beep Paul House

teacher’s book

4

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Language Syllabus

2

Level 4 Target Vocabulary Target Structures

Welcome back!

Review of Beep! 3 vocabulary Review of Beep! 3 structures

1 Time for school!

School subjects: Art, English, IT, Maths, Music, PE, Science, Spanish

Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

On Monday, I´ve got/haven’t got Maths.

What have you got on Friday?

Phonics Tongue Twister: i, y

2 Where are you from?

Countries: China, France, Ireland, Italy, Mexico, Spain, the UK, the USA

Nationalities: Arabic, Chinese, English, French, Italian, Spanish

Where are you from?I’m from France.

He’s/She’s from Italy.

I speak Chinese.

He/She likes cycling.

Phonics Tongue Twister: a

3 Months Months: January, February, March, April, May, June, July, August, September, October, November, December

Seasons: spring, summer, autumn, winter

What do you wear?I wear/don’t wear a jumper.

In (January, winter)…

Phonics Tongue Twister: e

Review 1 Units 0, 1, 2, 3

4 My town Places: castle, cinema, hospital, library, museum, park, shopping centre, swimming pool, train station, zoo

Is there a cinema?

There’s a/There isn’t a park.

What shall we do? Let’s go to the cinema! Phonics Tongue Twister: u, ue, oo, ou

Level 4 Target Vocabulary Target Structures

5 Let’s eat! Food: burger, cereal, egg, ham, meat, rice, salad, soup, toast, vegetables

Meals: breakfast, dinner, lunch

How much is the soup? It’s four euros, fifty cents.

I have cereal for breakfast.

Can I have a sandwich, please?

Phonics Tongue Twister: a

6 Minibeasts Animals: ant, bee, centipede, dragonfly, grasshopper, ladybird, snail, worm; carnivore, herbivore, omnivore

Body parts: antennae, legs, stings, wings

Nature: flower, grass, leaf, pond, tree

They’ve got/They haven’t got wings.

How many legs have they got?

Phonics Tongue Twister: o

Review 2 Units 4, 5, 6

7 Space Space: comet, moon, planet, satellite, spaceship, stars, telescope, UFO

The Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Does he/she work on a space station?

He listens/doesn’t listen to music.

Phonics Tongue Twister: n

8 Summer camp

Activities: canoeing, climbing, cooking sausages, horse riding, playing ball games, singing songs, telling stories, trekking

Objects: cap, compass, map, raincoat, snack, torch, water bottle

Do you want to go trekking?

I want/don’t want to play games.

Phonics Tongue Twister: ing

Review 3 Units 7, 8

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3

Level 4 Target Vocabulary Target Structures

Welcome back!

Review of Beep! 3 vocabulary Review of Beep! 3 structures

1 Time for school!

School subjects: Art, English, IT, Maths, Music, PE, Science, Spanish

Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

On Monday, I´ve got/haven’t got Maths.

What have you got on Friday?

Phonics Tongue Twister: i, y

2 Where are you from?

Countries: China, France, Ireland, Italy, Mexico, Spain, the UK, the USA

Nationalities: Arabic, Chinese, English, French, Italian, Spanish

Where are you from?I’m from France.

He’s/She’s from Italy.

I speak Chinese.

He/She likes cycling.

Phonics Tongue Twister: a

3 Months Months: January, February, March, April, May, June, July, August, September, October, November, December

Seasons: spring, summer, autumn, winter

What do you wear?I wear/don’t wear a jumper.

In (January, winter)…

Phonics Tongue Twister: e

Review 1 Units 0, 1, 2, 3

4 My town Places: castle, cinema, hospital, library, museum, park, shopping centre, swimming pool, train station, zoo

Is there a cinema?

There’s a/There isn’t a park.

What shall we do? Let’s go to the cinema! Phonics Tongue Twister: u, ue, oo, ou

Level 4 Target Vocabulary Target Structures

5 Let’s eat! Food: burger, cereal, egg, ham, meat, rice, salad, soup, toast, vegetables

Meals: breakfast, dinner, lunch

How much is the soup? It’s four euros, fifty cents.

I have cereal for breakfast.

Can I have a sandwich, please?

Phonics Tongue Twister: a

6 Minibeasts Animals: ant, bee, centipede, dragonfly, grasshopper, ladybird, snail, worm; carnivore, herbivore, omnivore

Body parts: antennae, legs, stings, wings

Nature: flower, grass, leaf, pond, tree

They’ve got/They haven’t got wings.

How many legs have they got?

Phonics Tongue Twister: o

Review 2 Units 4, 5, 6

7 Space Space: comet, moon, planet, satellite, spaceship, stars, telescope, UFO

The Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Does he/she work on a space station?

He listens/doesn’t listen to music.

Phonics Tongue Twister: n

8 Summer camp

Activities: canoeing, climbing, cooking sausages, horse riding, playing ball games, singing songs, telling stories, trekking

Objects: cap, compass, map, raincoat, snack, torch, water bottle

Do you want to go trekking?

I want/don’t want to play games.

Phonics Tongue Twister: ing

Review 3 Units 7, 8

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32

Getting started Introduce yourself. Say: Hello! My name’s (Paul). What’s your name? Ask the children individually. Ask them if they remember the names of the characters in the book. Say: I’m very old. I’m (thirty-one). How old are you, (David)? Encourage the children to ask each other the questions. S1: Hello, my name’s (María). What’s your name? S2: I’m (David). S1: How old are you? S2: I’m (ten). Say: My favourite sport is (football). What’s your favourite sport? The children ask each other the question. Then say: I’ve got a pet. It’s a (dog). Have you got a pet? Write the numbers 1 — 10 on the board and make sure the children know them. Point to a number and ask: What’s the number?

