This document provides a summary of the linguistic knowledge and structures covered in each unit of the Beep 4 classroom programming. It includes vocabulary, structures, and phonetic goals for 6 sample units: Unit 0 Welcome Back, Unit 1 Time for School, Unit 3 Months, Unit 4 My Town, and Units 5 and 6 which cover food and minibeasts respectively. The document outlines the key vocabulary, sentences and language points practiced in each unit to help teachers plan their lessons according to the curriculum.

1. PROGRAMACIÓN DE AULA BEEP 4
(el proceso de enseñanza-aprendizaje es continuo a lo largo de todas las unidades, es
decir, todas las estructuras se van trabajando a medida que se van avanzando en las
unidades)
- Unit 0. Welcome back!
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• El alfabeto.
• Números del 1 al 20.
• Revisión colores (blue, green, orange, pink, purple, red, yellow).
• Actividades (playing, reading, swimming, writing, skiing)
• Vocabulario visto curso anterior (butterfly, boat, eagle, eighty, football,
fox, pirate, plane, ruler, rubber, snake)
b) Estructuras
• How are you? (L.1)
• I’m very well. (L.1)
• What’s your name? (L.1)
• I’m (Tim)… (L.1)
• My name is (Anna). (L.1)
• What’s your favourite sport? (L.1)
• Have you got a pet? (L.1)
• I’ve got a (cat). (L.1)
• How old are you? (L.1)
• I’m (eight). (L1)
• I’m (nine) years old. (L.1)
• I like (reading). (L.1)

2. • I don’t like (swimming). (L.1)
• My favourite sport is (tennis). (L.1)
• I’ve got a (dog). (L.1)
• His name is (Albert). (L.1)
• He’s (nine) years old. (L.1)
• He likes (reading). (L.1)
• He doesn’t like (swimming). (L.1)
• His favourite sport is (tennis). (L.1)
• He’s got a (dog). (L.1)
• It’s (nine) o’clock. (L.1)
• What’s your favourite colour? (L.1)
• How do you spell (plane) (L.2)
• I spy with my little eye something beginning with (c). (L.2)
• What’s the time? / What time is it? (L.3)
• It’s (two) o’clock. (L.3)
• It’s half past (three). (L.3)
• I (brush my teeth) at (half past two). (L.3)
• What colour is it? (L.3)
c) Fonética
Ritmo y entonación en Listen and sing (L.1) Listen and say
•
the chant (L.2)
- Unit 1. Time for school!
3.1. CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario

3. • Las asignaturas (Art, English, IT, Maths, Music, PE, Spanish ).
(L.1/L.2/L.3/L.4/L.5/L.7)
• Los días de la semana. (L.2/L.3)
• Los espacios del colegio (library, music room, classroom, computer room,
dining, room, gym, playground). (L.4/L.5/L.7)
• Las zonas del patio de recreo (climbing frame, games area, quieta rea,
sports area, picnic table). (L.6)
• Actividades (eat, jump, play, read, run, sit, talk). (L.6)
b) Estructuras
• So you like (Music)? (L.1)
• Yes, I do / No, I don’t. (L.1)
• It’s time for school (L.1)
• Don’t be late. (L.1)
• What are they doing?. (L.1)
• They are doing (Maths). (L.1)
• I like (Maths). (L.1)
• I don’t like (Music). (L.1)
• What have you got today/on (Monday)?. (L.2/L.7)
• I’ve got (Science). (L.2)
• I’ve got (PE) on (Monday). (L.2/L.7)
• My favourite day is (Tuesday). (L.3)
• Her favourite subject is (IT). (L.3/L.7)
• She’s got (Maths) (in the afternoon). (L.3)
• She likes studying plants. (L.3)
• She doesn’t like playing the guitar. (L.3)
• Where are my class?. (L.4)
• They’re in the (library). (L.4)
• There are lots of books. (L.4)

