PRIMARY
beep
NEW
PRIMARY
8
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1
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1
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Contents
Introduction
2
3
9
14
19
20
21
22
23
24
Beep is a new 6 level course for Primary
Education based on the guiding principle that
all contexts and situations where our learners
encounter the language should be meaningful
and relevant to them and draw on their own
worlds, both real and imaginary.
In addition to activities such as surveys, pair
work and personalised writing, Beep offers an
enjoyable experience for the students through
songs, chants, stories and games. This range
of fun activities caters for different learning
styles and preferences and humour is always an
important element at all points in the course.
(Available in 2011 for levels 1 & 2 of Primary)
Introduction
Contents
Student’s material
Teacher’s material
Richmond Primary Readers
Dictionaries
My First Grammar & My Next Grammar
Target KET for Schools & Target PET
Online services
Language Syllabus
Level 1
Target Vocabulary
Target Structures
0 Hello!
Numbers: 1 to 10
Colours: red, yellow, blue, orange,
green, pink, purple
Hello!
What’s your name?
My name’s …
1 At school
Classroom objects: book, ruler, pen,
pencil, pencil case, sharpener, school
bag, rubber, glue, crayon
What’s this? It’s a …
I’ve got a pink pencil.
Phonics Tongue Twister: P
2 My family
Family: granny, grandad, mum, dad,
brother, sister
This is my mum.
How old are you? I’m seven.
Phonics Tongue Twister: M
3 Perfect pets
Animals: dog, cat, goldfi sh, hamster,
rabbit, parrot, rat, frog
Colours: black, white, grey, brown
Is it black? Is it a cat?
Yes, it is. / No, it isn’t.
Imperatives: Jump! Run! Catch! Stand
up! Sit down! Go to sleep!
Phonics Tongue Twister: R
4 My toys
Toys: kite, train, car, teddy, ball, plane,
doll, bike, computer game
Have you got a teddy?
Yes, I have. / No, I haven’t.
Colour adjective + noun: a red kite, a
pink doll
Phonics Tongue Twister: C
Level 1
Target Vocabulary
Target Structures
5
In the
house
Rooms: living room, bedroom,
bathroom, kitchen, hall, garden
Furniture: table, chair, bath, bed
Prepositions: in, on
Where’s my book?
It’s in the kitchen.
Where’s the spider?
It’s in/on the table.
Phonics Tongue Twister: B
6
My body
Body parts: head, arms, hands, legs,
knees, hair, feet, toes, nose, ears,
eyes, mouth
Imperatives: Stamp your feet, clap
your hands, turn around, touch your
toes,wave your arms, shake your hands,
nod your head.
My hair is blue, I’ve got a green mouth
Phonics Tongue Twister: T
7
My
favourite
food
Food: pizza, spaghetti, chicken,
apples, bananas, oranges, cake,
yoghurt, sandwiches, cheese, bread,
sausages, juice, milk
I like apples. / I don’t like cake.
Do you like cheese?
Phonics Tongue Twister: Ch
8
At the
seaside
boat, sand castle, lighthouse, crab,
sea, shark, dolphin, seagull, shell
Feelings: happy, sad, scared, bored,
hungry
What can you see?
I’m hungry.
Phonics Tongue Twister: S
Festivals
Halloween, Christmas, Easter
Contents
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Brendan Dunne2
Language Syllabus
Level 2
Target Vocabulary
Target Structures
Welcome
back!
Favourite colours, food and pets.
How are you?
I’m fi ne, thanks.
What’s your favourite … ?
1 Time for
school
bin, board, bookcase, computer,
cupboard, door, plant, teacher,
window
behind, in, on, under
The alphabet
Where’s the hamster?
It’s under the plant.
How do you spell … ?
Phonics Tongue Twister: D
2 My clothes
coat, dress, hat, jacket, jeans, jumper,
shoes, shorts, T-shirt, trousers
What are you wearing?
I’m wearing …
Colour adjective + noun: green shoes
Phonics Tongue Twister: J
3 The weather
cloudy, cold, It’s hot, raining, snowing,
sunny, windy
What’s the weather like?
It’s cold.
Is it cold?
Put your hat on.
I’m on holiday.
Phonics Tongue Twister: H
4 Animals
bird, crocodile, elephant, lion,
monkey, penguin, snake, tiger, zebra
climb, fl y, jump, run, swim
It can fl y.
It can’t jump.
Can it swim?
Phonics Tongue Twister: L
2
Level 2
Target Vocabulary
Target Structures
5
Jobs
bus driver, chef, doctor, fi re fi ghter,
footballer, musician, nurse, pilot
He’s a …
She’s a …
He has got a …
She has got a …
Phonics Tongue Twister: F
6
My free
time
dancing, drawing, listening to music,
painting, playing computer games,
playing football, reading, watching
TV
What are you doing?
