mime stroking a cat. Choose a volunteer to guess which pet it is.
Players from each team take turns to come out and mime petting an animal.
If their team mates can guess the animal in one go, they get a point for their
team.

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dd 23
23

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Transcripts 685815 _ 0087-0118


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89
Listen, point and repeat. 1.37 Chant: The pet chant. 1.38

Goldfish. Hamster. Hamster, dog, rabbit, frog. 02/03/15 16:39


Frog. Cat. Parrot, cat, goldfish, rat.
Parrot. Rabbit.
Rat. Dog.

88
pe>
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Look! Now a boy


is asking a question
.

Can I go to

Posters Teachers Class CD Audio


the toilet?

Whats the

All of the Posters are double sided. The first The teachers are provided
magic word?
rule Whats the
magic word?

side illustrates the key vocabulary in the


Can I go to

with a complete audio


Look at that boy!
glu the toilet?
in the dictionary! Hes looking
Does he
know the magic word?

schoo
Whats the
magic word?
Hey! The magic
word is PLEASE!
unit and the other side has the Beep story containing all the songs,
crayo>
and the unit tongue twister. The story text is listening activities and stories
ba@
rubbe Oh dear! Everyon
e is going to the toilet!

penci Thank you!


presented here. at each level.
sharpene
Yes!

boo
penci cas
Unit 1 At schoo
l
At school 2
2011
/ Richmond Publishing

Peter!
16:16
28/09/10

At school 1
Peter! Pleeeease!
Educacin S.L.

Name:
BEEP 1 Santillana

1
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1
EAN: 8431300114746

Class: Class:
1
1
28/09/10
16:16
Name:

1 Ifi chai./tab.
2

share>e Ifi boo./schoo ba@


.
Flashcards
3
tab enci Ifi enci ca./ru
be.
The teacher uses the Flashcards boo
4

in lessons to help with


Ifi enci./rube.
5
childe>
presentation of the vocabulary. enci ca Santillana Educaci Ifi boo./share>e.

There are also many suggestions rube 2


2 Loo! A bl enci,

Santillana Educaci
schoo ba@
n S.L./Richmond

for games using the Flashcards ge> share>e,


an ello en

n S.L./Richmond
Publishing 2011

ci ca!
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in the Teachers Book. encilfi
3

Publishing 2011
bookfi
PHOTOCOPIABLE

PHOTOCOPIABLE
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5

28/09/10 12:56
tabefi childe> 1 Read and circle.
2 Read and colour
.

1.17 1 Look, count and write.


Story card 1 79
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Unit 1
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78
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are at school.
Teachers Resource Book
Narrator: Charlie and Ruby
Charlie: Oh no! My sharpen
er!
The Teachers Resource Book contains a wealth of
photocopiable worksheets divided into eight sections:
Arts and Crafts, DVD, Language (this section includes one
worksheet per unit for each level: Revision, Consolidation,
03/03/11 15:27
and Extension), Newcomers, Reading and Writing (activity
types for the Cambridge YLE exams), Reader, Tests and
_0016.indd 2
329876_DEMO_0001

Cambridge Young Learner and Trinity Exam tips.

DVD 253263 _ 0001-0016.indd


1

28/09/10 11:52

d The DVD includes one Story cards


animated story per unit, The Story cards are Beep toy
as well as sketches large versions of the There is an interactive Beep toy
with native children. story vignettes, with that allows the teacher to record
o There are worksheets the audio script on simple messages and questions
t available in the Teachers the back of each to help practise language in class.
Resource Book. card.

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Aw
Digital Materials Le
Teachers i-book for IWB
Herein a solution to bring your teaching to life in the classroom. The Teachers i-book is a fully interactive version of the New
Beep course, which integrates all the teaching and learning materials cross-referenced into one single format for use with
3
an IWB or projector. It includes the Interactive Routines Poster and the amazing Vocabulary Game Generator to create
your own IWB games at any time! Check out the Users Guide on the Teachers i-book to learn more about this tool.

1
Key features:
The one-touch zoom-in feature
guarantees the easiest and
quickest access to all the
activities, answers, audio material
and transcripts.
The Teachers i-book also
includes the Animated stories
from the Students Book and
clips featuring real children.
The Teachers Book includes
digital icons on the Students
Book lesson notes pages to help
you identify where every additional
interactive resource is located at a
2 glance.
3 4
5

1 Interlinked components at page level 3 All course material included 5 Richmond i-tools
2 4 to personalise the i-book
Additional interactive activities Quick access to i-posters
to reinforce the lesson content and i-flashcards

Students CD-ROM Activity Generator


The children are provided with an interactive This is the solution to edit or create your own
CD-ROM to help them revise key vocabulary personalised worksheets from the Teachers Re
whilst having fun. The activities on the Resource Book. Either use an existing
Students CD-ROM are ideal for fast finishers, worksheet and edit it or create a worksheet R
as wrap-up activities or homework. from scratch using the images, texts and design
elements from the Teachers Resource Book. Te

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A walk through the unit
Lesson 1
LESSON 1

3. Perfect pets 3. Perfect pets


1 Trac an matc
1.37 .
eea.
1 Lise>, poin an
golfis parro
ra hamse fro@ ca rabbi do@ In this lesson, vocabulary is
fro@
presented in a large scene with
new vocabulary items labelled.
There are two listening tasks.

rabbi
cat i-activity
do@
The Teachers i-book
provides an additional
1.38
.
2 Lise> an chan 23
Pets
hamste goldis interactive activity for this
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ra parro
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A walk through the unit

2
Lesson 2
UNIT 3 LESSON
5 olou an tra.
1.40
.
3 Lise> an circ 2 Trac an circl
2 .
1
1
2
4 Rea an colou
.
This
rabbilesson
= brow> offers some controlled
fro@ = gree> of new vocabulary
production
rabbani? pla.
Ifi 6i S<tic ca = black
through
Yefi, i ifi. / N, i is> Ifi i ra? ra = gre a game, dialogue or song.
4
. Yefi, i ifi. / N, i is> A mform
ha ste =isbrintroduced through
3 . ow>
3 do
4
a @listening
= whit activity followed by
parro = blu
controlled practice of the language
Ifi i hamste? (a dialogue, role play, information
Yefi, i ifi. / N, i is> Ifi i do@? exchange, a game, etc.).
. Yefi, i ifi. / N, i is> 5 Loo an trac.
1.41
3 Loo an circl.
.
4 Lise> an sin@.
1

1
?
a> yo geses mm e ? 2

a> yo gse? e
I i ha m
I i rabbi? ? 2

a> yo ges m e Ifi rabbi / ra /


24
Identifying pets
Is it a (cat)?

18 09/02/15 13:09
do@. Ifi ca / goldis
/ fro@.
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Resources
Reading and Writing
Teachers Resource Book, page 125

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A walk through the unit Aw
Lesson 3 Le
3
UNIT 3 LESSON

2
UNIT 3 LESSON
5 olou an tra. 4 Rea an colou
.
rabbi = brow>
fro@ = gree>
ca = black More new vocabulary related to
ac? whi the unit topic is presented here,
ge brow> YeIfi fii, ibl
ra
ifi. /
ra = gre
N, i is>. hamste = brow as well as a form that has some
do@ = whit >
6 S<tic an pla. parro = blu functional use, for example, How
much are the apples? in a unit
about food or shopping.
Ifi i do@?
Yefi, i ifi. / N, i is> 5 Loo an trac.
.
1

Ifi i ca? Yefi, i ifi. / N, i is> i-activity


Ifi i whit? Yefi, i ifi. / N .
2 , i is>.
Ye, i i. The Teachers i-book
I i browIfi>? ca /No,goi is>. Ifi i parr Yefi, provides an additional
ldis / fro@.
Ifi i whit? o? Ye
25
i ifi. / N is>. interactive activity for this
Colours Is it (brown)?
fi, i ifi. / N,, ii is>
lesson.
09/02/15 13:09

.
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A walk through the unit


Lesson 4
UNIT 3 LES SON 4
the black cat!UNIT 3 LESSON 4
The mystery of UNIT 3 LESSON
5
1
1.43
r.
7 Lise> to t sto
JumP
This lesson features aMoredouble page More
practice practice !
spread with a colourful story. At the top
of the double page spread, theres a
pre-reading activity. At lower levels F
this will exploit the story artwork
for vocabulary practice. As children
1
2
progress, the activity will move toward SC
2
comprehension, discussion or other
5
6 More
personalisation activities. More
phonics phonics

4
are playing.
s Charlie and Lee
3 tion of the Pres
ent Continuou
4
Imperatives
Sit down, Lee!
Passive presenta
The Teachers i-book
7
provides an animated
Imperatives
Sit down, Lee! 09/02/15 13:09
26 Passive presenta
tion of the Pres
ent Continuou
s
8
i-poster
version of the story.
Charlie and Lee
are playing.
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Resources
i-flashcards
Re

Language DVD 1 IWB i-book D


Teachers Resource Book, pages 51 53 DVD Animated Story: The mystery of the black cat! DV
Teachers Resource Book, page 25 Te

10

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A walk through the unit
Lesson 5
m.
10 Lise> an nu
1.44
.
8 Lise> an poin S<i dow>! Trac an matc. Review
Jum! 2
7 Rea an colou
3
.
1 = blac
2 = gre
3 = brow>
4 = whit
S<tan u! This lesson uses a chant or
atc! atc!
Jum! listening activity to review
11 Draw you fav
ouri e. vocabulary and introduce a new
structure.
Ru>! 8 Loo an writ.

No, hipp!
S<i dow>!
S<tan u! 1

5
6 .

M favouri e i 3
1.45
.
9 Lise> an chan Please, Chippy!
Imperatives
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A walk through the unit


Lesson 6
5 1.47 Unit 3
UNIT 3 LESSON m.
10 Lise> an nu


Jum!

This CLIL lesson explores a


curriculum area related to the


theme of the unit, for example


ouri e. looking at diet in different


11 Draw you fav
countries in a unit about food.
Santillana Educac

in SL./Richmon

.
d Publishing 2011


M favouri e i

29
PHOTOCOPIABLE

Pets
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Resources
DVD 2 Arts and Crafts
DVD REAL KIDS UNIT 3 TEACHERS RESOURCE BOOK, PAGE 12
TEACHERS RESOURCE BOOK, PAGE 26

11

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A walk through the unit
Lesson 7 K
7 Term review 1 Picture dictiona
UNIT 3 LESSON ry 3.3

Beeps world! . Com


1 Lise> an colou
1.48 This lesson has a
12 Lise>. Key
cartoon strip featuring
Beep and a phonics T
T
ca do@ T
fro@ O

At the end of each


unit in the Activity
Book there is a Picture goldis hamste
dictionary with words parro
for the children to trace
2 Loo an coun.
and line drawings to
colour in.

rabbi
l sound r as in Robb
y Is it a (fish)?
22 ra
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Resources
Phonics
TEACHERS RESOURCE BOOK, PAGE 87

A walk through the unit


Evaluation
Unit 3 Test Unit 3 Test
Class:

Name: Name:

1 1 = ge> 2 = e
Class:

1.50 3 = ello 4 = bl
1
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12

685815 _ 0001-0013.indd 12 07/05/15 15:39


Key Competences for lifelong learning

Competence refers to the capacity to use ones acquired knowledge and abilities in different contexts and situations.

Key Competences feature the following characteristics:


They encourage the development of skills rather than the assimilation of theoretical content.
They are dynamic because they develop progressively and can be acquired in different learning situations.
They are interdisciplinary and transversal because they integrate knowledge that originated in different academic disciplines.
Once acquired, they will become part of the lifelong learning experience.

LC Linguistic competence
This competence develops the use of language as a tool for communication. It involves understanding oral messages,
communicating verbally, reading and writing. The games and personalised activities in the series motivate children to
speak right from the outset. The emphasis on understanding oral messages is developed by the stories, dialogues
and songs, where children learn to listen to extract relevant information. The ability to read and understand texts is
systematically introduced and developed throughout the New Beep series.

MST Competence in Maths, Science and Technology


This competence develops the ability to use numbers and mathematical reasoning to solve a range of problems
and to use science to explain the natural world. The course provides plenty of opportunities for children to apply
their mathematical thinking in everyday contexts, for example, telling the time, using charts, completing surveys or
sequencing events. Children are made aware of the world around them and the effect human activity has on it.

DC Digital competence
This competence involves the confident use of computers and other technology for learning, communication
and recreation. Through the integration of digital and multimedia resources, the children develop familiarity and
competence in this area. The children are encouraged to use the interactive material and, in higher levels, to research
information on the internet.

SCC Social and Civic competences


These competences equip children with the necessary skills to participate fully in social and civic life. Collaboration and
tolerance is developed throughout the course by the inclusion of pair and group work. Children learn about healthy
lifestyles, can empathise with characters in the stories and learn social rules through games and role plays.

CAE Cultural awareness and expression


This competence is developed through a wide range of fun songs, chants, drama, stories and craft activities.
The pop-outs provide the opportunity to create and assemble games which are then used for language practice.
There is also a strong emphasis on appreciation and enjoyment of culture by the inclusion of popular stories and works
of art.

LL Learning to learn
This competence means children develop and become aware of effective ways to organise and manage their own
learning. The incorporation of the unit reviews encourage the children to be responsible, aware learners who can
reflect on their own progress. Throughout the course children are offered opportunities to build on prior learning,
to apply their knowledge and to make use of guidance.

IE Sense of initiative and entrepreneurship


This competence refers to the ability to turn ideas into action. The skills to be able to work both proactively as a
member of a team and individually are developed by activities where the children create a product. Throughout the
course they are continually encouraged to use their imagination and to be creative.

13

685815 _ 0001-0013.indd 13 07/05/15 15:40


Welcome - Lesson 1A
Students Book, page 4

Objectives Getting started


To say hello. Introduce yourself and greet the children. Say: Hello! My names (Susan).
Whats your name? Go round the class asking the children their names. When
To say ones name.
they feel confident enough, they can ask the question themselves. When they
To act out a simple dialogue. answer, some children might give a full sentence but others may just say their
To recognise the characters of the name.
book.
To say a chant. 1 Listen and point. 1.2
Ask the children to look at the picture in Activity 1. Explain that they are going to
listen to the CD and that they must point to the character who is speaking. Play
Target language
the recording and ask the children to point to the characters. Then, hold up the
Structures: book and ask the children to say the name of the character you are pointing to.
Hello! Whats your name? Repeat this several times to ensure that the children remember the characters
My names... names.

Materials 2 Listen and chant. 1.3


Play the recording twice and let the children listen to the chant. Play it again
Teachers i-book
and encourage them to join in. Ask them to point to the characters as they say
CD
the chant.

Finishing off
Ask the children to look at the board and begin to write a characters or childs
name on it. Say the sounds of the letters as you write. The children guess
whose name it is before it is fully written.

Transcripts
Listen and point. 1.2

Lee: Hello! Whats your name? Charlie: And you? Whats your name?
Monica: Hello, my names Monica. Lee: Lee, my names Lee.
Monica: And whats your name? Monica, Ruby, Lee: Hello doggie, whats your name?
Ruby: Oh, my names Ruby. Charlie: Chippy, hes Chippy.
Ruby: Hello! Whats your name? Monica, Ruby, Lee: Hello Chippy!
Charlie: My names Charlie.

Chant: Hey, hello! 1.3

Hey, hello! Hey, hello!


Whats your name? Whats your name?
My names Lee. My names Ruby.
Say that again, Say that again,
Lee, Lee! Ruby, Ruby!
Hey, hello! Hey, hello!
Whats your name? Whats your name?
My names Monica. My names Charlie.
Say that again, Say that again,
Monica, Monica! Charlie, Charlie!

14

685815 _ 0014-0026.indd 14 06/05/15 15:58


Hello! LESSON 1

n
y
r 1 Lise> an poin. 1.2
3 Loo an

to
ay
he
o.
s

Hello! Wha
y you na?

M na
Monic. e

2 Lise> an chan. 1.3


4 Sin@ an
4 Greetings Whats your name?

600695 _ 0004-0006.indd 4 09/02/15 11:29

CAE Students develop musical awareness as they listen to and repeat the chant. This activity
helps to develop an appreciation for the relationship between phonology, stress and
rhythm, in conjunction with music.

15

685815 _ 0014-0026.indd 15 06/05/15 15:58


Hello!
1 Trac an matc. 3 Rea anTo
To

M M 1 re To
M M 5 purpl
bo

namfi namfi namfi


Le. namfi St
Monic. harli. Ruby. He
My

Te
CD
Be
ab

2 Dra an writ.

Hell! M namfi Childs own picture.

323845 _ 0002-0004.indd 2 28/01/11 8:34

SCC Students develop Social and Civic competences by learning and practising polite language
for introducing oneself. This activity helps to enable students to use real language in
meaningful situations.

16

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Welcome - Lesson 1B
Activity Book, page 2

Objectives Getting started


To write names. Go round the classroom with the Beep toy asking the children their names.
Encourage them to use full answers. Choose volunteers to take over your role
To draw oneself.
with the Beep toy asking other children their names.
To recognise the characters of the
book.
Karaoke Chant: Hey, hello! 1.4
Play the karaoke version of the chant and encourage the children to join in.
Target language Substitute the characters names for names of children in the class.
Structures:
Hello! Whats your name? 1 Trace and match.
My names... Ask the children to look at the picture in Activity 1. Tell them to trace the balloon
string and to trace the name on the balloon. Go round the class and help any
Materials child who is having difficulties. When they have completed the activity, hold up
the book and ask who is who. Point to each character and ask a volunteer to
Teachers i-book
name them.
CD
Beep toy 2 Draw and write.
a blindfold
Explain to the children that they have to complete the space with their name.
Tell them they can draw themselves in the space provided. If there is time, they
can use crayons to colour the decorations of the frame. Go round the class and
praise the childrens work.

Finishing off
Ask a volunteer to come to the front of the class. Explain that you are going
to cover their eyes. Point to another child to come to the front of the class
without speaking. The child with their eyes covered touches the other childs
face and hair and tries to guess who it is.

17

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Welcome - Lesson 2A
Students Book, page 5

Objectives Getting started


To trace letters. Introduce the colours to the children using crayons. Then, point to objects
around the classroom and ask: What colour is this? Make sure all the colours
To recognise colours.
are used. Finally, volunteers can ask other children the question.

Target language
3 Look and trace. 1.5
Vocabulary:
Ask the children to look at the picture in Activity 3. Tell them that they are
blue, green, orange, pink, purple,
going to listen to the CD and that they have to trace the colour that Beep
red, yellow
says. If necessary, pause the recording so that the children have time to trace
the words. Go round the class to see that the children are tracing the words
Materials carefully.
Teachers i-book
CD 4 Sing and point. 1.6
crayons Play the recording twice and let the children listen to the song and point to the
colours. Play the recording again and the children join in with the song.

Finishing off
Ask all the children to put different coloured crayons on their desk in front of
them. The children then stand up. Call out a colour and the children have to
hold up the corresponding crayon. Any child who holds up the incorrect colour
sits down. Continue playing until five children remain standing.

Transcripts
Look and trace. 1.5
Song: The colour song. 1.6

Beep: Hello! My names Beep. Say the colours with me: Red and yellow,
red, yellow, green, blue, orange, pink, purple. Red and yellow.
Green and blue,
Green and blue.
Orange, pink and purple,
Orange, pink and purple.
Me and you,
Me and you.
(repeat whole song)

18

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LESSON 1 LESSON 2

3 Loo an tra. 1.5

Hello! M
na Be.

ur

oran@ pin
ge>
e ellow bl purp

4 Sin@ an poin. 1.6

Identifying colours 5

600695 _ 0004-0006.indd 5 09/02/15 11:29

CAE Students develop and consolidate their creative skills by identifying and using colours in
English. They become aware of colours around them.

19

685815 _ 0014-0026.indd 19 06/05/15 15:58


3 Rea an colou. To
To
1 re 2 blu 3 yello 4 gree> To

5 purpl 6 orang 7 pin


Vo
blu
red

7
Te
2 CD
cra
ab

1
4

3 6

323845 _ 0002-0004.indd 3 28/01/11 8:35

LC Students develop their reading skills by recognising and understanding the colour words.

20

685815 _ 0014-0026.indd 20 06/05/15 15:58


Welcome - Lesson 2B
Activity Book, page 3

Objectives Getting started


To read simple words. Take out a crayon of each colour and place them around the classroom. Say:
(David), touch the colour (green). Play this several times until all the colours
To say colour vocabulary.
have been said. Ask volunteers to take over your role and give orders to other
To recognise colours. members of the class.

Target language Karaoke Song: The colour song. 1.7


Vocabulary: Play the karaoke version of the song and encourage the children to join in. Ask
blue, green, orange, pink, purple, them to point to the colours around the classroom as they sing.
red, yellow
3 Read and colour.
Materials Ask the children to look at the picture in Activity 3. Explain that they have to
read the colour that is in the fish or sea animal and they must colour that fish
Teachers i-book
or sea animal using the correct crayon. Go round the class to check that the
CD
children are doing it correctly. If necessary, write the colour words on the board
crayons
in coloured chalk to help them.
a bag

Finishing off
Hide a crayon in a bag and ask the children to take turns guessing the colour.
Repeat several times and then let volunteers hide a crayon.

21

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Welcome - Lesson 3A
Students Book, page 6

Objectives Getting started


To count from 1 10. Practise with the children saying the numbers from 1 to 10. First, count
forwards, then backwards. The children can repeat after you, then say the
To recognise colours.
numbers in chorus and then individually. Ask a volunteer to come to the board
and write the number you say.
Target language
Vocabulary: 5 Listen and sing. 1.8
blue, green, orange, pink, purple,
Ask the children to look at Activity 5. Let them listen to the recording twice while
red, yellow; numbers 1 10
you hold up the corresponding number of fingers. Then, the children sing the
song holding up their fingers as they do so. Repeat several times.
Materials
Teachers i-book 6 Listen, point and colour. 1.10
CD Ask the children to look at Activity 6. The children identify the colours of the
numbers that are completed. T: What colour is number 1? SS: Its green.
Explain that they are going to hear the missing colours. Play the recording and
pause when necessary to allow the children time to colour. Alternatively, play it
several times.

Finishing off 1.9


Karaoke Song: One, two, three little fingers!
Play the karaoke version of the song and encourage the children to sing.
Repeat several times.

Transcripts
Song: One, two, three little fingers! 1.8 Listen, point and colour. 1.10

One, two, three little fingers, 1, 2, 3. Three is... Blue. Yes, blue.
Four, five, six little fingers, 1, 2, 3, 4, 5. Five is... Mm, purple? Yes, purple.
Seven, eight, nine little fingers, 1, 2, 3, 4, 5, 6. Six is Orange.
Ten little fingers. 1, 2, 3, 4, 5, 6, 7, 8. Ah! Eight is Yellow. Yes, eight is
yellow.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Ten is green.
Now count with me, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

22

685815 _ 0014-0026.indd 22 06/05/15 15:58


LESSON 3
5 Lise> an sin@. 1.8

1, 2, 3 litt fin@er
hile
4, 5, 6 litt fin@er
7, 8, 9 litt fin@er
10 litt fin@er
d
it
6 Lise>, poin an colou. 1.10

6 Counting to 10 Recognising colours (Three) is (blue).

600695 _ 0004-0006.indd 6 09/02/15 11:29

MST Students develop their mathematical skills by recognising the numbers 1 10 in English.
They practise number value while using their fingers to count.

23

685815 _ 0014-0026.indd 23 24/06/15 10:08


4 Trac. To
To
1 2 3 4 5 To

6 7 8 9 10 Vo
nu
5 oun an writ.
Te
CD
4 pie
nu
10

8
5

3
7
4

323845 _ 0002-0004.indd 4 28/01/11 8:35

MST Students consolidate their mathematical skills as they review the numbers to ten. They
practise both the linguistic skill of recognising the number names and also number value
when counting objects.

24

685815 _ 0014-0026.indd 24 06/05/15 15:58


Welcome - Lesson 3B
Activity Book, page 4

Objectives Getting started


To count from 1 10. Practise saying the numbers from 1 to 10 with the children. Show them the
pieces of paper with the numbers on, first in order and then out of order and
To recognise the numbers.
ask them to say the numbers. Repeat several times showing the numbers
To write the numbers 1 10. more and more quickly.

Target language 4 Trace.


Vocabulary: Ask the children to look at Activity 4. The children say the numbers all together
numbers 1 10 as a group. The children trace the numbers with their pencils.

Materials 5 Count and write.


First, the children work individually and count the objects. Then ask volunteers
Teachers i-book
to say the numbers. T: How many (pencils) are there? SS: (Four). Finally, ask the
CD
children to write the numbers.
pieces of paper each with a
number from 1 10
Finishing off
Play Bingo! The children draw a six square grid in their notebooks. Ask them
to write a different number from 1 to 10 in each square. Say a number and
if they have it they cross it out. The first child to cross out all the numbers
shouts Bingo! and is the winner. Play several times.