4. • Go to the (music room). (L.4)
• I can’t find my class. (L.4)
• Hurry up!. (L.4)
• You can read books. (L.5)
• You can’t run and jump. (L.5)
• Where am I?. (L.5)
• You’re in the (library).(L.5)
• Where do you study (IT)?. (L.5)
• In the computer room. (L.5)
• Do you (read books) in the (gym)?. (L.5)
• Yes, we do / No, we don’t. (L.5)
• We go to the (dining room). (L.6)
• We go to the (playground). (L.6)
• We’ve got a sports area. (L.6)
• In the (quiet area) you can (read). (L.6)
• Can I have a song book? (L.7)
c) Fonética
Ritmo y entonación en Listen and sing (L.1), Listen and
•
chant (L.5)
• Sonido /p/ (L.7)
- Unit 2. Where are you from?
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• Los países (China, France, Ireland, Italy, Mexico, Spain, the UK, the
USA, Asia, South America). (L.1/L.2/L.3/L.4/L.6/L.7)

5. • Los idiomas. (Arabic, Chinese, English, French, Italian, Spanish)
(L.1/L.2/L.3/L.4/L.6/L.7)
• Los colores (repaso) (L.1/L.6)
• Actividades (listening to music, skateboarding, jumping, cycling, dancing,
painting, playing basketball, reading, singing, surfing, swimming, taking
photos) (L.3/L.4/L.5/L.6)
b) Estructuras
• I’m (Maria) (L.1)
• My name’s (Maria) (L.1/L.3)
• I’m from (Spain). (L.1/L.2/L.3)
• I speak (Spanish). (L.1/L.2/L.3)
• The flag is (red) and (yellow). (L.1/L.6)
• Where are you from?. (L.2)
• I’m (nine) years old. (L.2/L.3)
• He’s skateboarding. (L.2)
• She’s jumping. (L.2)
• He’s/She’s from (Mexico). (L.2)
• His/Her name is (…). (L.2)
• He’s from (the UK). (L.2/L.4/L.5)
• She likes (playing the guitar). (L.2/L.5)
• He speaks French and Spanish. (L.4)
• He doesn’t speak English. (L.4)
• Lucy likes listening to music. (L.4)
• Tom doesn’t like Sheena Shine. (L.4)
• The concert is on (Saturday). (L.4)
• Where is (Sheena Shine) from?. (L.4)
• Sheena Shine is from (Mexico). (L.4)
• She’s (18) years old. (L.4)

6. • She’s a singer. (L.4)
• What about you? (L.5)
• How do you say (hello) in (French)?. (L.6)
• What is the capital of (England)?. (L.6/L.7)
• The people speak (French). (L.6)
• What language do they speak there? (L.7)
• Do you speak (English)?. (L.7)
• I don’t like spaghetti. (L.7)
• Beep doesn’t like the chillies! (L.7)
• Be careful!. (L.7)
c) Fonética
Ritmo y entonación en Listen and sing. (L.1), Listen and
•
sing. (L.5)
Sonido /ei/ (L.7)
•
- Unit 3. Months
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• Los meses del año (January, February, March, April, May, June, July,
August, September, October, November, December). (L.1/L2/L.3/L.7)
• Ropa (revisión) (coat, dress, jumper, shirt, shorts, trousers, T-shirt).
(L.2/L.3/L.4/L.5)
• Comida (revisión) (apple, carrots, chicken, honey, ice cream, potatoes,
salad, sausage) (L.2/)
• Las
estaciones
(spring,
summer,
autumn,
(L.2/L.3/L.4/L.5/L.6/L.7)
• Acciones diarias (eat, go, play, swim, wear) (L.3/L.7)
winter)

7. • Vocabulario relacionado con la vida de los osos (cave, den, endangered,
fish, fur, honey, hungry, insects, plants, species, badger, bat, bear, frog,
hedgehog) (L.6)
b) Estructuras
• When’s your birthday? (L.1/)
• It’s in February. (L.1/)
• My birthday’s in November (L.1/)
• What do you wear?. (L.2)
• I wear a jumper. (L.2/)
• At Christmas…. (L.2)
• In winter... (L.2)
• What do you wear (in winter)?. (L.2)
• I wear (a coat) in (winter). (L.2/L.5)
• In January I wear a T-shirt in the gym. (L.3)
• In January I don’t wear a T-shirt. (L.3)
• Don’t forget your scarf!. (L.4/)
• Tom wants to scare Ricky. (L.4)
• I don’t like winter. (L.4/L.7)
• My favourite season is spring. (L.5)
• They eat insects. (L.6)
• Brown bears find a cave for the winter. (L.6)
• When it’s summer, I go to the beach. (L.7)
• What do you eat in (summer)?. (L.7)
• Where do you go in (spring)?. (L.7)
• What do you wear in (autumn)?. (L.7)
c) Fonética