I’m reading.
Are you drawing?
Yes, I am. / No, I’m not.
Phonics Tongue Twister: W
7
The school
garden
Arrot, caulifl ower, grapes, peas,
potato, pumpkin, strawberry, tomato,
watermelon
Numbers: 1 to 20
How many can you see?
They’re small and purple.
Phonics Tongue Twister: G
8
The school
show
do gymnastics, do karate, juggle,
play, basketball, play the recorder,
ride a bike, rollerblade, sing
Can you ride a bike?
Yes, I can. / No, I can’t.
I can play the guitar.
I can’t walk on my hands.
Phonics Tongue Twister: Z
Festivals
Christmas, Halloween, Carnival
3
Contents
Level 2
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Brendan DunneLanguage Syllabus
Level 3
Target Vocabulary
Target Structures
Starter
Unit:
The alphabet
Numbers: 1 to 20
Colours
What’s your name?
How old are you?
I’m eight.
1 School
Classroom objects: book, pen,
ruler, pencil, pencil case, sharpener,
schoolbag, rubber
Prepositions: in, on, under, behind,
next to, opposite
I’ve got two pencils.
Have you got a sharpener?
Yes, I have. / No, I haven’t.
It’s in the schoolbag.
Phonics Tongue Twister
2 My Day
Routines: get up, brush my teeth,
have a shower, get dressed, have
breakfast, go to school
Days of the week
What time is it?
It’s seven o’clock.
It’s half past seven.
I get up at half past seven.
Phonics Tongue Twister
3 Story World
Story characters: prince, princess,
giant, dragon, witch, dwarf,
superhero, pirate
Adjectives: tall, short, fat, thin, scary,
strong
He’s tall.
She’s short.
His eyes are blue.
Her hair is pink.
Phonics Tongue Twister
Term Revision
4 Sports
Sports: tennis, football, basketball,
cycling, gymnastics, rollerblading,
skiing, swimming
He likes tennis.
She doesn’t like cycling.
She can ride a bike.
Phonics Tongue Twister
Level 3
Target Vocabulary
Target Structures
5 Nature Park
Animals: wolf, bear, squirrel, fi sh,
spider, snake, eagle, butterfl y
Animal body parts: wings, legs, tail,
claws
It’s got wings.
It hasn’t got legs.
Can it fl y?
Yes, it can. / No, it can’t.
Phonics Tongue Twister
6 After
School
Free time activities: making models,
playing cards, singing, dancing,
reading, gardening, doing jigsaws,
playing the guitar
Parts of the house: hall, bedroom,
bathroom, kitchen, garden, living room
What’s he/she doing?
He’s/She’s playing the guitar.
Where is Olga?
She’s in the kitchen.
Phonics Tongue Twister
Term Revision
7 Transport
Transports: car, boat, ship, bike,
helicopter, train, plane, bus
Adjectives: slow, fast, old, new, big,
small
Numbers: 10 to 100
It’s fast.
Is it slow?
Yes, it is. / No, it isn’t.
Phonics Tongue Twister
8 Holiday
Fun
Holiday activities: camping, sailing,
snorkeling, surfi ng, eating ice cream,
playing frisbee, making sand castles,
taking photos
Do you like sailing?
Yes, I do. / No, I don’t.
I like/don’t like taking photos
Phonics Tongue Twister
Term Revision
Language Syllabus
Level 4
Target Vocabulary
Target Structures
Starter
Unit:
Review of Beep! 3 vocabulary
Review of Beep! 3 structures
1 School
Timetable
School subjects: Maths, Spanish,
P.E., Music, Science, Art, I.T., English
Days of the week
On Monday, I’ve got/haven’t got
Maths.
What have you got on Friday?
Phonics Tongue Twister
2 Adventure
Camp
Camp activities: canoeing, riding a
horse, cooking sausages, singing
songs
What’s he doing?
He is canoeing.
He isn’t cooking sausages.
Is she riding a horse?
Yes, she is. / No, she isn’t.
Phonics Tongue Twister
3 Seasons
Seasons: spring, summer, autumn,
winter
Weather: hot, cold
Clothes: scarf, boots, swimsuit, shorts
(Review: jacket, jeans, jumper, trousers,
shorts, dress, T-shirt, shoes, hat, coat)
I go to the beach.
I don’t eat ice cream.
My favourite season is spring.
What’s the weather like in winter?
It’s cold and rainy.
What’s the weather like today?
