new
beep 1
Brendan Dunne
Robin Newton
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
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 ... .
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.
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
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
Hello! LESSON 1
3 Loo an tra. Students Book
grann
1 Lise> an poin.
1.2
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
2 Dra an writ.
from the Students Book.
Hell! M namfi 5
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09/12/10
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Hell! Hell!
Reader and Audio CD
The Reader provides
4
Pop-outs
5
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03/03/11 15:31
There
Th ifi ifi harlare worksheets
^fi ouri eevisio>
also mini versions of 2
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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
1.37
Unit 3 - Lesson 1A
Students Book, page 23
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
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
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.
09/02/15 13:09
88
pe>
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Can I go to
Whats the
All of the Posters are double sided. The first The teachers are provided
magic word?
rule Whats 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!
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
Santillana Educaci
schoo ba@
n S.L./Richmond
n S.L./Richmond
Publishing 2011
ci ca!
253388 _ 0003-0042.indd
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28/09/10 12:56
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
.
Unit 1
2.indd 87
78
Lets share! 12/04/11 16:37
12/04/11
16:37
d 86
253307 _ 0081-0092.ind
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
28/09/10 11:52
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
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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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.
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4 Lise> an sin@.
1
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/ fro@.
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Resources
Reading and Writing
Teachers Resource Book, page 125
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
.
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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
10
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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28
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Jum!
in SL./Richmon
.
d Publishing 2011
M favouri e i
29
PHOTOCOPIABLE
Pets
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29
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020.ind d 12
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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
rabbi
l sound r as in Robb
y Is it a (fish)?
22 ra
Phonics initia 09/02/15 13:10
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Resources
Phonics
TEACHERS RESOURCE BOOK, PAGE 87
Name: Name:
1 1 = ge> 2 = e
Class:
1.50 3 = ello 4 = bl
1
2 The course provides guidelines
1.63
2
Santillana Educac
ca 2
Ifi i ca? Yefi, i ifi. / N, i is>
Santillana Educac
.
in SL./Richmon
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Santillana Educac
Publishing 2011
.
parro
in SL./Richmon
d Publishing 2011
Ifi i rabbi?
PHOTOCOPIABLE
15/02/11
13:09
12
Competence refers to the capacity to use ones acquired knowledge and abilities in different contexts and situations.
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.
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.
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.
13
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.
14
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
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
M M 1 re To
M M 5 purpl
bo
Te
CD
Be
ab
2 Dra an writ.
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
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
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
Hello! M
na Be.
ur
oran@ pin
ge>
e ellow bl purp
Identifying colours 5
CAE Students develop and consolidate their creative skills by identifying and using colours in
English. They become aware of colours around them.
19
7
Te
2 CD
cra
ab
1
4
3 6
LC Students develop their reading skills by recognising and understanding the colour words.
20
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
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
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
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
6 7 8 9 10 Vo
nu
5 oun an writ.
Te
CD
4 pie
nu
10
8
5
3
7
4
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
25
1 3 1
1.1 1.23
4 2
1 2
2
Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE
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
Revision
blue, green, orange, pink, purple,
red, yellow
27
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
rue
s
e>
ar
nity
rube enci share>e
at
on
schoo
ba@ boo
enci
ca
2 Lise>, fin an sa. 1.12
LC Students develop their language skills by recognising, identifying and talking about
il everyday classroom objects.
29
Te
Un
Un
30
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
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
32
g
I rue.
s.
33
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
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
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
d
5 Tra an sa.
1 2
,
he
gl crayo>
6 Lise> an chan. 1.15
? ?
o,
s
y
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
38
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
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
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
2 5 6
Transcript
Story: Lets share! 1.17
41
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
he
you
rd
er.
en
43
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
ere
in
D Ji Jenn Luc
e
g
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).
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
Vo
bo
pe
ba
or
St
Iv
Te
CD
ph
Bo
T
s
s
w
t
Re
A
Te
46
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
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
re 4
the
Luc
ct
a
at
d,
thing,
nd an
n@.
1 I 2 I 3 I
rube. crayo>. enci ca.
Recognising real objects Its a (rubber). 13
IE Students use their own initiative to identify photos of classroom objects and to choose the
correct sticker.
49
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
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
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!
52
p
t
12 Lise>. 1.21
ng
py
es
y!
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
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
54
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
Book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener.
55
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.
1 3 1
1.23 1.36
2
2
2
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
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!
Now ever
ybody is ha
ppy.
Thank you,
Be
Its fantasti ep.
c!
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
57
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
g
da
mu granda
,
ey grann
n
g
d
h
say
a
e
brote sise
Family members 15
59
Vo
br
mu
Te
CD
Un
Un
Un
ph
Bo
da grann granda
11
60
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.
61
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
mu granda
6 Loo, sti
sise da
brote grann
4 Lise> an poin. 1.27
63
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
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
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
Thi i m famil.
S<a ello to m famil.
t
d
Thi i m famil.
e
a
, granda
mu
Charl^ sise
A family tree This is my (family). 17
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
Vo
br
mu
Te
CD
Un
Un
ph
Bo
p
c
Re
A
Te
68
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
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.
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.
70
2 5 6
Transcript
Story: The surprise party! 1.30
71
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
se
to
d
er.
er.
73
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
How ol a yo?
r
ey
ng
11 Loo an
I fi.
I si.
I ee>.
?
9 Lise> an chan. 1.32
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
4 Vo
2 nu
5
10 St
Ho
Im
9
1
Te
3 CD
7 6
8
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
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
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
y:
es.
m
e
11 Loo an draw.
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
Te
boyfi 7 girlfi 9
6 Rea an dra. 8 Loo an
80
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.
81
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
Monicas mum. Monicas mum makes macaroni for Monica and me.
Monicas mum makes macaroni.
82
12 Lise>. 1.34
py
es
he
LC Students develop their language skills by identifying and producing the m sound. They also
review the language of the unit.
83
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
84
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
85
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
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.
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.
86
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!
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
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28/09/10
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87
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
88
ts golfis
y parro
n
ra hamse
fro@
t,
.
.
s
n.
cat rabbi
do@
2 Lise> an chan. 1.38
Pets 23
LC Students develop their language skills by recognising, identifying and talking about pets.
89
Vo
ca
pa
fro@ ca rabbi do@
Te
CD
Un
Un
ph
Bo
pa
90
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.
91
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.
92
ng
e
y
6 S<tic an
3 4
ain
en
s.
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)?
93
3 Loo an circl.
1 2
94
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.
95
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
h
?
nt
o
o
o
Ye, i i.
I i brow>? No, i is>.
Colours Is it (brown)? 25
97
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
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
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.
99
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
100
2 5 6
Transcript
Story: The mystery of the black cat! 1.43
101
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
he
ou
n
ss
103
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
ar
ns. atc! S<tan u!
11 Draw yo
Go to se!
No, hipp!
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
3 = brow>
4 = whit
Te
CD
pie
atc! Jum!
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
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IE Students learn to observe a picture and solve the activity independently. the
DV
he
106
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
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
108
Jum!
with
ite
w
.
11 Draw you favouri e.
M favouri e i .
Pets 29
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
Vo
ca
pa
St
My
Te
CD
Un
ph
Bo
p
m
p
w
c
b
Re
A
Te
110
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
111
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
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!
112
12 Lise>. 1.48
1 Lise> a
p
g
n,
o
se
nt
ss.
he
o
e
ow
2 Loo an
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.
113
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
114
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.
115
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
p
2 Trace the words and match them to the pictures. 4 Read and circle the answers.
139 140
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b
F
b
Transcript
Unit 3 Test. Activity 1. Listen and circle the correct pets. 1.50
116
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
117
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
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83
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).
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.
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)?
118
Target language
Vocabulary: Beeps w
orld!
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.
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
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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
and cats?
nd Publish
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/ Richmo
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28/09/10
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119
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!
120
pla>
at
dol
ca
bi
edd
on
rd.
ise
compue
bal ga
ki trai>
Toys 33
121
Vo
plan dol bal trai> kit ba
do
Te
CD
Un
Re
La
122
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.
123
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
124
y
?
Ha yo go
p trai>?
s Ye, I ha.
en.
or
4 As an anse.
34 Possession Toys Have you got a (train)?
125
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
126
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
Transcript
Chant: Tell me, please! 1.55
128
Ha yo go bi?
e. Ha yo go bi?
Rub, Rub,
el , pea!
Ye, I ha!
n
d
M
My fr^en
Possession Imperatives Tell me, please! 35
LC Students develop their language skills by listening and repeating a chant and then asking
and answering questions about toys.
129
Vo
tedd / dol plan / ca bik / trai> ba
do
dol pla> trai> St
Is
Ha
4 5 6 Ye
4 Trac an dra. Bo
I have>.
I have>.
I have>.
I have>. Child Child
completes completes
drawing drawing
ball kit
25
CAE Students develop their drawing skills and their knowledge of spatial awareness when
drawing the mirror images of toys.
130
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.
131
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!
600695
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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
2 5 6
Transcript
Story: Computer games are boring! 1.57
133
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
s
ll
f
n
ss
135
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
136
START
o
he
5 4 3
dy,
to
re
6 7 8
11 Draw yo
k
10 9
FINISH
137
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
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
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
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
140
ren
s.
oy
oy
ce.