8. Ritmo y entonación en Listen and chant (L.1), Listen and
•
sing (L.5), Listen and say the tongue twister (L.7)
Sonido /e/ (L.7)
•
- Unit 4. My town
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• Lugares en una ciudad (castle, cinema, hospital, library, museum, park,
shopping
centre,
swimming
pool,
train
station,
zoo).
(L.1/L.2/L.3/L.4/L.5/L.7)
• Más vocabulario relacionado con la ciudad (bus station, sports centre,
city, country, town, village, transport, sports, festivals, favourite places,
gymnastics, kites, bikes, picnic) (L.6/L.7)
• El tiempo (bright, raining, snowing, sunny, windy). (L.5)
• Actividades diarias (go, make, play, read). (L.5)
b) Estructuras
• Is there a (cinema)?. (L.1/L.2/L.3/L.7)
• There’s a/There isn’t a (park) (L.1/L.3/L.5)
• I’m at the (zoo) (L.1)
• I’m (riding my bike). (L.1)
• There’s a (zoo) but there isn’t a (park). (L.2/L.3)
• Let’s go to the (cinema). (L.2/L.5)
• Do you live in a (town)?. (L.3)
• I live in a (village). (L.3/)
• What shall we do today?. (L.4/L.5)
• I don’t know, I’m bored. (L.4/)
• Let’s invite Karim and Olga. (L.4)

9. • It’s time to go home. (L.4)
• Karim is (taking a photo). (L.4)
• Tom is phoning Karim. (L.4)
• Olga is scared of spiders. (L.4)
• Karim doesn’t want to go home. (L.4)
• There’s a (robot spider) behind you. (L.4)
• Let’s go back to the museum tomorrow!. (L.4)
• Look! Lucy is flying!. (L.4)
• In my town there is a bus station. (L.6)
• I go to school on foot. (L.6)
• I go to school by bus. (L.6)
• I like taking photographs. (L.6)
• Where’s the sports centre, please? (L.7)
• Let’s go in, we’re late. (L.7)
• Running is good for you! (L.7)
c) Fonética
• Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.5)
• Sonido /u:/; Listen and say a tongue twister (L.7)
- Unit 5. Let’s eat!
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• La comida (burger, cereal, egg, ham, meat, rice, salad, soup, toast,
vegetables, yoghurt, sandwich, spaghetti, cheese, chocolate, fish, apple,
cake, ice cream, milkshake, pizza, juice, bread, cola, fruit, pasta, potatoes,
sweets). (L.1/L.2/L.3/L.4/L.5/L.6/L.7)

10. • Las diferentes comidas del día (breakfast, lunch, dinner). (L.3/L.4/L.7)
• Propiedades de la comida (servings, calories, carbohydrates, energy,
fats, proteins, sugars, healthy). (L.6)
b) Estructuras
• What are your favourite foods?. (L.1)
• Are you hungry? (L.2)
• Let’s eat. (L.2)
• How much is the (soup)? (L.2/L.7)
• It’s (two) euros (fifty). (L.2/L.7)
• What do you have for (breakfast)?. (L.3)
• I have (eggs) for (breakfast). (L.3/L.7)
• I have (breakfast) at (eight) o’clock. (L.3/L.7)
• Can I have the soup, please? (L.3)
• That’s four euros, fifty cents. (L.3/L.4/L.5/L.7)
• Can I have a (cheese) sandwich, please?. (L.4/L.5)
• Here you are! (L.4)
• How much is that?. (L.4)
• The sandwiches are (two) euros (ninety) cents. (L.4)
• There’s no salad. (L.4)
• Tom is making the sandwiches. (L.4)
• The headteacher eats an (egg) and (chocolate) sandwich. (L.4)
• Thank you. Mmm, delicious! (L.4)
• Cakes have a lot of sugar. (L.6)
• Fish contains proteins. (L.6)
• Potatoes give us energy. (L.6)
• These foods have a lot of sugar. (L.6)
• Proteins help children grow. (L.6)

