beep Paul House

teacher’s book

5

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Language Syllabus

2

Level 5 Target Vocabulary Target Structures

Hello! Review of Beep! 4 vocabulary Review of Beep! 4 structures

1 Home time do homework, go to bed, have lunch quarter past/to

Times: What time is it?

Present Simple: What time do you have lunch? At half past one. I do my homework at seven o’clock.

Adverbs of frequency: always/never/sometimes/usually

Phonics Tongue Twister: t, d

2 Kids can cook

biscuits, bread, butter, cherries, chocolate cake, cream, eggs, � our, milk, mushrooms, nuts, peaches, sugar

Have got + some/anyHave we got any sugar?Yes, we have. / No, we haven’t.We’ve got some oranges.We haven’t got any cheese.

Recipe instructions: wash, cut, mix, etc.

Phonics Tongue Twister: b, p

3 Keep healthy!

clean my teeth at night, eat fruit, eat junk food, do exercise, walk to school, watch lots of TV

Adverbs of frequency: always/never/sometimes/usuallyI sometimes ride my bike at the weekend.

Phonics Tongue Twister: l, r

Review 1 Units 0, 1, 2, 3

4 Let’s go shopping!

baker’s, bookshop, bus station, cinema, clothes shop, computer shop, greengrocer’s, library, museum, park, shoe shop, sports shop, supermarket; books, clothes, football boots, shoes, shorts

Where is the museum?It’s opposite/next to/between…Let’s go to the park.Why don’t we go swimming?

Phonics Tongue Twister: gr

Level 5 Target Vocabulary Target Structures

5 Ocean life blue whale, crab, jelly� sh, octopus, orca, seal, shark, turtle

Present Simple with they:They lay eggs.They don’t eat plants.

Phonics Tongue Twister: sh

6 Wonderful world

desert, forest, island, lake, mountain, ocean, volcano; big, deep, high, hot, long, small; bigger, higher, longer

Comparatives: Everest is higher than Mont Blanc.

Phonics Tongue Twister: th, f

Review 2 Units 4, 5, 6

7 A great day out!

aquarium, bowling alley, � lm studio, gallery, palace, planetarium, skating rink, theme park

How old were you?I/He/She/It was... What was your favourite toy?Who was your favourite teacher?Where were you at (� ve past six)? I was at the (bowling alley).

Phonics Tongue Twister: ere, a, aire, air

8 Adventure Island

bay, bridge, cave, cliff, path, swamp, town, waterfall, waves; go along, go over, go round, go through, go under; east, north, south, west

Go through the town and over the bridge.

Phonics Tongue Twister: i

Review 3 Units 7, 8

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3

Level 5 Target Vocabulary Target Structures

Hello! Review of Beep! 4 vocabulary Review of Beep! 4 structures

1 Home time do homework, go to bed, have lunch quarter past/to

Times: What time is it?

Present Simple: What time do you have lunch? At half past one. I do my homework at seven o’clock.

Adverbs of frequency: always/never/sometimes/usually

Phonics Tongue Twister: t, d

2 Kids can cook

biscuits, bread, butter, cherries, chocolate cake, cream, eggs, � our, milk, mushrooms, nuts, peaches, sugar

Have got + some/anyHave we got any sugar?Yes, we have. / No, we haven’t.We’ve got some oranges.We haven’t got any cheese.

Recipe instructions: wash, cut, mix, etc.

Phonics Tongue Twister: b, p

3 Keep healthy!

clean my teeth at night, eat fruit, eat junk food, do exercise, walk to school, watch lots of TV

Adverbs of frequency: always/never/sometimes/usuallyI sometimes ride my bike at the weekend.

Phonics Tongue Twister: l, r

Review 1 Units 0, 1, 2, 3

4 Let’s go shopping!

baker’s, bookshop, bus station, cinema, clothes shop, computer shop, greengrocer’s, library, museum, park, shoe shop, sports shop, supermarket; books, clothes, football boots, shoes, shorts

Where is the museum?It’s opposite/next to/between…Let’s go to the park.Why don’t we go swimming?

Phonics Tongue Twister: gr

Level 5 Target Vocabulary Target Structures

5 Ocean life blue whale, crab, jelly� sh, octopus, orca, seal, shark, turtle

Present Simple with they:They lay eggs.They don’t eat plants.

Phonics Tongue Twister: sh

6 Wonderful world

desert, forest, island, lake, mountain, ocean, volcano; big, deep, high, hot, long, small; bigger, higher, longer

Comparatives: Everest is higher than Mont Blanc.

Phonics Tongue Twister: th, f

Review 2 Units 4, 5, 6

7 A great day out!

aquarium, bowling alley, � lm studio, gallery, palace, planetarium, skating rink, theme park

How old were you?I/He/She/It was... What was your favourite toy?Who was your favourite teacher?Where were you at (� ve past six)? I was at the (bowling alley).

Phonics Tongue Twister: ere, a, aire, air

8 Adventure Island

bay, bridge, cave, cliff, path, swamp, town, waterfall, waves; go along, go over, go round, go through, go under; east, north, south, west

Go through the town and over the bridge.

Phonics Tongue Twister: i

Review 3 Units 7, 8

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32

Getting started Divide the class into pairs and get them to ask each other questions about each other. Do you have brothers or sisters? Do you have any pets? When is your birthday? etc. Then ask the children to come to the front and tell the class about their partner. Tell the children that they are going to meet some new characters in the book and find out information about them.