M favouri to i .
Toys from other countries Its from (Russia) . My favourite toy is a (kite). 39
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
Vo
kit
Te
Un
ph
Bo
co
a
fi
f
a
d
Re
A
Te
142
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
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!
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
12 Lise>. 1.61
g.
and
py
es
LC Students develop their language skills by identifying and producing the c sound. They also
review the language of the unit.
145
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
146
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
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
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
linguistic expression.
2 Write the words under the pictures. 4 Look at the pictures and circle the correct word.
141 142
324637 _ 0133-0154.indd 141 01/02/11 10:12 324637 _ 0133-0154.indd 142 28/01/11 14:40
Transcript
Unit 4 Test. Activity 1. Listen and tick (3) the toys. 1.63
Bike. Teddy.
Doll. Train.
Computer game. Kite.
148
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.
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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
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e basket w
livin@ roo
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149
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
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
he
a
rd
1 Lise>, poin an eea. 2.1
age
en
ain
ds.
me
edroo
s
bathroo
livin@ kitce>
tise roo hal
gare>
Places in a house 41
LC Students develop their language skills by recognising, identifying and talking about places
in a house.
151
St
W
Its
Te
@ > CD
Un
Un
Un
^ ^ >@ ph
Bo
^ >
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
153
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.
Transcript
Listen and number. 2.5
154
Da! We
e m enci?
n
he
d to
6 Stic an
4 Loo an sa.
42 Places in a house Wheres my (teddy)?
155
bedroo bathroo
Vo
ba
liv
rab
livin@ roo St
W
4 Draw
kitche> Te
hal
livin@ roo
156
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
Transcript
Song: Rubys song. 2.6
158
We m rue?
We m rue?
n Wha ca> I do?
Loo! I i> t kitce>!
O! Than yo!
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
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
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.
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
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
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
M
162
2 5 6
Transcript
Story: The castle adventure! 2.8
163
Resources
DVD
DVD Animated Story: The castle adventure!
Teachers Resource Book, page 29
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.
164
is
ell
of
heir
ld
s.
165
Transcripts
Listen and point. 2.9 Chant: The spider chant. 2.10
1 Lee: Wheres the spider? Ugh! Its on the table. The spiders in the bath, The spiders on the table,
2 Lee: Oh, no! Its in the bath! The spiders in the bath. The spiders on the table.
Oh, no! Oh, no!
3 Lee: Where is it now? Its on the chair!
The spiders in the bath. The spiders on the table.
4 Lee: Help! Its in my bed! Aargh!
The spiders on the chair, The spiders in my bed,
The spiders on the chair. The spiders in my bed.
Oh, no! Oh, no!
The spiders on the chair. The spiders in my bed.
166
bat chai
he
ell
e
e
d
n
11 Draw yo
tab
e
,
9 Lise> an poin. 2.9
M favo
.
46 Furniture Wheres the spider? Its on the (chair).
.
600695 _ 0041-0048.indd 46 09/02/15 11:52
LC Students develop Linguistic competence through the use of song together with flashcards
to understand and learn new vocabulary items and functions. By practising and repeating
target vocabulary, children are able to consolidate knowledge regarding prepositions.
167
Te
CD
Un
3
6 Loo an circl. cla
i> o>
8 Writ i>
1
168
Finishing off
Ask the children to look at your pencil. Place the pencil in a pencil case and
say: T: Wheres the pencil? SS: Its in the pencil case. Then place the pencil on
the table and say: T: Wheres the pencil? SS: Its on the table. Ask the children
to get in pairs and ask them to do the same with their rubbers, sharpeners or
other objects.
Resources
DVD 2
DVD Real Kids Unit 5
Teachers Resource Book, page 30
Activity 1: Read out the words in the column on the right. Activity 2: Read out the questions and the three possible
Play the DVD and the children listen for the words. Play answers. Ask if the children can remember the correct
the DVD again and this time the children tick the words answers. Play the DVD and the children circle the correct
they hear. Finally, the children trace the words they have ones.
ticked and then find them in the wordsearch.
169
Target language
10 Listen and number. 2.12
Vocabulary:
boat, bus, tree, plane Ask the children to look at the photos in Activity 10 and give them a few
minutes to look at the different houses. Ask them questions about what
they can see in each picture and provide the necessary vocabulary. Play the
Materials recording and ask the children to listen. Play it a second time and this time the
Teachers i-book children write the number beside the corresponding photo. Play the recording
CD again for the children to check their answers.
Unit 5 poster
Unit 5 flashcards 11 Draw your favourite house.
Tell the children to think about their house, the photos of the houses or any
other house they like. Ask them to draw their favourite house in the space
provided. Then ask them to complete the sentence and write which house is
their favourite.
Finishing off
Put the flashcards around the room. Say the name of one of the flashcards.
Ask the children to point to the one you are saying. Start to say the words quite
slowly and then gradually say the words faster so the children have to respond
very quickly.
Transcript
170
he
g
M favouri hou i .
Unusual houses Colours Transport My favourite house is a (green train). 47
IE Students develop their initiative by drawing and describing their favourite house. Afterwards,
they describe their drawing to the class by reading their sentences and showing the picture.
Giving a short mini-presentation of this kind helps children to gain confidence.
171
Vo
ba
kit
ch
Te
Un
ph
Bo
as
cra
A
it
s
p
h
d
Re
A
Te
172
Vocabulary:
bathroom, bedroom, garden, hall, Make a castle
kitchen, living room; bath, bed, Hand out the photocopies of the castle template (Teachers Resource Book,
chair, table page 14). Tell the children to colour the picture of the castle. Ask questions
about their castles. T: (Rebeca), what colour is your (bath)? Ask two children to
Materials come to the front of the class for show and tell. One child shows the other their
castle. SS: This is the bedroom, its red. The bed is in the bedroom. Put the
Teachers i-book children into pairs and ask them to tell their partner about their castle.
Unit 5 poster
photocopies of Teachers Resource
Book, page 14
a soft ball
crayons
Finishing off
Ask the children to have their crayons spread out on the table. Tell the children
you will ask them to show you a crayon but they must only show it to you if
you say please. T: Show me your blue crayon, please. The children show you
a blue crayon. T: Show me your green crayon. The children do not show the
crayon.
Resources
Arts and Crafts
Teachers Resource Book, page 14
173
Materials Phonics
Teachers i-book Listen and say a tongue twister. 2.14
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
twister on the board. Play the recording again encouraging the children to copy
i-story cards
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 b for example, blue, black 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 a toy on the board and the
children have to try and guess what is being drawn before it is finished. Do it
with all the toys. The children can also take it turns and come to the board or
do it in pairs if there is enough time.
Transcripts
Listen. Beeps world! 2.13
Narrator: Beep and Robby are at the funfair. Narrator: Beep looks in the bath. He has a nasty surprise!
Beep: Come on, Robby! Lets look in the Scary House. Beep: Oh, no! A spider! Aaarrgh!
Robby: Squeak!
Narrator: Beep looks in the bedroom.
Narrator: Beep and Robby are in the hall. Beep: Oh, no! Whats in the bed?
Beep: Eeeek! A witch!
Robby: Squeeeak!
Robby: Squeak! Squeak!
Beep: Aaargh! Oh, its you Robby!
Narrator: Beep looks in the living room. Robby: Beeep!
Beep: Robby! Where are you?
174
e. 12 Lise>. 2.13
e
e
ing
py
es
y
he
h
e!
SCC Students develop their social skills by identifying and practising polite formulaic language
to make requests by using the word please. This activity helps to enable students to begin
to use real language in meaningful situations.
175
7 Loo an writ. To
To
1 2
Vo
ba
liv
St
edroo bathroo Pr
3 4
Te
CD
Be
Un
livin@ roo kitce> fla
176
Ask the children to look at the picture dictionary on page 34 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the bed and the kitchen. 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, the house
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? Put
an object flashcard on top of a room flashcard and ask: Wheres the (book)?
Resources Transcript
Phonics Picture dictionary 3.5
Teachers Resource Book, page 89 Bath, bathroom, bed, bedroom, chair, garden, hall,
kitchen, living room, table.
Activity 1: The children look at the pictures starting
with b. They say the words and then write them in the
crossword.
Activity 2: The children look at the pictures and the
three words with each one. They choose the correct
word for each picture and then circle it.
Extra activity: Students make pictures out of the letter
B/b. For example, a capital B on its side could be a pair
of glasses, etc.
177
Target language 1 Listen and number the places in the house. 2.15
Vocabulary: Explain to the children that they are going to hear a number followed by a part
bathroom, bedroom, garden, hall, of the house. They must write the number in the box next to the correct picture.
kitchen, living room; bath, bed,
2 Look and circle the correct part of the house.
chair, table
Tell the children to look at the picture on the left and then to choose the correct
Structures: word and circle it.
Where is?
Its in the 3 Match the words to the rooms.
Tell the children to look at the picture of the house and at the words in the box.
They must match the word with the pictures.
Materials
Teachers i-book 4 Look at the picture and circle the correct word.