25

685815 _ 0014-0026.indd 25 24/06/15 10:08


Welcome - Evaluation
Objective 1 Listen and circle the animals. 1.1
To evaluate childrens background Ask the children to look at the pictures in Activity 1. Explain that they are going
knowledge. to hear some of the animals mentioned and that they must put a circle around
the animals they hear if they know them.
Target language
2 Write the missing numbers.
Vocabulary:
Ask the children to look at the numbers in Activity 2. Ask them to write the
animals, numbers, clothes, food
numbers that are missing in the spaces provided.

Materials 3 Colour the food.


Teachers i-book Show the children the pictures of the food items. Ask them to colour the food
CD the appropriate colours.
photocopies of Teachers Resource
Book, pages 133 and 134 4 Count the objects and match them with the numbers.
The children look at the pictures and count each item. They then draw a line
between the pictures and the corresponding number.

Name any of the pictures or numbers you know in English.


Ask the children, either at an individual level or as a class activity, to name as
many of the pictures in English as they can. Some children may not know any
of the words but others may be familiar with most of them. This is a good way
to find out the background knowledge of the children.

Diagnostic Test Diagnostic Test


Name: Class: Name: Class:

1 3 1
1.1 1.23

4 2
1 2

2
Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE


3

4
2 1 2 3 4 5 6 7 8 9 10 5
1 Listen and circle the animals. (Track 1.1) 3 Colour the food.
2 Write the missing numbers. 4 Count the objects and match them with the numbers.
133 134

324637 _ 0133-0154.indd 133 28/01/11 14:40 324637 _ 0133-0154.indd 134 28/01/11 14:40

Transcript
Diagnostic Test. Activity 1. Listen and circle the animals. 1.1

Elephant. Snake.
Dog. Cat.
Monkey. Mouse.

26

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Introduction
1. At school
Unit objectives Anticipating difficulties
To recognise and assimilate There will be several different levels of English in your class. Many children will
target language. recognise the unit words and structures as they will have done them in their
infant years, others may have no background knowledge at all. As the teacher,
To improve listening skills. you will have to anticipate and cater to these different needs and make sure
To practise asking and answering that all the children become involved in the activities as much as they can.
questions.
Teaching tip
To practise pronunciation: p.
Encourage all the children to have a go in your classroom, especially the
more timid ones. Always praise the childrens work when they make an effort
Target language as this will make them feel proud and want to try even more. Give credit to
Vocabulary: all the childrens ideas and communicate them to the others. When children
book, crayon, glue, pen, pencil, experiment and receive positive feedback, it gives them more self-confidence
pencil case, rubber, ruler, school which is an important asset when learning a foreign language.
bag, sharpener
Structures:
Whats this? Its a
Ive got a pink pencil.
Can I go to the toilet, please?

Revision
blue, green, orange, pink, purple,
red, yellow

27

685815 _ 0027-0056.indd 27 06/05/15 16:00


Unit 1 - Lesson 1A
Students Book, page 7

Objectives
Getting started
To say the colours. Show the children classroom objects and say the name of each one. Ask the
To recognise the classroom objects. children to repeat the words collectively as a group. Put the classroom objects
in the bag and slowly take one out and ask the children to name it. T: Whats
this? SS: A (pencil). Display the poster and ask a child to come to the front
Target language
and point to one of the objects. T: Point to the (rubber). Repeat with the rest
Vocabulary: of the vocabulary. Finally, ask the children to say the colours of the classroom
book, pen, pencil, pencil case, objects. T: What colour is this (ruler)? SS: (Blue).
ruler, rubber, school bag,
sharpener; blue, green, pink,
1 Listen, point and repeat. 1.11
purple, red, yellow
Ask the children to look at the picture in Activity 1. Point to the classroom objects
one by one and ask the children to say the words. Play the recording and the
Materials children point to the corresponding pictures. Play the recording again and the
Teachers i-book children repeat the words. Encourage all the children to participate. Hold up the
CD book and ask children the names of the objects.
Unit 1 poster
classroom objects 2 Listen, find and say. 1.12
a bag The children look at the picture in Activity 1. Explain that they are going to hear
the words of the classroom objects and their colour, and that they must find
them in the picture. Play the recording and the children find the corresponding
i-activity objects in the picture. Say a colour and the children name the object: T: Its
(purple). SS: Its the (ruler). Repeat until all the children have had the opportunity
to locate an object.

Finishing off
Slowly draw a classroom object on the board. The children try and guess what
is being drawn before it is finished. The children can also take turns to draw on
the board.

Transcripts
Listen, point and repeat. 1.11 Listen, find and say. 1.12

Ruler. Sharpener. Its yellow. Its a sharpener. Its blue and pink. Its a school bag.
Pen. Pencil case. Its pink. Its a rubber. Its green. Its a book.
Rubber. School bag. Its red. Its a pencil. Its blue. Its a pen.
Pencil. Book. Its purple. Its a ruler. Its yellow and green. Its a pencil
case.

28

685815 _ 0027-0056.indd 28 06/05/15 16:00


1. At school LESSON 1

1 Lise>, poin an eea. 1.11

rue
s

e>

ar

nity
rube enci share>e
at
on

schoo
ba@ boo
enci
ca
2 Lise>, fin an sa. 1.12

Classroom objects Its (yellow). Its a (sharpener). 7


ag.
600695 _ 0007-0014.indd 7 09/02/15 11:48

LC Students develop their language skills by recognising, identifying and talking about
il everyday classroom objects.

29

685815 _ 0027-0056.indd 29 06/05/15 16:00


1. At school
1 Trac an matc. To
of
To
To

penci schoo ba@ pe> rule Vo


bo
rub

Te
Un
Un

rubbe penci cas sharpene boo


5

323845 _ 0005-0010.indd 5 28/01/11 8:35

IE Students learn to observe a picture and solve the activity independently.

30

685815 _ 0027-0056.indd 30 06/05/15 16:00


Unit 1 - Lesson 1B
Activity Book, page 5

Objectives Getting started


To recognise and say the names Show the classroom object flashcards one at a time and ask the children, as a
of classroom objects. group, to name them. Then, hold out the flashcards face down and ask a child
to come to the front, choose a card and name it. Repeat with other children. If
To write the target vocabulary.
there are children who still need help, then ask them to repeat the word several
To learn a card game. times. Say the first sounds of the word so that the child can guess what it is
and finish off the word.
Target language
Vocabulary: 1 Trace and match.
book, pen, pencil, pencil case, Ask the children to look at Activity 1. First, ask the children to say the names
rubber, ruler, school bag, sharpener of the objects and then to trace the words. Once they have traced the words
ask them to match the words with the objects in the picture. Go round the
Materials classroom to give help where needed and positive encouragement.

Teachers i-book Play a card game


Unit 1 playing card pop-outs
Ask the children to find their playing cards pop-outs (or hand out photocopies
Unit 1 flashcards
of the Teachers Resource Book, page 111). The children play in pairs. They
put all their cards face down on the table. They take it in turns to turn over two
cards. If the cards are the same, the child says the word and keeps the pair.
If the cards are different, the child turns the cards back over and the other child
has a turn.

Finishing off
Hide a classroom object flashcard behind your back and the children take
turns to guess what it is. Continue until the children have guessed all the
objects. Then ask volunteers to take over your role.

31

685815 _ 0027-0056.indd 31 26/06/15 12:28


Unit 1 - Lesson 2A
Students Book, page 8

Objectives
Getting started
To say the classroom vocabulary. Use the Beep toy to take the classroom objects out of the bag, one by one
To use simple structures. and say: Whats this? The children answer the question with a full answer: Its a
(sharpener). Repeat several times until all the children have named an object.
Target language
Vocabulary: 3 Listen and trace. 1.13
book, pen, pencil, pencil case, Ask the children to look at Activity 3. Point to Ruby and ask what she is holding.
rubber, ruler, school bag, sharpener Point to Lee and ask if the children know what he is doing. Explain that he is trying
to guess what is in the bag. Play the recording and ask the children to listen. The
Structures: children then trace the words in the speech bubble. Play the recording again and
Whats this? the children look at the words as they listen.
Its a
4 Listen, say and number. 1.14
Materials Ask the children to look at Activity 4. Explain that they are going to listen
Teachers i-book to some children playing the game from Activity 3. They must write the
CD corresponding number next to each object. Play the recording and ask the
Beep toy children to just listen. Play the recording again and this time the children write
classroom objects the numbers. Play the recording again so the children can check their answers.
a bag
Finishing off
i-activity The children can play the game from the activity in pairs. Demonstrate by
inviting a child to the front of the class. Ask them to close their eyes and then
give them an object to feel. Ask: Whats this? SS: Its a (ruler). The children
get into pairs and take turns asking and answering the questions about their
classroom objects.

Transcripts
Listen and trace. 1.13 Listen, say and number. 1.14

Ruby: Whats this? 1 Lee: Whats this? 4 Ruby: Whats this?


Lee: Its a ruler. Ruby: Its a pencil. Lee: Its a rubber.
2 Ruby: Whats this? 5 Lee: Whats this?
Lee: Its a pencil case. Ruby: Its a pen.
3 Lee: Whats this?
Ruby: Its a book.

32

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UNIT 1 LESSON 2
3 Lise> an tra. 1.13
5 Tra an
a

g
I rue.

Wha thi? 6 Lise> a

s.

4 Lise>, sa an nume. 1.14

8 Identifying objects Whats this? Its a (ruler).

600695 _ 0007-0014.indd 8 09/02/15 11:48

DC Students develop competence with technology in the classroom by extracting specific


information from a short recording. In this activity they recognise answers to questions
about classroom objects.

33

685815 _ 0027-0056.indd 33 06/05/15 16:01


2 Loo an writ. 3 Dra an
To
To
1
sharpene penci schoo ba@ rule
Vo

Whafi thifi? Whafi thifi? boo pe


St
2 W
Ifi Ifi Its
enci . rue .
rubbe Te

sharpener
4 Trac an
Whafi thifi? Whafi thifi?
Ifi Ifi
schoo ba@ . share>e .
Re
R
Te
Ac
the
Th
Ifi s
Th
se
se
6
Th
the
323845 _ 0005-0010.indd 6 28/01/11 8:35
ac
LC Students develop Linguistic competence by consolidating strategic language learning skills the
through a classroom miming game. By drawing in the air and associating the form with the
classroom objects, students are able to develop strategic communication resources. se

34

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Unit 1 - Lesson 2B
Activity Book, page 6

Objectives Getting started


To write the classroom vocabulary. Tell the children you are going to play a guessing game. Begin to draw a
To use simple structures. school bag in the air. Ask: Whats this? The children answer with a complete
sentence: Its a school bag. Let volunteers take over your role and draw
objects in the air for the others to guess.
Target language
Vocabulary:
pencil, ruler, school bag, sharpener
2 Look and write.
Ask the children to look at Activity 2. Point to the words at the top of the page and
Structures: ask for volunteers to read them. Then, ask the children to look at the pictures, and
Whats this? say what they think is being drawn in each one. The children write the word in the
Its a pencil. appropriate space. Go round the class to offer help and to check that they have
written the words correctly.
Materials
Teachers i-book Finishing off
Begin to write one of the words from Activity 2 on the board, letter by letter.
The children have to try and guess what the word is before it is completely
written. Repeat with other words from the activity.

Resources
Reading and Writing
Teachers Resource Book, page 123
Activity 1: On the board write: This is a pencil. Show Activity 2: Write the words yes and no on the board. Ask
the children a pencil and read the sentence out loud. the children to look at the picture of Ruby and Charlie.
The children say Yes. Put a tick next to the sentence. Read each question out loud and give the children time to
Then show the children a rubber and read out the same look at the picture and then write yes or no in the space.
sentence. The children say No. Put a cross next to the
sentence.
The children look at the three pictures on the left and
then read the sentences on the right. They put a tick or
a cross depending if the sentence is true or false. Write
the words rubber, sharpener, ruler, on the board and put
the flashcards next to them to help the children read the
sentences.

35

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Unit 1 - Lesson 3A
Students Book, page 9

Objectives Getting started


To write classroom vocabulary. Hold up a glue stick and a crayon and introduce the new vocabulary: glue and
To read classroom vocabulary. crayon. Display the poster and ask the children where Beep is. Point to
the objects one by one, saying the word but using a different voice each time,
To use simple structures.
for example, squeaky, monster-like, opera-singer or whisper. The children
repeat the word in the same style.
Target language
Vocabulary: 5 Trace and say.
book, crayon, glue, pen, pencil,
Ask the children to look at Activity 5. Point to the pictures of the two new
pencil case, rubber, ruler, school
objects: glue and crayon. Say the words several times and ask the children to
bag, sharpener
repeat them. The children trace the words. Ask the children questions about the
Structures: pictures: T: What is number 2? SS: Its a crayon. T: What colour is the crayon?
Whats this? SS: Its green.
Its a crayon.
6 Listen and chant. 1.15
Materials Ask the children to look at Activity 6. Explain that the children are playing a
guessing game. Hide an object behind your back and say: Whats this? If the
Teachers i-book
children answer correctly say: Yes, yes, yes! If they answer incorrectly say: No,
CD
no, no! Have a pencil, ruler, glue, rubber, book and sharpener ready. Play the
Unit 1 poster
CD and hold up an object for each verse, the correct object for the yes verses
classroom objects
and the wrong one for the no verses. Play it again and help the children to say
the chant with all the classroom objects.

Finishing off
Show the poster to the children again. Ask them to tell you the colours or
names of the objects: T: What colour is the (ruler)? SS: Its red. T: Whats
this? SS: Its a (crayon). Ask for volunteers to ask the questions. Repeat until
everyone has had the chance to ask or answer a question.

Transcript
Chant: Hey, whats this? 1.15

Hey, whats this? Do you know? Hey, whats this? Can you guess?
Its a pen. Its a rubber.
No, no, no! Yes, yes, yes!
Hey, whats this? Can you guess? Hey, whats this? Do you know?
Its a ruler. Its a crayon.
Yes, yes, yes! No, no, no!
Hey, whats this? Do you know? Hey, whats this? Can you guess?
Its a pencil. Its a sharpener.
No, no, no! Yes, yes, yes!

36

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IT 1 LESSON 2 UNIT 1 LESSON 3

d
5 Tra an sa.
1 2
,

he
gl crayo>
6 Lise> an chan. 1.15

? ?
o,

s
y

He, wha thi? He, wha thi?


Do yo know? a> yo ges?
I e>. I rue.
No, no, no! Ye, e, e!
Guessing objects Whats this? Can you guess? 9

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CAE Students develop musical awareness by listening to and participating in a chant. This
activity helps to develop musical rhythmic association between classroom objects
phonology and word stress.

37

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3 Dra an trac. To
To
1
Childs own To
picture.

boo crayo> boo crayo> Vo


bo
2 pe
Childs own ba
picture.
ue .
rubbe glu rubbe glu Te
CD
3 Un
Childs own
picture.

sharpener ruler sharpener ruler


4 Trac an writ.
Ifi penci.
re>e . Whafi thifi? Ifi sharpene.
Re
La
Te
Re
Ac
Ifi share>e. Ifi enci. w
Ac
lo
7 ite
th
323845 _ 0005-0010.indd 7 28/01/11 8:35
Co
LC Students develop Linguistic competence in spoken production through consolidation of Ac
language dealing with classroom objects. In this activity they ask questions and give short bo
answers to practice oral production skills. sa

38

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Unit 1 - Lesson 3B
Activity Book, page 7

Objectives Getting started


To write the target vocabulary. Place the flashcards of classroom objects around the classroom. Say the name
of one and ask the children to point to the flashcard. Ask a volunteer to take
To draw the classroom objects.
over your role of naming objects. Repeat several times with other volunteers.
To use simple structures.
Karaoke Chant: Hey, whats this? 1.16
Target language Play the karaoke version of the chant and encourage the children to join in. Use
Vocabulary: mime to help the children to remember the chant. They can point to the classroom
book, crayon, glue, pen, pencil, objects as they say them.
pencil case, rubber, ruler, school
bag, sharpener 3 Draw and trace.
Ask the children to look at the pictures in Activity 3. Point to the first line and
Materials tell the class to name the objects in order. When they reach the empty space,
ask them which picture is missing to complete the series. The children draw
Teachers i-book a crayon and trace the word. Repeat with the second and third lines. Ask
CD volunteers to read out the series of pictures including the last one which they
Unit 1 flashcards have drawn.

4 Trace and write.


Ask the children to look at Activity 4. Read what Beep is saying and ask
volunteers to read the answers. Tell the children to look at the first dotted
picture and to join the dots carefully so that they draw a picture. Ask what the
picture is. The children copy the sentence under the picture. Repeat with the
other picture.

Finishing off
Ask a volunteer to name a classroom object, SS: School bag. The rest of the
class hold up the object and name it. Encourage them to answer: Its a school
bag. Continue until all the vocabulary has been named.

Resources
Language
Teachers Resource Book, pages 45 47
Reinforcement
Activity 1: The children look at the pictures, read the Activity 2: Tell the children to look at the picture. They
words, and circle the words that are illustrated. count the objects and write the missing word from each
sentence. They then say each sentence.
Activity 2: Tell the children to look at the picture. They
look at the words below and count how many of each Extension
item there are. They write the number in the box next to Activity 1: The children write the correct word for each
the word. picture in the space. They then say each sentence.
Consolidation Activity 2: Tell the children to look at the picture. They
Activity 1: The children choose the correct word from the count the objects and write the missing words from each
box for each picture and write it in the space. They then sentence. They then say each sentence.
say each sentence.

39

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Unit 1 - Lesson 4A
Students Book, pages 10 and 11

Objectives
To reinforce the target language.
Lets share! UNIT 1 LESSON 4 UNIT 1 LESSON 4

To listen to a story.
7 Lise> to t stor. 1.17

Target language
Vocabulary:
crayon, rubber, ruler, sharpener
Structures:
Ive got a
Lets share.
More
practice
More
practice P P
Materials
1 2
F F
2
Teachers i-book
CD
Unit 1 poster
Unit 1 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards

3 4
4
10 Passive presentation of Ive got Classroom objects Lets share
Passive presentation of Ive got

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i-poster 60069

i-flashcards
Getting started Tra
Tell the children to look at the story and ask them to identify the characters.
Then ask them to look at the little pictures at the top of page 11. Point to the St
picture of the sharpener and ask: Can you find this in the story? The children
IWB i-book look in the story and see if they can find the sharpener. Tell them to circle St
the picture of the sharpener, because it appears in the story. They then look Na
through the story and find which of the remaining pictures appear and circle Ch
them. Ask the children to check their answers with a partner. Finally, ask the St
children to cross out all the pictures that do not appear in the story. Na
Ru
7 Listen to the story. 1.17 St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Play the story again and ask the children M
to follow the story in their books. Pause the recording at various points. Ask St
volunteers to point to the relevant scene in their books. Divide the class into Na
five groups and assign parts to each group: Charlie, Lee, Monica, Ruby and the Le
magpie. Play the recording again and pause it after each scene and tell each
group to repeat their characters lines. St
Na
are
Le

40

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UNIT 1 LESSON 4
Finishing off
Show the poster to the children again. First, ask them
which objects appeared in the story. Then ask them to
tell you the colours or names of the objects; T: What
colour is the (ruler)? SS: Its (red). T: Whats this? SS:
Its a (crayon). Ask for volunteers to ask the questions.
Repeat until everyone has had the chance to ask or
answer a question.

2 5 6

LC Students develop Linguistic competence


by listening to a recorded story that revises
vocabulary and grammar structures from
previous lessons. Comprehension is checked by
crossing out the incorrect pictures; afterwards a
4 7 8 guided role play is done by children for speaking
Classroom objects
Passive presentation of Ive got
Lets share.
Classroom objects Lets share. 11 consolidation.
5 11:48

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Transcript
Story: Lets share! 1.17

Story card 1 Story card 6


Narrator: Charlie and Ruby are at school. Narrator: Look! Whats this?
Charlie: Oh, no! My sharpener! Charlie: My sharpener!
Monica: Hey, look!
Story card 2
Narrator: Oh, no! Poor Charlie! Wheres his sharpener? Story card 7
Ruby: Ive got a sharpener. Lets share! Narrator: Charlie climbs the tree.
Magpie: Ive got a crayon, a rubber, a ruler
Story card 3
Charlie: Huh?
ory Narrator: Heres Monica. Shes looking for her ruler.
Monica: Uh? My ruler Story card 8
Narrator: Charlie, Lee and Ruby are all in the tree. And
Story card 4
theres a bird here.
Narrator: Poor Monica! But look! Lees got a ruler.
he Charlie: Ive got a sandwich. Lets share!
Lee: Ive got a ruler. Lets share!
Story card 5
Narrator: Its lunchtime. Monica, Lee, Charlie and Ruby
are sitting under a tree.
Lee: Ouch! Whats this?

41

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Unit 1 - Lesson 4B

Objectives Getting started


To make a story booklet. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Is there a bird
To remember the story.
in the story? Is there a teacher? Are the children in school? What colour is the
bird? Is Monica in the story?
Target language
Vocabulary: Listen again 1.17
crayon, rubber, ruler, sharpener
Tell the children they are going to hear the story again. Play the story and pause the
recording at various points when a character is speaking. Ask a volunteer to tell you
Materials which character is speaking. Continue with other volunteers.
Teachers i-book
CD Make a story booklet
Unit 1 story booklet pop-out
Put the story cards on the board out of order. Ask the children to tell you the
photocopies of Teachers Resource
correct order of the cards. Point to each card and ask: Is this next? Which card
Book, pages 95 and 96
is next? Ask volunteers to help you until the story cards are in the correct order.
a stapler
Tell the children to find their pop-out for the story booklet (or hand out
photocopies of the Teachers Resource Book, pages 95 and 96). Show them
DC Students develop how to make a cover for their booklet and put the title: Lets share! The children
Digital competence cut or pop out the pictures and put them into the correct order. Go round the
in the classroom by class to help any child that needs it and staple the booklets together.
looking for specific information
on a DVD recording and Finishing off
contrasting it against a
worksheet while looking for Let the children play with their story booklet and encourage them to tell the
four differences between the story. Do not worry if they use their mother tongue as it is quite normal at this
two. stage but try and motivate them to speak in English and help them with the
words.

Resources
DVD 1
DVD Unit 1 Animated Story
Teachers Resource Book, page 21
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children look for differences on their worksheets. They circle the
differences.

42

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e

he
you

rd
er.

en

43

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Unit 1 - Lesson 5A
Students Book, page 12

Objectives Getting started


To reinforce the target language. Show the bag with classroom objects to the class. Ask a volunteer to come to
the front of the class and to take out a classroom object from the bag.
To develop fine motor skills.
The child then says what he/she has got: Ive got a (red pencil). Encourage
other children to take part and to say a sentence.
Target language
Vocabulary:
8 Listen and stick. 1.18
book, crayon, glue, pen, pencil,
pencil case, ruler, school bag, Tell the children to find their stickers for Unit 1. Ask about the contents of the
sharpener; blue, green, pink, pencil cases. T: What is in the (yellow) pencil case? How many crayons are there
purple, red in the (green) pencil case? Ask the children to look at Activity 8. Explain that
you are going to play the CD and that they have to listen and put the stickers in
Structure: the correct place. Play the CD and pause after each child speaks. Play the CD
Ive got a red pencil. again and ask the children to check their answers.

9 Listen and sing. 1.19


Materials
Tell the children that they are going to listen to a song. Play the CD and let the
Teachers i-book children listen. Play it again and invite the children to sing along. Play the song
CD several more times until the children feel confident singing it.
Unit 1 stickers
classroom objects
a bag Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper a
sentence to one child in each group, for example: Ive got a red book. Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully it should be the same one as the teachers.

Transcripts
Listen and stick. 1.18 Song: Lets share! 1.19

1 Hi, Im Jim. Ive got a yellow pencil case. And Ive got Chorus:
a pink ruler, a green pen, and an orange rubber. Lets be friends,
Lets share our things,
2 Hi, Im Jenny. Ive got a green pencil case. And Ive
Clap your hands and sing, sing, sing. (x2)
got a blue ruler, two red pencils, and a yellow crayon.

3 Hi, Im Lucy. Ive got a pink pencil case. And Ive got a Ive got a sharpener,
green ruler, a pink rubber, and five coloured pencils. Ive got a rubber too,
Ive got lots of crayons,
To share with you.
(Chorus)
Look in my school bag,
Ive got my glue,
A ruler and a sharpener,
To share with you.
(Chorus)

44

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UNIT 1 LESSON 5
o 8 Lise> an stic. 1.18
10 Loo an
1 2 3

ere

in
D Ji Jenn Luc
e
g

9 Lise> an sin@. 1.19


11 Rea, st

Le fr^end,
Le sha ou thing,
la you hand an
sin@, sin@, sin@.
1 I
rube
12 Colours and objects Ive got a (yellow) (pencil case).