It isn’t snowing.
Phonics Tongue Twister
Term Revision
4 The Café
Numbers 1 to 100
Food: salad, rice, chicken, grapes,
bread
Adjectives: cheap, expensive
How much is it?
It’s fi ve pounds/euros.
Can I have a …, please?
Yes, here you are.
2
Level 4
Target Vocabulary
Target Structures
5 My Friends
Adjectives and body parts: long hair,
brown eyes
Hobbies
She’s got long hair.
He likes/doesn’t like swimmimg.
6 My Town
Places in town: museum, cinema,
swimming pool, library
There is a library.
Is there a cinema?
Yes, there is. / No, there isn’t
Term Revision
7 Birthdays
Months: January, February, March,
April, May, June, July, August,
September, October, November,
December
Toys and gadgets: Computer game,
DVD, scooter, camera, watch
When’s your birthday?
It’s in June.
What do you want for your birthday?
I want a DVD.
I don’t want a watch.
8 My Day
Daily routines: have lunch, go home,
have dinner, do my homework, go to
bed
What time is it?
It’s quarter past/to ten.
It’s seven o’clock.
It’s half past one.
What time do you have lunch?
At half past one.
I do my homework at seven o’clock.
Term Revision
3
Contents
Level 4
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Brendan DunneLanguage Syllabus
Level 5
Target Vocabulary
Target Structures
Starter
Unit:
Review of Beep! 4 vocabulary
Review of Beep! 4 structures
1 My Day
Routine verbs: have lunch, do
homework, go to bed
Times:
Quarter past / to + Review of o’clock
and half past
What time is it?
Present Simple:
What time do you have lunch? At half
past one. I do my homework at seven
o’clock.
2 Food
Sugar, bread, peaches, nuts,
mushrooms
Countables and uncountables
Have got + some/any
Have we got any sugar? Yes, we have/
No, we haven’t.
We’ve got some oranges. / We haven’t
got any cheese.
Recipe instructions: wash, cut, mix, etc.
3 Stay
Healthy
Do exercise, sleep eight hours, eat
fruit, clean my teeth at night, walk to
school, etc.
Adverbs of frequency: always /
sometimes /never
I sometimes ride my bike at the
weekend.
Term Revision
4 Our Town
Library, sports centre, museum, bus
station, park, cinema, etc.
Where is the museum?
It’s opposite/next to/between…
Suggestions: Let’s go to the park.
Why don’t we go swimming?
Level 5
Target Vocabulary
Target Structures
5 My Friends
Adjectives: fi t, funny, tidy, untidy,
bossy, trendy, talkative, clever, friendly
Comparatives of 1-syllable adjective:
Jan is taller than Eric.
Miriam is faster than Suzie.
6 Ocean
World
Animals: blue whale, turtle, octopus,
orca, crab, etc.
Present Simple with they:
They lay eggs.
They don’t eat plants
Term Revision
7 Family
Album
Family members: cousin, aunt, uncle,
grandson, granddaughter
Was / were / wasn’t / weren’t
+ adjectives: funny, noisy, shy, untidy,
tidy
8 A day in
the country
Windmill, river, bridge, hill, fi eld,
fence, gate, etc.
Go around, through, under, over,
along
Possessives: our/their
Term Revision
Language Syllabus
Level 6
Target Vocabulary
Target Structures
Starter Unit:
Review of key vocabulary from Beep! 5 Review of key language from Beep! 5
1 On-line!
Computer verbs: chant, send, text,
write, search, play, surf
Computer nouns: e-mail, text,
web-page, screen, keyboard,
mouse, etc.
Grammar:
Like + verbing
Present continuous
We’re surfi ng the net
They’re chatting
2 Hobbies
Hobby vocabulary:
Guitar, stamps, karate suit, football
cards, dancing shoes, etc.
How often do you…
practise guitar / go to karate, etc.
3 Earth Day
Materials: glass, paper, cardboard,
plastic, metal, newspapers,
magazines
Verbs: reduce, recycle, reuse
Imperatives positive and negative:
Don’t drop litter!
Turn off the tap!
Present continuous:
I’m taking these glass bottles to the
recycling bank.
Term Revision
4 Jobs
Job titles: astronaut, vet, musician,
etc.
Present simple / continuous contrast
He usually wears a uniform. Today he’s
wearing overalls.
2
Level 6
Target Vocabulary
Target Structures
5 Busy
Weekends
Activities: go bowling, see a fi lm, eat
pizza, call a friend, etc.
Past simple irregulars:
Went, saw ate, made, etc.
