beep Susan Bolland

teacher’s book

2

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Language Syllabus

2

Level 2 Target Vocabulary Target Structures

Welcome back!

Favourite colours, food and pets. How are you? I’m � ne, thanks.

What’s your favourite … ?

1 Time for school

bin, board, bookcase, computer, cupboard, door, plant, teacher, window

behind, in, on, under

The alphabet

Where’s the hamster?It’s under the plant.

How do you spell … ?

Phonics Tongue Twister: D

2 My clothes coat, dress, hat, jacket, jeans, jumper, shoes, shorts, T-shirt, trousers

What are you wearing?I’m wearing …

Colour adjective + noun: green shoes

Phonics Tongue Twister: J

3 The weather cloudy, cold, It’s hot, raining, snowing, sunny, windy

What’s the weather like?It’s cold.Is it cold?

Put your hat on.I’m on holiday.

Phonics Tongue Twister: H

Term Revision

4 Animals bird, crocodile, elephant, lion, monkey, penguin, snake, tiger, zebra

climb,   y, jump, run, swim

It can   y.It can’t jump.

Can it swim?

Phonics Tongue Twister: L

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Level 2 Target Vocabulary Target Structures

Welcome back!

Favourite colours, food and pets. How are you? I’m � ne, thanks.

What’s your favourite … ?

1 Time for school

bin, board, bookcase, computer, cupboard, door, plant, teacher, window

behind, in, on, under

The alphabet

Where’s the hamster?It’s under the plant.

How do you spell … ?

Phonics Tongue Twister: D

2 My clothes coat, dress, hat, jacket, jeans, jumper, shoes, shorts, T-shirt, trousers

What are you wearing?I’m wearing …

Colour adjective + noun: green shoes

Phonics Tongue Twister: J

3 The weather cloudy, cold, It’s hot, raining, snowing, sunny, windy

What’s the weather like?It’s cold.Is it cold?

Put your hat on.I’m on holiday.

Phonics Tongue Twister: H

Term Revision

4 Animals bird, crocodile, elephant, lion, monkey, penguin, snake, tiger, zebra

climb,   y, jump, run, swim

It can   y.It can’t jump.

Can it swim?

Phonics Tongue Twister: L

Level 2 Target Vocabulary Target Structures

5 Jobs bus driver, chef, doctor, � re � ghter, footballer, musician, nurse, pilot

He’s a …She’s a …

He has got a … She has got a …

Phonics Tongue Twister: F

6 My free time

dancing, drawing, listening to music, painting, playing computer games, playing football, reading, watching TV

What are you doing? I’m reading.

Are you drawing?Yes, I am. / No, I’m not.

Phonics Tongue Twister: W

Term Revision

7 The school garden

Carrot, cauli� ower, grapes, peas, potato, pumpkin, strawberry, tomato, watermelon

Numbers: 1 to 20

How many can you see?

They’re small and purple.

Phonics Tongue Twister: G

8 The school show

do gymnastics, do karate, juggle, play, basketball, play the recorder, ride a bike, rollerblade, sing

Can you ride a bike?Yes, I can. / No, I can’t.

I can play the guitar.I can’t walk on my hands.

Phonics Tongue Twister: Z

Festivals Christmas, Halloween, Carnival

Term Revision

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Getting started Introduce yourself and greet the children. Say: Hi! My name’s (Peter). What’s your name? Go round the class asking the children their names. First ask the question to the children and then when they feel confident enough they can ask the question themselves. Some children might give a full sentence but others may just say their name.

1 Listen and point. 1.2

Tell the children to look at the picture in Activity 1. Ask them if they remember the names of the characters. Then ask a child: Hello (Cristina), how are you?Help the child to answer: I’m fine, thanks. Repeat with other children. Explain that they are going to listen to the characters and that they must point to them when told to do so. Play the CD and let the children listen. Play it again and encourage the children to point to the characters.

2 Listen and chant. 1.3

Write on the board: Hi, Ruby. How are you? I’m fine, thanks. How about you?Tell the children that they are going to hear a chant and they can listen and read the words. Play the CD and point to the words, and they are said. Play the chant again and encourage the children to join in. When the children can say the chant confidently, say it without the CD and point to different children in the class instead of using the characters: Hi, (Claudia). How are you? SS: I’m fine, thanks. How about you?