11. • Can I have (fish soup) and (salad), please? (L.7)
• Stop that burglar! (L.7)
• I like (burgers) and (eggs). (L.7)
c) Fonética
• Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.5)
Sonido /æ/ (L.7)
- Unit 6. Minibeasts
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• Insectos
y
otros
invertebrados
(ant,
bee,
centipede,
dragonfly,
grasshopper, ladybird, snail, worm). (L.1/L.2/L.3/L.4/L.5/L.7)
• Partes del cuerpo de los insectos (antennae, eyes, legs, mouth, sting,
wings, abdomen, head, thorax). (L.2/L.3/L.5/L.7)
• Objetos para observar los insectos (magnifying glass, net) (L.4)
• Verbos (listen, look at, look up, smell, sit down, watch) (L.5/L.7)
• Cosas en la naturaleza (flower, grass, leaf, pond, tree) (L.5/L.7)
• Preposiciones (behind, on, in, under) (L.5)
• Tipos de animales en función de la alimentación (carnivore, herbivore,
omnivore) (L.6)
• Las abejas (bees, hive, honey, stings) (L.7)
b) Estructuras
• It’s pink. (L.1)
• It can’t fly. (L.1)

12. • Don’t be scared!. (L.1)
• It lives in a shell. (L.1)
• They can fly. (L.2)
• They’ve got wings. (L.2)
• Have snails got ears?. (L.2)
• They’ve got six legs. (L.3/L.4)
• They haven’t got wings. (L.3)
• Treeflies haven’t got eight legs. (L.4)
• Is it an (insect)? (L.4)
• Olga is looking under a leaf. (L.4)
• Lucy is looking behind a tree. (L.4)
• Dragonflies have got (four) (wings). (L.4)
• Everyone likes Karim’s model minibeast. (L.4)
• Well done Karim! (L.4)
• Be careful! Don’t fall in the pond! (L.4)
• Tom and Karim have got (Art) today. (L.4)
• I like to sit in the garden. (L.5)
• Insects have got six legs. (L.5)
• Some insects haven’t got wings. (L.5)
• Frogs eat dragonflies. (L.6)
• The bees live in a hive. (L.7)
• They make honey. (L.7)
• They’ve got stings. (L.7)
• Don’t worry, Beep. They can’t hurt you. (L.7)
• How many (legs) have they got? (L.7)
• Have they got (eyes)? (L.7)
• They’re (herbivores) (L.7)

13. • They haven’t got ears, but they can hear with their bodies. (L.7)
c) Fonética
• Ritmo y entonación en Listen and sing (L.1), Listen and sing (L.5)
• Sonido /ᶛ/ (L.7)
- Unit 7. Space
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• El espacio (astronaut, comet, moon, planet, satellite, spaceship, stars,
Sun, Moon, telescope, UFO, the Earth, electricity, gravity, solar panels,
astronomy, alien, Centigrade degrees). (L.1/L.3/L.4/L.6/L.7)
• Los planetas (en el orden en que se van incorporando en las lecciones)
(Jupiter,
Mars,
Saturn,
Neptune,
Earth,
Mercury,
Uranus,
Venus)
(L.1/L.4/L.5)
• En la estación espacial (sleeping bag, space station, exercise bike,
experiment, suit, reports) (L.2/L.3/L.7)
• Los días de la semana (revisión) (L.3)
• Materiales (rock, ice, gas) (L.5)
• Cantidades (per cent, a quarter) (L.6)
b) Estructuras
• I want to be an astronaut (L.1)
• I look up at the sky (L.1)
• It’s a (comet) (L.1)
• Does she work on a space station?. (L.2)
• Yes, she does. (L.2)