With questions and short answers
6 People in
History
Inventions and artefacts
Regular past simple:
discovered
invented
played
painted
climbed
Term Revision
7 World
Records
Geography:
River, desert, mountain, ocean, etc.
Superlatives (+ comparatives
review)
The highest mountain
The longest river
8 My Cool
Summer
Items that you might use on summer
holiday:
Surfboard, snorkel, camera,
mountain bike, etc.
+ Clothes revision
Going to
I’m not going to go swimming. I’m
going to ride my bike.
I’m not going to do any homework.
I’ve got a new tracksuit/some new
sandals etc.
Term Revision
3
Contents
Level 6
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Brendan DunneStudent’s material
STUDENT’S BOOK
POP-OUTS
The pop-outs in the
Student’s Book are
mini-versions of the
stories in the units. The
children make a Story
booklet to take home
and share with their
parents. There are
also pop-outs of some
fl ashcards for revision
games featuring key
vocabulary.
PRIMARYstudent’
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Brendan Dunne Robin Newtonstudent’
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PRIMARYBrendan Dunne
Robin Newton
beep
2
BEEP 1 Unit 8 Vocabulary4
8
2
6
BEEP 1 U nit 1 Story5
1
7
3
7
5
Tracæ an∂ sa¥.
6
L”iste> an∂ chan†.
LESSON 3
1.15
gluæ
crayo>
1
2
?
?
H
’
e¥, wha†´fi thifi?
Do yo¤ know?
I†ªfi å pe>.
No, no, no!
H
’
e¥, wha†ªfi thifi?
—a> yo¤ guesfi?
I†ªfi å rule®.
Yefi, yefi, yefi!
5
2
L”iste>, fin∂ an∂ sa¥.
1
L”is†e>, poin† an∂ ®eπea†.
1.111.12
1. At school
LESSON 1
penci¬
sharpene®
pe>
schoo¬
ba@
penci¬
casæ
rubbe®
boo§
rule®
8
LESSON 4
Let’s share!
7
L”is†e> to t™æ stor¥.
1
3
2
4
1.179
5
7
6
8
6
Wha†ªfi thifi?
I†ªfi å rule®.
3
L”is†e> an∂ tracæ.
4
L”is†e>, sa¥ an∂ numbe®.
LESSON 2
1.13 1.14Student’s material
Lesson 1:
Presentation
of the vocabulary
Lesson 3:
New vocabulary and
grammatical structures are
worked with simultaneously
A variety of
entertaining,
simple activities
to present the
vocabulary
Lesson 4:
Vocabulary and
grammar are practised through
a story
Sample Unit: Student’s Book 1, Unit 1
The method comprises 8 lessons as follows
Lesson 2:
Grammar
Presentation
New grammatical structures
are usually presented through
fun activities (games, dialogues,
role-play...) before moving on
to more controlled activities.
Before starting the story,
students do a preliminary
activity. This includes a
dictionary with images of the
main vocabulary they will fi nd
in the story.
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
16
Name: Class:
3 Look at the sequence and colour the picture that comes next.
4 Join the numbers then trace over the word.
3
4
Unit 1 Test
πenci¬
15
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
1
2
Name: Class:
1 Listen and tick (✓) the school objects. (Track 1.23)
2 Count the objects and match the puzzle pieces.
Unit 1 Test
1.23
10
8
L”is†e> an∂ stic§.
9
L”is†e> an∂ sin@.
LESSON 5
1.18
1.19
Jiμ
Jenn¥
Luc¥
L
”
e†ªfi bæ friendfi,
L
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e†ªfi sharæ ou® thingfi,
—laπ you® handfi an∂
sin@, sin@, sin@.
1
2
3
12
12
L”is†e>.
Beep’s world!
LESSON 7
1.21
11
10
L”oo§ an∂ sa¥.
11
R”ea∂, stic§ an∂ tracæ.
LESSON 6
1
I†ªfi å
rubbe®.
2
I†ªfi å
crayo>.
3
I†ªfi å
penci¬ casæ.
1
2
3
4
Lesson 8:
EVALUATION
Lesson 5:
Vocabulary revision
and introduction of a new
structure
Chants, songs and
listening activities to
revise vocabulary and
introduce new structures.
Lesson 7:
PHONICS
A comic is used
to introduce and
work with phonics
or simply to revise
the vocabulary and
key structures in an
Lesson 6:
CLIL
An initial look at
the area of the
syllabus related to
the unit theme.
For example:
Arts & Crafts.
Each unit has its own
evaluation sheets.
a
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Brendan Dunne
Robin Newton
PRIMARYa
ctivity b
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PRIMARYbeep
2
Brendan Dunne Robin Newtonrubbe®
penci¬
sharpene®
penci¬ casæ
boo§
1
Tracæ an∂ matc™.