Finishing off Tell the children to look at the picture in Activity 1 again. Ask them what else they can see in the picture. Chant through the numbers from one to ten and then ask questions about the picture. How many (apples) can you see? The children can also ask each other the question.

Transcripts

Narrator: Point to Monica.Lee: Hello, Monica. How are you?Monica: I’m fine, thanks.Narrator: Point to Lee.Monica: Hello, Lee. How are you?Lee: Me? I’m fine, thanks.Narrator: Point to Charlie.Ruby: Hi, Charlie. How are you?Charlie: I’m fine, thanks.

Narrator: Point to Ruby.Charlie: Hi, Ruby. How are you?Ruby: Oh, I’m fine, thank you.Narrator: Oh sorry, Chippy. Everyone point to Chippy.Monica, Ruby, Lee: Hello, Chippy. How are you?Charlie: He’s fine. Aren’t you, Chippy?

Listen and point. 1.2

Hi, Ruby. How are you? I’m fine, thanks. How about you? Hi, Charlie. How are you? I’m fine, thanks. How about you? Hi, Monica. How are you? I’m fine, thanks. How about you? Hi, Lee. How are you? I’m fine, thanks. How about you?

Chant: How are you? 1.3

Lesson 1AStudent’s Book, page 2

ObjectivesTo recognize the characters.

To ask and answer questions.

To follow a chant.

Target languageVocabulary: Hello! Hi; apples, balls, birds, dogs, kites; numbers 1 — 10

Structures: What’s your name? How are you? I’m fine, thanks/thank you. Point to... How about you?

MaterialsCD

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2

3 Listen and circle.

4 Listen and sing.

1 Listen and point.

2 Listen and chant.

LESSON 1

1.2

1.3

Welcome back!

Hello, Monica. How are you?

I’m fine, thanks.

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Students develop Mathematical competence by revising the numbers 1 — 10 in English and using them to count the number of objects in Activity 1. Using math in English helps to consolidate content and language knowledge.

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3 Read and number.

4 Draw and write.

I like sandwiches and juice.

2

1 Match and write.

2 Read and colour.

Welcome back!

Ruby

Colour four balls.

Colour seven apples.

Colour five parrots.

Colour nine kites .

Charlie

Monica

Lee

Chippy

L

R

C

M

C

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Students develop the Competence in ‘Learning to Learn’ by learning and practising a chant for greetings and to introduce themselves. Rhyme, music and chants are a useful way of memorizing functional language and gaining confidence while practising in a group setting.

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Getting started Go round the class asking the children their names. T: Hello! What’s your name? Then ask volunteers to ask the question to their classmates. Some children might give a full sentence but others may just say their name.

1 Match and write.Ask the children to tell you the name of one of the girl characters from the book. Write the answer on the board. Ask them for the name of the other girl and write it on the board too. Repeat with the names of the boys and the dog. Then point to each name and ask the class to read it. Tell the children to look at Activity 1. Ask a volunteer to read the first name and the rest of the class find the corresponding pictures. Tell them to draw a line from the name, to the part of that person’s face and then to their whole face. Finally, they write the character’s name next to their picture. The children complete the rest of the exercise themselves.

2 Read and colour.Ask the children to look at Activity 2. Point to the pictures one by one and ask: What are these? Ask volunteers to read the sentences. Tell the children to colour the pictures according to the instructions using the colours they like. Check the activity by asking children questions about what they have coloured. T: (Robert), how many coloured (balls)? SS: (Four.)

Finishing off Go round the class and ask the children how they are using the words and rhythm from the chant. First ask the question to the children and then, when they feel confident enough, they can ask the question themselves. T: Hi, (Jessica), how are you? SS: I’m fine, thanks. How about you?.

Lesson 1BActivity Book, page 2

ObjectivesTo revise the Beep characters.

To revise numbers up to ten.

To revise some vocabulary.

Target languageVocabulary: numbers 1 — 10; apple, ball, kite, parrot

Structures: Hello! What’s your name?

Materialscrayons

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