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SCC Students develop their social skills via a song about values: Lets share. Listening to and
learning a song about sharing, based on the recently read story in class, helps to build
common group values.

45

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To
To

Vo
bo
pe
ba
or
St
Iv

Te
CD
ph
Bo

T
s
s
w
t

Re
A
Te

46

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Unit 1 - Lesson 5B
Art and crafts

Objectives Getting started


To develop fine motor skills. Play Bingo! Ask the children to draw six classroom objects in a grid in their
notebooks. Call out the classroom objects one by one and the children cross
To use simple grammar structures. out the objects if they have them. The first child to cross out all six objects
calls Bingo! and is the winner. Repeat several times.
Target language
Vocabulary: Karaoke Song: Lets share! 1.20
book, crayon, glue, pen, pencil, Play the song and sing along. Encourage all the children to join in.
pencil case, rubber, ruler, school
bag, sharpener; blue, green, Make a pencil case
orange, pink, purple, red, yellow Hand out the photocopies of the pencil case template (Teachers Resource
Structure: Book, page 10). Tell the children to colour the pictures and then cut them out.
Ive got a red pencil. Show them how to make the pencil case by folding it down the middle and
gluing the sides. The children then put the items in their pencil case.
Ask two children to come to the front of the class for show and tell. One child
Materials
shows the other what they have in their pencil case. SS: Ive got a blue pencil,
Teachers i-book a red sharpener, a green pen, a pink rubber and a yellow ruler. Put the children
CD into pairs and ask them to tell their partner what they have.
photocopies of Teachers Resource
Book, page 10

LC Students develop
Linguistic competence
by gaining oral fluency.
This speaking activity provides a
structured guided activity where
students explain to their partners
what they have or havent got in
their pencil case.

Finishing off
The children put the pencil cases they have made on the table in front of them.
Say a colour and ask the children to show you what they have got in that
colour. T: Red. SS: Ive got a red ruler. SS: Ive got a red pencil.

Resources
Arts and crafts
Teachers Resource Book, page 10

47

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Unit 1 - Lesson 6A
Students Book, page 13

Objectives Getting started


To read a complete sentence Display the poster and ask questions about it. T: Whats this? Encourage the
with the classroom objects. children to reply using full sentences. SS: Its a purple book. Repeat until all the
To identify strange objects. children have had the chance to answer a question.

To develop reading skills.


10 Look and say.
Ask the children to look at the photos in Activity 10. Explain that the photos are
Target language of classroom objects but that they are unusual. Point to each object and ask the
Vocabulary: children to identify it. Ask the children if any of them have unusual classroom
pen, pencil, pencil case, rubber, objects to show the rest of the class.
ruler, school bag, sharpener
11 Read, stick and trace.
Ask the children to look at Activity 11. Point to number 1 and ask a volunteer to
Materials read the sentence. Repeat for numbers 2 and 3. Ask the children to trace each
Teachers i-book sentence. Tell them to find their stickers for Unit 1 and to put them in the correct
Unit 1 poster place. Ask the children to read the sentences: T: What is number three? SS: Its a
Unit 1 stickers pencil case. Repeat until all the children have had a turn to read.

Finishing off
Do a picture dictation. Ask the children to open their notebooks. Tell them that
they must draw and colour what you say. T: Its a (blue book). Ask volunteers
to take turns giving the instructions. Move around the classroom checking the
drawings.

48

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NIT 1 LESSON 5 UNIT 1 LESSON 6
10 Loo an sa.
he
1
3

re 4
the

Luc
ct
a

at

11 Rea, stic an tra.

d,
thing,
nd an
n@.
1 I 2 I 3 I
rube. crayo>. enci ca.
Recognising real objects Its a (rubber). 13

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IE Students use their own initiative to identify photos of classroom objects and to choose the
correct sticker.

49

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Review
5 Trac, matc an colou. 6 Fin, cir
To
To
1 Ifi penci cas. 1 To

2 Ifi sharpene. Vo
pe
sh
3 Ifi pe>.
4 Ifi schoo ba@. 2
Te
Un

5 Ifi rule.

Re
D
8 DV
Te
323845 _ 0005-0010.indd 8 28/01/11 8:35
Ac
CAE Students identify and decorate some everyday classroom objects using their own artistic the
expression. ch
ob

50

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Unit 1 - Lesson 6B
Activity Book, page 8

Objectives Getting started


To identify unusual objects. Play Touch. Explain that you are going to give some instructions and that the
children must touch what you say. For example: Touch your sharpener. Touch
To develop reading skills. your friends pencil. Touch something green. When the children understand the
To develop writing skills. game, start to give the instructions in quick succession so that they have to
find the objects quickly.
Target language
Vocabulary: 5 Trace, match and colour.
pen, pencil case, ruler, school bag, Ask the children to look at Activity 5. Tell them to trace the words. As they
sharpener finish, ask them what words they have traced. Ask a volunteer to read out each
sentence. Point to the pictures on the right and ask the children to identify
them. The children then match the sentences with the pictures of the classroom
Materials objects. Finally, the children can colour the pictures.
Teachers i-book
Unit 1 flashcards Finishing off
Ask the children if they can invent or describe unusual classroom objects.
Repeat any words they do not know in English. The children can then draw
and label an object in their notebooks.

Resources
DVD 2
DVD Unit 1 Real Kids
Teachers Resource Book, page 22
Activity 1: Play the DVD, then ask the children to circle Activity 2: The children match the words to the pictures
the ages of the children. Play the DVD again for them to and then trace over the words.
check their answers. Ask the children what classroom
objects they saw in the film.

51

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Unit 1 - Lesson 7A
Students Book, page 14

Objectives Getting started


To listen to a story. Tell the children that you are going to give them some instructions but that
they must only do them if you say please. Give instructions with mime to help
To practise pronunciation: p. understanding. Sometimes say please at the end and sometimes dont. T: Put
your pencil on the table, please. The children put their pencils on the table.
Target language T: Put your rubber on your head. The children do not follow the instruction.
Structure:
Can I go to the toilet, please? 12 Listen. 1.21
Ask the children to look at Activity 12. Tell them to look at the first scene from
the cartoon, and explain that Beep is the teacher. Play the recording and ask
Materials the children to follow the story in their books. Play the recording again, stopping
Teachers i-book at various points and asking volunteers to say the next line. Ask the children
CD to practise asking the question: Can I go to the toilet, please? Remind them to
always use the magic word.
i-story cards Phonics
Listen and say a tongue twister. 1.22
Tell the children they are going to learn a tongue twister. Play the recording,
pausing at the end of each line for the children to repeat. Write the tongue
twister on the board. Play the recording again encouraging the children to copy
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with p, for example: pen, pencil case or any names of children
in the class. Write the words up on the board and practise saying them with
good pronunciation.

Finishing off
Do back drawing. Put the children into pairs. One child draws a classroom
object on their partners back for them to guess what it is. When the partner
has guessed correctly they change roles.

Transcripts
Listen. Beeps World! 1.21

Narrator: Hello girls! Hello boys! Its time for school! Narrator: Whats the magic word? Whats the magic
Boy: Shh! Its the new teacher! word? Oh, no!
Girl: Can I go to the toilet? Narrator: Look at that boy! Hes looking in the dictionary!
Beep: Er, whats the magic word? Does he know the magic word?
Narrator: Look! Now a boy is asking a question. Boy: Hey! The magic word is please!
Boy: Can I go to the toilet? Narrator: Ah, fantastic! Now we know the magic word!
Beep: Whats the magic word? Children: Can I go to the toilet please?
Narrator: Later Beep: Yes!
Boy: Can I go to the toilet? Narrator: Oh dear! Everyones going to the toilet!
Beep: Er, whats the magic word? Boy: Thank you!

Listen and repeat. 1.22

Pick up! Pick up the pink and purple pencils, Peter!


Pick up the pink and purple pencils! Pick up the pink and purple pencils, Peter! Please!

52

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Beeps world! UNIT 1 LESSON 7

p
t
12 Lise>. 1.21

ng

py
es

y!

14 Phonics initial sound p as in pick Can I go to the toilet, please?

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IE Students develop their initiative by identifying and repeating polite formulaic language from
a story to ask for permission or ask for a request. This story enables students to recognise
how to use the language appropriately to achieve personal goals.

53

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Review

6 Fin, circl an writ. To


To

1 To

r u l e r t p o wh

s r e z i a h x Vo
bo
gl p e n t b o o k pe
sh

2
z p e n c i l e
r u b b e r o b Te
Be
Un
m a c r a y o n Un

e> g l u e t i p u
3 5

boo enci
4 6 7

Re
P

rube crayo> rue Te


Ac
wo
9

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Tra
LL Students develop their learning techniques by reviewing the unit language and creating a
picture dictionary. P
Bo

54

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Unit 1 - Lesson 7B
Activity Book, page 9

Objectives Getting started


To practise writing skills. Put the poster on the board. Use the Beep toy to demonstrate the activity.
Point to a picture and ask the Beep toy to tell you something about it, for
To practise reading skills.
example: Its a ruler, or Its blue, or Ive got a red ruler. Point to a picture and
To revise the language from the ask a volunteer to give you a sentence. Continue until all the children have had
whole unit. a turn to speak.

Target language 6 Find, circle and write.


Vocabulary: Ask the children to look at Activity 6. Explain what they have to do by showing
book, crayon, glue, pen, pencil, them the example in the word search. If necessary, write the words on the
pencil case, rubber, ruler, board to help. Tell the children to find and circle the other words. When
sharpener, school bag they have located all the words, ask the children to write them next to the
corresponding pictures below. Move around the classroom giving help where
necessary.
Materials
Teachers i-book Picture dictionary 3.1
Beep toy Ask the children to look at the Picture dictionary on page 10 of their Activity
Unit 1 poster Books. Hold up your two index fingers and signal to the class to do the same.
Unit 1 flashcards Say: Point to the glue and the rubber. Encourage the class to quickly point to
the two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to trace each word on the dictionary page. Play
the recording and ask them to look at the pictures and repeat the words.

Finishing off
Put the flashcards around the room. Mime using one of the classroom objects.
Ask a child to point to the correct flashcard and to name it. If they say it
correctly, then they can mime the next object.

Resources
Phonics
Teachers Resource Book, page 85
Activity 1: The children look at the pictures and circle the Activity 2: The children look at the picture and colour the
words that have the p sound. items that begin with the p sound.

Transcript

Picture dictionary 3.1

Book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener.

55

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Unit 1 - Evaluation

Revise the vocabulary with the children. Show the flashcards one at a time and
Objective
ask questions about the classroom objects. T: Whats this? What colour is it?
To evaluate childrens understanding Show the children the test and explain each activity. Play the recording and the
of target language from the unit. children do Activity 1. Play it again. The children complete the rest of the test
by themselves.
Target language 1 Listen and tick (3) the school objects. 1.23
Vocabulary: Ask the children to look at the pictures in Activity 1. Explain that they are going
book, crayon, glue, ruler, pen, to hear some of the objects mentioned and that they must only tick the words
pencil, pencil case, rubber, school they hear.
bag, sharpener; numbers 1 10
2 Count the objects and match the puzzle pieces.
Ask the children to look at the puzzle pieces in Activity 2. Ask them to count
Materials the objects and to match them to the correct number.
Teachers i-book
3 Look at the sequence and colour the picture that comes next.
CD
Show the children the first line of pictures. Ask them to colour the picture on
Unit 1 flashcards
the right which is the next picture in the sequence.
photocopies of Unit 1 Test,
Teachers Resource Book, pages 4 Join the number then trace over the word.
135 and 136 Ask the children to join the dots in numerical order. They then trace over the
word and colour the picture.

Unit 1 Test Unit 1 Test


Name: Class: Name: Class:

1 3 1
1.23 1.36


2
2
2

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE


Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

MST Students develop their 4


mathematical skills
by matching digits to
groups of objects. They also
practise their logical thinking by enci
completing sequences. 1 Listen and tick () the school objects. (Track 1.23) 3 Look at the sequence and colour the picture that comes next.
2 Count the objects and match the puzzle pieces. 4 Join the numbers then trace over the word.
135 136

324637 _ 0133-0154.indd 135 01/02/11 10:12 324637 _ 0133-0154.indd 136 28/01/11 14:40

Transcript
Unit 1 Test. Activity 1. Listen and tick (3) the school objects. 1.23

Glue.
Pencil case.
School bag.
Rubber.
Crayon.
Sharpener.

56

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Introduction
2. My family
Unit objectives Anticipating difficulties
To understand and use target In this unit, the children will be talking about their families. It is important to
language. be very flexible and to transmit acceptance and confidence when discussing
this topic as family units may differ greatly within the class. For some children,
To follow short dialogues. their cousins may be very close or there may be other family members, such
To follow and enjoy a story. as step-mother, step-brother, which are not covered in the vocabulary. As new
words arise, teach them to the children.
To participate in songs and
chants.
Teaching tip
To practise pronunciation: m. As a teacher you should speak at a normal speed, neither too fast nor too slow,
To find out about different families so that the children can learn to understand and eventually copy you. Use as
and speak about ones own family. much English as possible both in and out of the classroom and always speak
with complete sentences. Encourage the children to use complete sentences too
when they are speaking. Insist that all the children try to speak English in your
Target language classroom. At first this will be very difficult but as the children learn more and
Vocabulary: become accustomed to the language, it will become more automatic for them.
brother, dad, grandad, granny,
Beeps w
mum, sister 1.34
orld!

Structures: Its Sallys


bir thday.

This is my mum. Beep has


got an ide
a!
How old are you? Sally! Smile
Im six. please!
,

No!

Revision
Whats Be
ep doing?
Look, Sa
numbers 1 10 Look at Belly!
ep !
Whats Be
ep doing no
w?
Smile, Sally
!
Please!

No!

Oh dear! Hey, Sally


Look at m !
e!
Oops! No!

Now ever
ybody is ha
ppy.
Thank you,
Be
Its fantasti ep.
c!

da grandHaa, ha, ha!


mu Tongu twis
No problem
!

Monicas
te 1.35

m
Monicas um.
m
Monicas um makes macaron
grann mum mak
es macar i.
oni for M
onic a and me.
ing 2011
nd Publish
S.L. / Richmo

253259
_ 0001-00
16.indd
4
Educacin
Santillana
BEEP 1
0114746
EAN: 843130

28/09/1
0 16:17

brothe Bee
siste
family
Unit 2 My 28/09/10
16:16

253259
_ 0001-0016
.indd 3
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Unit 2 - Lesson 1A
Students Book, page 15

Objectives Getting started


To introduce family members. Display the poster and ask the children if they know where Beep is. Tell them
to put their hands up if they know the names of any of the family members in
To say a chant.
the picture. Ask volunteers to come to the front, point to a person they know
and say the word. Point to the family members one at a time, say the word
Target language and ask the children to repeat.
Vocabulary:
brother, dad, grandad, granny, 1 Listen, point and repeat. 1.24
mum, sister
Ask the children to look at the picture in Activity 1. Point to the family members
on the page and ask the children to name them. Play the recording and ask the
Materials children to point to each family member as they hear the word. Play the recording
Teachers i-book again and this time the children repeat the words. Encourage all the children to
CD repeat the words.
Unit 2 poster 2 Listen and chant. 1.25
Unit 2 flashcards
Put the flashcards on the board in the following order: grandad, granny, mum,
a piece of paper
dad, brother, sister. Play the recording and point to each family member as they
are named and point to yourself when the chant says me. Play the recording
i-activity again and ask the children to join in with the chant. Then point to each card in
turn and ask the children to say the name with you. Repeat, gradually building
up the rhythm. Finally, put the first card (grandad) face down on the board and
tell the children to say the chant filling in the missing family word. Repeat with
the other cards, one by one until they are all face down and the children can say
the chant from memory. Once the chant is memorised, practise it by starting
slowly and speeding up with each repetition.

Finishing off
Hold a piece of paper in front of a flashcard. Slowly move the paper to show a
part of the picture. Ask the children to guess which family member it is before
the whole picture is revealed. Repeat several times.

Transcripts
Listen, point and repeat. 1.24 Chant: The family chant. 1.25

Mum. Granny. Grandad, granny, mum and dad. My brother, my sister and me.
Grandad. Brother. (6 times, getting faster)
Dad. Sister.

58

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2. My family LESSON 1

1 Lise>, poin an eea. 1.24

g
da
mu granda
,
ey grann
n
g
d
h
say

a
e

brote sise

2 Lise> an chan. 1.25

Family members 15

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LC Students develop their language skills by recognising, identifying and talking about family
members and relationships.

59

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2. My family
1 Trac, matc an colou. To
To
To
brothe siste mu me

Vo
br
mu

Te
CD
Un
Un
Un
ph
Bo

da grann granda
11

323845 _ 0011-0016.indd 11 28/01/11 8:37

IE Students learn to observe a picture and solve the activity independently.

60

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Unit 2 - Lesson 1B
Activity Book, page 11

Objectives Getting started


To say the family members. Display the poster, point to the family members one by one and ask the
children to name the people. If there are children who still need help, then ask
To recognise the family members.
them to repeat the word several times.
To write the words of the family
members.
Karaoke Chant: The family chant. 1.26
Play the karaoke chant and encourage the children to join in using the flashcards as
Target language
prompts.
Vocabulary:
brother, dad, grandad, granny, 1 Trace, match and colour.
mum, sister Ask the children to look at the pictures in Activity 1. First, tell the children to say
the names of the family members and then, ask the children to trace the words.
Materials Once they have traced the words, ask them to match the words with the family
members. Let them colour the pictures. Go round the classroom to give help
Teachers i-book
where needed and positive encouragement.
CD
Unit 2 playing card pop-outs
Unit 2 poster Play a card game
Unit 2 flashcards Ask the children to find their playing cards pop-outs for Unit 2 (or hand out
photocopies of Teachers Resource photocopies of the Teachers Resource Book, page 112). The children play
Book, page 112 Snap! in pairs. They each hold their cards in their hand and take it in turns to
put down one card. If they are the same, whoever shouts Snap! first gets to
keep the pile of cards. If they are different, they continue placing cards one by
one. The winner is the child with all the cards.
Note: There are six family pop-out cards. The children may draw two more
members of their family in order to make eight cards.

Finishing off
Hide a family flashcard behind your back. The children take turns to guess
who it is. Whoever guesses correctly can come to the front and hide a card
behind their back for the rest of the class to guess.

BEEP 1 Unit 2 Vocabulary

253193 _ 0001-0032.indd 19 26/10/10 15:47

61

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Unit 2 - Lesson 2A
Students Book, page 16

Objectives Getting started


To recognise the family members. Use the Beep toy to show the children a flashcard and ask: Whos this?
Repeat until all the family members have been named.
To write the target vocabulary.

Target language 3 Stick and trace.


Vocabulary: Ask the children to look at the pictures in Activity 3 and explain that they are
brother, dad, grandad, granny, all of Charlies family. Point to each picture and ask them if they can guess
mum, sister which person is missing. Tell the children to find their stickers for Unit 2. Ask
about who they can see in each picture.The children put the stickers in the
Structure: corresponding places. Then ask them to trace the words. Finally ask the
This is my (mum). children to point to the family members. T: Point to Charlies (granny).

Materials 4 Listen and point. 1.27


Explain to the children that they are going to hear Charlie introducing all his
Teachers i-book
family. As they listen, they must point to the corresponding person. Play the
CD
recording twice. Ask the children if they remember the names of Charlies
Beep toy
brother and sister.
Unit 2 stickers
Unit 2 flashcards
a piece of paper for each child Finishing off
Give each child a piece of paper and ask them to draw a member of their
family. Then, ask each child to introduce the person they have drawn using a
full sentence: This is my (mum).

Transcript
Listen and point. 1.27

Charlie: Hi, Im Charlie, this is my family. This is my mum. Charlie: This is my dad.
Mum: Hello! Dad: Hi, boys and girls! Mmm... Delicious!
Charlie: This is my grandad. Charlie: This is my brother, John.
Grandad: Hi! Brother: Hi!
Charlie: This is my sister, Anne Marie. Charlie: And this is my granny.
Sister: Hello! Granny: Hello, children!

62

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UNIT 2 LESSON 2
3 Stic an tra. Thi i m famil. 5 Lise> a

mu granda
6 Loo, sti

sise da

brote grann
4 Lise> an poin. 1.27

16 Identifying family members This is my (mum).

600695 _ 0015-0022.indd 16 09/02/15 11:31

DC Students develop competence with technology in the classroom by extracting specific


information from a short CD recording. In this activity they listen to family members being
presented and point to the corresponding person.

63

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2 Trac an numbe. 3 Matc an
To
To
1 on To

Thifi ifi m famil. Vo


br
mu
St
Th

Te

5
6

6 si
3
4
4 Trac, dr
1
2

M da. 6 M grann. 4
M siste. 2 M granda. 3 Re
R
M mu. 5 M brothe. 1 Te

12 Ac
let
to
323845 _ 0011-0016.indd 12 28/01/11 8:37
Sh
MST Students develop their number skills by revising and using the numbers as labels for family co
members. an
to

64

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Unit 2 - Lesson 2B
Activity Book, page 12

Objectives Getting started


To practise the numbers 1 10. Revise the numbers from 1 to 10 by saying them out loud with the children.
Draw the numbers on the board in a random order and ask the children to say
To recognise the family members.
them. Then draw a number in the air and ask the children: What number is
To say a complete sentence. this? Whichever child says the number correctly can then take a turn to draw a
number in the air for the others to guess.
Target language
2 Trace and number.
Vocabulary:
brother, dad, grandad, granny, Tell the children to look at the picture in Activity 2. Ask who is holding a photo
mum, sister; numbers 1 10 and what is he saying. Say a number from 1 to 6 and tell the children to identify
the family member. Then say the name of a family member and ask the children
Structure: to say the corresponding number. Point to the first sentence below the picture
This is my (mum). and ask a volunteer to read it. Ask the children: Which number is that person in
the picture? Repeat with the rest of the sentences. Finally, the children trace the
Materials words and write in the numbers.
Teachers i-book
Finishing off
Begin to write one of the family words on the board, letter by letter. Ask the
children to try and guess what the word is before it is completely written.

Resources
Reading and Writing
Teachers Resource Book, page 124
Activity 1: Write the word brother on the board with the Activity 2: Write the words yes and no on the board.
letters mixed up. Show the brother flashcard and explain Show the children how to indicate yes with a and no
to the children that the letters on the board spell brother. with a . Ask the SS to look at the picture of the children
Show the children how to use the letters to write the word and their birthday cakes. Read each sentence out loud
correctly. The children look at the four pictures on the left and give the children time to look at the picture and then
and then look at the letters on the right. Tell the children write yes or no in the space.
to put one letter in each space to write the words.

65

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Unit 2 - Lesson 3A
Students Book, page 17

Objectives Getting started


To say the names of family Display the poster. Point to the family members one by one and ask the
members. children: Whos this? Then ask children to come out and point. T: (David),
point to (brother).
To sing a song.
To use simple grammar structures.
5 Listen and sing. 1.28
Tell the class theyre going to hear a song: This is my family. Play the song,
Target language
showing the flashcards of the family in each verse. Play the song again and
Vocabulary: encourage all the children to join in. Play the song a few more times until they
brother, dad, grandad, granny, are more confident.
mum, sister
Structures: 6 Look, stick and say.
This is my (dad). Ask the children to look at the picture in Activity 6. Explain to the children that
How old are you? this is a family tree and it is a way to represent a family. Tell the children to find
Im six. their stickers for Unit 2. They look and decide if they need to use a word or a
picture and then put the stickers in the corresponding places. When they have
finished, name a person and ask the children to point to them. Then, point to a
Materials family member and ask the children to say the word.
Teachers i-book
CD
Finishing off
Beep toy
Unit 2 stickers First, draw four of your family members on the board and label them. Ask the
Unit 2 poster children to get out their notebooks and to draw and label four of their family
Unit 2 flashcards members. Then ask volunteers to came to the front and introduce their family,
SS: This is my mother.

i-activity

Transcript
Song: This is my family. 1.28

Chorus: (Chorus)
This is my family.
Say hello to my family. This is Granny and Grandad, too.
This is my family. And baby brother, Gus.
This is Mum and this is Dad.
This is my sister, Anne Marie. Hello, from all of us!
This is my brother, John.
And this is Chippy, the family dog. (Chorus)
Say hello to everyone!