CD The children look at the picture from Activity 3 and then circle the correct word
Unit 5 flashcards in each sentence.
photocopies of Unit 5 Test,
Teachers Resource Book, pages
143 and 144 Unit 5 Test
Unit 5 Test Name:
Class:
3
Class:
Name: bathroo edroo
2 kitce> living roo
1 1
2.15
6
2.28
5 4
3 2
LL Students develop 2
Santillana Educa
hal
their learning skills by bathroo gare>
4 T do
Santillana Educa
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participating in an end
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Transcripts
Unit 5 Test. Activity 1. Listen and number the places in the house. 2.15
1 Kitchen. 4 Hall.
2 Bedroom. 5 Garden.
3 Living room. 6 Bathroom.
178
Structures: Beeps w
orld!
Imperatives (Stamp your feet! Turn 2.26
Beep and
around! Wave your arms! Nod your at the parkRobby are
on his bike. . Beep is
head! Shake your hands! Jump! Sit Oh no! Po
or Beep!
But look at
Robby. H
down! Stand up! Touch your ears! Squeak! es alrigh t.
Help, Robb
Clap your hands! Turn round!) Find my ey y!
es!
Review Heres Be
eps head
Beep!
Beep!
colours Robbys go
t Be eps arms,
leg s and body
.
Quick, Ro
bb
Where Help me! y!
my arms?are
an
my legs? d
Robby helps
Beep. Goo
d wo rk, Robby!
Fantastic
work, Robb
y! Oh no
!
han Oh no! M
y
and my fo hand is on my leg
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Touch a te
te 2.27 Oops! Po
or Robby!
ar Touch a te ddy!
Poor Beep
!
mout Touch a te ddy! Touch a toy!
nos Touch a te ddy! Touch a toy! To
ea
Touch a te ddy! Touch a toy! To uch your toes!
ing 2011
ddy! Touc uc
h a toy! To h your toes! Turn
nd Publish
uch your to ar
es! Turn ar ound!
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Finishing off
Play touch your arm. Divide the class into two teams and demonstrate the game.
Touch your arm and choose a child to say what part of the body it is. Players from
each team take turns to come out and touch a body part. If their team mates can
say the body part in three seconds, they get a point for their team.
Transcripts
Listen, point and repeat. 2.16 Chant: Ive got hands on my arms. 2.17
180
of
o hai ea
arm
gs,
hand eg
is
.
ise e te
.
m
n
k>e
Body parts 49
LC Students develop their language skills by recognising, identifying and talking about parts of
the body.
181
Te
CD
^ Un
Un
> Un
ph
Bo
>
@ fi
182
Finishing off
Display the poster and point to each body part and elicit the words from
the class. Then, cover the words with pieces of paper. Ask a volunteer to
come to the front of the class, point to a body part and say the name. If they
get it right, then uncover the word to confirm their answer. Repeat with other
volunteers, asking the rest of the class to help if necessary.
183
Transcripts
Listen and stick. 2.19 Chant: Stamp your feet! 2.20
Teacher: Monica, Monica, stamp your feet. All stand up and stamp your feet!
OK Lee, clap your hands, clap your hands. Move your body to the beat!
Come on, Charlie, turn around Turn around.
Wave your arms and touch your nose!
Anna, Anna, touch your toes.
Shake your hands and touch your toes!
Ruby, wave your arms.
Oscar, shake your hands. Jump, jump and nod your head!
Mark, nod your head. Touch your knees! Touch something red!
Touch your legs and turn around!
Clap your hands and all sit down! (x2)
184
Charl^ Mar
L
m
e
Osca START
of
6
age Monic
7
Ann
Rub
t,
CAE Students develop musical awareness by listening to, acting out movements and chanting
along with Stamp your feet! This activity uses TPR to aid memory by establishing an
association between rhythm, language and word stress.
185
186
Finishing off
Hide a body flashcard behind your back and the children take turns to guess
what it is. Continue until the children have guessed all the body parts. Then
ask volunteers to take over your role.
Resources
Reading and Writing
Teachers Resource Book, page 128
Ask the children to look at the picture of the monster. Then tell them to read the sentences below which describe it.
They must choose the missing words from the ones at the bottom of the page, and then write them in the gaps.
187
Finishing off
Play Simon says. Ask all the children to stand up. Give instructions to the
children to do an activity, but they must only do it if you say Simon says.
T: Simon says clap your hands. The children clap their hands. T: Touch your
knees. The children must not do the action or they are eliminated and have to
sit down.
188
START
y
ve 6 5 4
7 8 9
12 11 10
FINISH
e!
you no!
you tefi!
6 Loo an sa.
Imperatives Body parts Touch your (nose). 51
SCC Students develop social skills and norms by playing games in groups and pairs in this
lesson. Games help in learning English, using it in real life situations, improving memory as
well as social interaction skills.
189
Vo
arm
kn
St
Im
No
St
yo
ro
Te
Un
ph
Bo
p
T
in
c
s
f
Re
A
Te
190
Materials
Teachers i-book
Unit 6 flashcards
photocopies of Teachers Resource
Book, page 15
Finishing off
The children play with their fortune tellers with their friends. Child A holds their
fortune teller and child B picks a number from one to four. Child A does the
corresponding number of moves. Child B then chooses one of the numbers
inside. Child A opens that flap says the name of the action and child B does
the action.
Resources
Arts and Crafts
Teachers Resource Book, page 15
191
Objectives
To develop pre-reading skills.
Charlie the clown! UNIT 6 LESSON 4 UNIT 6 LESSON 4
To enjoy a story.
7 Lise> to t stor. 2.22
Target language
Vocabulary:
ears, hair, hands, legs, mouth,
nose More
practice
More
practice P P
Materials
F F
Teachers i-book 1 2 2
CD
Unit 6 storycards SC SC
Blu-Tack
More More
phonics phonics
i-story cards
3 4
4
i-poster 52 Body parts That clowns got three legs! Passive presentation of Wh- ques
Body parts That clowns got three legs!
600695
i-flashcards Tra
Getting started
Ask the children to look at the Student Books at page 52. Ask them to look at St
IWB i-book the story and to identify characters they know. Then ask them to look at the
little pictures at the top of page 53. Point to the picture of the ball and ask: St
Na
Can you find this in the story? Tell them to look in the story and see if they can
Its
find the ball. Tell them to circle the picture of the ball, because it appears in Ru
the story. Tell them to look through the story and find which of the remaining Ch
pictures appear and to circle them. Ask them to check their answers with a
partner. Finally, ask the children to cross out all the pictures that do not appear St
Na
in the story.
Mo
Ac
7 Listen to the story. 2.22 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 ab
to follow the story in their books. Pause the recording at various points. Ask Ch
Ru
volunteers to point to the relevant scene in their books. Divide the class into six
groups and assign parts to each group: Charlie, Ruby, Monica, Rubys mum, St
Clown 1 and Clown 2. Play the recording again and pause the recording after Na
each scene and tell each group to repeat their characters lines. clo
Cl
Cl
Ch
192
2 5 6
Transcript
t Story: Charlie the clown! 2.22
193
Resources
DVD 1
DVD Animated Story: Charlie the clown!
Teachers Resource Book, page 31
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 and then trace the correct word.
194
se
to
d
er.
ts
195
Finishing off
Ask a child to come to the front of the class and to do something. T: Touch
your nose. The child does the action and the rest of the children say if they are
doing the correct action. T: Is this correct? SS: Yes! Ask other volunteers to
come to the front of the class and other children to say the actions.
Transcripts
Listen, point and repeat. 2.23 Song: Charlie the clown. 2.24
196
no ear ee mout
d
r
a
9 Lise> an sin@. 2.24
e
to
ng.
11 Rea an
I Charl^ t clow>.
Stan u! Si dow>!
I Charl^ t clow>.
Loo a !
54 Imperatives Body parts Stand up!
LL Students develop their learning skills by participating in the memorisation of the song
Charlie the Clown by using TPR strategies of pointing to different face parts. Music together
with action provides wonderful support for memorising information.
197
mout To
ey
Vo
ea ea
St
nos My
hai
Te
5 Rea, dra an colou. CD
Un
Re
La
Te
Re
Te
37 pla
Co
Te
323845 _ 0035-0040.indd 37 28/01/11 8:42
pla
LC Students develop their reading comprehension skills. They show understanding by Ex
completing the picture of the clown following the instructions. Te
pic
198
Finishing off
Ask the children to draw a colourful monster in their notebooks. Then, ask
volunteers to come to the front of the class to show their picture and describe
it to the rest of the children.
Resources
Language
Teachers Resource Book, pages 60 62
Reinforcement
Tell the children to look at the picture of the child. They look at the words in the box and write them in the correct
places to label the picture. They say the parts of the body.
Consolidation
Tell the children to look at the picture of the child. They look at the words in the box and write them in the correct
places to label the picture. They say the parts of the body.
Extension
Tell the children to look at the picture of the child. They write the parts of the body in the correct places to label the
picture. They then write sentences following the example. Finally the children say the sentences.
199
Finishing off
Play a game in teams. Put the flashcards of the body parts on the board.
Divide the class into two teams and ask a child from each team to the front.
Name a body part and then tell the two children to touch the corresponding
flashcard. The first child to touch the correct card wins a point for their team.