1 Listen and sing. 1.2

Say: Open your books at page 2. Write the number on the board. Ask the class to look at the picture and say: This is Tom, Olga, Karim and Lucy. Explain to the children that they are going to listen to a song and that you want them to sing along with it. Tell them to listen very carefully and to repeat the end part of each sentence. Play the CD twice. Let the children read the text to the song and then play the CD again. Encourage the children to join in with the song.

2 Read and listen. Ask a friend. 1.3 Ask the children to look at the picture on page 2 and play the CD twice. Divide the class into pairs and ask the children to repeat the scene using their own names and information about themselves. When they have done it once, change their roles so that a different child is asking the questions.

Finishing off Ask the children to write short profiles of themselves: My name’s … I’m ... years old. My favourite sport is … I’ve got a (sister). When they have finished ask them to read their profiles out to the rest of the class.

Lesson 1AStudent’s Book, page 2

ObjectivesTo recognize the characters in the book.

To learn and sing a song.

To act out a simple dialogue.

To say Hello!

To say one’s name and age.

Target languageVocabulary: numbers 1 — 10; playing, reading, swimming, writing

Structures: How are you? I’m very well. What’s your name? I’m (Rachel). What’s your favourite sport? Have you got a pet? I’ve got a (cat). How old are you? I’m (eleven).

MaterialsCD

Transcript

Woman teacher: Hello, Karim.Karim: Hello! What’s your name?Woman teacher: I’m Rachel.

Karim: What’s your favourite sport?Woman teacher: Swimming.Karim: Have you got a pet?

Woman teacher: Yes, I’ve got a cat.Karim: How old are you?Woman teacher: That’s a secret.

Read and listen. Ask a friend. 1.3

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2

Here we are in school again,It’s great to be with all my friends.Hello, hello and how are you? I’m very well, thanks! How about you?

Lots of brilliant things to do,Reading, writing, playing too.Lots of brilliant things to see,I’ve got all my friends with me.

3 Listen and say the chant.

4 Look and spell.

I’m Rachel.

Yes, I’ve got a cat.

Swimming.

That’s a secret!

What’s your name?

What’s your favourite sport?

LESSON 1Welcome back! 1 Listen and sing. 1.2

2 Read and listen. Ask a friend. 1.3

Have you got a pet?

How old are you?

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Students develop Cultural and artistic competence via musical awareness by listening to and singing along to a song about going back to school. This activity helps to develop memory and musical intelligence by establishing an association between rhythm, language and word stress.

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2

5

4

2 Write in order and answer.

3 Listen and complete.

1 Read, look and circle.

Welcome back!

1 name your What’s

?

2 you old How are

?

3 like swimming Do you

?

4 food favourite What’s your

?

5 a Have pet got you

?

Hi! My name’s Anna / Sally.I’m eight / nine years old.I like / don’t like reading. My favourite sport is gymnastics / tennis. I’ve got a cat / fish.Bye!

3.1

This is my friend Albert.

He’s . He likes playing

. His favourite food

is and he’s got

a !

d Albert.

H l k

What’s your name

Do you like swimming

How old are you

What’s your favourite food

Have you got a pet

ten

basketball

hamburgers

cat

Student’s own answers

Students develop Processing information and digital competence in the classroom by extracting specific information from a short CD recording. This activity actively engages students’ ability to recognize characters, numbers and objects in speech.

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Getting started On one side of the board, write the following: My name is … I’m ... I like … I don’t like … My favourite sport is … I’ve got a … On the other side of the board, write: tennis, swimming, dog, reading, nine years old. Ask for two volunteers to come to the front of the class and complete the sentences correctly. Note that the children will have to write in their own names. When they have finished ask for another two volunteers to come to the front and complete the sentences, but this time they have to describe one of the first volunteers. Repeat with other children, emphasising the ‘s’ at the end of the third person singular.

1 Read, look and circle.Say: Open your Activity Books at page 2. Ask the children to look at the picture carefully and explain that they will have to choose the correct word to complete the sentences on the computer screen. Explain that they have to find the clues for these answers in the picture. Go around the class checking that they have circled the correct words.

2 Write in order and answer.Say: Look at Activity 2. Ask the children to write the questions in the correct order and then answer them. When they have finished, check the activity by going around the class, one child asking the question and another answering.

3 Listen and complete. 3.1

Tell the children that they are going to listen to a CD, and that they have to complete the sentences. Play the CD. The children listen. Play the CD again and pause after each statement to give the children time to complete the sentences. Ask for volunteers to read the text aloud to the rest of the class.

Finishing off Tell the children that they are going to write a short description of a member of their family. Explain that they can use the activities on page 2 of their Activity Book 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 personal descriptions.

Target languageVocabulary: reading, swimming, tennis; dog

Structures: My name is (Anna). I’m (nine) years old. I like (reading). I don’t like (swimming). My favourite sport is (tennis). I’ve got a (dog). His name is (Albert). He’s (nine) years old. He likes (reading). He doesn’t like (swimming). His favourite sport is (tennis). It’s (nine) o’clock.

MaterialsCD

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