66

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NIT 2 LESSON 2 UNIT 2 LESSON 3
5 Lise> an sin@. 1.28

Thi i m famil.
S<a ello to m famil.
t
d
Thi i m famil.
e
a

6 Loo, stic an sa.

, granda

mu

Charl^ sise
A family tree This is my (family). 17

600695 _ 0015-0022.indd 17 09/02/15 11:31

LL Students develop their learning skills by reviewing and building new language structures by
learning a song to introduce family members. They learn the song and identify the family
members presented via flashcards.

67

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To
To
me
To

Vo
br
mu

Te
CD
Un
Un
ph
Bo

p
c

Re
A
Te

68

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Unit 2 - Lesson 3B
Arts and crafts

Objectives Getting started


To recognise the family members. Hold up the poster or stick it on a wall so all the class can see it. One child
comes to the front of the class and points to a family member and the rest of
To write the names of family
the class has to say who it is. The child can also ask the children individually.
members.
To draw members of their family.
Karaoke Song: This is my family. 1.29
Hand out the family member flashcards to six children. Play the song and sing
Target language
along. Ask the children with the flashcards to hold them up when they are
Vocabulary: mentioned. Encourage all the children to join in.
brother, dad, grandad, granny,
mum, sister Make a family tree
Hand out the photocopies of the family tree template. Tell the children to draw
Materials pictures of their family in the tree, like in the example. They can choose which
Teachers i-book family members to include. Ask two children to come to the front of the class
CD for show and tell. One child shows the other their family tree. SS: This is my
Unit 2 poster mum, this is my dad, and this is my sister, Luca. Put the children into pairs and
Unit 2 flashcards ask them to tell their partner about their family.
photocopies of Teachers Resource
Book, page 11

IE Students develop their


initiative by creating
a family tree and then
presenting their family to the
class in a show and tell session.

Finishing off
Say a family member and ask the children who have drawn that person on
their tree to stand up, show the class their drawing and say the person.
T: Brother. SS: This is my brother.

Resources
Arts and crafts
Teachers Resource Book, page 11

69

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Unit 2 - Lesson 4A
Students Book, pages 18 and 19

Objectives
To reinforce the target language.
The surprise party! UNIT 2 LESSON 4 UNIT 2 LESSON 4

To listen to a story.
7 Lise> to t stor. 1.30

Target language
Vocabulary:
brother, dad, grandad, granny,
mum, sister
Structures:
Where are you?
Its my birthday.
Happy birthday!
More
practice
More
practice P P
1 2 2
Materials
Teachers i-book
F F
CD
Unit 2 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards

3 4
4
18 Family members Its my birthday. How old are you? Im (six). Ha
Family members Its my birthday.

600695 _ 0015-0022.indd 18 09/02/15 11:32

60069

i-poster
Getting started Tra
Tell the children to look at the story on page 18 and ask them to identify the
i-flashcards
characters. Then ask them to look at the little pictures at the top of page 19. St
Point to the picture of the balloons and ask: Can you find these in the story?
The children look in the story and see if they can find the balloons. Tell them to St
IWB i-book circle the picture of the balloons, because they appear in the story. They then Na
look through the story and find which of the remaining pictures appear and Ru
circle them. Ask them to check their answers with a partner. Finally, they cross St
out all the pictures that do not appear in the story. Ru
St
7 Listen to the story. 1.30 Ne
Play the story and show the children the story cards one by one. Stick the story Ru
cards to the board with Blu-Tack. Play the story again and ask the children St
to follow the story in their books. Pause the recording at various points. Ask Ne
volunteers to point to the relevant scene in their books. Divide the class into five Ru
groups and assign parts to each group: Ruby, neighbour, Granny, Dad, Mum. Play Ne
the recording again and pause the recording after each scene and tell each group
to repeat their characters lines.

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Finishing off
UNIT 2 LESSON 4
Ask the children their age. T: (Natalia), how old are
you? SS: Im (six). Then, ask a volunteer to come to the
front and ask someone their age. Continue until all the
children have asked or answered the question.

2 5 6

LC Students develop Linguistic competence by


listening to a recorded story, The Surprise
Party!, that revises vocabulary and grammar
structures from previous lessons. Afterwards a
4 7 8 guided role play is done by students for speaking
y members
How old are you? Im (six).
Its my birthday.
Happy Birthday!
How old are you? Im (six). Happy Birthday! 19 consolidation.
5 11:32

600695 _ 0015-0022.indd 19 09/02/15 11:32

Transcript
Story: The surprise party! 1.30

to Story card 1 Story card 5


n Narrator: Its Rubys birthday, but where is grandad? Granny: Shh! Here she is.
Ruby: Grandad, where are you? Its my birthday! Oh! Ruby: Where are you Granny?
s Granny: Dont come in Ruby!
Story card 2
Ruby: Oh!
Ruby: Mum! Dad! Are you there? Oh, no, theyre not here.
Story card 6
Story card 3
Ruby: Mum! Mum! Where are you? Oh, shes not here!
Neighbour: Shhh! Be quiet. Hello, Ruby.
ory Ruby: Hello. Its my birthday! Story card 7
Ruby: Dad! Dad!
Story card 4
Dad: Hello, Ruby. Come with me!
Neighbour: Happy birthday, Ruby! How old are you?
Ruby: Thank you. Im seven. Story card 8
ay Neighbour: Oh please, be quiet. Mum and Granny: Surprise!
p Everyone: Happy birthday, Ruby!

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Unit 2 - Lesson 4B
Objectives Getting started
To remember the story. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Whose birthday
To make a story booklet.
is it today? How old is she? Is Granny in the story? Is Charlie in the story?

Target language
Listen again 1.30
Vocabulary:
brother, dad, grandad, granny, Tell the children they are going to hear the story again. Play the story and pause
mum, dad the recording at various points when a character is speaking. Ask a volunteer to
tell you which character is speaking. Continue with other volunteers.
Structures:
Where are you?
Its my birthday. Make a story booklet
Happy birthday! Put the story cards on the board out of order. Ask the children to tell you the
correct order of the cards. Point to each card and ask: Is this next? Which card
is next? Ask volunteers to help you until the story cards are in the correct order.
Materials Tell the children to find their pop-out for the story booklet (or hand out
Teachers i-book photocopies of the Teachers Resource Book, pages 97 and 98). Show them
CD how to make a cover for their booklet and put the title The surprise party! The
Unit 2 story pop-outs children cut or pop out the pictures and put them into the correct order. Go
photocopies of Teachers Resource round the class to help any child that needs it and staple the booklets together.
Book, pages 97 and 98
a stapler
Finishing off
Let the children play with their story booklet and encourage them to tell the
LC Students develop story. Try and motivate them to speak in English and help them with the words.
Linguistic competence
by creating a story
booklet for a recorded story,
The Surprise Party! The booklet
serves to revise vocabulary
and grammar structures as well
as serving as a foundation for
guided story telling done by the
students.

Resources
DVD 1
DVD Animated Story: The surprise party!
Teachers Resource Book, page 23
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children colour the pictures.

72

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y

se
to

d
er.

er.

73

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Unit 2 - Lesson 5A
Students Book, page 20

Objectives Getting started


To ask someones age. Put the flashcards on the board in a line and ask the children to look at them
for a minute. Tell the children to close their eyes while you change the position
To give information about
of two of the cards. Then, the children open their eyes and tell you which
someones age.
cards have changed places. Repeat the game several times.

Target language
8 Listen, read and stick. 1.31
Vocabulary:
brother, dad, grandad, granny, Ask the children to look at the picture in Activity 8. Tell them they are going to
mum, dad, brother, sister listen to the recording and they have to stick the cake with the correct number
of candles in front of each child. Play the recording and the children listen.
Structure: Then, they read the speech bubbles and stick the cakes in their places. Play it
How old are you? again so they can check their answers. Go round the class to see if they have
matched the children and the cakes correctly.
Materials
9 Listen and chant. 1.32
Teachers i-book
CD Write the numbers from 1 to 10 in order on the board. Tell the children that they
Unit 2 flashcards are going to listen to a chant. Play the recording and point to the corresponding
number each time. Play the chant again and encourage the children to join in.
If the children feel comfortable with the chant, play it several times and ask
them to hold up the number of fingers for each verse.

Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper
a sentence to one child in each group, for example: How old are you? Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully, it should be the same one as the teachers.

Transcripts
Listen, read and stick. 1.31 Chant: How old are you? 1.32

Baker: Hello! Whats your name? How old are you? How old are you?
Clara: My names Clara. How old are you? How old are you?
Baker: And how old are you Clara? Are you one? Are you two? Are you seven? Are you eight?
Clara: Im five. How old are you? How old are you?
Baker: Hello! And whats your name? How old are you? How old are you?
Nelly: Hi! My names Nelly. How old are you? How old are you?
Baker: And how old are you Nelly? Are you three? Are you four? Are you nine? Are you ten?
Nelly: Im seven. How old are you? How old are you?
Baker: Hello! Whats your name? How old are you?
Sam: Hello. My names Sam. How old are you?
Baker: And how old are you Sam? Are you five? Are you six?
Sam: Im six. How old are you?

74

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UNIT 2 LESSON 5
8 Lise>, ea an stic. 1.31
10 Tra a
n

How ol a yo?
r

ey
ng

11 Loo an

I fi.

I si.
I ee>.

?
9 Lise> an chan. 1.32

20 Numbers 1-10 How old are you? Im (five).

600695 _ 0015-0022.indd 20 09/02/15 11:32

CAE Students develop their musical awareness by listening to and participating in a chant to
remember questions about age. This activity helps learning by developing an association
between rhythm, language and word stress.

75

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3 Matc an colou. To
To
1 on 2 tw 3 thre 4 fou 5 fiv To

4 Vo
2 nu
5
10 St
Ho
Im
9
1
Te
3 CD

7 6
8

6 si 7 seve> 8 eigh 9 nin 10 te>


4 Trac, dra an writ.
Ho ol I .
ar yo? Childs own
picture.

Re
La
Te
Re
Te
13 wo
pic
323845 _ 0011-0016.indd 13 28/01/11 8:37
Co
LL Students develop their learning skills by reviewing numbers through playing games and Te
singing the chant How old are you? This lessons activities provide a kinaesthetic approach, wo
thus catering for a more holistic approach to learning. pic

76

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Unit 2 - Lesson 5B
Activity Book, page 13

Objectives Getting started


To recognise the numbers 1 10. Play Bingo! Ask the children to write four numbers from 1 to 10 in their
notebooks. Explain that you are going to say a number and that if they have
To use simple grammar structures.
that number written down then they should circle it. Say the numbers in
To develop drawing skills. random order. The first child to circle all four numbers calls out Bingo!

Target language Karaoke Chant: How old are you? 1.33


Vocabulary: Play the chant and sing along holding up the corresponding number of
numbers 1 10 fingers each time. Encourage all the children to join in both with singing
Structures: and representing the numbers.
How old are you?
Im six. 3 Match and colour.
Ask the children to look at the stars in Activity 3. Explain that the stars are
mixed up and that they must match each star with a number. Point to the
Materials example to help the children understand. Ask the children to match the rest
Teachers i-book of the stars.
CD
4 Trace, draw and write.
Ask the children to look at Activity 4. Choose a volunteer to read what Monica
is saying and another child to answer the question. Explain to the children that
today is their birthday and they are in the picture with Monica. Ask them to
trace the words and to write in their age. Then, they trace the child outline and
complete the picture of themselves.

Finishing off
Write a mixed up sentence on the board, for example: old you how are? Read
it out loud and ask the children if they can correct it. Ask a volunteer to write
the correct sentence with the help of the rest of the class. Continue with other
sentences, for example: sister is my this, your name whats?

Resources
Language
Teachers Resource Book, pages 48 50
Reinforcement Extension
Tell the children to look at the pictures. They look at the Tell the children to look at the pictures. They write the
words in the box and write the correct word with each correct word with each picture. They then say each word.
picture. They then say each word.
Consolidation
Tell the children to look at the pictures. They look at the
words in the box and write the correct word with each
picture. They then say each word.

77

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Unit 2 - Lesson 6A
Students Book, page 21

Objectives Getting started


To say the family members. Ask a boy and a girl to come to the front of the class. Point to the boy, say boy
and ask the children to repeat. Do the same with the girl. Then ask all the boys
To identify boys and girls.
to stand up, use mime and gestures to help understanding. Repeat with the
To develop drawing skills. girls. Then call out boy or girl and the corresponding group stands up.

Target language 10 Trace and match.


Vocabulary: Ask the children to look at the pictures in Activity 10. Point to the boy and say:
boy, girl; brother, dad, grandad, Boy or girl? Repeat with the girl. Then ask the children to trace the stick figures.
granny, mum, sister Finally, the children match the boy and girl with the stick figure.

Materials 11 Look and draw.


Ask the children to look at Activity 11. Explain that the instructions show them
Teachers i-book
step by step how to draw a stick figure of a boy and a girl. Tell them they have
to look carefully at the examples and then draw a girl and a boy. They can
colour their pictures when finished.

Finishing off
Picture dictation. Explain to the children that they must draw what you tell
them. The children have their notebooks ready to draw and colour what you
say. Remind them they can use the stick figure technique to help them.
T: Draw a boy. Draw a granny.

78

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NIT 2 LESSON 5 UNIT 2 LESSON 6
oy 10 Tra an matc.
s

y:
es.

m
e

11 Loo an draw.

Boy and girl distinction 21

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CAE Students develop their observation skills by following a step-by-step explanation about
how to draw a stick figure. In this activity, reading comprehension is checked by details in
artistic production.

79

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Review
5 Loo an coun. 7 Rea an
To
To
To
Thifi ifi m To
brothe.
Vo
bo

Te

boyfi 7 girlfi 9
6 Rea an dra. 8 Loo an

Childs own picture. Childs own picture. Childs own picture.

Dra two girlfi. Dra bo an Dra thre boyfi.


gir. Re
14 D
DV
323845 _ 0011-0016.indd 14 28/01/11 8:37 Te
LC Students demonstrate their language skills by understanding the written text and drawing Ac
what it says. the
the

80

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Unit 2 - Lesson 6B
Activity Book, page 14

Objectives Getting started


To practise numbers from 1 10. Ask four girls to stand up and then ask a volunteer to count them and tell you
the result: Four girls. Then ask six boys to stand up and ask another volunteer
To identify boys and girls.
to count them and say: Six boys. Continue with different numbers of boys and
To develop reading skills. girls to practise all the numbers from one to ten.
To revise the colours.
5 Look and count.
Target language Ask the children to look at the picture in Activity 5. Tell them to point to a girl in
Vocabulary: the picture, and then a boy. Explain that they have to count the boys and girls.
boy, girl; numbers 1 10 Ask the children to write the number in the box provided. Go round the class to
see if each child has the right number.

Materials 6 Read and draw.


Teachers i-book Ask the children to look at the pictures in Activity 6. Ask a volunteer to read the
first text out loud. Ask the children how many boys and how many girls they
must draw. The children draw the pictures. Repeat the procedure for the other
two pictures. Check that they have all drawn the correct number of girls and
boys.

Finishing off
Play Bingo! Ask the children to get their notebooks and draw eight children.
They can choose how many boys or girls to draw. Call out boy or girl and the
children circle one of their drawings if they have it. The first child to circle all of
their drawings calls out Bingo!

Resources
DVD 2
DVD Real Kids Unit 2
Teachers Resource Book, page 24
Activity 1: Play the DVD then ask the children to match Activity 2: Tell the children to draw a member of their family
the two halves of the sentences. Play the DVD again for and to write who it is and where in the house they are.
them to check their answers.

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Unit 2 - Lesson 7A
Students Book, page 22

Objectives Getting started


To listen to a story. Pretend to take photos of the children in groups and individually. Each time
say to them: Smile, please. Tell the children to pretend to take photos of their
To follow the sequence of a story.
classmates each time asking them to smile.
To practise pronunciation: m.

12 Listen. 1.34
Target language
Ask the children to look at Activity 12. Tell them to look at the first scene from
Structure: the cartoon, and explain that Beep is a photographer. Play the recording and
Smile, please. ask the children to follow the story in their books. Play the recording again,
stopping at various points and asking volunteers to say the next line. Ask the
Materials children to practise saying Smile, please.
Teachers i-book Phonics
CD Listen and say a tongue twister. 1.35
Tell the children they are going to learn a tongue twister. Play the recording,
i-story cards pausing at the end of each line for the children to repeat. Write the tongue
twister on the board. Play the recording again encouraging the children to copy
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with m for example, my, mouse or any names of children in the
class. Write the words up on the board and practise saying them with English
pronunciation.

Finishing off
Do some revision of the previous unit. Slowly draw the school objects on the
board and the children have to try and guess what is being drawn before it is
finished. The children can also take it in turns to come to the board or do it in
pairs if there is enough time.

Transcripts
Listen. Beeps world! 1.34

Narrator: Its Sallys birthday. Granny: Smile, Sally! Please!


Beep: Sally! Smile, please! Sally: NO!
Sally: No!
Narrator: Oh dear!
Narrator: Beep has got an idea. Beep: Oops!
Sally: Ha, ha, ha!
Narrator: Whats Beep doing?
Mum: Look Sally! Look at Beep! Narrator: Now everybody is happy.
Sally: No! Mum: Thank you Beep, its fantastic!
Beep: No problem!
Narrator: Whats Beep doing now?
Beep: Hey, Sally! Look at me!

Listen and repeat. 1.35

Monicas mum. Monicas mum makes macaroni for Monica and me.
Monicas mum makes macaroni.

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Beeps world! UNIT 2 LESSON 7

12 Lise>. 1.34

py
es

he

22 Phonics initial sound m as in Monica Smile!

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LC Students develop their language skills by identifying and producing the m sound. They also
review the language of the unit.

83

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Review

7 Rea an matc. To
wh
To
Thifi ifi m Thifi ifi m Thifi ifi m Thifi ifi m
brothe. grann. siste. da. Vo
br
mu

Te
CD
Be
Un

8 Loo an writ.
I I I
fi . ee> . fou .
Re
P
Te
s own picture.
Ac
sta
hre boyfi. ph
in
wo

15

323845 _ 0011-0016.indd 15 28/01/11 8:37 Tra


LL Children develop learning strategies by reviewing and recycling the unit vocabulary.
Reviewing allows children to consolidate learning in an organised fashion.
P
Br

84

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Unit 2 - Lesson 7B
Activity Book, page 15

Objectives Getting started


To revise the language from the On the board write: This is my... Put one of the family flashcards next to
whole unit. the words and ask a volunteer to read the sentence. SS: This is my granny.
Continue with the other flashcards and other children.
To develop reading skills.

Target language 7 Read and match.


Vocabulary: Ask the children to look at the pictures in Activity 7. Ask a volunteer to read the first
brother, dad, grandad, granny, speech bubble. Tell the children to point to the picture that this represents. Tell them
mum, sister; numbers 1 10 to draw a line from the speech bubble to the picture. Ask volunteers to read the
next three sentences. The children then match the text to the pictures. Finally read
out one of the sentences and ask the children to point to the corresponding picture.
Materials
Teachers i-book 8 Look and write.
CD Ask the children to look at the pictures in Activity 8. Point to the first picture and
Beep toy say: T: How old is she? SS: Five. Ask the children to write five in the space. Tell the
Unit 2 flashcards children to look at the other pictures and to write the ages of the children.

Picture dictionary 3.2


Ask the children to look at the picture dictionary on page 16 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the brother and the grandad. Encourage the class to quickly point to
the two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to trace each word on the dictionary page. Play
the recording and ask the children to look at the pictures and repeat the words.

Finishing off
Ask the children general questions using the Beep toy to revise language
learned so far. Use mime to help when necessary. T: Show me your pencil
case. (Rebeca), write the number six on the board. What colour is this book?
(Holding a flashcard.) Whos/Whats this?

Resources
Phonics
Teachers Resource Book, page 86
Activity 1: The children look at the words on the left Activity 2: Ask the children to colour all the words that
starting with m. Review the meanings of the words with begin with m yellow, then tell the children to write the
photographs or flashcards. The children copy the words word for the hidden picture (moon).
in the spaces provided and then practise pronouncing the
Extra activity: Ask the class to make a list of all the words
words.
they know that begin with the m sound. Then, the children
make a wall chart for this phoneme with all the words they
have found and pictures with each word.

Transcript
Picture dictionary 3.2

Brother, dad, grandad, granny, mum, sister.

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Unit 2 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time
and ask questions about the family members. T: Whos this? Show the children
To evaluate childrens understanding
the evaluation and explain each activity. Play the recording and the children do
of target language from the unit.
Activity 1. Play it again. The children complete the rest of the evaluation by
themselves.
Target language
Vocabulary: 1 Listen and number the family members. 1.36
boy, girl; brother, dad, grandad, Explain to the children that they are going to hear a number followed by a
granny, mum, sister; numbers family member. They must write the number in the box next to the correct
1 10 picture.

2 Look and match the pictures to the words.


Materials Tell the children to look at the four pictures and at the words in the middle.
Teachers i-book They must match the word with the pictures.
CD 3 Count and write.
Unit 2 flashcards The children look at the stick pictures of the boys and girls. They must count
photocopies of Unit 2 Test, them and write the number in the correct box.
Teachers Resource Book, pages
137 and 138 4 Trace the words and match them to the picture.
Tell the children to read and to trace the words. When they have finished, they
must match the word with the family member.

Unit 2 Test Unit 2 Test


Name: Class: Name: Class:

1 3 1
1.36 1.50

3 boyfi 5 girlfi
2 4 1
4 mu grann da

LC Students develop 6 5 3
2
Linguistic competence 2
by participating in an end 2
of unit summative assessment

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE


Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

mu
procedure. Assessment and da
positive feedback on brote
improvement plays an important sise
role in students being able to see
brote granda sise
their own progress and evaluate 1 Listen and number the family members. (Track 1.36) 3 Count and write.

their mistakes. 2 Look and match the pictures to the words.


137 138
4 Trace the words and match them to the picture.

324637 _ 0133-0154.indd 137 01/02/11 10:12 324637 _ 0133-0154.indd 138 28/01/11 14:40

Transcript
Unit 2 Test. Activity 1. Listen and number the family members. 1.36

1 Brother.
2 Granny.
3 Mum.
4 Grandad.
5 Sister.
6 Dad.

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Introduction
3. Perfect pets
Unit objectives Anticipating difficulties
To understand and use target The theme of the unit is pets. Encourage the children to feel involved by talking
language. about their pets or bringing in photos of them. Children who dont have pets
may feel left out so try to include them too by pointing out that everyone can
To understand short dialogues. like animals or have a favourite pet whether they have one at home or not.
To follow and enjoy a story.
To participate in songs and Teaching tip
chants. To save time when children are getting ready for activities, for example, opening
books at the right page, count down from 10 to 1. When you reach 1, the children
To practise pronunciation: r.
should be ready to start the activity. You can vary the speed of the count down
depending on how much time you think it will take them to get ready.
Target language
Vocabulary:
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat; black, brown,
grey, white
Structures: Beeps w
orld!
Is it a (cat)? Yes, it is. / No, it isnt. 1.48

Today, Be
My favourite pet is a (dog). ep is on tel
evision.
Hi! Welcom
Guess my e to
Imperatives (Jump! Sit down! Stand My name
Hello, whatis Ricky Smiley.
s your name
pet!

up! Catch! Run! Go to sleep!) ?


Is it black?

No, it isnt.

Revision Hello,
My name Ricky.
is Beep.
green, orange, pink, red OK! It isn
Next ques t black.
tion, pleas
e.

Mmm.
Is it a fish? It isnt a fis
h.
No, it isnt. Hello, Beep
Is it a frog? .

No, it isnt
a frog.

Oh no! Its
Its a RAT!

hamste Please do
Squeak! nt wo
Squeak! my pet rat! rry! This is Robby,
Hello, Robb
253259

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goldis
parro
Tora ngu twiste 1.49

This is Rob
This is Rob by.
This is Rob by the robot rat.
This is Rob by the robot rat. Run
This is Rob by the robot rat. Run , Robby!
fro@
ing 2011

by the robo ,R
t rat. Run, obby! Run, Robby!
nd Publish

rabbi Robby! Run


S.L. / Richmo

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28/09/1
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do@ ca Unit 3 Pe
rfect pets
28/09/10
16:17

87

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Unit 3 - Lesson 1A
Students Book, page 23

Objective Getting started


To introduce pet names. Display the poster and ask the children if they know where Beep is
(in the pet shop). Ask them to put their hands up if they know the names of
Target language any of the pets in the picture. Ask volunteers to come to the front, point to a
pet they know and say the name.
Vocabulary:
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat 1 Listen, point and repeat. 1.37
Ask the children to look at the picture in Activity 1. Point to Lee and ask: Whats
Materials his name? (Lee). Ask the children to point to Lees mum. Say: Miaow! Ask the
children to point to the cat. Say cat, and tell the class to repeat after you. Play
Teachers i-book the recording and tell the children to find and point to the pets as they hear
CD them. Tell them to repeat the words after the narrator. Play the recording again
Unit 3 poster and ask the children to repeat the words.
Unit 3 flashcards
2 Listen and chant. 1.38
Put the flashcards up on the board in the following order: hamster, dog, rabbit,
i-activity frog, parrot, cat, goldfish, rat. Play the recording and point to each pet as it is
named. Play the recording again and ask the children to join in with the chant.
Then point to each card in turn and ask the children to say the name with you.
Repeat, gradually building up the rhythm. Finally, put the first card (hamster)
face down on the board and tell the children to say the chant filling in the
missing pet word. Repeat with the other cards, one by one until they are all
face down and the children can say the chant from memory. Once the chant is
memorised, practise it by starting slowly and speeding up with each repetition.