Repeat with other pairs of children.
200
g mout
th,
he
H^! I I fro@.
. rabbi.
11 Rea an colou.
ge> ee
e no
pin ear
201
o g c a To
d t r 1 To
a b b i t
eye Vo
ca
pin
2 St
Im
mout
Te
I rabbi . I ca . I do@ .
hai
7 Rea an colou.
9 Writ.
1 = re
2 = yello
3 = orang 1 4
4 = pin 1
5 = purpl
5 2
6 = blu
6 3
Re
3 D
DV
38 Te
Ac
323845 _ 0035-0040.indd 38 28/01/11 8:42
bo
he
DC Students develop competence with technology in the classroom by listening to and the
watching information from the Real Kids DVD. Using a DVD for listening practice helps it a
students to integrate visual and verbal clues when watching. at
202
Finishing off
Give the children instructions to colour the pictures from Activity 6 in their
Activity Books. T: Colour the (rabbits ears) (pink). T: Colour the (cats hair)
(green). Invite children to give some of the instructions for their classmates.
Resources
DVD 2
DVD Real Kids Unit 6
Teachers Resource Book, page 32
Activity 1: Tell the children to read the four words in the Activity 2: Ask the children to look at the photos and read
box. Explain that they must count how many times they the incomplete sentences. Play the DVD and the children
hear each word mentioned in the DVD. Play the DVD and write in the missing words. Play it again so they can
the children count the words and write their answers. Play check their answers.
it again so they can check. Now ask the children to look
at the picture of the boy and label the parts of his body.
203
Finishing off
Do some revision of the previous unit. Slowly draw a body part on the board
and the children have to try and guess what is being drawn before it is
finished. Do it with all the body vocabulary. 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! 2.26
Narrator: Beep and Robby are at the park. Beep is on Beep: And my legs?
his bike.
Narrator: Robbys got Beeps arms, legs and body.
Robby: Squeak!
Beep: Quick, Robby! Help me!
Narrator: Oh, no! Poor Beep! But look at Robby. Hes all Robby: Beep! Beep!
right.
Narrator: Robby helps Beep. Good work, Robby!
Beep: Help, Robby. Find my eyes!
Robby: Beep! Beep! Narrator: Fantastic work, Robby! Uh? Oh, no!
Beep: Oh, no! My hand is on my leg and my foot is on my
Narrator: Heres Beeps head
arm!
Beep: Where are my arms?
Robby: Beep! Beep!
Robby: Beep! Beep!
Narrator: Oops! Poor Robby! Poor Beep!
Touch a teddy! Touch a teddy! Touch a toy! Touch your toes! Turn around!
Touch a teddy! Touch a toy! Touch a teddy! Touch a toy! Touch your toes! Turn around!
Touch a teddy! Touch a toy! Touch your toes! Touch a table too!
204
12 Lise>. 2.26
1 Lise> a
e
e
py
es
em
2 Fin an
my dol
56 Phonics initial sound t as in touch Body parts
d! LC Students develop their language skills by identifying and producing the t sound. They also
d! review the language of the unit.
205
8 Fin an writ. To
the
To
1 4 wh
i t eye e
m o u t h z x j q To
h s t r w e a r b Vo
2 5 arm
i h a i r c w z u he
toe
mout han e y e x g n o r e
3 6
b j f e e t d v s Te
CD
Be
do@ . p r x w h a n d m Un
fla
hai ea
9 Writ.
fee armfi hea aroun
1
No you ea ! 2
Stam you e ! Re
P
Te
Ac
3 4
Tur> aroun ! Wav you armfi ! rea
wo
Ex
39 ea
so
323845 _ 0035-0040.indd 39 28/01/11 8:42
to
Ro
LL Students develop their learning skills by participating in an end of unit revision of content co
knowledge. The teacher revises and gives constructive feedback on improvement. This is Ro
important for student progress and learning how to correct their own mistakes. tim
206
Finishing off
Use the Beep toy to ask general questions about 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? Put an object flashcard on top
of a room flashcard and ask: Wheres the (book)?
Resources Transcript
Phonics Picture dictionary 3.6
Teachers Resource Book, page 90 Arm, ear, eye, foot, hair, hand, head, knee,
leg, mouth, nose, toe.
Activity 1: The children look at the picture of the child. They then
read the description using the picture clues to say the missing
words. The children write in the missing words which all begin with t.
Extra activity: Play a dice game. Assign a word with a t sound to
each number on a die and write on the board: 1= ten, 2= teddy, and
so on. Help the students to memorise which numbers correspond
to which words, then cover up the list. Divide the class into teams.
Roll the die and the first team must correctly say the word that
corresponds to the number. They receive one point if they succeed.
Roll the die for the second team and so on. Give the children more
time to memorise the words on the board if necessary.
207
Class:
145 and 146 Name:
ea hai mout a
e no
1 3 1 t
2.28 hai 2.41
ea
e
mout no
Tra
2
2 4 2
LL Students develop
M hai ifi pin. Li
their learning skills
Santillana Educa
ea. M e a e.
. S<ha you ar / N
by applying acquired Wa you ar / e@
Santillana Educa
Santillana Educa
M armfi a ello. N
cin SL./Richmon
N
recall, as well as comprehension
d
M eefi a bl.
Publishing 2011
d
b
Publishing 2011
e.
PHOTOCOPIABLE
324637 _ 0133-0
154.indd 146 28/01/11
14:40
N
324637 _ 0133-0
154.indd 145 28/01/11
14:40
It
N
o
Transcript
Unit 6 Test. Activity 1. Listen and tick (3) the parts of the body. 2.28
Mouth. Head.
Feet. Nose.
Leg. Arm.
208
Objective
UNIT 6 LESSON 7 Term review 2
To revise and practise target
vocabulary and structures from
Units 1 6. 1 Lise> an nume. 2.62
Target language
g Vocabulary:
House, Toys, Body, Prepositions
Structures:
Have you got a?
Its on the chair.
to
Materials
Teachers i-book
Units 4 6 flashcards
Units 4 6 posters
Optional activity
Play a guessing game.
Children work in pairs. One child asks the others about toys in the picture:
Child A: Wheres the kite?
Child B: Its in the kitchen. Its on the table.
209
Objective
Term review 2
To revise and practise target
vocabulary and structures from
Units 1 6. 3 Pla ga.
Ar!
Target language Wa you armfi!
Vocabulary:
House, Toys, Body, Prepositions
12:59
28/09/10
Structures:
175
dd
_ 0175-0226.in
253388
8
_
0175-
0226.
indd
175
28/09
/10
12:59
3 Play a game.
Show the class a body flashcard and elicit the word. Then say an action and
ask the class to do the action: Shake your hands, wave your arms, clap your
hands and so on. As the students become more familiar with the actions, give
them two instructions at a time: Clap your hands and nod your head.
Finishing off
Display the three posters. Ask a volunteer to come out, choose a poster and
choose a question to ask someone in the class. Help them with question
ideas, for example: Where is the teddy? What colour is the chair? Is this a leg?
210
Beep and
Robby are
making the
food.
Wheres th
e
food?
Yoghur t,
cake choc
olat
cheese. e,
I dont know
Here yo .
A yoghur t u are!
and chickesandwich
n cake!
mil Oops!
meal!
.indd 13
cak
Tongu twis
Charlie an
d
juicte 2.40
ee se.
Publishing
/ Richmond
pizz
S.L.
253259
_ 0001-00
16.indd
14
Educacin
Santillana
BEEP 1
00114746
bananafi
EAN: 84313
applefi
orangefi 28/09/1
0 16:17
chicke> favourite
food
sausagefi Unit 7 My
28/09/10
16:17
211
Finishing off
Choose a flashcard without the children seeing. Cover the picture with a piece
of paper. Slowly reveal the flashcard and the children try and guess what it is
before it is fully shown. A child can also come to the front of the class and take
over your role.
Transcripts
Listen, point and repeat. 2.29 Chant: The food chant. 2.30
212
od
he
to yoghur
oran@e ca
en,
g
banana
he
chice>
hm.
sandwice
appe
e
ce
ke
pizz
spagett^
2 Lise> an chan. 2.30
Food 59
LL Students develop their learning skills by memorising a chant about food while using visual
support via flashcards. Learning the different phases in memorisation in order to commit
information to long term memory is an important skill in language learning.
213
41
MST Students develop scientific skills by learning and talking about different types of food and
their colours in English class. Children describe the colour of different foods for revision and
extension work.
214
Finishing off
Karaoke Chant: The food chant. 2.31
Play the karaoke chant and encourage the children to join in. Point to the pictures
on the poster as prompts. Put the children into groups of four and give them
some time to rehearse the chant. Invite groups to the front to perform the chant
for the rest of the class.
215
Finishing off
Ask a child to come to the front of the class and to look away while another
child hides a food flashcard. 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 draw. 2.32
1 Rubys mum: A sandwich, Ruby? 3 Monicas grandad: Do you want pizza, Monica?
Ruby: Uurgh! I dont like sandwiches! Monica: Yes please! I like pizza!