1. At school
pe>
rule®
5
schoo¬ ba@
6
2
L”oo§ an∂ writæ.
sharpene® penci¬ schoo¬ ba@ rule®
Wha†ªfi thifi?
Wha†ªfi thifi?
I†ªfi å
.
I†ªfi å
.
Wha
†ªfi thifi?
Wha
†ªfi thifi?
I†ªfi å
.
I
†ªfi å
.
9
6
Fin∂, circlæ an∂ writæ.
1
2
3
5
4
6
7
r u l e r t p o
s r e z i a h x
p e n t b o o k
z p e n c i l e
r u b b e r o b
m a c r a y o n
g l u e t i p u
Review
gl¤æ
rubbe®
gluæ
rubbe®
gluæ
sharpener
ruler
sharpener
ruler
7
3
Dra∑ an∂ tracæ.
4
Tracæ an∂ writæ.
1
2
3
I†ªfi å penci¬.
I†ªfi å sharpene®.
Wha†´fi thifi?
boo§
crayo>
boo§
crayo>
8
5
Tracæ, matc™ an∂ colou®.
1
I†ªfi å penci¬ casæ.
2
I†ªfi å sharpene®.
3
I†ªfi å pe>.
4
I
†ªfi å schoo¬ ba@.
5
I
†ªfi å rule®.
penci¬
rule®
boo§
penci¬ casæ
schoo¬ ba@
crayo>
gluæ
pe>
rubbe®
sharpene®
Picture dictionary
3.1Student’s material
ACTIVITY BOOK
PRIMARY
re
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Brendan DunnePRIMARY
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Brendan DunneREADER AND CD
STUDENT’S CD-ROM
Students are
given an interactive
CD-ROM with activities
to help them revise the
vocabulary at home
in an enjoyable way
with the help of the
Student’s Book.
CD
•
Read about the main
characters in a new story
accompanied by audio
material.
•
The Teacher’s Resource
book includes optional
worksheets.
•
These can be used in class
or as homework.
•
This includes the songs and
stories in the Student’s Book.
•
It also includes the soundtrack
of the Picture Dictionary in the
Activity Book.
teacher
’s
boo
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PRIMARYSusan Bolland
beep
2
34
Getting startedShow the children the classroom objects and say the name of each one. Ask the 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: What’s this? SS: A (pencil). Display the poster and ask a child to come to the front and point to one of the objects. T: Point to the (rubber). Repeat with the rest of the vocabulary. Finally, ask the children to say the colours of the classroom objects. T: What colour is this (ruler)? S: (Blue).
1 Listen, point and repeat.1.11
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 children point to the corresponding pictures. Play the recording again and the children repeat the words. Encourage all the children to participate. Hold up the book and ask children the names of the objects.
2 Listen, find and say.1.12
The children look at the picture in Activity 1. Explain that they are going to hear the words of the classroom objects and that they must find them in the picture. Play the recording and the children find the object in the picture and say the corresponding number. Repeat until all the children have had the opportunity to locate an object. Say a colour and the children name the object: T: It’s (purple). SS: It’s the (ruler).
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
Pencil Rubber Pen Sharpener Book Ruler Pencil case School bagIt’s yellow. It’s a sharpener. It’s pink. It’s a rubber. It’s red. It’s a pencil. It’s purple. It’s a ruler. It’s blue and pink. It’s a school bag.
It’s green. It’s a book. It’s blue. It’s a pen. It’s yellow and green. It’s a pencil case.
Listen, point and repeat. 1.11 Listen, find and say. 1.12
Lesson 1A
Student’s Book, page 5
ObjectivesTo say the colours. To recognize the classroom objects. To play a card game.
Target language Vocabulary:
pencil, rubber, pen, sharpener, book, ruler, pencil case, school bag; red, pink, blue, yellow, green, purple
Materials
classroom objects in a bag Unit 1 poster CD
35
Explain to the children that they have to focus on the picture in order to find the relevant information.
Getting started
Show the classroom object flashcards one at a time and ask the children, as a group, to name them. Then, hold out the flashcards face down and ask a child to come to the front, choose a card and name it. Repeat with other children. If there are children who still need help, then ask them to repeat the word several times. Say the first sounds of the word so that the child can guess what it is and finish off the word.
1 Trace and match.
Ask the children to look at Activity 1. Firstly, ask the children to say the names of the objects and then to trace the words. Once they have traced the words ask them to match the words with the objects in the picture. Go round the classroom to give help where needed and positive encouragement.