Finishing off
Play Mime the pet. Divide the class into two teams and demonstrate the
game. Mime stroking a cat. Choose a volunteer to guess which pet it is.
Players from each team take turns to come out and mime petting an animal.
If their team mates can guess the animal in one go, they get a point for their
team.

Transcripts
Listen, point and repeat. 1.37 Chant: The pet chant. 1.38

Goldfish. Hamster. Hamster, dog, rabbit, frog.


Frog. Cat. Parrot, cat, goldfish, rat.
Parrot. Rabbit.
Rat. Dog.

88

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3. Perfect pets LESSON 1

1 Lise>, poin an eea. 1.37

ts golfis
y parro
n
ra hamse
fro@
t,

.
.

s
n.

cat rabbi

do@
2 Lise> an chan. 1.38

Pets 23

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LC Students develop their language skills by recognising, identifying and talking about pets.

89

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3. Perfect pets
1 Trac an matc. To
To

Vo
ca
pa
fro@ ca rabbi do@
Te
CD
Un
Un
ph
Bo
pa

hamste goldis ra parro


17

323845 _ 0017-0022.indd 17 28/01/11 8:37


253193 _ 0001

IE Students learn to observe a picture and solve the activity independently.

90

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Unit 3 - Lesson 1B
Activity Book, page 17

Objectives Getting started


To reinforce target language. Tell the children you are going to play a flashcard game. Place one of the
flashcards inside a book, with the book facing the class. Pull the flashcard
To associate pictures and words.
out of the book slowly to gradually to reveal the picture to the class. Choose
volunteers to guess the name of the pet. Repeat with the other flashcards.
Target language
Vocabulary: Karaoke Chant: The pet chant 1.39
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat Play the karaoke chant and encourage the children to join in using the flashcards
as prompts.

Materials Play a card game


Teachers i-book Ask the children to find their playing card pop-outs (or hand out photocopies
CD of the Teachers Resource Book, page 113). Demonstrate how to play Kims
Unit 3 playing card pop-outs game. Put a set of playing cards face up on the board, and ask the class to look
Unit 3 flashcards at them. Tell the children to turn around so that they cant see the board, and
photocopies of Teachers Resource remove one of the cards. Ask the class to turn around and choose a volunteer
Book, page 113 to say which card you have removed. Divide the class into pairs and ask them
paper (one piece per child) to play the game, taking turns to remove cards.

1 Trace and match.


Ask the children to look at the picture in Activity 1. Tell them that you are going
to play a miming game. Mime eating an ice cream and choose a volunteer to
tell you which character it is (Charlie). Repeat for the other characters. Show
the children the example and choose a volunteer to name the animal: Frog. Tell
them to match the other words with the pets in the picture. Ask them to check
their answers in pairs, and colour the picture. Point to the words around the
picture and ask the children to trace them.

Finishing off
Play Pet bingo! Draw a grid with four squares on the board and write the name
of a pet in each square. Give out a piece of paper to each child and ask them
to do the same (but they have to write different names). Encourage them not
to copy their classmates! As you call out the names of pets, the children cross
out those that they have written. The first child to cross out all four of their
pets calls out Bingo! Ask the class to turn over their paper and draw another
grid. Repeat the game. You can call out other words the children may know,
for example: Brother! or Ruler! In this case though, you must warn them that
you wont always use a pet word.

BEEP 1 Unit 3 Vocabulary

253193 _ 0001-0032.indd 21 26/10/10 15:47

91

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Unit 3 - Lesson 2A
Students Book, page 24

Objectives Getting started


To introduce target structures. Display the poster, point to each pet and elicit the words from the class.
Ask a volunteer to come to the front, say a pet and ask them to find and point
To understand short dialogues.
to the pet in the poster. If they are not sure, invite the class to mime or make
To enjoy a song. sounds to help them. Repeat with other volunteers.

Target language 3 Listen and circle. 1.40


Vocabulary: Ask the class to look at the pictures in Activity 3. Explain that people are visiting
cat, dog, frog, goldfish, hamster, the vet with their sick pets. Invite one or two volunteers to tell the class about
parrot, rabbit, rat their experiences of taking pets to the vet. Play number 1 on the recording and
Structures: ask the class to listen and discover the old ladys pet (a cat). Tell the class to
Is it a (cat)? circle the picture of the cat. Play the rest of the recording twice, reminding the
Yes, it is. / No, it isnt. children to listen and circle the correct pet in each picture. Correct the activity
as a class.

Materials 4 Listen and sing. 1.41


Teachers i-book Tell the class theyre going to hear a song: Can you guess my pet? Play the
CD song, showing the flashcards for the animals in each verse. Play the song again
Unit 3 poster and encourage them to join in. Play the song a few more times until the children
Unit 3 flashcards are more confident.

Finishing off
Display each flashcard in turn and ask the children to say the names of the pets.
Hold up a flashcard with the back facing the class, so they cant see the
pet. Ask: Whats the pet? Invite the children to guess by asking: Is it a (frog)?
Answer: Yes, it is. / No, it isnt. When a child guesses the pet, they come to the
front to choose a flashcard and play the game again.

Transcripts
Listen and circle. 1.40 Song: Can you guess my pet? 1.41

1 Lees mum: Hello! Is it a cat? Can you guess my pet? Can you guess my pet?
Old woman: Yes, it is. Can you guess my pet? Can you guess my pet?
Is it a hamster? Is it a rabbit? Is it a goldfish? Is it a parrot?
2 Lee: Whats your pet? Is it a frog? Can you guess my pet? Can you guess my pet?
Girl: No, it isnt. Its a goldfish.
Can you guess my pet? Can you guess my pet?
3 Lee: Oh, hello! Is it a hamster? Can you guess my pet? Can you guess my pet?
Boy: Yes, it is. Is it a frog? Is it a dog? Is it a rat? Is it a cat?
Can you guess my pet? Can you guess my pet?
4 Lees mum: Whats this? Is it a
parrot?
Man: No, it isnt. Its a rat.

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UNIT 3 LESSON 2
3 Lise> an circ. 1.40
5 olou a
t
1 2

ng

e
y

6 S<tic an
3 4
ain
en

s.

4 Lise> an sin@. 1.41

a> yo ges m e?
a> yo ges m e?
I i hamse?
I i rabbi?
a> yo ges m e?
24 Identifying pets Is it a (cat)?

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DC Students develop competence with technology in the classroom by extracting


specific information from a short CD recording. In this activity, they listen, point to the
corresponding pet and sing along.

93

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2 Trac an circl. 4 Rea anTo
1 2
rabbi = b Vo
fro@ = gre ca
pa
ca = blac St
Is
ra = gre Ye
Ifi i rabbi? Ifi i ra? hamste =
Yefi, i ifi. / N, i is>. Yefi, i ifi. / N, i is>. do@ = whi Te
3 4 parro = b Un
Un

Ifi i hamste? Ifi i do@? 5 Loo an


Yefi, i ifi. / N, i is>. Yefi, i ifi. / N, i is>. 1

3 Loo an circl.
1 2

Ifi rabbi / ra / do@. Ifi ca / goldis / fro@. Re


18
R
323845 _ 0017-0022.indd 18 28/01/11 8:37 Te
CAE Students demonstrate their artistic ability and develop their fine motor skills by tracing As
picture outlines and by identifying animals from unfinished sketches. wh
the

94

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Unit 3 - Lesson 2B
Activity Book, page 18

Objective Getting started


To reinforce target language. Display the poster and invite a volunteer to the front. Ask them to turn away
or cover their eyes. Point to one of the pets in the poster and tell the class to
Target language remember the pet. Ask the volunteer to turn round and explain that the rest of
the class is thinking of a pet and they have to guess the pet by asking: Is it a
Vocabulary: (rat)? Encourage the class to reply: Yes, it is or No, it isnt. Give the volunteer
cat, dog, frog, goldfish, hamster, three chances to guess the pet. Then, repeat with other children.
parrot, rabbit, rat
Structures: Karaoke Song: Can you guess my pet? 1.42
Is it a (cat)?
Play the karaoke song and encourage the children to join in.
Yes, it is. / No, it isnt.
2 Trace and circle.
Materials Write the eight pet words on the board: cat, dog, rabbit, frog, hamster, rat,
Teachers i-book parrot, goldfish. Hold up the flashcards and ask volunteers to come and stick
Unit 3 poster them below the correct word. Draw a cat face on the board. Write the question
Unit 3 flashcards above the picture: Is it a dog? Write the possible answers below: Yes, it is. / No,
it isnt. Point to the question and read it out. Then, indicate the two answers
below. Elicit the correct answer and ask a volunteer to circle it on the board.
Tell the children to complete and colour the pet pictures and circle the correct
answers. Correct as a class.

3 Look and circle.


Show the class a flashcard with half the picture covered by a sheet of paper.
T: Is it a (dog)? SS: Yes, it is. / No, it isnt. Hold up your book and point to Lees
picture. T: Is it a cat? Elicit the answer: No, it isnt. Ask: What is it? SS: Its a
rabbit. Tell the class to look at each picture, read the sentence and circle the
appropiate animal.

Finishing off
Tell the children to work in pairs. Hand out the playing cards. Child A takes a
card from their pack, looks at it but doesnt show it to child B. Child B tries
to guess the card by asking: Is it a (rat)? When child B guesses the card, they
take a turn to choose a card for child A to guess.

Resources
Reading and Writing
Teachers Resource Book, page 125
Ask the children to look at the picture of Charlie in the classroom. Then, tell them to read the sentences below
which describe it. They must choose the missing words from the words at the bottom of the page and write
them in the gaps.

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Unit 3 - Lesson 3A
Students Book, page 25

Objective Getting started


To introduce and practise target Stick the colour cards to the board. Point to the grey card, say grey and
vocabulary and structures. encourage the class to repeat after you. Repeat with the other colours.
Practise the colours using different voices (a monster voice, a quiet voice, an
Target language opera singers voice, a squeaky voice and so on). Point to the cards, say the
colours and ask the class to repeat.
Vocabulary:
black, brown, grey, white
5 Colour and trace.
Structures:
Is it (green)? Is it a (frog)? Ask the class to look at the dogs. Point to each one in turn and ask: What
Yes, it is. / No, it isnt. colour is it? Elicit the colours and ask the children to trace the words. Explain
that the dogs are not completely coloured in and tell the children to finish off
colouring each dog.
Materials
Teachers i-book 6 Stick and play.
Unit 3 stickers Tell the children to find their stickers for Unit 3. Ask about the colours of the
flashcards: colours (black, brown, pets, for example: What colour is the (frog)? Ask the class to look at the picture
grey, white) and explain that there is a pet show at the school. Tell the children to stick the
11 big sheets of card with stickers in the corresponding places. Ask the class to look at Ruby and Charlie
headings (black, blue, brown, and explain that Charlie is thinking of a pet and Ruby is guessing which pet it is.
green, grey, orange, pink, purple, Read out their dialogue pointing to each speech bubble in turn. Then, ask the
red, white, yellow) girls to read out Rubys part together and the boys to read out Charlies part.
magazines/catalogues Tell the class that youre thinking of a pet and invite a volunteer to guess which
scissors pet it is by asking about its colour: SS: Is it pink? T: No, it isnt. SS: Is it black?
glue T: Yes, it is. SS: Is it a rabbit? T: Yes, it is. Ask two children to come to the front
with their books. Ask child A to think of a pet from the book and tell child B to
ask about its colour: Is it (brown)? Repeat several times with other pairs. Put
i-activity the children in pairs. Tell them to take turns to think of pets for their partners to
guess. Move around the room and praise children who are making an effort to
speak English.

Finishing off
Make colour posters. Display the sheets of card with the colour headings
around the class. Give out the magazines and catalogues to the children and
ask them to find pictures of coloured objects or animals. Tell them to cut out
the pictures and stick them on the corresponding pieces of card to make
colour posters.

96

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NIT 3 LESSON 2 UNIT 3 LESSON 3
5 olou an tra.

ge brow> blac whi


re
6 S<tic an pla.
e
e
is.

h
?
nt
o

o
o

Ye, i i.
I i brow>? No, i is>.
Colours Is it (brown)? 25

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LC Students develop Linguistic competence by consolidating new knowledge of question forms


using the Present Simple of the verb to be and short answers to talk about pets. They show
knowledge by giving short answers to questions formulated by the teacher using flashcards
for visual support.

97

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4 Rea an colou. To
str

rabbi = brow>
Vo
fro@ = gree> bla
ca = black do
pa
ra = gre St
Is
hamste = brow> Ye
is>. do@ = whit
parro = blu Te
Un

5 Loo an trac.
is>. 1

Ifi i ca? Yefi, i ifi. / N, i is>.


Ifi i whit? Yefi, i ifi. / N, i is>.
2

Re
Ifi i parro? Yefi, i ifi. / N, i is>. La
is / fro@. Ifi i whit? Yefi, i ifi. / N, i is>. Te
Re
19 Te
wo
323845 _ 0017-0022.indd 19 28/01/11 8:37
the
LC Students consolidate their reading skills by recognising pet and colour words, then applying Co
what they have read. They show understanding of simple questions in the written form. Te
wo
ac

98

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Unit 3 - Lesson 3B
Activity Book, page 19

Objective Getting started


To reinforce target vocabulary and Play a memory game. Put the flashcards on the board and ask about the
structures. colours of each pet: T: What colour is the (dog)? SS: Its (white). Tell the class
to look at the pets for 30 seconds and try to remember what colour they are.
Target language Divide the class into two teams and remove the flashcards. Hold a flashcard
so the class cant see it. Ask Team A about the flashcard: What colour is
Vocabulary: the (cat)? If they answer correctly, give them a point and show the class the
black, white, grey, brown; cat, flashcard. If not, ask Team B and give them a point for a correct answer.
dog, frog, goldfish, hamster, Continue the game, asking questions to each team in turn.
parrot, rabbit, rat
Structures:
4 Read and colour.
Is it (white)? Is it a (cat)?
Yes, it is. / No, it isnt. Ask the children to have their pencils and crayons ready. Invite a volunteer to
name the pets in the picture. Point to the table and read out the pets. Elicit the
colour of each pet and ask the children to hold up the corresponding pencil or
Materials crayon; T: Rabbit. SS: Brown (holding up a brown pencil). T: Frog. SS: Green
Teachers i-book (holding up a green pencil). Tell the children to colour the pets according to
Unit 3 flashcards the key.

5 Look and trace.


Put the dog flashcard on the board and write the following questions below
it: Is it a frog? Yes, it is. / No, it isnt. Is it white? Yes, it is. / No, it isnt. Point to
each question in turn and read it out to the class. Elicit the answers and invite
a volunteer to the board to circle the correct answers. Tell the children to read
the answers in Activity 5. Then ask them to look at the animals and answer the
questions by tracing the correct answers. Correct as a class.

Finishing off
Play Pictionary. Divide the class into three teams. Slowly start to draw part
of a pet on the board, for example, a cats whiskers or a rabbits ears. Ask:
Whats the pet? Encourage the children to ask: Is it a (cat)? Give a point to the
first team that guesses correctly. Repeat with other pets, or ask volunteers to
the board to draw pets for the class to guess.

Resources
Language
Teachers Resource Book, pages 51 53
Reinforcement Extension
Tell the children to look at the picture. Then look at the Tell the children to look at the picture. They read the
words in the box and colour the pets accordingly. Then description and then colour the pets accordingly.
they say the colour of each pet. Afterwards, they complete the sentences with the pet
Consolidation words.
Tell the children to look at the picture. They look at the
words in the box, trace the words and then colour the pets
accordingly. Afterwards, they say the colour of each pet.

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Unit 3 - Lesson 4A
Students Book, pages 26 and 27

Objectives
To develop pre-reading skills.
The mystery of the black cat! UNIT 3 LESSON 4 UNIT 3 LESSON 4

To enjoy a story.
7 Lise> to t stor. 1.43

To consolidate
More target language.
practice
More
practice P P
Materials
Teachers i-book
F F
CD
Unit 3 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards 1 2 2

i-poster

i-flashcards

3 4 4

IWB i-book 26 Imperatives Sit down, Lee!


Imperatives
Passive presentation of the Prese
Sit down, Lee!

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60069

Getting started Tra


Tell the children to look at the story and ask them to identify characters they
know. Then ask them to look at the little pictures at the top of page 27. Point St
to the picture of the cat and ask: Can you find this in the story? Tell them to
look in the story and see if they can find the cat. Tell them to circle the picture St
of the cat, because it appears in the story. Tell them to look through the story Na
Le
and find which of the remaining pictures appear and to circle them. Ask them
to check their answers with a partner. Finally, ask the children to cross out all St
the pictures that do not appear in the story. Na
Le
Te
7 Listen to the story. 1.43
St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Then play the story again and ask the children to No
follow the story in their books. Pause the recording at various points. Ask volunteers Le
to point to the relevant scene in their books. Divide the class into five groups and Ch
assign parts to each group: Charlie, Lee, the teacher, Lees mum, the cat. Play the St
recording again and pause the recording after each scene and tell each group to Na
repeat their characters lines. no
Ca
Ch
Le

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Finishing off
UNIT 3 LESSON 4
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence


and comprehension by listening to a story:
The mystery of the black cat! The story
revises and integrates vocabulary and grammar
structures from previous lessons to build knowledge.
Afterwards a Story race is played by students with
4 7 8
flashcards in two teams to assess listening and
Imperatives
Passive presentation of the Present Continuous
Sit down, Lee!
Charlie and Lee are playing.
Passive presentation of the Present Continuous Charlie and Lee are playing. 27 content comprehension.
5 13:09
600695 _ 0023-0032.indd 27 09/02/15 13:09

Transcript
Story: The mystery of the black cat! 1.43

e Story card 1 Cat: Miaow! Miaow!


Narrator: Charlie and Lee are at school. Its playtime.
Story card 5
Lee: Whats that? Is it a monster?
Narrator: Look! Charlies on the wall and heres Lee.
Story card 2 Lee: Help!
Narrator: Lee sees a black cat. Charlie: Jump Lee! Jump!
Lee: Look at that cat!
Story card 6
Teacher: Sit down, Lee!
Narrator: Now, wheres that cat? Ah! There it is!
Story card 3 Lee: Come on, Charlie! Run!
Narrator: The boys and girls are playing with balls. But look!
Story card 7
to Now Charlie sees the black cat too.
Narrator: Charlie and Lee find the cat. But, whats the matter?
ers Lee: Catch, Charlie!
Lee: Mum! Mum! Come quickly!
Charlie: Hey, look! Its the black cat.
Cat: Grr! Miaow!
e Story card 4
Story card 8
Narrator: Charlie and Lee are playing. Shh! Listen! Whats that
Narrator: Heres Lees mum, and look! Lots of little cats!
noise?
Charlie: Hello, little cat!
Cat: Miaow! Miaow!
Lees mum: Well done, boys!
Charlie: What is it?
Cat: Miaow!
Lee: Its the cat. Come on! Lets follow it!

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Unit 3 - Lesson 4B
Objectives Getting started
To remember the story. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Is there a dog in
To develop comprehension skills.
the story? Is there a monster? Is there a cat? What colour is the cat? Is Monica
To practise target language. in the story? Is Charlies dad in the story?

Target language Listen again 1.43


Vocabulary: Tell the children they are going to hear the story again. Play the story and pause the
cat, dog, frog, goldfish, hamster, recording at various points when a character is speaking. Ask a volunteer to tell you
parrot, rabbit, rat which character is speaking. Continue with other volunteers.

Materials Make a story booklet


Teachers i-book Put the story cards on the board out of order. Ask the children to tell you the
CD correct order of the cards. Point to each card and ask: Is this next? Which card is
Unit 3 story cards next? Ask volunteers to help you until the story cards are in the correct order.
Unit 3 story pop-outs Tell the children to find pop-outs for the story booklet (or hand out photocopies
photocopies of Teachers Resource of the Teachers Resource Book, pages 99 and 100). Show them how to make a
Book, pages 99 and 100 cover for their booklet and put the title The mystery of the black cat! The children
a stapler cut or pop out the pictures and put them into the correct order. Go round the class
to help any child that needs it and staple the booklets together.

LC Students develop Finishing off


Linguistic competence
Play Spot the mistake. Ask the class to close their books and tell them that you
in literacy by creating
are going to read out the story to them but there will be mistakes. Start to read:
a booklet for the story The
Charlie and Lee are at home Choose a volunteer to point out the mistake at
mystery of the black cat!
school, and continue the story including other mistakes.
Creating the booklet revises
the order of events in the story
as well as stimulating retention
of vocabulary and grammar
structures during a Spot the
mistake game.

Resources
DVD 1
DVD Animated Story: The mystery of the black cat!
Teachers Resource Book, page 25
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children choose the correct word and trace it.

102

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n
a

he
ou

n
ss

103

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Unit 3 - Lesson 5A
Students Book, page 28

Objectives Getting started


To introduce imperatives. Put the flashcards on the board and ask the children to name the pets.
Do a class survey. Ask: Whats your favourite pet? Is it a (dog)? Ask the
To improve listening comprehension
children to raise their hands. Make a note of the scores for each animal and
skills.
say: So, our favourite pet is a (cat).
To say a chant.

8 Listen and point. 1.44


Target language
Tell the class to look at the first picture and ask: Where are Charlie and Chippy?
Structures: Choose a volunteer to tell you: Dog school. Divide the class into pairs. Play the
Imperatives (Sit down! Stand up! recording and pause after each scene. Tell the children to decide which scene
Jump! Catch! Run! Go to sleep!) they are listening to. Play the recording again and ask volunteers to tell the
class their answers.
Materials
9 Listen and chant. 1.45
Teachers i-book
Ask the children to stand up and explain that they are going to hear a chant
CD
called Good dog, Chippy! Tell them to listen and mime the actions as they hear
Unit 3 flashcards
Charlie saying them. Play the chant and join in as the children mime the actions.
Ask the class if they can remember the order in which the actions are said.
Write their answers on the board and play the recording again to check them.
Play the chant again and ask the class to join in. Encourage them to copy
Charlies intonation. Next, tell the children to get into pairs and do role plays
between Charlie and Chippy. Ask the pairs to think of a training routine and
practise it. Finally, invite a few pairs of volunteers to demonstrate their routine
for the rest of the class.

Finishing off
Play Simon says, using the imperatives from the previous activity. Add extra
instructions with objects in the classroom, demonstrating where necessary.
For example: Point to (a pencil), touch (a book).

Transcripts
Listen and point. 1.44 Chant: Good dog, Chippy! 1.45

Charlie: Good dog, Chippy! Heres the Dog School. Good dog, Good dog, Good dog,
Listen, Chippy! Sit down! Sit down! Chippy! Chippy! Chippy!
Chippy! Jump! Jump! Oh, please Chippy! Sit down! Catch! Catch! Stand up!
Catch Chippy! Catch! Oh, no! Please, Chippy! Please, Chippy! Please, Chippy!
Go to sleep, Chippy! Oh, no! Sit down! Catch! Catch! Stand up!
Stand up, Chippy! Stand up! Oh, please, Chippy!
Good dog, Good dog Good dog
No, Chippy!
Chippy! Chippy! Chippy!
Jump! Jump! Go to sleep! Run! Run!
Please, Chippy! Please, Chippy! Please, Chippy!
Jump! Jump! Go to sleep! Run! Run!

104

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UNIT 3 LESSON 5
8 Lise> an poin. 1.44
10 Lise> a
S<i dow>!
Jum!
y?
he
e

ar
ns. atc! S<tan u!

11 Draw yo

Go to se!
No, hipp!

9 Lise> an chan. 1.45 M favo


28 Imperatives Please, Chippy!

600695 _ 0023-0032.indd 28 09/02/15 13:10

CAE Students develop their cultural awareness by practising a role play about a boy and his dog
using imperative commands and praise. Role plays using real communicative situations
help build fluency, self-confidence and artistic expression.

105

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Review
6 Trac an matc. 7 Rea anTo
1 2 3
1 = blac
St
Im
2 = gre
Ju

3 = brow>
4 = whit
Te
CD
pie

atc! Jum!