2 Lees dad: Heres an apple for you. 4 Charlies mum: Heres a yoghurt, Charlie.
Lee: Mmm! I like apples. Thanks! Charlie: Oh Mum, yuk! I dont like yoghurt.
Charlies Mum: OK, Charlie!
216
y:
k at
ay
e
s
3 4 6 Lise> a
ng
d
nd
4 S<tic an sa.
217
4 piz
I do> lik spaghett^. Te
Un
5 5 Rea an
I lik pizz.
1
3 Dra an circl.
Childs own pictures
218
Finishing off
On one side of the board write: I like, and on the other write: I dont like. Ask
the children to stand in a line perpendicular to the board. Call out food words
and the children jump to one side or the other depending on whether they like
the food or not.
Resources
Reading and Writing
Teachers Resource Book, page 129
Activity 1: The children look at the four pictures on the Activity 2: Ask the children to look at the picture of Ruby,
left and then look at the letters on the right. Tell them that Monica and Chippy. Tell them to read each sentence and
the letters spell the words but they are mixed up. The to put a tick or a cross depending if the sentence is true
children write the words correctly by putting one letter in or false.
each space.
219
Transcript
Song: I like oranges. 2.33
220
ds
nt
m
ch
bea mil jui sausa@e
s,
he
6 Lise> an sin@. 2.33
I li oran@e.
I li oran@e.
Ye, I do. Ye, I do.
Bu I do> li appe.
n.
No! No! No!
How abou yo?
How abou yo?
CAE Students develop musical awareness by listening to, acting out movements and singing
along to the song I like oranges. These activities aid memory by establishing an association
between movements, rhythm, language and word stress.
221
sand z ^ To
co
che nanafi fi
Vo
ap
ch
ba wichefi s a n d w i c h e fi sa
St
I li
piz es > > fi Id
5 Rea an matc. Te
CD
Un
1 2 so
I do> lik I do> lik
chees. I lik sandwichefi. I
applefi an lik chicke>
sandwichefi. an orangefi.
3 4
I do> lik I do> lik
chicke>. I applefi. I lik Re
lik applefi sandwichefi La
an orangefi. an orangefi. Te
Re
Te
43 the
Co
Te
323845 _ 0041-0046.indd 43 28/01/11 8:44
LC Students develop Linguistic competence by associating the phonological, semantic and the
graphological representation of vocabulary words. In this activity, students consolidate Ex
knowledge from the previous lesson about food by matching halves of words to form a Te
complete word. be
222
Finishing off
Ask the children to stand up and walk around the classroom. Explain that you
are going to play some music and when the music stops, you will call out a
food word and they must turn to the nearest person to them and say whether
they like that food or not. If they both like the food, they give each other a high
five. Play the music and stop several times to call out a food item.
Resources
Language
Teachers Resource Book, pages 63 65
Reinforcement
Tell the children to look at the pictures of the food. They trace the words under the pictures and say each one. They
then tick the food they like and put a cross beside the food they dont like.
Consolidation
Tell the children to look at the pictures of the food and say the words. They tick the food they like and put a cross beside
the food they dont like. Then, they complete the sentences at the bottom writing the foods that they like and dont like.
Extension
Tell the children to look at the pictures of the food and say the words. They then tick the food they like and put a cross
beside the food they dont like. Finally, they complete the sentences at the bottom.
223
Objectives
I like chocolate cake! UNIT 7 LESSON 4 UNIT 7 LESSON 4
To reinforce the target vocabulary.
To listen to a story.
7 Lise> to t stor. 2.35
Target language
Vocabulary:
chicken, chocolate cake, fish,
sausages
Structures:
Do you like?
I like
I dont like
More
practice
More
practice P P 1 2 2
Materials
F F
Teachers i-book
CD
Unit 7 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards
3 4
4
62 Food Do you like chicken? Expressing likes and dislikes I
Food Do you like chicken? E
i-poster
Getting started Tra
Tell the children to look at the story and ask them to identify the characters.
i-flashcards
Then ask them to look at the little pictures at the top of page 63. Point to the St
picture of the chocolate cake and ask: Can you find this in the story? Tell them
to look in the story and see if they can find the chocolate cake. Tell them to St
IWB i-book circle the picture of the chocolate cake, because it appears in the story. Tell Na
Le
them to look through the story and find which of the remaining pictures appear
Ch
and to circle them. Ask them to check their answers with a partner. Finally, ask
the children to cross out all the pictures that do not appear in the story. St
Ch
An
7 Listen to the story. 3.35 Na
Play the story and show the children the story cards one by one. Stick the story St
cards to the board with Blu-Tack. Play the story again and ask the children Ru
to follow the story in their books. Pause the recording at various points. Ask An
volunteers to point to the relevant scene in their books. Divide the class into Ru
seven groups and assign parts to each group: Charlie, Anne Marie, Ruby, Lee, St
Monica, Mum and Dad. Play the recording again and pause the recording after Le
each scene and tell each group to repeat their characters lines. fis
An
224
2 5 6
Transcript
Story: I like chocolate cake! 2.35
m
Story card 1 Story card 5
Narrator: Lee, Monica and Ruby are at Charlies house. Narrator: Dad has a surprise!
Lee, Monica and Ruby: Hello Charlie! Dad: Hey, everyone! Come to the kitchen for chocolate cake.
ar
Charlie: Hi! Come and eat! Monica: Fantastic!
k Children: Hurray!
Story card 2
Anne Marie: Oh! I like ch-ch-chocolate cake!
Charlie: Here you are, Anne Marie. Sausages! Mmm!
Anne Marie: I dont like s-sausages. Story card 6
Narrator: Chippy likes sausages! Narrator: Oh, no! Mum is cross with Anne Marie!
ory Mum: No chocolate cake for you, Anne Marie!
Story card 3
Anne Marie: I dont like you!
Ruby: Here you are, Anne Marie. Do you like chicken?
Anne Marie: No, I dont! Story card 7
Ruby: Oh! Narrator: Oh, no! What is Chippy doing now?
, Anne Marie: Good dog, Chippy!
Story card 4
er Narrator: Oh, yes! Chippy likes food!
Lee: Anne Marie. Oooh, look at this, Anne Marie! Do you like
fish? Mmmm! Story card 8
Anne Marie: I dont like f - f - fish! Dad: Good girl, Anne Marie!
Mum: Here you are, Anne Marie.
Anne Marie: I like chocolate cake!
Narrator: Now, everyone is happy!
225
Resources
DVD 1
DVD Animated Story: I like chocolate cake!
Teachers Resource Book, page 33
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 a word from the box and write it in the space
provided to complete each sentence.
226
d
er.
y.
ut
227
Finishing off
Write the four words from the chart on the board: pizza, sausages, bananas
and milk. Tell the children you are going to see how many people like each
one. Say: Do you like pizza? The children put up their hand if they like it. Count
how many hands are raised and write the number next to pizza. Continue with
the other three words. Then point to each word and say: (Seventeen) people
like (pizza).
Transcripts
Chant: Do you like chocolate? 2.36 Karaoke 2.37 Trace, listen and tick 2.38
(3) or cross (7).
Do you like chocolate? Do you like milk?
Yes, I do! No, I dont! Ruby: Hi Lee. Do you like pizza?
Do you like chocolate? Do you like milk? Lee: Argh! No, I dont.
Yes, I do! No, I dont! Ruby: Ok. Do you like sausages?
Do you like chocolate? Do you like milk? Lee: Yes, I do. Theyre delicious!
Yes, I do! No, I dont! Ruby: Do you like bananas?
Up and down, Shake your head, Lee: No, I dont.
(children nod heads up and down) (children shake heads left right) Ruby: Do you like milk?
And turn around. Say No! No! No! Lee: Mmm! Yes, I do.
(children turn around) No! No! No! Ruby: Me too! Thank you!
Up and down, Shake your head,
(children nod heads up and down) (children shake heads left right)
And turn around. Say No! No! No!
(children turn around) No! No! No!
228
Do yo
li pizz? Thifi pizz
n
el, No, I do>. ifi fro Ita
th
if
the
Thifi ca
ifi fro Ge
to
n
a
L 11 Draw y
M
M
fr^en M favo
64 Asking about likes Do you like (pizza)?
SCC Students develop social competence by taking turns interviewing their partner to complete
a questionnaire about food preferences. Participating in this activity, enables students to
work independently in pairs while promoting active listening skills through a structured task.
229
Do yo lik Do yo lik
appefi ? jui ?
Re
Yefi, I do. Yefi, I do.
D
N, I do>. N, I do>. I DV
Te
44 Ac
ou
wo
323845 _ 0041-0046.indd 44 28/01/11 8:44
the
DC Students develop competence with technology in the classroom by listening to and the
watching information from the Real Kids DVD. Using a DVD for listening practice helps La
children to integrate visual and verbal clues when watching. dif
230
Structures:
Do you like? Karaoke Chant: Do you like chocolate? 2.37
Yes, I do. / No, I dont. Play the karaoke version of the chant and ask the children to say the words and
do the actions. Hold up two flashcards and ask the children to say the chant
this time using the new words.
Materials
Teachers i-book 6 Complete and circle.