Play a card game. Pop-outs 1
Ask the children to find their playing card pop-outs for Unit 1 (or hand out photocopies of the Teacher’s Resource Book, page 95). The children play in pairs. They put all their cards face down on the table. They take it in turns to turn over two cards. If the cards are the same the child says the word and keeps the pair. If the cards are different, the child turns the cards back over and the other child has a turn.
Finishing off
Hide a classroom object flashcard behind your back and the children take turns to guess what it is. Continue until the children have guessed all the objects. Then ask volunteers to take over your role. To recognize and say the target
vocabulary. To write the target vocabulary.
Vocabulary:
pencil, rubber, pen, sharpener, book, ruler, pencil case, school bag
classroom object flashcards Playing card pop-outs Unit 1
Objectives
Target language
Materials
Lesson 1B
Activity Book, page 5
The children trace the words of the classroom objects which gives them an opportunity to reinforce the words they are learning.
The children play a game as a class and also in pairs. They learn social skills regarding games, such as, following accepted rules and taking turns.
teacher
’s
boo
k
beep
1
Susan Bolland
PRIMARYTeacher’s material
TEACHER’S BOOK
Teacher’s notes
Student’s Book page
Activity Book page
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1
ne
Sample Unit: Teacher’s Book 1, Unit 1
In full colour and easy to use, the Teacher’s Book includes the Student’s Book pages and the solved Activity Book pages.
Getting started
Use the puppet to take the classroom objects out of the bag, one by one and
say: What’s this? The children answer the question with a full answer: It’s a
(sharpener). Repeat several times until all the children have named an object.
3 Listen and trace.
Ask the children to look at Activity 3. Point to Ruby and ask what she is holding.
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
children then trace the words in the speech bubble. Play the recording again and
the children look at the words as they listen.
4 Listen, say and number.
1.14Ask the children to look at Activity 4. Explain that they are going to listen
to some children playing the game from Activity 3. They must write the
corresponding number next to the object. Play the recording and ask the
children to listen. Play the recording again and this time the children write the
numbers. Play the recording again so the children can check their answers.
Finishing off
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: What’s this? S: It’s a (ruler). The children
get into pairs and take turns asking and answering the questions about their
classroom objects.
Vocabulary:
pencil, rubber, pen, sharpener,
book, ruler, pencil case, school bag
Structures:
What’s this? It’s a …
classroom objects in a bag
puppet
CD
Target language
Transcripts
Ruby: What’s this?
Lee: It’s a ruler.
1 Lee: What’s this?
Ruby: It’s a pencil.
2 Ruby: What’s this?
Lee: It’s a pencil case.
3 Lee: What’s this?
Ruby: It’s a book.
4 Ruby: What’s this?
Lee: It’s a rubber.
5 Lee: What’s this?
Ruby: It’s a pen.
Trace and listen.
1.13Listen, say and number.
1.14Materials
Lesson 2A
Student’s Book, page 6
To say the target vocabulary.
To use simple structures.
Objectives
Remind children that the dotted letters are
to help them improve their handwriting. Tell
them that presentation is an important aspect
of their school work.
The children will gain confidence in their improving
ability to express themselves in English.
The basic
competences
developed in
each lesson
are at the
bottom of the
page.
Includes
transcripts of all
the recordings
for each lesson
within each
Cambridge
Young Learner’s
Exams type
activities are
highlighted
throughout.
Clearly organised
with well differentiated, easy to see sections.
ng
s
sta
sta
tar
tar
ar
r
t
te
ted
ed
e puppet to take the classroom obje
What’s this? The children answer the q
ener). Repeat several times until all t
ten an
d tr
d trace.
ace
ace
e
hild
l
k
A i i
3 P i
tarted
uppet to take the clas
PRIMARY
MARY
beep
1
teacher
’s
re
sou
rc
e
boo
k
teacher
’s
re
sou
rc
e
boo
k
beep
2
Susan BollandPRIMARY
Teacher’s material
TEACHER’S RESOURCE BOOK + CD
Numerous photocopiable worksheets to meet
every need and enrich your classes:
•
Celebrations and festivals.
• DVD
activities.
•
Diagnostic and Unit tests, End
of year tests...
• Reinforcement,
consolidation
and extension sheets at 3 levels.
• Newcomers
worksheets.
• Phonics
worksheets.
•
Reading and Writing worksheets
for the Cambridge Young Learner’s
Exams.
•
Trinity and Cambridge exam tips.
•
Lesson B Arts & Crafts worksheets.
•
Richmond Primary Readers
worksheets.
The CD includes PDFs and
Word documents of all
photocopiable worksheets
as well as an image bank
so that teachers can create
their own worksheets, etc.
ep
1
ne
3
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
1
Name: Class:
Unit 1 DVD Story Let’s share!
