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PRIMARY

PRIMARY

beep

AD NOVED

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Índice

Introducción

2

Introducción

3

Mapas de contenido

9

Material para el alumno

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Material para el profesor

Beep es nuestro nuevo método para los 6 niveles de Educación Primaria, está basado en el principio de que todos los contextos y situaciones en las que nuestros alumnos se encuentren con el lenguaje, deben ser significativos y relevantes para ellos, aterrizados a sus propios mundos, tanto si son reales como imaginarios.

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Richmond Primary Readers

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Diccionarios

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My First Grammar & My Next Grammar

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Target KET for Schools & Target PET

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Servicios Online

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Delegaciones

Además de actividades como encuestas, trabajo en parejas y escritura personalizada, Beep ofrece una experiencia agradable para los alumnos a través de canciones, cantos, cuentos y juegos. Esta gama de divertidas actividades es apta para diferentes estilos de aprendizaje y preferencias; además el humor es siempre un elemento importante en todos los puntos del método. Disponible para el 1er ciclo. (Oferta ampliada a partir de 2012)

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reader book

beep 2 Brendan Dunne

Mapa de contenidos

Nivel 1

Language Syllabus

Level 1

Target Vocabulary

0 Hello!

Numbers: 1 to 10 Colours: red, yellow, blue, orange, green, pink, purple

Target Structures Hello! What’s your name? My name’s …

Level 1

Target Vocabulary

Target Structures

5 In the house

Rooms: living room, bedroom, bathroom, kitchen, hall, garden

Where’s my book? It’s in the kitchen.

Furniture: table, chair, bath, bed

Where’s the spider? It’s in/on the table.

Prepositions: in, on Phonics Tongue Twister: B

1 At school

What’s this? It’s a …

Classroom objects: book, ruler, pen, pencil, pencil case, sharpener, school I’ve got a pink pencil. bag, rubber, glue, crayon

6 My body

Body parts: head, arms, hands, legs, knees, hair, feet, toes, nose, ears, eyes, mouth

Phonics Tongue Twister: P

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

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, goldfish, hamster, rabbit, parrot, rat, frog

Is it black? Is it a cat? Yes, it is. / No, it isn’t.

Colours: black, white, grey, brown

Imperatives: Jump! Run! Catch! Stand up! Sit down! Go to sleep!

7 My favourite food

Food: pizza, spaghetti, chicken, apples, bananas, oranges, cake, yoghurt, sandwiches, cheese, bread, sausages, juice, milk

8 At the seaside

boat, sand castle, lighthouse, crab, sea, shark, dolphin, seagull, shell

I like apples. / I don’t like cake. Do you like cheese? Phonics Tongue Twister: Ch

What can you see? I’m hungry.

Feelings: happy, sad, scared, bored, hungry

Phonics Tongue Twister: S

Phonics Tongue Twister: R

4 My toys

Toys: kite, train, car, teddy, ball, plane, Have you got a teddy? Yes, I have. / No, I haven’t. doll, bike, computer game

Festivals

Halloween, Christmas, Easter

Colour adjective + noun: a red kite, a pink doll Phonics Tongue Twister: C

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reader book

beep 2 Brendan Dunne

Mapa de contenidos Nivel 2

Language Syllabus

Level 2

Target Vocabulary

Welcome back!

Favourite colours, food and pets.

Target Structures How are you? I’m fine, thanks.

Level 2

Target Vocabulary

Target Structures

5 Jobs

bus driver, chef, doctor, fire fighter, footballer, musician, nurse, pilot

He’s a … She’s a … He has got a … She has got a …

What’s your favourite … ?

Phonics Tongue Twister: F

1 Time for school

bin, board, bookcase, computer, cupboard, door, plant, teacher, window

Where’s the hamster? It’s under the plant.

6 My free time

dancing, drawing, listening to music, painting, playing computer games, playing football, reading, watching TV

7 The school garden

Arrot, cauliflower, grapes, peas, potato, pumpkin, strawberry, tomato, watermelon

How many can you see?

Numbers: 1 to 20

Phonics Tongue Twister: G

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.

How do you spell … ? behind, in, on, under Phonics Tongue Twister: D coat, dress, hat, jacket, jeans, jumper, What are you wearing? shoes, shorts, T-shirt, trousers I’m wearing …

Are you drawing? Yes, I am. / No, I’m not. Phonics Tongue Twister: W

The alphabet

2 My clothes

What are you doing? I’m reading.

Colour adjective + noun: green shoes

They’re small and purple.

Phonics Tongue Twister: J

3 The weather

cloudy, cold, It’s hot, raining, snowing, What’s the weather like? sunny, windy It’s cold. Is it cold?

8 The school show

I can play the guitar. I can’t walk on my hands.

Put your hat on. I’m on holiday.

Phonics Tongue Twister: Z

Phonics Tongue Twister: H

4 Animals

bird, crocodile, elephant, lion, monkey, penguin, snake, tiger, zebra

It can fly. It can’t jump.

climb, fly, jump, run, swim

Can it swim?