CD Do a small class survey about food. Write this list of food on the board: bananas,
Unit 7 flashcards cake, cheese, chicken, oranges and sandwiches. Then, ask some children
sheets of paper questions. T: (Alba), do you like bananas? Put a tick or a cross next to the food
depending on the answer. Ask different children the other questions and put a tick
or cross next to the food depending on the answer. Ask the children to look at
Activity 6. Tell them they have to read the words at the top of the page and then
write them in the correct spaces. Then, tell them to get into pairs and ask each
other the questions from activity 6. Ask the children to circle the answer which is
true for them.
Finishing off
Ask the children to take out their notebooks. Tell them to draw what you say.
Say various food items and the colours. For example: Draw a banana and
colour it yellow, please. Draw three apples, colour one red and two green.
Resources
DVD 2
DVD Real Kids Unit 7
Teachers Resource Book, page 34
Activity 1: Read the words in the column on the right Activity 2: Read the mixed up sentences out loud. Ask
out loud. Play the DVD and the children listen for the the children to write the words in the correct order so
words. Play the DVD again and this time the children tick that the sentences make sense.
the words they hear. Finally, the children trace the words
they have ticked and then find them in the wordsearch.
Later, they can trace the words they havent ticked in a
different colour.
231
Finishing off
Write some of the favourite food words on the board. Go round the class
asking everyone to name their favourite food. If it is already written on the
board, put a tick next to it. If it is not written, then add it and put a tick next to
it. When everyone has answered, count the ticks and find the most popular
food for the class.
232
e Thifi ca Thifi ce
ow
ifi fro German. ifi fro Fran.
11 Draw you favouri foo.
o
CAE Students become aware of food from other countries and acknowledge that their food
comes from different places.
233
Vo
ap
piz
sp
Te
Un
ph
Bo
b
in
d
fl
a
is
c
c
t
Re
A
Te
234
Target language
Vocabulary: Make a menu
apples, cake, chicken, juice, milk, Hand out the photocopies of the food template. Tell the children to colour the
pizza, sandwich, sausages, pictures. They then cut out the pictures at the bottom and stick them in the
spaghetti corresponding place on the menu. Ask two children to come to the front of the
class for show and tell. One child shows the other their menu and says which
food they like. SS: I like chicken, cake and juice. The children work in pairs,
Materials
telling their partner about the food they like.
Teachers i-book
Unit 7 flashcards
photocopies of Teachers Resource
Book, page 16
LC Students develop
Linguistic competence
and comprehension
by listening to the teachers
instructions and identifying
different food items on
flashcards. Listening to
and following instructions
is an important part of
communication. In this activity,
children develop comprehension
to prepare for an aural testing.
Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper a
sentence to one child in each group, for example: I dont like yoghurt. 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.
Resources
Arts and Crafts
Teachers Resource Book, page 16
235
Phonics
Materials Listen and say a tongue twister. 2.40
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 twister
Unit 7 flashcards 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
i-story cards rest of the class. Encourage the children to find any other words that they know
that begin with ch for example, chips 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 lesson. Slowly draw food items on the
board and the children have to try and guess what is being drawn before it is
finished. The children can also take turns and come to the board or do it in
pairs if there is enough time.
Transcripts
Listen. Beeps world! 2.39
Narrator: Today, Beep is in a restaurant. Narrator: Beep and Robby are making the food.
Beep: Hello! Beep: Erm Yoghurt, cake, er, chocolate, cheese.
Woman: Hello. A chicken sandwich and a banana Robby: Squeak!
yoghurt, please.
Beep: Here you are! A yoghurt sandwich and chicken
Beep: And you? cake!
Man: Spaghetti and cheese And chocolate cake,
Beep: Banana and cheese and spaghetti and chocolate.
please.
Narrator: Ooops!
Beep: Thank you!
Beep: Enjoy your meal!
Man: Wheres the food?
Woman: I dont know.
236
12 Lise>. 2.39
er
w
te
n.
e.
237
7 irc an writ. To
To
wh
efi, I do.
sa
St
I li
, I do>. ^ ^ Id
lik Te
? b>> CD
Be
fi @ Un
fla
efi, I do.
, I do>. 8 Loo an writ.
lik do> lik
lik
?
Re
238
Ask the children to look at the picture dictionary on page 46 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the bread and the juice. 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 general questions using the Beep toy and revise all the numbers, colours
and vocabulary from previous units. For example write a number on the board
and say: What number is this? Hold up a flashcard and say: What is this?
The children have to answer correctly.
Resources Transcript
Phonics Picture dictionary 3.7
239
appefi yoghur
Class:
bea sausa@efi
jui mil
1 13 1
2.41 4 8
2 2.55
3 5
7 6 bea jui sausa@efi
I li chice>,
2 I li chice>, ce an 2
bananafi an oran@efi. 2
appefi. appefi mil yoghur
LL Students develop 4
Santillana Educa
Santillana Educa
Santillana Educa
cin SL./Richmon
d Publishing 2011
Do yo li pizz?
as: focusing attention, I li sandwic efi, N, I do>. d
Do yo
I li spagett^, oran@efi an li ce?
Publishing 2011
Publishing 2011 d
ce an yoghur.Do yo li ca?
comprehension and linguistic Yefi, I d.
PHOTOCOPIABLE
ca.
PHOTOCOPIABLE
154.indd 147
324637 _ 0133-0 28/01/11
14:40
Transcript
Unit 7 Test. Activity 1. Listen and number the items of food. 2.41
1 Cheese. 5 Chicken.
2 Yoghurt. 6 Milk.
3 Apple. 7 Banana.
4 Cake. 8 Bread.
240
Beep and
Robby are
at the seaside
.
I like the
seaside!
Oh, look at
Whats the that boy!
Its a shar matter?
Im scaredk.
!
Beep is ru
boy. Beep nning to help the
to the resc Beep jum
ue! ps. Oh no!
Beep cant
swim!
Its OK! Ive
got a boat.
Help! That
my brothe s
r!
Is Beep all
right ? Oh
yes, look!
Oh, its Beep and
a dolphin!
Its a dolph Robby have got a
in. new friend.
I like
dolphins.
lighthous
253259
_ 0001-0016
Thank you,
.indd 15
dolphin.
san castl
Tongu twis
shel At the seas
te 2.54 Beep and
Robby like
th e seaside
At the seas ide I can see
.
a sand ca
stle.
nd Publish
/ Richmo
in S.L.
253259
_ 0001-0016
.indd 16
Educac
Santillana
BEEP 1
0114746
EAN: 843130
04/10/10
8:55
crab se
boa
e
the seasid
Unit 8 At
28/09/10
16:17
241
Finishing off
Show the flashcards one at a time and the children name them. Then choose
a flashcard and show it very quickly. The children try to guess what it is. Ask
volunteers to take over your role of choosing and then showing a flashcard
very quickly for the others to guess.
Transcripts
Listen, point and repeat. 2.42 Chant: The seaside chant. 2.43
242
lighthou
d.
d
dolphi>
e eagul
o
in
boa
e
shar
sel
crab
san cast
2 Lise> an chan. 2.43
The seaside 67
LC Students develop their language skills by recognising, identifying and talking about the
seaside.
es!
243
Vo
boa 2 crab 6 lighthous 2 dolphi> 4 bo
sa
sh
Te
CD
Un
Un
Un
ph
Bo
MST Students develop mathematical competence through using the numbers 1 10 to answer
questions about quantities of objects in their book and on the poster to help activate
numeracy in English.
244
Finishing off
Ask the children to put their playing cards on the table in front of them. Call out
a word and the children hold up the corresponding card. Continue, but say the
words in faster and faster succession.
245
Target language
3 Listen and number. 2.45
Vocabulary:
boat, crab, dolphin, lighthouse, Put the flashcards around the room, point to a child and say: What can you
sand castle, sea, seagull, shark, see? The child looks around, points to a flashcard and says the word. SS: A
shell (lighthouse). Continue with other children. Ask the children to look at Activity 3.
Play the recording and the children look at the pictures. Play the recording again
Structure: for the children to write the number with each picture. Play the recording a final
What can you see? time for the children to check their answers.
Transcripts
Listen and number. 2.45 Song: At the seaside. 2.46
1 Monica: What can you see, Ruby? At the seaside, At the seaside,
Ruby: Oh, a crab. I can see a crab. At the seaside. At the seaside.
What can you see? What can you see?
2 Monica: And now? What can you see?
Boys and girls and boats, Sand castles and shells,
Ruby: A seagull. Yes, a seagull and a pizza.
Boys and girls and boats. Sand castles and shells.
3 Monica: Ruby, What can you see? Thats what I can see. Thats what I can see.
Ruby: Um A lighthouse. A red and white lighthouse.
At the seaside, At the seaside,
4 Monica: And now? What can you see? At the seaside. At the seaside.
Ruby: Ahhh! A shark! A shark! What can you see? What can you see?
Monica: Let me see! Oh Ruby, its only a toy shark. Sharks and fish and crabs, Seagulls and a lighthouse,
Sharks and fish and crabs. Seagulls and a lighthouse.
Thats what I can see. Thats what I can see.
246
Wha ca>
yo ?
3.
ain
al A crab.
A t easi.
A t easi.
Wha ca> yo ?
Boy an girl an boat. 6 Loo an
Boy an girl an boat.