Go to slee! Ru>! 8 Loo an

1
S<i dow>! S<tan u!
4 5 6
Re
3
D
DV
Te
No
an
to
pr
20
Ac
at
323845 _ 0017-0022.indd 20 28/01/11 8:37
an
IE Students learn to observe a picture and solve the activity independently. the
DV
he

106

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Unit 3 - Lesson 5B
Activity Book, page 20

Objective Getting started


To reinforce target structures. Karaoke Chant: Good dog, Chippy! 1.46
Review the imperatives from the previous lesson and write them on the board
Target language in any order. Play the karaoke chant. Encourage the children to join in using
the notes on the board as prompts.
Structures:
Imperatives (Sit down! Stand up!
Jump! Catch! Run! Go to sleep!) 6 Trace and match.
Tell the class to look at the pictures and ask them to identify the characters. Point
Materials to the teachers speech bubbles and explain that they have to trace the words.
Tell the children to match the instructions in the speech bubbles with the
Teachers i-book corresponding characters. Check their answers by calling out a characters
CD name and asking the class to say the corresponding instruction.
pieces of card with instructions

Finishing off
Play Chinese whispers. Organise the class into lines and explain the game.
Give a piece of card with an instruction to a child at one end of each line, for
example: Jump! The child reads the instruction without showing it to anyone
and then whispers it to the next child in the line, taking care not to let anyone
hear. This is repeated until it reaches the last child in the line, who has to
perform the action. Compare the action with the instruction on the piece of
paper. Repeat with other instructions.
Note: Ask the children to bring in photos of their pets or photos of pets they
would like.

Resources
DVD 2
DVD Real Kids Unit 3
Teachers Resource Book, page 26
Note: The children have not covered all the animals Activity 2: Point to the adjectives in the box and to the
and adjectives in this unit, so it would be a good idea sentences about the animals. Play the DVD and pause it
to revise the animals and adjectives that they learned in to allow the children time to write the correct adjective in
pre-primary before attempting this worksheet. each sentence.
Activity 1: Tell the children to look at the string of letters
at the top. Ask them to look for animal words, circle them
and write them next to the corresponding picture. Write
the words on the board if the children need help. Play the
DVD and tell the children to colour the animals that they
hear mentioned.

107

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Unit 3 - Lesson 6A
Students Book, page 29

Objective Getting started


To practise target language in a Show the class a photo of your pet (or a pet you like) and tell the children
real world context. about it (its name, its age, its food). Invite two or three volunteers to tell the
class about their pets.
Target language
Vocabulary: 10 Listen and number. 1.47
cat, dog, frog, goldfish, hamster, Explain that the children in the photos each have a favourite pet. Elicit the
parrot, rabbit, rat names of the four pets from the class. Play the recording and pause after
Structure: sentence one. Tell the children to point to the corresponding photo (the boy with
My favourite pet is a (dog). the goldfish). Point to the box and ask the children which number they have
to write (1). Ask them to number the other photos in order as they listen to the
recording. Play the recording twice and then correct as a class.
Materials
Teachers i-book 11 Draw your favourite pet.
CD Ask some children the following question: What is your favourite pet? As the
Unit 3 flashcards children say the names of their favourite pets you can tell other children to write
photos of pets the name on the board. When you have asked some children ask them to draw
their favourite pet in the book. Ask them to write the name of their favourite
animal in the space below.

Finishing off
Play a game in teams. Put the word cards of the pets up around the classroom.
Divide the class into two teams and ask a child from each team to the front.
Show the class a flashcard and then tell the two children to run and touch the
corresponding word card. The first child to touch the correct word card wins a
point for their team. Repeat with other pairs of children.

Transcript
Listen and number. 1.47

1 Hello! My favourite pet is a goldfish.


2 Hi! My favourite pet is a rabbit.
3 And my favourite pet is a dog.
4 Hello! My favourite pet is a frog.

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NIT 3 LESSON 5 UNIT 3 LESSON 6
10 Lise> an num. 1.47

Jum!
with

ite
w

.
11 Draw you favouri e.

M favouri e i .
Pets 29

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IE Students develop their initiative via a show and tell session where they show a photo
of their pet and describe it to the class. Students who dont have pets participate by
describing their favourite pet in a presentation.

109

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To

Vo
ca
pa
St
My

Te
CD
Un
ph
Bo

p
m
p
w
c
b

Re
A
Te

110

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Unit 3 - Lesson 6B
Arts and crafts

Objective Getting started


To practise target language. Karaoke Song: Can you guess my pet? 1.42
Play the song and sing along. Sing the first two lines of the song and invite
Target language the class to suggest an action to go along with it (for example, walking on the
spot, like on a hamster wheel). Elicit actions for the other parts of the song and
Vocabulary: then play the song with the children saying the chant and doing the actions.
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat
Make a book of pets
Structure:
My favourite pet is a (dog). Hand out the photocopies of the pets booklet template. Tell the children to
colour the pictures. Show them how to make the booklet by folding a piece
of paper down the middle first. They then fold it in half and half again to make
Materials a zig-zag book. They put the title on the front cover and then choose seven
Teachers i-book pictures to put on the other pages. They can write the word for each pet under
CD the picture. The children then show their friends their booklets.
Unit 3 flashcards
photocopies of Teachers Resource
Book, page 12

IE Students develop
initiative by creating a
personalised book of
pets. By using a template, they
make a book of their favourite
pets and describe them in
writing. Making a booklet builds
confidence and develops a task
based approach to learning.

Finishing off
Hide a flashcard behind your back and the children have to guess what pet is.
Keep doing this it until the children have guessed all the pets. You could also
ask the children to take it in turns to come to the front of the class and hide a
flashcard behind their back while the other children guess what it is.

Resources
Arts and Crafts
Teachers Resource Book, page 12

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Unit 3 - Lesson 7A
Students Book, page 30

Objectives Getting started


To review pets and colours. Say: I like parrots. Ask the children who like parrots to stand up and repeat the
sentence. Repeat with other vocabulary.
To enjoy a story.
To enjoy a tongue twister and
practise pronunciation: r. 12 Listen. 1.48
Tell the class to look at the first scene from the cartoon, and explain that Beep
is taking part in a television quiz show called Guess my pet. Play the recording
Target language and ask the children to follow the story in their books. Play the recording again,
Vocabulary: stopping at various points and asking volunteers to say the next line. Tell the
cat, dog, frog, goldfish, hamster, children that they are going to play Guess my pet. Give out a piece of paper to
parrot, rabbit, rat each child and ask them to draw a pet. Call volunteers out to the front. Choose
Structure: other children from the class to ask questions: Is it (black)? Is it a (dog)? If they cant
Is it a (cat)? guess after three questions, the volunteer has to show their picture to the class.

Phonics
Materials Listen and say a tongue twister. 1.49
Teachers i-book Tell the children they are going to learn a tongue twister. Play the recording,
CD pausing at the end of each line for the children to repeat. Write the tongue
pieces of paper twister on the board. Play the recording again encouraging children to copy the
narrators intonation. Divide the class into groups. Give them a few minutes to
practise the tongue twister, and then invite them to the front to perform for the
i-story cards rest of the class. Encourage the children to find any other words that they know
that begin with r, for example, rubber, rabbit, Ruby, or any names of children
in the class. Write the words up on the board and practise saying them with
English pronunciation.

Finishing off
Write the first three letters of a word on the board and tell the children to find
the word in their dictionaries and put up their hands as soon as they find it.
Elicit the word and invite a volunteer to come and complete the word.
Transcripts
Listen. Beeps world! 1.48

Narrator: Today, Beep is on television. Beep: No, it isnt.


Host: Hi! Welcome to Guess my pet! My name is Host: It isnt a fish.
Ricky Smiley. Hello, whats your name? Woman: Hello, Beep. Is it a frog?
Beep: Hello, Ricky. My name is Beep. Beep: No, it isnt a frog.
Old woman: Hello, Beep. Host: Oh, no! Its Its A rat!
Beep: Hello. Robby: Squeak! Squeak!
Old woman: Is it black? Beep: Please dont worry! This is Robby, my pet rat!
Beep: Erm No, it isnt. Hello, Robby!
Host: Ok! It isnt black. Next question, please. Robby: Squeak! Squeak!
Man: Is it a fish?

Listen and repeat. 1.49

This is Robby. This is Robby the robot rat. Run Robby! Run Robby!
This is Robby the robot rat. This is Robby the robot rat. Run Robby! Run Robby! Run!
This is Robby the robot rat. Run Robby! Run! Run!

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Beeps world! UNIT 3 LESSON 7 Term rev
e

12 Lise>. 1.48
1 Lise> a
p
g
n,

o
se
nt
ss.

he
o
e
ow

2 Loo an

30 Phonics initial sound r as in Robby Is it a (fish)?

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LL Students develop their learning skills by participating in a phonics game and using their
personalised dictionaries to help them find information to play the game by completing
n! the words. Playing dictionary games encourages keeping notebooks tidy and provides
meaningful learning situations.

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Review

7 Rea an colou. To
un

1 = blac Vo
2 = gre 3 ca
pa
3 = brow> gr
4 = whit 4
St
Im
2 Ju
1 Is
1 isn

Te
CD
Un

Ru>! 8 Loo an writ. fla

Yefi, i ifi. N, i is>.


1 2

Ifi i do@? Ifi i rabbi?


N, i is>. Yefi, i ifi.
3 4

Ifi i ra? Ifi i fro@?


Re
N, i is>. Yefi, i ifi. P
21 Te
Ac
323845 _ 0017-0022.indd 21 28/01/11 8:38 the
LC Students consolidate their reading skills by recognising colour words and reading a key. vo
They show understanding of simple questions in the written form. ch
ha
the

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Unit 3 - Lesson 7B
Activity Book, page 21

Objective Getting started


To review target language from the Do a quiz to review the language from the unit. Divide the class into three or
unit. four teams. Award points for correct answers.
Round 1: Display the poster, point to pets and ask the teams to name them.
Target language Round 2: Display the flashcards and ask questions: What colour is the frog?
Round 3: Hide a flashcard and ask the teams to take turns guessing the pet
Vocabulary: by asking questions: Is it a (cat)?
cat, dog, frog, goldfish, hamster, Round 4: Ask volunteers from each team to the front. Say an imperative and
parrot, rabbit, rat; black, brown, give points for the correct action.
grey, white
Structures: 7 Read and colour.
Imperatives (Sit down! Stand up!
Jump! Catch! Run! Go to sleep!) Explain that this is a colour by numbers activity. Point out the key, say each number
and ask the class to tell you which colour it corresponds to. Tell the children to
Is it a (goldfish)? Yes, it is. / No, it colour the patches on the dog according to the key. When the children finish,
isnt. encourage them to compare their pictures with classmates.

Materials 8 Look and write.


Draw an outline of a goldfish on the board. Write below: Is it a parrot? and Is it a
Teachers i-book
goldfish? Read out each question and elicit: No, it isnt. Yes, it is. Ask the class to look
CD
at the first picture in their book. Read out the question and elicit the answer:
Unit 3 poster
No, it isnt. Tell them to copy the answer from the box. Ask the class to look at the
flashcards: Unit 3, colours
other pictures and answer the questions using the answers from the box. Correct as
a class.
Note: Mixed abilities.The levels of writing skills in the class may vary. Allow the
children to answer accordingly: or ; Yes or No; Yes, it is or No, it isnt.

Picture dictionary 3.3


Ask the children to look at the Picture dictionary page on page 22 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same. Say:
Point to the frog and the goldfish. Encourage the class to quickly point to the two
pictures and check with the child next to them. Repeat with other words from the page.
Tell the children to trace each word on the dictionary page. Play the recording
and ask the children to look at the pictures and repeat the words.

Finishing off
Play Noughts and crosses with questions related to the target language from
the unit.

Resources Transcript
Phonics Picture dictionary 3.3

Teachers Resource Book, page 87 Activity 2: The children look at the Cat, dog, frog, goldfish, hamster,
pictures and say the words. Then, parrot, rabbit, rat.
Activity 1: Ask the children to look at
the teacher asks the children to put
the words on the rocks and review the
the letters in order to form words that
vocabulary with them. Then, ask the
begin with the r sound.
children to colour red all the rocks that
have words on them that begin with Extra activity: Practise the tongue
the r sound (the same sound as rabbit). twister with the children, then have a
tongue twister competition.

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Unit 3 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time
and ask questions about the pets. T: Which pet is green? Show the children
To evaluate childrens understanding To
the evaluation and explain each activity. Play the recording and the children
of target language from the unit. vo
do Activity 1. Play it again. The children complete the rest of the evaluation by
themselves. Un
Target language
Vocabulary: 1 Listen and circle the pets. 1.50
cat, dog, frog, goldfish, parrot, Explain to the children that they are going to hear a number followed by a pet.
Vo
hamster, rabbit, rat; black, brown, They must circle the correct animal.
Co
grey, white 2 Trace the words and match them to the pictures. Fa
Structures: Tell the children to trace the words. When they have finished they must read St
Imperatives (Sit down! Stand up! them and match the word with a pet. Is
Jump! Catch! Run! Go to sleep!) W
3 Read and colour the pets.
Is it a (goldfish)? Ask the children to look at the key. Explain that the number is for a pet.
Yes, it is. / No, it isnt. The children have to colour the pets according to the key.

4 Read and circle the answers. Te


Materials Tell the children that they need to look at the picture, then read the question Un
Teachers i-book and circle the correct answer. Un
CD
Unit 3 flashcards
photocopies of Unit 3 Test,
Teachers Resource Book, pages Unit 3 Test Unit 3 Test
139 and 140
Name: Class: Name: Class: a
1 3 1 = ge> 2 = e 3 = ello 4 = bl 1 t
1.50 1.63

2
3

Tra
1
4
Students develop 2
LL
Li
their learning skills by 2
2 4
participating in an end- F
Ifi i ca? Yefi, i ifi. / N, i is>.
of-unit summative assessment y
Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE


ca
procedure. Clear assessment do@ Ifi i do@? Yefi, i ifi. / N, i is>. F
criteria and constructive rabbi
n
Ifi i rabbi? Yefi, i ifi. / N, i is>.
feedback on mistakes and parro
F
teacher expectations before the Ifi i ra? Yefi, i ifi. / N, i is>. s
test play an important role in F
improvement.
1 Listen and circle the pets. (Track 1.50) 3 Read and colour the pets.

p
2 Trace the words and match them to the pictures. 4 Read and circle the answers.
139 140

324637 _ 0133-0154.indd 139 01/02/11 10:12 324637 _ 0133-0154.indd 140 28/01/11 14:40
F
b
F
b

Transcript
Unit 3 Test. Activity 1. Listen and circle the correct pets. 1.50

Hamster. Goldfish. Parrot.


Cat. Rabbit. Rat.

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Unit 3 - Review
Students Book, page 31

Objective UNIT 3 LESSON 7 Term review 1


To revise and practise target
y vocabulary and structures from
Units 1 - 3. 1 Lise> an colou. 1.64

Target language
.
Vocabulary:
Colours, Classroom materials,
Family, Numbers, Pets
Structures:
Is it orange?
Whats this?

Materials
Teachers i-book
Units 1 - 3 flashcards
Units 1 - 3 posters

2 Loo an coun.
LC Students develop their
language skills by
reviewing the vocabulary
and practising the structures Classroom objects Colours Numbers Pets 31
1 they have seen so far.
1.63 600695 _ 0023-0032.indd 31 09/02/15 13:10

Transcript Getting started


Put the flashcards in random order. Show them one by one and ask the
2
Listen and colour. 1.64
children to call out the word each time. Start to show them faster and faster so
2 the children have to react quicker.
Find the ruler. Colour the ruler
yellow. 1 Listen and colour. 1.64
Find the number eight. Colour the
Let the children look at the picture. Play the recording, pausing as necessary to
number eight pink.
allow the children to colour the objects mentioned.
Find the school bag. Colour the
school bag green.
2 Look and count.
Find the pencil case. Colour the
pencil case black. Tell the children to look again at the picture. Ask them to name the first picture
28/01/11 14:40
Find the dog. Colour the dog at the bottom (pencil) and then to count the pencils in the picture. Repeat with
brown and white. the other items.
Find the parrot. Colour the parrot
blue and red. Optional activity
Children work in pairs. One child chooses an object and the other guesses what
it is by asking the colour.
Student A: Is it orange? Student B: No, it isnt.
Student B: Yes, it is. Student A: Is it a crayon?
Student A: Is it a goldfish? Student B: Yes, it is!

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Unit 3 - Review
Students Book, page 32

Objective
Term review 1
To revise and practise target
vocabulary and structures from
Units 1 - 3. 3 Pla ga.
I hamse!
Wha thi?
Target language
Vocabulary:
Colours, Classroom materials, 253388
_ 0067-00
98.indd
83

Family, Numbers, Pets


28/09/1
0
13:13

Structures: 4 Loo an wri t famil emerfi.


Is it orange?
Whats this?

Materials 1 2
3 4
7
Teachers i-book
5
Units 1 - 3 flashcards
Units 1 - 3 posters 8

6
LC Students develop their
language skills by
reviewing the vocabulary
and practising the structures
32
they have seen so far.
Family members Pets Whats this? Its a (rabbit).

600695 _ 0023-0032.indd 32 16/02/15 15:19

3 Play a game.
Mix up flashcards from Units 1 and 3. Take the first one and hold it up with the
picture facing towards you so the children cannot see it. Quickly rotate it to show
the children the picture and then turn it back again. Ask: Whats this? If nobody
guesses, then flash the picture at them again. Have children play in pairs and
answer each other in sentences.

4 Look and write the family members.


Let the children look at the picture and review the family words. The children write the
words. Ask volunteers to write the words on the board for the others to check their
spellings.

Finishing off
Display the three posters and play a game of I spy with the children. Say, for
example: I spy something blue and let the children guess what it is by asking:
Is it a (crayon)?

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Introduction
4. My toys
Unit objectives
Teaching tip
To introduce toy vocabulary.
Try and encourage all the children to listen to your English when you speak. As a
To understand and use simple teacher you should speak at a normal speed neither too fast nor slow so all the
structures. children will eventually understand you. Use as many gestures as possible and
To learn about toys from other always try and let the children see your lips. Children need a lot of time before the
countries. language they understand becomes the language they can speak. Try and use
different structures and words so they will recognise them in the near future.
To talk about personal
preferences.
To practise pronunciation: c.

Target language
Vocabulary: Beeps w
orld!

ball, bike, car, computer game,


1.61

Beep is on
Shes playin his bike. Look! Th
doll, kite, plane, train, teddy g with a ca
r.
eres a gir
l.

Heres a bo
Structures: y. Oh no! Hi
s kite is in
the tree.

Have you got a (train)? Squeak!

Yes, I have. / No, I havent. Squeak!

Look! My
Beep climb Robby likes
th e car. is in the trekite
the tree s Can you he e.
but oh no! lp?
Beep and
Robby go
to the toy sh
op.
Be careful
,
Beep!

Hello, Beep
!

Hello. Ca
n
a plane, ple I have
kit Hurray!
Robbys go
ase?

the kite! t
253259
_ 0001-0016.
indd 7

Thank yo
plan Thank you,u, Beep!
Robby!
No problem
bik Oh, look!
plane! Fly, Robbys in the
!
Robby! Fly!
Tongu twis
bal Can you co
te 1.62

Can you co unt?


trai> Can you co unt the cars?
Can you co unt the cars and kit
unt the ca es
rs and kites ?
ing 2011

and cats?
nd Publish

compmute
/ Richmo
in S.L.

253259
_ 0001-001

ga
6.indd
8
na Educac
Santilla
BEEP 1
0114746
EAN: 843130

28/09/10
16:17

tedd

dol Unit 4 My
toys

ca
28/09/10
16:17

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Unit 4 - Lesson 1A
Students Book, page 33

Objectives Getting started


To introduce the name of the toys. Display the poster and ask the children if they know where Beep is. Ask them
to put their hands up if they know the names of any of the toys in the picture.
To say a chant.
Ask volunteers to come to the front, point to a toy they know and say the word.
Point to the toys one at a time, say the word and ask the children to repeat.
Target language
Vocabulary:
1 Listen, point and repeat. 1.51
ball, bike, car, computer game,
doll, kite, plane, train, teddy Ask the children to look at the picture in Activity 1. Point to the toys on the page
and ask the children to name them. Play the CD and ask the children to point to
each toy as they hear the word. Play the CD again and this time the children repeat
Materials the words. Encourage all the children to participate.
Teachers i-book
CD 2 Listen and chant. 1.52
Unit 4 poster Put the flashcards on the board in the following order: teddy, kite, ball, bike,
Unit 4 flashcards doll, plane, car, train, computer game. Play the recording and point to each
toy as they are named. Clap when the chant says: Clap your hands. Play the
i-activity recording again and ask the children to join in with the chant. Then point to
each card in turn and ask the children to say the name with you. Repeat,
gradually building up the rhythm. Finally, put the first card (teddy) face down on
the board and tell the children to say the chant filling in the missing family word.
Repeat with the other cards, one by one until they are all face down and the
children can say the chant from memory. Once the chant is memorised, practise
it by starting slowly and speeding up with each repetition.

Finishing off
Put all the flashcards face down on the board. Point to one card and ask a
child to guess what it is. Look at the card without the children seeing and tell
them if they are correct or not. If they have guessed correctly they can keep
the card, if not another child has a chance to guess. Continue until all the
flashcards have been removed.

Transcripts
Listen, point and repeat. 1.51 Chant: The toy chant. 1.52

Bike. Kite. Come on girls and boys! Come on girls and boys!
Doll. Ball. Clap your hands for toys! Clap your hands for toys!
Car. Computer game. Teddies and kites, We all love computer games!
Plane. Train. Balls and bikes, Clap your hands for toys!
Teddy. Clap your hands for toys!

Come on girls and boys!


Clap your hands for toys!
Dolls and planes,
Cars and trains,
Clap your hands for toys!

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4. My toys LESSON 1

1 Lise>, poin an eea. 1.51

pla>
at

dol
ca
bi
edd
on
rd.

ise

compue
bal ga

ki trai>

2 Lise> an chan. 1.52

Toys 33

600695 _ 0033-0040.indd 33 09/02/15 11:34

LL Students developtheir learning skills by participating in the memorisation of a chant using


the support of clapping and visual cues that are removed little by little as children memorise
all of the toys in the chant.

121

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4. My toys
1 Trac an matc. To
To
To

Vo
plan dol bal trai> kit ba
do

Te
CD
Un

Re
La

ca compute gam tedd bik Te


Re
23 Te
let
323845 _ 0023-0028.indd 23 28/01/11 8:40
Th
Co
IE Students learn to observe a picture and solve the activity independently. Te
let
wo

122

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Unit 4 - Lesson 1B
Activity Book, page 23

Objectives Getting started


To say the toy vocabulary. Show the flashcards one at a time and ask the children to say the words. Hide
one of the toy flashcards behind your back and the children have to guess
To recognise the toy vocabulary.
what it is. Continue until the children have guessed all the toys. Then ask a
To write the words of the toys. child to take over your role. Repeat with other volunteers.

Target language Karaoke Chant: The toy chant. 1.53


Vocabulary: Play the karaoke chant and encourage the children to join in using the flashcards as
ball, bike, car, computer game, prompts.
doll, kite, plane, train, teddy
1 Trace and match.
Materials Ask the children to look at the picture in Activity 1. First, ask the children to say
the name of each toy and then tell them to trace the words. Once they have
Teachers i-book
traced the words ask them to match the words with the toys in the central
CD
picture. They can then colour the pictures. Go round the classroom to give help
Unit 4 flashcards
where needed and positive encouragement.

Finishing off
Draw the outlines of some toys on the board. Ask the children to hold up their
hands if they know what you are drawing. The aim of this game is to guess
what is being drawn before the whole drawing is finished. Make sure the
children put their hands up to say the answer and do not shout out.

Resources
Language
Teachers Resource Book, pages 54 56
Reinforcement Extension
Tell the children to look at the pictures. They look at the Tell the children to look at the pictures. They look at the
letters in the box and write the first letter of each word. mixed up words under each picture and write the words
They then say the name of each toy. correctly. They then say the name of each toy.
Consolidation
Tell the children to look at the pictures. They look at the
letters under each picture and write the first letter of each
word. They then say the name of each toy.