1 Read, then listen and say the name. 1.2

Ask the class to look at the picture on page 2. Say: These are our new friends for this book. They are Anita, Ben, Kim and Mark. Ask the children to read the information about the four characters. Then explain to the children that they will hear Anita, Ben, Kim and Mark talking about themselves. Tell them to listen very carefully and to identify which character is talking. Play the CD twice. Let the children read the descriptions again and then play the CD again. Pause at the end of each description and ask: Who is it? The children call out the name of the character.

2 Play a game.Explain to the children that they have to choose one of the new characters. Their partner will then ask questions to find out which one it is. Ask for two volunteers to read the mini-dialogue on page 2. Divide the class into pairs. The children play the game. Go around the class listening to the children as they play.

3 Ask a friend.Divide the class into pairs and explain that they have to ask their partner the questions in Activity 3. Go around the class listening to the children as they practise the exercise. When they have finished, ask for volunteers to come to the front of the class to act out the dialogue.

Finishing off Play Postman. Give the children small pieces of white paper. Each child is assigned a classmate and writes three questions for her/him on the paper. The teacher acts as postman and passes the papers with questions from child to child. When the children receive a paper, they write their answers and send it back.

Transcript

Ben: Hello! My birthday is in June and I’ve got two sisters. Who am I?Anita: Hi! I haven’t got any pets and my favourite subject is Science. Who am I?Mark: Hi everyone! I’ve got brown eyes and my birthday is in December. Who am I?Kim: Hello! I’m an only child and my favourite subject is Art. Who am I?

Mark: I’ve got a sister and my favourite subject is PE. Who am I?Kim: I’ve got a dog and my birthday’s in October. Who am I?Anita: My birthday’s in March and my eyes are brown. Who am I?Ben: I’ve got a cat and my favourite subject is IT. Who am I?

Read, then listen and say the name. 1.2

Lesson 1AStudent’s Book, page 2

ObjectivesTo introduce the characters in the book.

To listen and recognize the characters.

To play a game.

To ask friends about themselves.

Target languageVocabulary: months; school subjects

Structures: My birthday is in (June). I’ve got a (sister). I haven’t got any pets. My favourite subject is (Art). Have you got any brothers and sisters? What colour are your eyes? Have you got any pets?

MaterialsCD small pieces of white paper

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Transcript

2

LESSON 1

5 Read and answer. Write about you.

2 Play a game.

3 Ask a friend.

Have you got any brothers or sisters?

When’s your birthday?

What colour are your eyes?

Have you got any pets?

Hello! 4 Listen and sing. 1 Read, then listen and say the name. 1.2

Name: AnitaFamily: a brotherEyes: brown Birthday: MarchPets: no petsFavourite Subject: Science

Name: BenFamily: two sistersEyes: blueBirthday: JunePets: a catFavourite Subject: IT

Name: KimFamily: only childEyes: brownBirthday: OctoberPets: a dogFavourite Subject: Art

Name: MarkFamily: a sisterEyes: brownBirthday: DecemberPets: a hamsterFavourite Subject: PE

What’s your favourite subject?

My birthday’s in October and my favourite subject is Art.

Are you Kim?

Yes, I am!

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Students develop Autonomy and personal initiative by choosing and describing one of the new characters so that their partner finds out which one they are.

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2

Student Profile

3 Look and match.

4 Look and write.

Hello!

My name is

1 Write in order. Then, look in the Student’s Book and write the name.

2 Complete your profile. Then, write sentences.

Name:

Family:

Eyes:

Birthday:

Pets:

Favourite subject:

1 sisters two got I’ve

2 in birthday December is My

3 My Science subject favourite is

4 got blue I’ve eyes

5 a pet got I’ve hamster

6 only an I’m child

7 is March My in birthday

8 got pet I a haven’t

Name

Anita MarkBen Kim

I’ve got two sisters.

My favourite subject is Science.

My birthday is in December.

I’ve got blue eyes.

I’ve got a pet hamster.

I’m an only child.

My birthday is in March.

I haven’t got a pet.

Ben

Anita

Mark

Anita

Mark

Ben

Kim

Anita

Child’s own answers

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Students develop Interpersonal and civic competence by introducing themselves to the class.

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Getting startedRemind the children of the new characters for Level 5: Anita, Kim, Ben and Mark. Write the names up on the board. Ask the children to tell you something about each character. Emphasise the s at the end of the third person singular when appropriate.

1 Write in order. Then, look in the Student’s Book and write the name.Say: Open your Activity Books at page 2. Tell the children that the words in the sentences have been mixed up and that, they have to write them in the correct order. Then explain that when they have done that, they have to look in their Student’s Book to find out which character corresponds to each sentence. Go around the class checking the sentences and checking that they have written the correct character. When you have done that, ask for volunteers to read out their sentences, and ask the rest of the class to call out the name of the correct character.

2 Complete your profile. Then, write sentences.Ask the children to fill in their Student Profiles. Explain that when they have done that, they have to make a complete sentence out of each part of their profile. When they have finished, check the activity by going around the class while each child introduces him/herself.

Finishing offTell the children to write a short description of a member of their family. Explain that they can use the Student Profile on page 2 of their Activity Books as a guide. When they have finished, ask them to read their descriptions out to the rest of the class.

Lesson 1BActivity Book, page 2

ObjectivesTo practise short descriptions of people.

Review of Beep! 4 language.

Review of Beep! 4 structures.

Target languageVocabulary: Beep! 4 language

Structures: Beep! 4 structures

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