Tha wha I ca> .
68 The seaside What can you see? I can see a (crab).
247
shar
boa Vo
bo
san castl sa
sh
dolphi> St
W
crab
shel Te
CD
lighthous Bl
seagul 5 Loo an Un
3 Rea an dra.
Wha ca> yo se? Wha ca> yo se?
248
Finishing off
Hide a seaside flashcard behind your back and the children take turns to
guess what it is. Continue until the children have guessed all the seaside
items. Then ask volunteers to take over your role.
Resources
Reading and Writing
Teachers Resource Book, page 130
Ask the children to look at the picture of Charlie, Ruby and Chippy. 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 seaside, Charlie, crab, three and
shark on the board.
249
Finishing off
Draw some seaside elements on the board and ask the children to name them
then ask volunteers to label them. Ask the children to get out their notebooks
and to draw and label three seaside things. When they have finished they can
show their friends their pictures and say what they have drawn.
Transcript
Listen and colour. 2.48
250
cil
en.
es
g
he
en
y
he
?
an boat. 6 Loo an sa. Wha ca>
an boat. yo ?
a> .
Colours What can you see? 69
LC Students develop Linguistic competence and by building their vocabulary lexicon through
600695 _ 0067-0076.indd 69 09/02/15 11:39
the integration of new vocabulary with recycled items. In this drawing dictation, students
revise colour, integrate items dealing with the seaside and become passively familiarised
with adjective + noun word order.
251
La
252
4 Write.
Target language
Put the seagull flashcard on the board and write the word seagull next to it but
Vocabulary: with the letters all mixed up. Ask a volunteer to come and write the first letter
boat, crab, dolphin, lighthouse, of the word under the picture. As he or she puts the letter s, cross it out from
sand castle, sea, seagull, shark, the mixed up word. Continue with other children and the other letters until they
shell have written the word correctly. Ask the children to look at Activity 4. First, ask
Structure: them to say the names of the pictures. Tell the children that the letters of the
What can you see? words are round the picture but that they are not in the right order. Then, ask
them to write the words in the spaces provided.
Finishing off
Tell the children that you are going to draw some seaside items on the board
but say you havent got any chalk. Use your finger to draw an item on the
board. Ask the children to guess what you are drawing. When they guess
correctly, ask a volunteer to come up to the board and do the same.
Resources
Language
Teachers Resource Book, pages 66 68
Reinforcement
Tell the children to look at the picture and say what they can see. They trace the words and match them to the objects
in the picture.
Consolidation
Tell the children to look at the picture and say what they can see. They then look at the words in the box and write
them next to the corresponding elements.
Extension
Tell the children to look at the picture and say what they can see. They then look at the words in the box and write
them in the spaces to complete the description. Finally, they read out the paragraph.
253
Objectives
To listen to a story.
A day at the funfair! UNIT 8 LESSON 4 UNIT 8 LESSON 4
Target language
Vocabulary:
funfair; bored, happy, hungry,
More train, mirror More
scared; ghost
practice practice P P
Materials
F F
Teachers i-book
CD
Unit 8 story cards SC SC 1 2 2
Blu-Tack
More More
phonics phonics
i-story cards
i-poster 3 4 4
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 71. Point to the
picture of the sausages and ask: Can you find this in the story? Tell them to St
look in the story and see if they can find the sausages. Tell them to circle the Na
picture of the sausages, because it appears in the story. Tell them to look Ch
through the story and find which of the remaining pictures appear and to circle mu
them. Ask them to check their answers with a partner. Finally, ask the children M
to cross out all the pictures that do not appear in the story. Le
Le
7 Listen to the story. 2.49 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 fun
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 five Ch
groups and assign parts to each group: Charlie, Ruby, Lee, Monica and Lees Na
mum. Play the recording again and pause the recording after each scene and
tell each group to repeat their characters lines.
254
2 5 6
Transcript
Story: A day at the funfair! 2.49
255
Resources
DVD 1
DVD Animated Story: A day at the funfair!
Teachers Resource Book, page 35
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 at the sentences in the box and choose which one
goes in which speech bubble. Finally, they write the correct sentence in each speech bubble.
256
d
er.
m
e
y.
257
Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper
a sentence to one child in each group, for example: Im happy, hurray! 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
Trace, listen and number. 2.50 Song: This is the way! 2.51
1 Girl: Hurray! Im the winner. Im happy! This is the way I eat a sandwich, This is the way I read a story,
Eat a sandwich, Read a story,
2 Boy: Its a g-g-ghost! Im scared!
Eat a sandwich. Read a story.
3 Girl: Im bored! This is the way I eat a sandwich, This is the way I read a story,
4 Boy: Mmm! Chocolate cake! Im hungry. When Im hungry. When Im bored.
This is the way I say boo, hoo! This is the way I shout hurray!
Say boo, hoo! Shout hurray!
Say boo, hoo! Shout hurray!
This is the way I say boo, hoo! This is the way I shout hurray!
When Im sad. When Im happy.
This is the way I shout help!
Shout help!
Shout help!
This is the way I shout help!
When Im scared.
258
n
ers. I hungr! I boe!
u.
e
or
Thi i t wa I ea sandwic,
Ea sandwic,
Ea sandwic.
Thi i t wa I ea sandwic,
We> I hungr.
72 Adjectives Im (happy).
SCC Students develop social skills by identifying different feeling using semantic clues as
well as listening to the tone of voice, pitch, etc. Activities that work on feelings also work
on empathy which is an important part of promoting peaceful coexistence and positive
community atmosphere.
259
1 2 dolphi>
seagul Te
CD
shel
8 Loo an
3
I sa.
I scae
4 5
I happ
Re
D
50 DV
Te
323845 _ 0047-0052.indd 50 28/01/11 10:24
Ac
DC Students develop competence with technology in the classroom by listening to and wh
watching information from the Real Kids DVD. Using a DVD for listening practice helps co
students to integrate visual and verbal clues when watching. ag
260
Target language
Karaoke Song: This is the way! 2.52
Structures: Play the karaoke song and encourage the children to join in. Mime the feelings
Im sad. Im bored. Im happy. and actions as prompts.
Im hungry. Im scared.
6 Trace and number.
Materials Write these words on the board: sad, hungry, bored, scared and happy. Point
Teachers i-book to one of the words and ask the children to mime the feeling. Ask the children
CD to look at the pictures in Activity 6. Point to each picture and ask the children to
say how that child feels. The children then trace the words and pictures. Point
to the first sentence, say: Im sad, which picture is it? Tell the children to read
the other phrases and to write the number of the corresponding picture. Check
the activity by asking the children questions: Whats number three? Im scared,
which number is it?
Finishing off
Tell the children that you are going to mime a feeling and they have to guess
which one it is. Mime one and ask them to tell you what it is. Then ask the
children to get into pairs and to take turns to mime a feeling to their partner.
Resources
DVD 2
DVD Real Kids Unit 8
Teachers Resource Book, page 36
Activity 1: Ask the children to look at the picture and say Activity 2: The children decide which sentences start with
what they can see. Play the DVD and the children then There is a and which start with There are some, then they
colour the things that are in Emilys picture. Play the DVD match the sentence halves together.
again so they can check.
261
Finishing off
Ask a child to come to the front of the class and ask them to draw what you
say on the board. This can be done to revise vocabulary from previous units.
For example: Please draw a ruler. Please draw a goldfish. Please draw a
mouth. Please draw a ball.
262
2
e!
nd
e
ke
5
7
d
6 8
sandwic,
sandwic,
M favo
Recognising seaside items 73
IE Students develop initiative by reading sentences and drawing their own interpretation. In
this activity, children develop autonomy through reading and then through their own artistic
interpretation.
263
Vo
bo
sa
sh
St
W
Ic
Te
Un
ph
Bo
as
ap
str
sh
glu
c
it
c
p
la
264
Finishing off
Ask the children to take out their notebooks. Say: Draw a boat, please. Draw a
dolphin, please. Draw a crab, please. When they have all finished the drawings
tell them how to colour them:Colour the boat green. Colour the dolphin blue.
Colour the crab orange. Go round the class while you are saying the colours to
ensure they are doing the activity correctly.
265
12 Listen. 2.53
Target language
Ask the children to look at Activity 12. Tell them to look at the first scene from the
Structures: cartoon, and ask where is Beep. Ask them to tell you what else they can see in the
Whats the matter? pictures. Play the recording and ask the children to follow the story in their books.
Im scared. Play the recording again, stopping at various points and asking volunteers to say
the next line.
Materials
Phonics
Teachers i-book Listen and say a tongue twister. 2.54
CD
posters from previous units Tell the children they are going to learn a tongue twister. Play the recording,
flashcards from previous units 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
i-story cards 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 s for example, spaghetti, school 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 a banana on the board and
the children have to try and guess what is being drawn before it is finished.
Do it with apple, sausage, sandwich and cheese. The children can also take it
turns and come to the board or do it in pairs if there is enough time.
Transcripts
Listen. Beeps world! 2.53
Narrator: Beep and Robby are at the seaside. Narrator: Is Beep all right? Oh, yes, look!
Beep: I like the seaside! Boy: Oh, its a dolphin!