1 Watch the DVD and number; then watch again and circle the differences.
5
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
Unit 1 Reinforcement
1
2
πe> / πenci¬
crayo> / rub∫e®
πenci¬ caßæ / schoo¬ ba@
gl¤æ / ru¬e®
rub∫erfi
bookfi
πenfi
πenci¬ caßæ
gl¤efi
sharπe>erfi
Name: Class:1 Look, read and circle.
2 Look, count and write.
7
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
1
Thifi ifi å
.
Thifi ifi å
.
Thifi ifi å
.
Thifi ifi å
.
2
Name: Class:1 Look and read; then write.
2 Look, count and write.
Unit 1 Extension
The®æ ifi
.
The®æ a®æ
.
The®æ a®æ
.
The®æ a®æ
.
The®æ a®æ
.
The®æ a®æ
.
πenci¬ caßæ
o>æ
9
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
Name: Class:
1 Look and circle.
2 Find and colour.
Unit 1 Phonics
1
2
πe>
ru¬e®
paπe®
crayo>
πenci¬
boo§
pi@
par§
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
1
2
Name: Class:
Unit 1 Reading and Writing
Thifi ifi å πe>.
Thifi ifi å rub∫e®.
Thifi ifi å sharπe>e®.
Thifi ifi å ru¬e®.
—harl^æ an∂ R”ub¥ a®æ a† —harliæªfi houßæ.
T™e®æ a®æ fou® rub∫erfi o> t™æ tab¬æ.
T™æ πe> ifi blac§.
R”ub¥ªfi go† å boo§.
15
© Santillana Educación SL./Richmond Publishing 2011
PHOTOCOPIABLE
1
2
Name: Class:
1 Listen and tick (✓) the school objects. (Track 1.23)
2 Count the objects and match the puzzle pieces.
Unit 1 Test
Beep’s world!
1.21EAN: 8431300114746 BEEP 1 © San
tillan a Ed ucaci ón S.L. / Ri chm ond Publishin g 2011
Can I go to the toilet?
Thank you! Can I go to the toilet?
Can I go to the toilet?
Can I go to the toilet… PLEASE? What’s the magic word?
What’s the magic word?
Yes!
Hey! The magic word is PLEASE! What’s the magic word?
P
ick up!
P
ick up the
p
ink and
p
urple
p
encils!
P
ick up the
p
ink and
p
urple
p
encils,
P
eter!
P
ick up the
p
ink and
p
urple
p
encils,
P
eter!…
P
leeeease!
Tonguæ twiste®
1.22Hello girls! Hello boys! It’s time for school!
Ah, fantastic! Now we know the magic word!
Oh dear! Everyone is going to the toilet! What’s the magic word? What’s the magic word? Oh no!
Later…
Look! Now a boy is asking a question.
Look at that boy! He’s looking in the dictionary! Does he know the magic word?
rubbe®
sharpene®
pe>
boo§
penci¬ casæ
crayo>
gluæ
penci¬
schoo¬
ba@
rule®
Unit 1 At school
POSTERS
BEEP, THE PUPPET
CLASS CDS
DVD
It’s interactive: The teacher
records the messages and
answers that the robot repeats
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It offers a range of possibilities,
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Vocabulary is
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8 posters per level,
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Complete audio
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Animated stories
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themes with native children speaking in real situations.
ol
It’s interactive: The
records the messag
answers that the ro
on demand.
It offers a range of
ideal for practising
language in class in
enjoyable and diffe
The back side is
the Beep comic
including a text
and a tongue
twister to practise
the phonics.
Teacher’s material
FLASHCARDS
TEACHER’S I-SOLUTIONS PACK
STORY CARDS
CAMBRIDGE YOUNG LEARNERS EXAMS:
STARTERS, MOVERS, FLYERS
Contains 2 CD-ROMs
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Each fl ashcard pack consists of
wordcards and picture cards.
A set of story cards of the stories
for each unit of the Student’s Book.
For teachers wanting to prepare their pupils
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Teacher’s i-book:
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Digital version of the Student’s Book.
•
Digital version of the Activity Book.
•
Digital version of the Teacher’s Book.
•
Digital version of the Teacher’s
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•
Digital posters and fl ashcards.
Student’s CD-ROM:
•
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vocabulary in a fun way.