14. • She takes photos of space. (L.2)
• What does she eat?. (L.2)
• Does she work in a suit?. (L.2)
• What does an astronaut do in the evening?. (L.3)
• He lives on a space station (L.3/L.7)
• He doesn’t listen to music. (L.3/L.7)
• She’s an astronaut (L.3)
• She writes reports (L.3)
• She works at the Space Centre. (L.4)
• Tom likes astronomy. (L.4)
• There are aliens on Mars! (L.4)
• Don’t be silly! (L.4)
• Tom is looking through the telescope.(L.4)
• Olga can see Saturn. (L.4)
• Dad is dressed as an alien. (L.4)
• Lucy is scared of the alien. (L.4)
• We’re going now. Goodbye! (L.4)
• It’s made of ice. (L.5)
• Mercury takes 88 days to go round the Sun. (L.6)
• Astgronauts can’t visit the Sun because it’s too hot. (L.6)
• It goes round the Earth in 28 days. (L.6)
• It’s called the blue planet. (L.6)
• This is the spaceship’s control room. (L.7)
• We’re going into space. (L.7)
• We’re going to crash into the moon! (L.7)
• It’s a flight simulator! (L.7)
c) Fonética

15. • Ritmo y entonación en Listen and sing (L.1), Listen and chant. (L.5)
• Sonido /n/. (L.7)
- Unit 8. Summer camp
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
• Actividades de verano (canoeing, climbing, cooking sausages, horse
riding, playing ball games, singing songs, telling stories, trekking, sailing,
running, taking photos, swimming). (L.1/L.2/L.3/L.4/L.6/L.7)
• Vocabulario relacionado con actividades de camping (compass, food,
map, phone, sandwiches, snacks, water bottle, waterfall, campfire, cliff,
woods, emergencies, rescue) (L.4/L.5/L.7)
• Vocabulario relacionado con los animales (bees, birds, frogs, snails,
spiders, squirrels, fish, climb, fly, swim, legs, shell, tail) (L.6/L.7)
b) Estructuras
• I go canoeing (L.1)
• We sing songs (L.1)
• Do you want to go canoeing?. (L.2/L.7)
• Yes, I do / No, I don’t. (L.2)
• My legs are tired. (L.2)
• I’m hungry (L.2)
• Do you want to play ball games?. (L.2)
• I want (to tell stories). (L.3/L.7)
• I don’t want (to tell stories). (L.3/L.7)
• Where can I go?. (L.3)
• You can go to (the lake). (L.3)
• To go horse riding. (L.3)

16. • What do you want, boy? (L.4)
• Good dog! (L.4)
• We’re lost! (L.4)
• Lucy has got the (compass). (L.4)
• Karim wants to go (trekking). (L.4)
• The man falls down the Cliff. (L.4)
• The monitor phones for help. (L.4)
• Olga packs the (compass) and (map). (L.4)
• Let’s phone for help. (l.4)
• What a clever dog! (L.4)
• Here, take my hand. (L.4)
• Don’t forget your (cap). (L.5)
• I’m going trekking. (L.5)
• What’s your favourite activity? (L.6)
• They can climb trees. (L.6)
• They can’t fly. (L.6)
• They’ve got (four) legs. (L.6)
• They live in a Shell. (L.6)
• Robby is good at climbing. (L.7)
• Beep likes canoeing on the river. (L.7)
• Where is Robby? (L.7)
• I’ve got you, Beep! (L.7)
c) Fonética
• Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.5)
• Sonido / iᵑ/ (L.7)
ACTIVIDADES

17. En cada una de las lecciones de la unidad se trabajan diferentes tipos de actividades:
1. Actividades de Presentación . Dirigidas por el profesor para introducir el tema
de cada lección y captar el interés y la motivación de los alumnos. Se llevan a cabo
con todo el grupo. Todas implican comunicación oral.
2. Actividades del libro . Son actividades de desarrollo y ejercicios de transcripción
para realizar de forma individual. Se encuentran en el libro del alumno.
3. Actividades de repaso . Son dirigidas por el profesor y se llevan a cabo con todo
el grupo.
4. Actividades opcionales del Activity book . Son un apoyo adicional para el
profesor. Se encuentran en el Activity book.
5. Actividades de refuerzo y ampliación. Se presentan como sugerencia en el
libro del profesor. Pueden realizarse con todo el grupo o de manera individual según
las necesidades del alumno. Las fichas fotocopiables aparecen en el libro de recursos
del profesor.