Robby: Squeak! Girl: I like dolphins.
Narrator: Oh, look at that boy! Whats the matter? Narrator: Beep and Robby have got a new friend. Its a
Boy: Its a shark. Im scared. dolphin.
Beep: Thank you, dolphin.
Narrator: Beep is running to help the boy. Beep to the
Robby: Squeak, squeak!
rescue!
Narrator: Beep and Robby like the seaside.
Girl: Help! Thats my brother!
Narrator: Beep jumps. Oh, no! Beep cant swim!
Girl: Its OK! Ive got a boat!
At the seaside I can see... At the seaside I can see..., six sad seagulls sitting on a
At the seaside I can see..., six sad seagulls. sand castle.
266
py
es
en
2 Coun a
a
LC Students develop Linguistic competence and comprehension by listening to the story while
following along looking at cartoons. Developing enjoyment of stories forms an important
part of developing lifelong literacy habits.
267
5 To
boa crab
shar se Vo
bo
sa
dolphi> lighthous sh
8 Loo an writ.
I sa. I hungr. I scare. I happ.
I scae.
I sa.
Re
I happ. P
Te
Ac
un
I hungr. Ac
ne
Ex
of
51
268
Target language
7 Read, match and colour.
Vocabulary:
boat, crab, dolphin, lighthouse, Ask the children to look at Activity 7. Read the words together. Ask the children
sand castle, sea, seagull, shark, to match the words to the pictures. Then tell them to colour the pictures as they
shell want or do a colour dictation.
Finishing off
Use the Beep toy to ask general questions about vocabulary from this and
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? Put an object
flashcard on top of a room flashcard and ask: Wheres the (book)? What colour
is this (crab)?
Resources
Phonics
Teachers Resource Book, page 92
Activity 1: The children look at the pictures on the left which all begin with s. The teacher asks the children to
unscramble the words and match them to the pictures.
Activity 2: The children read out the sentence and then draw a picture showing the sentence (seven seagulls flying
near the sun and a sand castle next to the sea).
Extra activity: Ask the children to add more pictures of s words to their drawings. Then, ask them to make pictures out
of the capital letter S (snake, swan, etc).
Transcript
Picture dictionary 3.8
Boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell.
269
Name: 3
Class:
t
1 1 I boe. 1
2.55 4 3
2 I hungr. 2.56
I happ.
5 7 8 6 I scae. Tra
i> shar
ou sel dolph 4
2 crab boa lighth 1
2
3
4
L
5
J
lighthou eagul
LL Students develop crab boa sel F
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T cra 1 = whi
ifi oran@.
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cin SL./Richmon
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Publishing 2011 d
3 = e
as focusing attention, T boa 4 = bl F
Publishing 2011 d
ifi bl.
Publishing 2011 d
T 5 = pin
light hou sel ifi pin.
comprehension and linguistic dolphi> F
PHOTOCOPIABLE
PHOTOCOPIABLE
p
4
expression in order to complete
Colour the pict pictures to the
objects. (Track
2.55) 150 ures sentences.
149 according to the key, then complet
ber the seaside e the sentence
1 Listen and num s.
F
s.
an end of unit assessment. 2 Write the word 324637 _ 0133-0
154.indd 150 01/02/11
10:13
324637 _ 0133-0
154.indd 149 01/02/11
10:13 m
F
li
Transcript F
d
Unit 8 Test. Activity 1. Listen and number the seaside objects. 2.55 F
c
1 Crab. 2 Dolphin. 3 Sand castle. 4 Seagull.
5 Shell. 6 Lighthouse. 7 Boat. 8 Shark.
270
Target language
Vocabulary:
Food, Seaside
Structure:
I dont like crabs.
Materials
Teachers i-book
Units 7 - 8 flashcards
Units 7 - 8 posters
es
2.56
271
Te
CD
28/09
/10
253388 13:00
_ 0227-0282
.indd
239
28/09/10
13:00
Materials ph
N, i is>. Ye, i i! Te
Teachers i-book
15
Units 7 - 8 flashcards 4 Rea an dra.
Units 7 - 8 posters
I I I I I
boe. scae. happ. hungr. sa.
3 Play a game.
Hold a flashcard behind a book so students cant see it. The card is facing
with picture side toward the students. Slowly pull the flashcard out to show the
picture little by little. Ask students to put their hands up when they think they
know what the picture is. You can then choose students who guess correctly to
come to the front and take turns revealing cards to the class.
Finishing off
Display one of the posters and let the children look at it for one minute. Then
take it away and ask them some questions. Tra
En
A
A
A
Ha
272
En
End of year Test d of year Test
End of year Test
Test
End of year
Name:
Class: Name:
Class: Class:
Name:
dolphi4> oloki
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Transcript
End of year Test. Activity 1. Listen, circle and colour the objects. 2.56
273
Finishing off
Slowly begin to draw one of the Halloween characters on the board. The children
try and guess what you are drawing before you finish. The children can then get
into pairs and do the same with their partner.
Transcripts
Listen and point. 2.57
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Wha ca> yo ?
I ca> scar ghos chasin@ .
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276
Finishing off
Begin to say one of the words from Halloween and ask the children to say the
complete word. T: Skel SS: Skeleton.
Resources
Arts and Crafts
Teachers Resource Book, page 18
Distribute photocopies of the Halloween craft to the children. Ask them to cut out the ghost and to stick it on a
popsicle stick. Play the song again and have them hold up their ghosts as they sing.
277
Finishing off
Play Christmas Bingo! Ask the children to get their notebooks and to draw three
squares as if they were Christmas presents. They then draw different Christmas
pictures in these boxes. Call out the words one by one and tell the children they
have to cross out the picture if they have it. The first child to cross out all their
pictures is the winner.
Transcript
Song: The Santa song. 2.60
278
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Comin@ dow> t chim>e,
Wit peent fo yo, e egg
An peent fo ! ge> egg
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CAE Students develop their cultural awareness by singing a Christmas carol in English and
creating a holiday greeting card. Music forms a traditional foundation as do greeting
cards. They become more familiar with the target culture and are able to contrast it
against their own, as well as improving language skills during this lesson.
279
Christmas
To
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280
Finishing off
Make a Christmas card. Give each child a piece of card and show them how
to fold it in half. The children decorate their Christmas card. Write Merry
Christmas! on the board so that the children can copy it and write it in their
card. When they have finished, mix all the cards together and put them in a
pile. Then ask them to pick one up out of the pile to keep and take home.
Resources
Arts and Crafts
Teachers Resource Book, page 19
Distribute the photocopies of the Christmas tree. Tell the children to colour the tree and the four pictures. When they
have finished they cut out the pictures and stick them onto the tree. They then stick the tree onto card and cut it out.
Help the children to make a small hole at the top and thread a piece of string through to make a Christmas decoration.
281
Finishing off
Draw a big Easter egg on the board. Decorate it with lines, stripes, circles. Ask
the children what colour they would like you to colour in the shapes. When you
have finished, ask the children to open their notebooks and to draw and colour an
Easter egg.
282
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CAE Students develop their cultural awareness by learning about Easter egg hunts.
Becoming involved with the target culture and its customs allows students to feel
closer to the language and enjoy cultural differences.
283
Christmas Easter
To
M eg@fi re.
M eg@fi yello.
M eg@fi purpl.
M eg@fi pin.
Re
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CAE Students develop Cultural awareness and expression by participating in a lesson with traditional Ha
Easter games and creating their own personalised Easter egg card. Becoming involved with the target fin
culture and its customs allows students feel closer to the language and enjoy cultural differences. us
284
Vocabulary:
egg; green, pink, purple, red, 1 Read, match and colour.
yellow Tell the children to look at Activity 1. Ask a volunteer to read the first sentence.
Tell the children to get a green crayon, to follow the line to the egg and to colour
Materials it green. The children then do the same with the other eggs.
Teachers i-book
sheets of paper Finishing off
Give each child a piece of paper. Tell the children that they are going to draw
an Easter egg and that they are going to decorate and colour it. Tell the
children they can decorate it and colour it as they wish. Write Happy Easter!
on the blackboard and ask the children to write it on their sheet of paper under
their egg. Now, tell the children they can give their pictures to a friend as a
present.
Resources
Arts and Crafts
Teachers Resource Book, page 20
Hand out the photocopies of the Easter egg. Tell the children to colour the egg and the chick. When they have
finished they stick the two parts of the egg onto card and cut it out. Help the children to attach the top of the egg
using a split pin.
285
Finishing off
Divide the children into groups of four. Assign a unit to each child and ask
them to draw four target vocabulary items on previously cut pieces of card. It
is important all the card sizes are the same. When they have finished ask them
to cut their cards in half. Each group collects all the cards together, shuffles
them and divides them face down. Now the children play Snap with the cards.
When two halves coincide the first child to say: Snap! and say the name of the
object takes the card. The child with most cards at the end is the winner.
286
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PRIMARY
reader
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Name:
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beep1
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CD-ROM
SBN 978-84-668-1339-6
Brendan Dunne
9 788466 813396
02/03/11 7:32
288
Printed in Spain
ISBN: 978-84-668-2508-5
DL: M-9316-2016
CP: 795413