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Unit 4 - Lesson 2A
Students Book, page 34

Objectives Getting started


To recognise the toys. Use the Beep toy to model a short conversation using the flashcards. T: Whats
this? Beep toy: Its a (kite). Repeat with the other flashcards. Then, give the Beep
To ask and answer questions
toy four flashcards. Put them so that the children can see them clearly. Ask
about toys.
questions about the toys the Beep toy has. T: Have you got a (teddy)? Beep toy
(looking at his toys, pointing and nodding): Yes, I have. T: Have you got a (train)?
Target language Beep toy (looking at his toys and shaking his head): No, I havent. Use the Beep
Vocabulary: toy to ask the children if they have any of the toys, encourage them to use the
ball, bike, car, computer game, full answer.
doll, kite, plane, train, teddy
Structures: 3 Listen and tick (3) or cross (7). 1.54
Have you got? Write Yes, I have and No, I havent on the board, and then ask a volunteer to
Yes, I have. / No, I havent. come to the front to demonstrate the activity. T: (Alba) have you got a kite?
SS: No, I havent. Ask her to put a cross beside the corresponding sentence.
Materials Continue with other volunteers. Tell the children to look at Activity 3. Explain
that they are going to listen to the CD and they have to put a tick if Charlie has
Teachers i-book the toy and a cross if he doesnt. Play the CD and ask the children just to listen.
CD Play it again and this time they put the ticks and crosses. Play it a final time for
Beep toy them to check their answers.
Unit 4 flashcards
4 Ask and answer.
Ask a volunteer to come to the front to demonstrate the activity. T: Have you
got a (teddy)? SS: Yes, I have. Have you got a (train)? T: No, I havent. Put the
children into pairs or small groups and ask them to ask and answer questions
about toys. Move around the classroom listening and helping if necessary.

Finishing off
Ask a child to come to the front of the class and to cover their eyes while
another child hides a flashcard somewhere in the classroom. The child at the
front of the class then tries to find it. The rest of the children can say hot or cold
depending how near or far the child is to finding the flashcard.

Transcript
Listen and tick (3) or cross (7). 1.54

Lee: Hi, Charlie! Lee: Me too! Have you got a bike?


Charlie: Hello! Charlie: Yes, I have. Ive got a red bike.
Lee: Charlie, have you got a train? Lee: Umm. Have you got a plane?
Charlie: Yes, I have. Charlie: A plane? No, I havent.
Lee: Have you got a teddy? Lee: OK. Have you got a kite?
Charlie: Yes, I have. Charlie: Yes, I have. Here it is.

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UNIT 4 LESSON 2
3 Lise> an tic () o cros (). 1.54
5 Lise> a
ep

y
?
Ha yo go
p trai>?

s Ye, I ha.
en.
or

Ye, I ha. = No, I hae>. = 6 As an

4 As an anse.
34 Possession Toys Have you got a (train)?

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DC Students develop competence with technology in the classroom by extracting specific


information from a short CD recording. In this activity, students listen and tick the toys each
speaker has.

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2 Trac, matc an circl. 3 ircl an
To
To
1
To
kit
plan Vo
tedd / d ba
do
ca dol St
Ha
4 Ye

bal tedd Te
kit / ted Un

edd
dol
4 Trac an
Hav yo go dol? Yefi, I hav. / N, I have>.
Hav yo go trai>? Yefi, I hav. / N, I have>.
Hav yo go kit? Yefi, I hav. / N, I have>.
Hav yo go bik? Yefi, I hav. / N, I have>.

24 Re
R
323845 _ 0023-0028.indd 24 28/01/11 8:40

LC Students develop their language skills by consolidating awareness about question Te


forms and short answers to talk about toys. As
qu

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Unit 4 - Lesson 2B
Activity Book, page 24

Objectives Getting started


To trace pictures. Display the toy poster. Ask the children what they can see without pointing to
the toys. When all the toys have been named, point to a toy and ask one of
To recognise the toys.
the children to name the toy. If there are children who still need help, then help
To develop reading skills. them to repeat the word several times.

Target language 2 Trace, match and circle.


Vocabulary: Ask the children to look at the picture in Activity 2. Ask them what they think
ball, bike, car, computer game, each picture is in the cupboard. T: Is this a (ball)? When they have said what
doll, kite, plane, train, teddy each toy is, ask the children to trace them. On the board write Yes, I have. / No,
I havent. Ask a volunteer to read the first question aloud and another to look at
Structures: the picture, come to the board and circle the correct answer. Repeat with the
Have you got? remaining questions. The children then complete the activity in the book. Move
Yes, I have. / No, I havent. around the classroom offering help where necessary.

Materials Finishing off


Teachers i-book Tell the children you are going to draw a toy on the board and that they must
Unit 4 poster put their hand up if they think they know what it is. Slowly draw the picture until
someone guesses what the toy is. Repeat with a child taking over your role.

Resources
Reading and Writing
Teachers Resource Book, page 126
Ask the children to look at the picture of Lee and Monica. Ask them what they can see. The children then read the
questions and write a one word answer. If they need help, write the words house, kite, Monica, one and two on the board.

127

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Unit 4 - Lesson 3A
Students Book, page 35

Objectives Getting started


To say the names of the toys. Display the poster and ask questions. T: Whats this? SS: Its a (kite). T: What
colour is the (train)? SS: Its (green). T: (Luca) come and point to the (ball). Ask
To join in with a chant.
volunteers to take over your role and ask the questions.
To use simple grammar structures.

5 Listen and chant. 1.55


Target language
Ask the children to look at the picture in Activity 5. Put the flashcards on the
Vocabulary: board in the following order: bike, train, teddy, car. Play the CD and let the
ball, bike, car, computer game, children listen to the chant, pointing to the corresponding flashcard each time.
doll, kite, plane, train, teddy Play the recording again and encourage the children to join in. Play it several
Structures: more times until the children are saying it from memory.
Have you got?
Yes, I have. / No, I havent. 6 Ask and answer. Tick (3) or cross (7).
Put the remaining flashcards on the board. Point to one flashcard and ask a
Materials child if they have one. T: (Marta), have you got a (kite)? SS: Yes I have. / No, I
havent. Repeat with other children. Then ask a volunteer to come and ask a
Teachers i-book question. Continue until all the children have asked or answered at least one
CD question.
Unit 4 poster
Unit 4 flashcards
Finishing off
Write the name of the toy under each flashcard on the board. Ask the children
to choose two toys and to draw them in their notebooks and to write the word
underneath them.

Transcript
Chant: Tell me, please! 1.55

Have you got a bike? Have you got a teddy?


Have you got a bike? Have you got a teddy?
Ruby, Ruby, tell me please! Lee, Lee, tell me please!
Yes, I have! Yes, I have!

Have you got a train? Have you got a car?


Have you got a train? Have you got a car?
Charlie, Charlie, tell me please! Monica, Monica, tell me please!
No, I havent! No, I havent!

128

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IT 4 LESSON 2 UNIT 4 LESSON 3
5 Lise> an chan. 1.55

Ha yo go bi?
e. Ha yo go bi?
Rub, Rub,
el , pea!
Ye, I ha!

n
d

. = 6 As an anse. Tic () o cros ().

M
My fr^en
Possession Imperatives Tell me, please! 35

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LC Students develop their language skills by listening and repeating a chant and then asking
and answering questions about toys.

129

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3 ircl an writ. To
To
1 2 3 To

Vo
tedd / dol plan / ca bik / trai> ba
do
dol pla> trai> St
Is
Ha
4 5 6 Ye

kit / tedd ca / trai> dol / bik Te


CD
Un
edd ca bi Un
Un
ph

4 Trac an dra. Bo

I have>.
I have>.
I have>.
I have>. Child Child
completes completes
drawing drawing

ball kit
25

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CAE Students develop their drawing skills and their knowledge of spatial awareness when
drawing the mirror images of toys.

130

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Unit 4 - Lesson 3B
Activity Book, page 25

Objectives Getting started


To read the target vocabulary. Display the poster and ask a volunteer to come to the front of the class.
The child points to a toy and then chooses a friend to say what it is. If the
To write the names of toys.
child answers correctly, then it is their turn to come to the poster and point.
To complete a drawing. Continue until all the toys have been revised.

Target language Karaoke Chant: Tell me, please! 1.56


Vocabulary: Play the karaoke chant and encourage the children to join in.
ball, bike, car, computer game,
doll, kite, plane, train, teddy 3 Circle and write.
Structures: Put the doll flashcard on the board and underneath write: teddy / doll. Point to
Is it a doll? the first word and ask a volunteer to read it. Then point to the doll and say:
Have you got a car? Is it a teddy? SS: No. Point to the word doll and ask a child to read it. Then
Yes, I have. / No, I havent. say: Is it a doll? SS: Yes. Circle the word doll on the board and then write it
underneath.
Ask the children to look at Activity 3. Explain that they must complete the rest
Materials of the exercise in the same way, reading, circling and then writing the
Teachers i-book corresponding words. Move around the classroom offering help where
CD necessary.
Unit 4 playing card pop-outs
Unit 4 poster 4 Trace and draw.
Unit 4 flashcards Ask the children to look at Activity 4. Point to the first picture and ask Is it a
photocopies of Teachers Resource bike? SS: No. Repeat the question with other toys. Ask the children to say what
Book, page 114 toys have been half drawn and then to trace the words under the pictures. Give
them some time to draw the other half of each picture. When they have finished
they can colour them. Go round the class and praise their finished drawings.

Play a card game


Ask the children to find their playing card pop-outs for Unit 4 (or hand out
photocopies of the Teachers Resource Book, page 114). The children sit in
pairs and each takes three of their cards without showing their partner. The
children then take it in turns to guess each others cards. S1: Have you got a
(car)? S2: Yes, I have. / No, I havent. The winner is the child who guesses all
three of their partners cards first.
Note: The children will need these pop-outs in the next unit.

Finishing off
Ask the children to put their pop-outs on the table. Say the name of a toy and
ask the children to hold up that card. Then allow the children to play Snap or
Memory with a friend.

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Unit 4 - Lesson 4A
Students Book, pages 36 and 37

Objectives
To reinforce target vocabulary.
Computer games are boring! UNIT 4 LESSON 4 UNIT 4 LESSON 4

To listen to a story.
7 Lise> to t stor. 1.57

Target language
Vocabulary:
ball, bike, car, computer game,
More train, teddyMore
doll, kite, plane,
practice practice P P
Materials
F F
Teachers i-book
CD
Unit 4 story cards SC SC 1 2 2
Blu-Tack
More More
phonics phonics
i-story cards

i-poster 3 4
4
36 Personal preferences Computer games are boring! Passive presentation of the Prese
Personal preferences Computer games are boring!

i-flashcards 600695 _ 0033-0040.indd 36 09/02/15 11:34

600695

Tra
Getting started
IWB i-book
Tell the children to look at the story and ask them to identify the characters. St
Then ask them to look at the little pictures at the top of page 37. Point to the
picture of the doll and ask: Can you find this in the story? Tell them to look in St
Na
the story and see if they can find the doll. Ask them to circle the picture of the
Gr
doll, because it appears in the story. Tell them to look through the story and Mo
find which of the remaining pictures appear and to circle them. Ask them to
check their answers with a partner. Finally, ask the children to cross out all the St
pictures that do not appear in the story. Na
Gr
Mo
7 Listen to the story. 1.57
St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Play the story again and ask the children Gr
to follow the story in their books. Pause the recording at various points. Ask Mo
volunteers to point to the relevant scene in their books. Divide the class into
St
three groups and assign parts to each group: Ruby, Monica and Granny. Play
Na
the recording again and pause the recording after each scene and tell each Mo
group to repeat their characters lines. Gr

St
Na
ten

132

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Finishing off
UNIT 4 LESSON 4
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence


and comprehension by listening to the story
Computer games are boring! The story
revises and integrates structures from previous
lessons as well as including new ones to build
4 7 8
knowledge. Afterwards students play a Story race to
Passive presentation of the Present Continuous
Computer games are boring!
Monica and Ruby are having fun.
Passive presentation of the Present Continuous Monica and Ruby are having fun. 37 assess listening and content comprehension.
5 11:34

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Transcript
Story: Computer games are boring! 1.57

Story card 1 Ruby: I love computer games!


Narrator: Ruby is going to Monicas house. Monica: Me too!
e
Granny: Hello, Ruby.
Story card 6
Monica: Hi! Come and play with me.
Narrator: Monica and Ruby are having fun. Look! Now theyre
e Story card 2 playing guitars.
Narrator: Granny is showing Monica and Ruby a photo. Granny: Come on, girls! Its time for a snack.
Granny: Look, girls! This is me. Monica: In a minute!
Monica: Oh, yes!
Story card 7
Story card 3 Narrator: The girls are having a snack with Grannys teddy and
ory Narrator: Granny is showing the girls a doll and a teddy. doll. Mmm, biscuits! Delicious!
Granny: Look! This is my favourite doll and my brown teddy. Ruby: Here you are, Teddy!
Monica: Oh, wow! Granny! Monica: Wheres Granny?
Story card 4 Story card 8
Narrator: Ruby and Monica want to play computer games. Narrator: Look, heres Granny! Shes playing with the computer
Monica: Come on, Ruby! Lets play computer games. game!
Granny: Computer games are boring! Monica: G Granny!
Granny: Yippee! Computer games are fantastic!
Story card 5
Narrator: Ruby and Monica are playing computer games. Its
tennis!

133

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Unit 4 - Lesson 4B
Objectives Getting started
To make a story booklet. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember:
To remember the story.
What colour is Grannys teddy? Does Monica like computer games? Do the
girls play tennis on the computer game? Is Mum in the story?
Target language
Vocabulary:
Listen again 1.57
ball, bike, car, computer game,
doll, kite, plane, train, teddy Tell the children they are going to hear the story again. Play the story and pause the
recording at various points when a character is speaking. Ask a volunteer to tell you
which character is speaking. Continue with other volunteers.
Materials
Teachers i-book Make a story booklet
CD Put the story cards on the board out of order. Ask the children to tell you the
Unit 4 story pop-outs correct order of the cards. Point to each card and ask: Is this next? Which card is
Unit 4 story cards next? Ask volunteers to help you until the story cards are in the correct order. Tell
photocopies of Teachers Resource the children to find the pop-out for the story booklet (or hand out photocopies of
Book, pages 101 and 102 the Teachers Resource Book, pages 101 and 102). Show them how to make a
cover for their booklet and put the title: Computer games are boring. The children
cut or pop out the pictures and put them into the correct order. Go round the class
DC Students develop to help any child that needs it and staple the booklets together.
Processing information
and digital competence
in the classroom by listening Finishing off
to and watching the animated Let the children play with their story booklet and encourage them to tell the
story Computer games are story. Try and motivate them to speak in English and help them with the words.
boring! Students order the
pictures as they watch to show
comprehension.

Resources
DVD
DVD Animated Story: Computer games are boring!
Teachers Resource Book, page 27
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children colour the vignettes.

134

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he
ou

s
ll
f

n
ss

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Unit 4 - Lesson 5A
Students Book, page 38

Objectives Getting started


To recognise the toys. Ask a volunteer to come to the front of the class. Ask them to stand in front
of the class. Behind their back show the rest of the class a flashcard. Ask
To say the names of the toys.
questions to some children. T: What colour is it? Is it big? Tell the rest of the
To play a game. class that they must not say the name of the toy, only answer the questions.
The child can have two attempts to guess what the toy is. Repeat with other
Target language volunteers.
Vocabulary:
ball, bike, car, computer game, 8 Play a game.
doll, kite, plane, train, teddy Ask the children to look at Activity 8. Point to a picture and ask the children to
tell you the colour and what it is. Put the children into groups of four and give
Materials each group a die. The children can use a rubber or sharpener as a counter. The
children take turns to shake the die and move around the board. When they
Teachers i-book land on a picture they name the object and colour.
CD
Unit 4 flashcards 9 Listen and sing. 1.58
dice (one for every four children)
Put the flashcards on the board in the following order: car, bike, doll, kite, teddy,
train, ball, plane. Point to each card and ask the children to name the colours.
i-activity Tell the children that they are going to listen to a song. Play the CD and point to
the flashcards on the board as they are mentioned. Play the song several more
times and encourage the children to join in.

Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper a
sentence to one child in each group, for example: Ive got a brown teddy. Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully it should be the same one as the teachers.

Transcript
Song: Toys, toys, toys! 1.58

Chorus: Red cars, blue bikes, Brown teddies, green trains,


Toys, toys, toys for girls and boys, Come and play! Come and play!
Come and play! Come and play! Come and play!
Come and play! Pink dolls, white kites, Yellow balls, purple planes,
Toys, toys, toys for girls and boys, Come and play with me! Come and play with me!
Come and play with me!
(Chorus) (Chorus)

136

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UNIT 4 LESSON 5
8 Pla ga. 10 Lise> a
1 2

START
o

he
5 4 3

dy,

to
re

6 7 8

11 Draw yo
k

10 9

FINISH

9 Lise> an sin@. 1.58


M favo
38 Toys Colours A (red teddy).

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LC Students develop Linguistic competence and comprehension by asking questions about a


hidden toy. Fluency is developed by children formulating questions about the mystery toy
and their classmate giving short answers.

137

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Review
5 Matc an writ. 7 Loo an
To
To
ca trai> kit plan 1 To

Iv go ki . Vo
ba
do

Iv go trai> . St
Iv

Iv go ca . edd Te
CD
Un

Iv go pla> . 8 Rea an
co

6 Rea an colou. Hav yo


Iv go yello Iv go blu Iv go purpl
bal an kit an dol an
gree> plan. brow> tedd. gree> trai>.

Re
D
26 DV
Te
323845 _ 0023-0028.indd 26 01/02/11 12:53
Ac
LC Students develop their reading and writing skills. They develop their reading comprehension tw
by colouring the toys according to the description. co

138

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Unit 4 - Lesson 5B
Activity Book, page 26

Objectives Getting started


To write the names of the toys. Play Memory. Place the flashcards upside down on a table. Ask a volunteer
to come to the front of the class and ask to find a toy. T: (Daniel), can you find
To develop reading ability. the (train)? If they do not lift up the correct card then they must put it back in
To use simple grammar structures. the same place. Different children take turns until someone finds the flashcard.
Continue with other toys.
Target language
Vocabulary: Karaoke Song: Toys, toys, toys! 1.59
ball, bike, car, computer game, Play the song and sing along holding up the corresponding toy flashcard each
doll, kite, plane, train, teddy time. Encourage all the children to join in.
Structure: 5 Match and write.
Ive got a
Ask the children to look at Activity 5. Point to the picture of the first girl and
follow the line with your finger to the kite. Ask the children to do the same. Then
Materials ask the children to choose four coloured crayons and to follow each line with a
Teachers i-book different colour. Ask volunteers to read the sentences adding the toy word. SS:
CD Ive got a (kite). Write the four words, plane, car, train, kite, on the board and ask
Unit 4 flashcards the children to complete the sentences in their books using the words on the
board to help them.
Revision 6 Read and colour.
colours Point to the first speech bubble and ask a volunteer to read it out loud. Then
ask the children what colour they are going to colour the ball and the plane.
Repeat with the second and third pictures. Ask the children to read the
sentences and to colour the pictures accordingly. Go round the class and ask
the children at an individual level: What colour is this toy?

Finishing off
Ask the children to take out their notebooks and draw two toys then colour
them. Ask a child to show their picture to the class and to tell them what they
have. SS: I have a (blue teddy) and a (yellow car). Continue with other children.

Resources
DVD 2
DVD Real Kids Unit 4
Teachers Resource Book, page 28
Activity 1: Ask the children to read the two options for the Activity 2: Read the six food words and ask the children
two sentences. Play the DVD and the children circle the to look out for them on the film. Play the DVD and the
correct sentences. children look and listen for the words. Play it again and
this time they tick the words they hear or see.

139

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Unit 4 - Lesson 6A
Students Book, page 39

Objectives Getting started


To recognise toys from other Display the poster. Point to a toy and ask the children to make full sentences.
countries. T: Whats this? SS: Its a (green train).
To draw a toy.
10 Listen and number. 1.60
Target language Ask the children to look at the photos in Activity 10 and give them a few
Vocabulary: minutes to look at the different toys. Point to the first photo and ask the children
ball, bike, car, computer game, what it is. Ask them if they think children all over the world have the same toys.
doll, kite, plane, train, teddy Explain that they are going to listen to the CD and they will hear where each toy
is from. Explain that they need to put a number in each box. Play the CD and
ask the children just to listen. Play it a second time and this time the children
Materials write the number beside the corresponding photo. Play the CD again for the
Teachers i-book children to check their answers.
CD
Unit 4 poster 11 Draw your favourite toy.
Unit 4 stickers Ask the children to look at Activity 11. Ask various children: What is your
favourite toy? As the children say the names of their favourite toys, ask
volunteers to write the words on the board. The children draw their favourite toy
in the space provided. Then, they write the name of it to complete the sentence.
Finally, ask volunteers to read out their sentences.

Finishing off
A picture dictation. Ask the children to draw in their notebooks what you say.
T: Draw a (red train). Draw a (blue doll). Draw a (yellow kite). When they have
finished they check with a friend to see if they have the same drawings and
colours. Then, write on the board what they have drawn so the children can
label their pictures.

Transcript
Listen and number. 1.60

1 Look at the doll. Its from Russia.


2 Look at this teddy. Its from Ireland.
3 This is a kite. Its from Japan.
4 This train is from England.

140

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NIT 4 LESSON 5 UNIT 4 LESSON 6
10 Lise> an nume. 1.60

ren
s.
oy

oy
ce.

11 Draw you favouri to.

M favouri to i .
Toys from other countries Its from (Russia) . My favourite toy is a (kite). 39

600695 _ 0033-0040.indd 39 09/02/15 11:34

IE Students develop initiative by drawing and describing their favourite toy. Afterwards, they can
describe it to the class by reading their sentences and showing the picture. Giving a short
mini-presentation of this kind helps them to gain self-confidence.

141

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To

Vo
kit

Te
Un
ph
Bo
co

a
fi
f
a
d

Re
A
Te

142

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Unit 4 - Lesson 6B
Arts and crafts

Objective Getting started


To identify some toys. Place the toy flashcards round the classroom in different places, for example,
on a table, by the window, under a chair. Ask a child to find and show the
Target language flashcards. T: (Pablo), show me the teddy. Repeat with other toys.

Vocabulary:
kite; colours Make a fish kite from Japan
Hand out the photocopies of the fish kite template (Teachers Resource Book,
Materials page 13). Tell the children to colour the fish in bright colours. When they have
finished they cut it out and fold it in half lengthways. Give each child several
Teachers i-book strips of coloured crepe paper. The children stick these to make a flowing tail.
Unit 4 flashcards Display all the kites, and then ask a volunteer to describe the colour of their kite.
photocopies of Teachers Resource SS: My kite is (red, purple and orange). Another child then tries to locate the
Book, page 13 kite. Continue with other children.
coloured crepe paper

Finishing off
CAE Students develop their Ask the children to get their kites. If possible, go to the playground or indoor
cultural awareness by space with the children and let them play with their kites.
creating and talking
about a personalised Japanese
fish kite and learning about toys
from around the world. Kites
are found in many cultures in
different shapes.

Resources
Arts and Crafts
Teachers Resource Book, page 13

143

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Unit 4 - Lesson 7A
Students Book, page 40

Objectives Getting started


To listen to a story. Tell the children that you are going to give them some instructions. Tell them
To follow the sequence in a story. they have to touch something the colour you say but that they must only
do it if you say please. Give instructions. Sometimes say please at the end
To develop reading skills. and sometimes dont. T: Touch something blue, please. The children touch
To practise pronunciation: c. something blue. T: Touch something yellow. The children do not touch anything.

Target language 12 Listen. 1.61


Vocabulary: Ask the children to look at Activity 12. Tell them to look at the cartoon and to
ball, bike, car, computer game, name the toys they can see. Play the recording and ask the children to follow
doll, kite, plane, train, teddy the story in their books. Play the recording again, stopping at various points and
asking volunteers to repeat a line.
Materials Phonics
Teachers i-book Listen and say a tongue twister. 1.62
CD Tell the children they are going to learn a tongue twister. Play the recording,
pausing at the end of each line for the children to repeat. Write the tongue
i-story cards twister on the board. Play the recording again encouraging the children to copy
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with the c sound, for example, colour, classroom, computer
or any names of children in the class. Write the words up on the board and
practise saying them with English pronunciation.

Finishing off
Slowly draw a toy on the board and the children guess what is being drawn
before it is finished. The children can also take turns and come to the board to
draw. It could also be played in two teams.
Transcripts
Listen. Beeps world! 1.61

Narrator: Beep is on his bike. Look! Theres a girl. Narrator: Beep and Robby go to the toy shop.
Shes playing with a car. Shop assistant: Hello, Beep!
Robby: Squeak? Squeak? Beep: Hello. Can I have a plane, please?
Narrator: Robby likes the car. Robby: Squeak! Squeak!
Narrator: Heres a boy! Oh, no! His kite is in the tree. Narrator: Oh, look! Robbys in the plane!
Boy: Look! My kite is in the tree. Can you help? Narrator: Fly, Robby! Fly!
Robby: SQUEAAAK!
Narrator: Beep climbs the tree but oh, no!
Boy: Be careful, Beep! Narrator: Hurray! Robbys got the kite!
Robby: Beeeeeeep! Boy: Thank you, Beep! Thank you, Robby!
Beep: Aaaaah! Beep: No problem!
Robby: Squeak! Squeak!