On the reverse side of the card
is the transcript.
ep
1
ne PRIMARYflash
car
ds
beep
2
R ecorded an d mixed by T omás Rubio © Richmond Publishing - Santillana Educación, S.L.Primary
Interactive YLE
Practice Movers
8 4 3 1 3 0 0 1 2 5 0 6 3 R ecord ed and mixed by Tomás Rubio © Richmond Publishing - Santillana Educación, S.L.Primary
Interactive YLE
Practice Flyers
8 4 3 1 3 0 0 1 2 5 0 8 7Starters
resources
Primary
PRIMARY PRIMARYsto
ry ca
rd
s
beep
2
MARYst
or
y
car
d
s
beep
Narrator:
Charlie and Ruby are at school.
Charlie:
Oh no! My sharpener!
Unit 1
Let’s share!
BEEP 1 © San tillan a Ed ucaci ón S.L. / Ri chm on d Publishin g 2011Story card 1
1.17mil§
A new toolbar to personalize the
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121659_C.ai 18/3/09 22:06:32Dictionaries
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613 Marxism–mate
maravilloso; to feel ~ sentirse es-pléndido
Marxismn no pl marxismo m[mɑksizm, Am: mɑrk-]
Marxist[mɑksist, Am: mɑrk-]
adj marxista masculine[mskjlin] adj a.LING
masculino
masculinity[mskjlinti, Am:
mskjlin ti] n masculinidad f
mash[mʃ] vt machacar; to ~ po-tatoes hacer puré de patatas maskmáscara f; (only covering eyes ) anti-[mɑsk, Am: msk] I.n a. fig
faz m; oxygen ~ máscara de oxíge-no II. vt enmascarar; to ~ the stat-istics ocultar las estadísticas
mason[meisn] n 1.Am
(brick-layer ) albañil m 2. (freemason )
ma-són, -ona m, f
masonry1. (stonework ) mampostería[meisnri] n no plf
2. (freemasonry ) masonería f masquerademascarada f II. vi to ~ as sth ha-[mɑskreid] I.n
cerse pasar por algo
mass[ms] n no pl 1.a.PHYSmasa f 2. (large quantity ) montón m; to be a ~ of contradictions estar lleno de contradicciones
Massa misa; to celebrate a ~ oficiar una[ms] n misa f; to attend ~ ir misa
massacremasacre f II. vt masacrar[mskr, Am: -k ] I.n
massage[msɑd , Am: m-] I.n
masaje m; water ~ hidromasaje m II. vt dar masajes a; fig manipular
massive[msiv] adj enorme; ~
amounts of money grandes canti-dades de dinero
mass median the ~ los medios de
comunicación de masas
mast[mɑst, Am: mst] nNAUT
mástil m
master[mɑstr, Am: mst ] I.n 1. (of house ) señor m; (of slave ) amo
m 2. (one who excels ) maestro m; ~
craftsman maestro 3. (instructor ) instructor m; dancing/singing ~ instructor de baile/canto 4. (master
copy ) original m II. vt 1. (cope with )
vencer; to ~ one’s fear of flying superar el miedo a volar 2. (become
proficient at ) dominar
mastermind[mɑstmaind, Am:
mst -] I. n cerebro m II. vt pla-near
masterpiecen obra f maestra
Master’sn,Master’s degreen
máster m
mastery[mɑstri, Am: mst -]
n no pl (skill ) maestría f
masturbation[mstbeiʃn, Am:
-t -] n no pl masturbación f
mat[mt] n (on floor) estera f; (decorative ) tapiz m; bath ~ alfom-bra f de baño
match1[mtʃ] <-es> n cerilla f, ce-rillo m Méx
match2contrincante mf; to be a good ~ for[mtʃ] I.n 1.(competitor) sb poder competir con alguien; to meet one’s ~ encontrar la horma de su zapato 2.SPORTSpartidom
3. (similarity ) to be a good ~ combi-nar bien II. viarmonizar III. vt 1. (have same colour ) hacer juego con 2. (equal ) igualar
mate1[meit] I.n 1.ZOOL(male )
macho m; (female ) hembra f 2. Brit,
Aus (friend ) amigo, -a m, f 3. Brit, Aus, inf (form of address ) compadre
m 4.NAUToficial m de abordo; first/
second ~ primer/segundo oficial II. vi aparearse III. vt aparear
En Gran Bretaña se llama Master’s degree al grado acadé-mico que se obtiene al finalizar una carrera tras la defensa de una tesina (dissertation). El Master’s degree recibe distintos nombres según las disciplinas: MA (Master of Arts), MSc (Master of Science), Mlitt (Master of Letters) y Mphil (Master of Phil-osophy). Sin embargo en Escocia con la expresión MA se designa un primer grado académico.
? Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 266195_C.indd 1 27/5/09 08:37:44 324354_C.indd 1 27/5/09 08:40:21
Richmond
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