Listen and repeat. 1.62

Can you count? Can you count the cars and kites?
Can you count the cars? Can you count the cars and kites and cats?

144

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Beeps world! UNIT 4 LESSON 7

12 Lise>. 1.61

g.

and

py
es

40 Phonics initial sound c as in count Toys

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LC Students develop their language skills by identifying and producing the c sound. They also
review the language of the unit.

145

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Review

7 Loo an writ. To
To
wh
1 2 3 4
To
e
d
n k
r i
d c i t Vo
t a a ba
y e t do
r

Te
edd ca trai> ki CD
Be
Un

8 Rea an writ.
Yefi, I hav. N, I have>.
Hav yo go trai>? Hav yo go bal?
purpl
l an
e> trai>.

Re
P

N, I hae>. Yefi, I ha. Te


Ac
so
27 cs
na
of
323845 _ 0023-0028.indd 27 28/01/11 8:40
be
LL Students develop their learning skills by participating in an end of unit revision of content the
knowledge. The teacher revises gives and constructive for feedback on improvement. This is fin
important for student progress and learning how to correct their own mistakes. so

146

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Unit 4 - Lesson 7B
Activity Book, page 27

Objectives Getting started


To write the toy vocabulary. Hide a toy flashcard behind your back and the children have to make guesses
to say what it is. Keep doing it until the children have guessed all the toys. You
To revise the vocabulary from the
could also get a child to do this activity and they can take it in turns to come
whole unit.
to the front of the class.
To develop reading skills.

7 Look and write.


Target language
Write the letters of the word teddy out of order on the board. Show the teddy
Vocabulary: flashcard and ask the children what it is. Then ask a child to come to the front
ball, bike, car, computer game, and to point to the first letter of the word teddy. Write the letter t. Ask children
doll, kite, plane, train, teddy to come and point to the consecutive letters each time writing them in order to
build up the correct spelling of the word. Ask the children to look at Activity 7.
Materials Point to each shape and ask the children to name the toy. The children write the
words in the spaces.
Teachers i-book
CD 8 Read and write.
Beep toy
Give the flashcards to various children. Ask them individually: Have you got
Unit 4 flashcards
a (teddy)? Encourage them to answer with a full answer: Yes, I have or No,
I havent. Ask the children to look at Activity 8. Ask a volunteer to read the
first question and another to say the correct answer. Repeat with the second
picture. The children then write the answers in their books.

Picture dictionary 3.4


Ask the children to look at the picture dictionary on page 28 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the car and the teddy. Encourage the class to quickly point to the
two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to trace each word on the dictionary page. Play
the recording and ask the children to look at the pictures and repeat the words.

Finishing off
Use the Beep toy to ask general questions about numbers, colours, toys and
vocabulary from previous units. For example, write a number on the board and
ask: What number is this? Hold up a flashcard and ask: What is this?

Resources Transcript
Phonics Picture dictionary 3.4

Teachers Resource Book, page 88 Ball, bike, car, computer game,


doll, kite, plane, teddy, train.
Activity 1: Hold up a cap or Activity 2: Ask the children to put the
something else beginning with the letters in order to form the words that
c sound, and ask the children to they found and coloured in Activity 1.
name the item, and then to think Words: castle, cat, cake, candle, cup,
of as many words as they can that computer, key, kite.
begin with the same sound. Then, Extra activity 1: Ask the students to
the children look at the picture and look through the unit and write down
find the words that begin with the c or say all the words that begin with a
sound and they colour these images. c or k sound.
Extra activity 2: Practise the tongue
twister with the students, then have a
tongue twister competition!
147

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Unit 4 - Evaluation

Objective Revise the vocabulary with the children. Show the flashcards one at a time and
ask questions about the toys. T: Whats this? Show the children the test and
To evaluate childrens
explain each activity. Play the audio and the children do Activity 1. Play it again.
understanding of target language
The children complete the rest of the test by themselves.
from the unit.
1 Listen and tick (3) the toys. 1.63
Target language Explain to the children that they are going to hear some of the toys mentioned.
They must put a tick in the box next to the pictures they hear.
Vocabulary:
ball, bike, car, computer game, 2 Write the words under the pictures.
doll, kite, plane, train, teddy Tell the children to choose a word from the box and write it under the correct
picture.
Structures:
Have you got a (train)? 3 Read the questions and write your answer.
Yes, I have. / No. I havent. Point to the words in the box and explain that the children have to choose the
correct answer for each question about their own toys.
Materials
4 Look at the pictures and circle the correct word.
Teachers i-book Tell the children to look at the four pictures and at the words next to them. They
CD must circle the word which is the name of the pictured toy.
Unit 4 flashcards
photocopies of Unit 4 Test,
Teachers Resource Book, pages
141 and 142

Unit 4 Test Unit 4 Test


Name: Class: Name: Class:

1 3 Yefi, I ha. N, I hae>. 1


1.63 2.15


Sample Answers:
Ha yo go compue ga? N, I hae>.
Ha yo go pla>? N, I hae>.

Ha yo go ki? Yefi, I ha. 2
2 dol edd bi ca Ha yo go trai>? Yefi, I ha.
LL Students develop
2
their learning skills by 4
Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE


participating in an end
of unit summative assessment ca dol ca compue ga dol ki
procedure where they apply
acquired knowledge such
as: attention, concentration, bi edd edd pla> bal trai>
memory, comprehension and 1 Listen and tick () the toys. (Track 1.63) 3 Read the questions and write your answer.

linguistic expression.
2 Write the words under the pictures. 4 Look at the pictures and circle the correct word.
141 142

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Transcript
Unit 4 Test. Activity 1. Listen and tick (3) the toys. 1.63

Bike. Teddy.
Doll. Train.
Computer game. Kite.

148

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Introduction
5. In the house
Unit objectives
Teaching tip
To introduce vocabulary of the
parts of the house and furniture. Create routines in your classroom and maintain them throughout the school year.
Routines are an important part of classroom discipline helping both the teacher
To use functional language with and the children to work better. A regular routine makes the children feel more
simple structures. confident as they know what to expect. For the teacher it makes control and
To learn about unusual houses. movement within the classroom easier as the children know what to do and how to
behave.
To practise pronunciation: b.

Target language Beeps w


2.13
orld!

Vocabulary: Beep and


Robby are
at the funfair.
bath, bathroom, bed, bedroom,
Come on Beep and
chair, garden, hall, house, kitchen, ,
Lets look Robby!
in
Scary Hou the
Robby are
in the hall.

living room, table se.

A witch!
Structures:
Where is?
Its in the Beep look
s in the living
room.

Beep look
He has a s in the bath.
nasty surp
rise!
Robb
Where ar y!
e you?

Oh no! A
sp ider!
Beep look
s in the bedr
oom.
253259

Oh no! W
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bedroo ha
in the bed?ts
.indd 9

Oh, its
Tongu twis you, Robb
Beeps on
te 2.14 y!

th
Beeps on e bike.
th
Beeps on e bike. The books be
bathroom the bike. Th in
e books in the bag.
the bag. Th
e balls in th
hing 2011

e basket w
livin@ roo
ond Publis

ith Robby.
S.L. / Richm

bat
253259
_ 0001-00
16.indd
10
Educacin
Santillana
BEEP 1

kitche> hal
00114746
EAN: 84313

28/09/1
0 16:17

tabl chai
the house
Unit 5 In

garde>
28/09/10
16:17

149

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Unit 5 - Lesson 1A
Students Book, page 41

Objectives Getting started


To learn the parts of the house. Display the poster and ask the children if they know what Beep is making and
who it is for. Ask them to put their hands up if they know the names of any of the
To say a chant.
parts of the house in the picture. Ask volunteers to come to the front, point to a
part they know and say the word. Point to the rooms one at a time, say the word
Target language and ask the children to repeat.
Vocabulary:
bathroom, bedroom, garden, hall, 1 Listen, point and repeat. 2.1
kitchen, living room
Ask the children to look at Activity 1. Point to the parts of the house on the page
and ask volunteers to name the rooms. Play the recording and ask the children
Materials to point to each part of the house as they hear the word. Play the recording again
Teachers i-book and this time they repeat the words. Encourage all the children to repeat the words.
CD
Unit 5 poster Listen and say the room 2.2
Unit 5 flashcards Play the recording but pause after each sound effect. The children say the name
a piece of paper of the room. Play the recording to hear the answer.

2 Listen and chant. 2.3


i-activity
Put the flashcards on the board in the following order: kitchen, garden, living
room, hall, bedroom, bathroom. Play the recording and point to each room as
it is named and point to yourself when the chant says play with me. Play the
recording again and ask the children to join in with the chant. Then point to
each card in turn and tell them to say the name with you. Repeat, gradually
building up the rhythm. Finally, put the first card (kitchen) face down on the
board and tell the children to say the chant filling in the missing house word.
Repeat with the other cards, one by one until they are all face down and the
children can say the chant from memory. Once the chant is memorised, practise
it by starting slowly and speeding up with each repetition.

Finishing off
Cover a flashcard with a piece of paper and slowly reveal the picture. Ask the
children to name the picture before it is completely uncovered. Repeat with
the other flashcards.

Transcripts
Listen, point and repeat. 2.1 Listen and say the room. 2.2

Bedroom. Hall. 1 Its the kitchen. 4 Its the hall.


Bathroom. Kitchen. 2 Its the bedroom. 5 Its the bathroom.
Living room. Garden. 3 Its the garden. 6 Its the living room.

Chant: The room chant. 2.3

Kitchen, garden, living room, hall. Kitchen, garden, living room, hall.
Bedroom, bathroom. Bedroom, bathroom.
Bedroom, bathroom. Bedroom, bathroom.
Kitchen, garden, living room, hall. Kitchen, garden, living room, hall.
This is my house. Come to my house,
Come and see! And play with me!

150

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5. In the house LESSON 1

he
a
rd
1 Lise>, poin an eea. 2.1

age
en
ain
ds.

me
edroo
s

bathroo
livin@ kitce>
tise roo hal

gare>

2 Lise> an chan. 2.3

Places in a house 41

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LC Students develop their language skills by recognising, identifying and talking about places
in a house.

151

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5. In the house
1 Rea an writ. To
To
To
be
To

bathroo hal living roo Vo


ba
kit

St
W
Its

Te
@ > CD
Un
Un
Un
^ ^ >@ ph
Bo

^ >

kitche> bedroo garde>


29

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SCC Students develop social skills by playing card games with their pop-outs such as a
matching game in small groups and Memory in pairs. Games help in learning English and
improving memory as well as social interaction skills.

152

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Unit 5 - Lesson 1B
Activity Book, page 29

Objectives Getting started


To read the parts of the house. Display the poster. Point to the different rooms and ask: Whats this? If there
are children who still need help then ask them to repeat the word several
To write the parts of the house.
times.
To recognise where objects
belong in a house.
Karaoke Chant: The room chant. 2.4
To use simple structures.
Play the karaoke chant and encourage the children to join in using the flashcards as
prompts.
Target language
Vocabulary: 1 Read and write.
bathroom, bedroom, garden, hall, Ask the children to look at the pictures in Activity 1. Point to each part of
kitchen, living room the house and ask the children to name it. Then point to each word and ask
Structures: volunteers to read them. Once they have said the names of the parts of the
Wheres my? house ask the children to write the corresponding words in the correct spaces.
Its in the
Play a card game
Ask the children to find their playing cards pop-outs for Units 4 and 5 (or hand
Materials
out photocopies of the Teachers Resource Book, pages 114 and 115). The
Teachers i-book children play in groups of three or four. Without the other players seeing, each child
CD places the toy cards face up in front of them and then places a parts of the house
Units 4 and 5 playing card pop-outs flashcard face up on top of each toy. The children then take it in turns to ask the
Unit 5 poster others to locate their toys: S1: Wheres my (train)? S2: Its in the (kitchen). S1 lifts up
Unit 5 flashcards the room card to see if the toy is there, if not the next child tries to guess where it is.
photocopies of Teachers Resource The game continues until a child guesses the correct room and wins the round.
Book, pages 114 and 115
Finishing off
Ask the children to find their playing card pop-outs for Unit 5. The children
play in pairs. They put all their cards face down on the table. They take turns
to turn over two cards. If they are the same they say the word and keep the
pair. If they are different, they turn the cards back over and the other child
has a turn.

BEEP 1 Unit 5 Vocabulary

253193 _ 0001-0032.indd 25 26/10/10 15:48

153

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Unit 5 - Lesson 2A
Students Book, page 42

Objectives Getting started


To recognise the parts of the Use the Beep toy to show the flashcards and ask questions. The Beep toy
house. says: Whats this? The children answer the question. Repeat the activity but this
time a child handles the Beep toy and does not show the rest of the class the
To use and understand simple
flashcard. The children try to guess what part of the house the Beep toy has.
structures.
Continue until the children have named all the flashcards.

Target language
3 Listen and number. 2.5
Vocabulary:
bathroom, bedroom, garden, hall, Ask the children to look at Activity 3. Point to the first picture and ask the
kitchen, living room children which part of the house it is. Then ask them what they can see in the
garden. Repeat with the other pictures. Play the recording and tell the children
Structures: just to listen this time. Play the recording again and this time the children put
Wheres my? the number in the box of each picture. Play the recording one more time for the
Its in the children to check their answers.

Materials 4 Look and say.


Ask the children questions about the pictures. T: (Raquel), wheres the school
Teachers i-book
bag? SS: Its in the garden. Continue with the other pictures. Then ask a child to
CD
ask a question and another to answer. Repeat with other children.
Beep toy
Unit 5 flashcards
Finishing off
Revision Ask a child to come to the front of the class and to cover their eyes while
another child hides a flashcard somewhere in the classroom. The child at the
pencil, ruler, school bag, teddy; front of the class then tries to find it. The rest of the children can say hot or cold
dad, granny, mum depending how near or far the child is to finding the flashcard.

Transcript
Listen and number. 2.5

1 Ruby: Dad! Wheres my pencil? 3 Ruby: Granny! Wheres my teddy?


Rubys Dad: Ouch! Your pencil? Its in the living room. Rubys Granny: Ruby, its in the bathroom.
2 Ruby: Mum! Wheres my ruler? 4 Ruby: Mike! Wheres my school bag?
Rubys Mum: Um, its in the kitchen. Rubys brother: Its in the garden.

154

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UNIT 5 LESSON 2
3 Lise> an nume. 2.5
5 Lise> a
s

Da! We
e m enci?
n

he

d to
6 Stic an

4 Loo an sa.
42 Places in a house Wheres my (teddy)?

600695 _ 0041-0048.indd 42 09/02/15 11:51

LC Students develop Linguistic competence, expression and comprehension by answering


questions about the location of toys, school items and people in different rooms in the
house. Fluency is developed by revision and use of vocabulary from previous units which
builds knowledge.

155

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2 Trac an fin. 3 Loo an
To
To
1

bedroo bathroo
Vo
ba
liv
rab
livin@ roo St
W

4 Draw
kitche> Te

hal

livin@ roo

1 Wherfi th ca? I> th livin@ roo.


2 Wherfi th parro? I> th kitche>.
3 Wherfi th rabbi? I> th bathroo. 1

4 Wherfi th do@? I> th hal. 2


Re
5 Wherfi th tedd? I> th bedroo. 3
R
Te
30
Ac
of
323845 _ 0029-0034.indd 30 28/01/11 8:41
rea
LC Students develop Linguistic competence by practising target vocabulary and matching the
questions with answers. Repetition of key vocabulary and structures helps students to ba
internalise and consolidate knowledge. to

156

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Unit 5 - Lesson 2B
Activity Book, page 30

Objectives Getting started


To read the target vocabulary. Slowly draw a part of the house on the board. The children raise their hands
to guess which room it is before it is completely drawn. Ask a child to come
To match questions with answers.
to the board and to draw a part of the house for the others to guess. Continue
until all the parts of the house have been named.
Target language
Vocabulary: 2 Trace and find.
bathroom, bedroom, hall, kitchen,
Ask the children to look at Activity 2. Ask the children questions about the
living room; cat, dog, parrot,
picture. T: Where is the (parrot)? SS: Its in the (living room). T: What is in the
rabbit; teddy
(bedroom)? SS: A (teddy). T: Whats this? SS: Its a (dog). Point to the first
Structure: question and ask a volunteer to read it out loud. Then ask another child to read
Wheres the? out the answer. Repeat with the other questions. The children then draw a line
to match the questions with the answers.
Materials
Teachers i-book Finishing off
Give the children instructions to colour the pictures in their Activity Book. Colour
the (rabbit) (pink). Colour the (hall) (green). Invite children to give some of the
instructions for their classmates.

Resources
Reading and Writing
Teachers Resource Book, page 127
Activity 1: The children look at the four pictures on the top Activity 2: Write the words yes and no on the board. Ask
of the page and then read the sentences underneath. They the children to look at the picture of Charlie and his family.
read each statment and then write the correct number in Tell the children to read each statement and then write
the boxes. Write the words living room, bedroom, garden, yes or no in the space.
bathroom, on the board and put the flashcards next to them
to help the children read the sentences.

157

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Unit 5 - Lesson 3A
Students Book, page 43

Objectives Getting started


To use simple grammar structures. Place the flashcards on the board. Ask the children to cover their eyes while
you hide the flashcard of an object behind one of the rooms. Then ask the
To sing a song.
children: Wheres my (pencil)? The children try to guess the correct place by
saying: Its in the (kitchen). When a child guesses the correct hiding place,
Target language then they take a turn to hide the object.
Vocabulary:
bathroom, bedroom, garden, hall, 5 Listen and sing. 2.6
kitchen, living room; bath, bed,
chair, table Ask the children to look at the song and picture in Activity 5. Place the ruler,
teddy, school bag and pencil flashcards next to the kitchen, bathroom, garden
Structures: and living room flashcards, as in the song. Play the recording and let the
Wheres my? children listen to the song each time pointing to the flashcards. Then play the
Its in the song several more times and encourage the children to participate, using the
flashcards to help remind them of the words.
Materials
6 Stick and say.
Teachers i-book
Ask the children to look at Activity 6. Point to a teddy and ask: Wheres the
CD
teddy? SS: Its in the (kitchen). Repeat with the other teddies. Then ask the
Unit 5 stickers
children to work in pairs, point to a picture and ask their partner where the
flashcards: house, ruler, teddy,
teddy is. Then, they stick the parts of the house stickers in their places.
school bag, pencil; kitchen,
bathroom, garden, living room
Finishing off
Begin to write one word on the board. The children try and guess what the
word is before it is completely written. Use these words: bedroom, bathroom,
kitchen, hall, living room, garden.

Transcript
Song: Rubys song. 2.6

Wheres my ruler? Wheres my school bag?


Wheres my ruler? Wheres my school bag?
What can I do? What can I do?
Look! Its in the kitchen! Look! Its in the garden!
Oh! Thank you! Oh! Thank you!

Wheres my teddy? Wheres my pencil?


Wheres my teddy? Wheres my pencil?
What can I do? What can I do?
Look! Its in the bathroom! Look! Its in the living room!
Oh! Thank you! Oh! Thank you!

158

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NIT 5 LESSON 2 UNIT 5 LESSON 3
5 Lise> an sin@. 2.6

We m rue?
We m rue?
n Wha ca> I do?
Loo! I i> t kitce>!
O! Than yo!

6 Stic and sa.

Location Its in the (garden). 43

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CAE Students develop their musical awareness by listening to and singing along with a song.
This activity helps develop memory and musical intelligence by establishing an association
between rhythm, language and word stress.

159

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3 Loo an circl. To
To
1 2 3

Vo
ba
kit
ca
livin@ roo/hal bathroo/garde> bedroo/kitche>
4 Draw i> th hous an writ. Te
CD
Un
Un
Childs own ph
drawing. Bo

vin@ roo.
tche>.
athroo. 1 Wherfi th penci? Ifi i> th . Re
al. 2 Wherfi th bal? . La
droo. 3 Wherfi th ca? . Te
Re
31 Te
co
Th
323845 _ 0029-0034.indd 31 28/01/11 8:41
co
IE Students use their initiative by deciding where to draw different objects in the house. the
Afterwards, they describe their drawing to the class and write sentences that describe their Co
personalised picture. Te
na

160

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Unit 5 - Lesson 3B
Activity Book, page 31

Objectives Getting started


To read the target vocabulary. Hide a house flashcard behind your back and ask the children to guess which
part of the house it is. Continue until the children have guessed all the parts of
To write the target vocabulary.
the house. You could also get the children to take turns to do this activity.

Target language
Karaoke Song: Rubys song. 2.7
Vocabulary: Hand out the flashcards of four objects and four parts of the house to eight
bathroom, bedroom, garden, hall, children. Play the song and sing along. Ask the children with the flashcards to
kitchen, living room; pencil; ball, hold them up when they are mentioned. Organise for the children holding the
car, kite, plane object card to stand next to the child holding the corresponding parts of the
house flashcard. Encourage all the children to join in.
Materials
3 Look and circle.
Teachers i-book
Put the living room flashcard on the board and write underneath it living room /
CD
hall. Ask the children to look at the picture and then ask a volunteer to come
Unit 5 playing card pop-outs
to the board and circle the correct word. Tell the children to look at Activity 3.
Unit 5 flashcards
Point to the first picture and ask them which part of the house it is. Repeat with
photocopies of Teachers Resource
the other pictures. Ask the children to look at the words and to circle the correct
Book, page 115
one for each picture.

4 Draw a pencil, a ball and a car in the house and write.


Ask the children to look at Activity 4. Point to the first sentence and ask a
volunteer to read it. Then ask the children to draw a pencil somewhere in the
house. Ask the children where they have drawn their pencil. T: (Sergio), wheres
the pencil? SS: In the (kitchen). Continue in the same way each time asking a
volunteer to read the sentence and then giving the children a moment to draw
the picture. When they have drawn all the objects, ask them to complete the
sentences. Finally, ask the children where their objects are.

Finishing off
Ask the children to get out their playing card pop-outs for Unit 5 (or hand out
photocopies of the Teachers Resource Book, page 115). Ask a child to come
to the front of the class and to say a word from the pop-outs. The rest of the
class holds up the card which has been named. Check that everyone has
the right card. Ask another child to come to the front of the class and name
another card. Continue until all the words have been said.

Resources
Language
Teachers Resource Book, pages 57 59
Reinforcement Extension
Tell the children to look at the pictures in the left hand Tell the children to look at the pictures in the left hand
column and to read the names of the parts of the house. column and to match them with the pictures in the right
Then, tell them to look at the pictures in the right hand hand column. They look at the sentences below and
column and read the names of the furniture items. They complete the words. They then say the sentences.
then draw lines to match the rooms with the furniture.
Consolidation
Tell the children to look at the pictures and then write the
name of the room that the furniture belongs in.

161

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Unit 5 - Lesson 4A
Students Book, pages 44 and 45

Objectives
To practise the target language.
The castle adventure! UNIT 5 LESSON 4 UNIT 5 LESSON 4

To listen to a story.
7 Lise> to t stor. 2.8

Target language
Vocabulary:
bathroom, bedroom, garden, hall,
More room; bath, More
kitchen, living
practice
table
practice P P
Materials
F F
Teachers i-book
CD
Unit 5 story cards SC SC 1 2 2

Blu-Tack
More More
phonics phonics
i-story cards

i-poster 3 4 4

44 Places in a house The class are in the hall.


Places in a house
Passive presentation of This is a..
The class are in the hall.

i-flashcards 600695 _ 0041-0048.indd 44 09/02/15 11:52


600695

Tra
Getting started
IWB i-book
Tell the children to look at the story and ask them to identify the characters. St
Then ask them to look at the little pictures at the top of page 45. Point to the
picture of the table and ask: Can you find this in the story? Tell them to look in St
the story and see if they can find the table. Tell them to circle the picture of the Na
table, because it appears in the story. Tell them to look through the story and Te
find which of the remaining pictures appear and to circle them. Ask them to St
check their answers with a partner. Finally, ask the children to cross out all the Te
pictures that do not appear in the story. Na
St
7 Listen to the story. 2.8 Na
Play the story and show the children the story cards one by one. Stick the story Le
cards to the board with Blu-Tack. Play the story again and ask the children to follow M
the story in their books. Pause the recording at various points. Ask volunteers to St
point to the relevant scene in their books. Divide the class into five groups and Na
assign parts to each group: Teacher, Charlie, Lee, Monica and Ruby. Play the Te
recording again and pause the recording after each scene and tell each group to M
repeat their characters lines. Le
St
Na