Festivals

Christmas, Halloween, Carnival

Phonics Tongue Twister: L

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Nivel 3

Language Syllabus Level 3

Target Vocabulary

Starter Unit:

The alphabet Numbers: 1 to 20 Colours

1 School

Target Structures What’s your name? How old are you? I’m eight.

Classroom objects: book, pen, ruler, pencil, pencil case, sharpener, schoolbag, rubber

I’ve got two pencils.

Prepositions: in, on, under, behind, next to, opposite

It’s in the schoolbag.

Have you got a sharpener? Yes, I have. / No, I haven’t.

Level 3

Target Vocabulary

Target Structures

5 Nature Park

Animals: wolf, bear, squirrel, fish, spider, snake, eagle, butterfly

It’s got wings. It hasn’t got legs.

Animal body parts: wings, legs, tail, claws

Can it fly? Yes, it can. / No, it can’t. Phonics Tongue Twister

6 After School

Phonics Tongue Twister

2 My Day

Routines: get up, brush my teeth, have a shower, get dressed, have breakfast, go to school

What time is it? It’s seven o’clock. It’s half past seven.

Days of the week

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

Sports: tennis, football, basketball, cycling, gymnastics, rollerblading, skiing, swimming

7 Transport

Transports: car, boat, ship, bike, helicopter, train, plane, bus Adjectives: slow, fast, old, new, big, small

Where is Olga? She’s in the kitchen. Phonics Tongue Twister

It’s fast. Is it slow? Yes, it is. / No, it isn’t. Phonics Tongue Twister

Numbers: 10 to 100

8 Holiday Fun

Holiday activities: camping, sailing, snorkeling, surfing, 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

He likes tennis. She doesn’t like cycling. She can ride a bike.

What’s he/she doing? He’s/She’s playing the guitar.

Term Revision

His eyes are blue. Her hair is pink.

Term Revision 4 Sports

Parts of the house: hall, bedroom, bathroom, kitchen, garden, living room

He’s tall. She’s short.

Phonics Tongue Twister

Free time activities: making models, playing cards, singing, dancing, reading, gardening, doing jigsaws, playing the guitar

Term Revision

Phonics Tongue Twister

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reader book

beep 2 Brendan Dunne

Mapa de contenidos Nivel 4

Language Syllabus Level 4

Target Vocabulary

Target Structures

Starter Unit:

Review of Beep! 3 vocabulary

1 School Timetable

School subjects: Maths, Spanish, On Monday, I’ve got/haven’t got P.E., Music, Science, Art, I.T., English Maths.

Review of Beep! 3 structures

Level 4

Target Vocabulary

Target Structures

5 My Friends

Adjectives and body parts: long hair, brown eyes

She’s got long hair. He likes/doesn’t like swimmimg.

Days of the week

Hobbies

What have you got on Friday? Phonics Tongue Twister

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

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.

Term Revision

Phonics Tongue Twister

3 Seasons

Seasons: spring, summer, autumn, winter

I go to the beach. I don’t eat ice cream.

7 Birthdays

Weather: hot, cold

My favourite season is spring. Clothes: scarf, boots, swimsuit, shorts (Review: jacket, jeans, jumper, trousers, What’s the weather like in winter? shorts, dress, T-shirt, shoes, hat, coat) It’s cold and rainy. What’s the weather like today? It isn’t snowing.

Toys and gadgets: Computer game, DVD, scooter, camera, watch

8 My Day

Phonics Tongue Twister

Term Revision 4 The Café

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

Daily routines: have lunch, go home, have dinner, do my homework, go to bed

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.

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.

Numbers 1 to 100 Food: salad, rice, chicken, grapes, bread

I do my homework at seven o’clock.

How much is it? It’s five pounds/euros. Can I have a …, please? Yes, here you are.

Term Revision

Adjectives: cheap, expensive

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Nivel 5

Language Syllabus Level 5

Target Vocabulary

Starter Unit:

Review of Beep! 4 vocabulary

Target Structures Review of Beep! 4 structures

Level 5

Target Vocabulary

Target Structures

5 My Friends

Adjectives: fit, funny, tidy, untidy, bossy, trendy, talkative, clever, friendly

Comparatives of 1-syllable adjective: Jan is taller than Eric. Miriam is faster than Suzie.

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

Recipe instructions: wash, cut, mix, etc. Do exercise, sleep eight hours, eat fruit, clean my teeth at night, walk to school, etc.

Animals: blue whale, turtle, octopus, orca, crab, etc.

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

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.

3 Stay Healthy

6 Ocean World

Term Revision 7 Family Album

Family members: cousin, aunt, uncle, grandson, granddaughter

8 A day in the country

Windmill, river, bridge, hill, field, fence, gate, etc.

Was / were / wasn’t / weren’t + adjectives: funny, noisy, shy, untidy, tidy

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

Go around, through, under, over, along Possessives: our/their

Term Revision 4 Our Town

Library, sports centre, museum, bus station, park, cinema, etc.

Where is the museum? It’s opposite/next to/between…

Term Revision

Suggestions: Let’s go to the park. Why don’t we go swimming?

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3

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reader book

beep 2 Brendan Dunne

Mapa de contenidos Nivel 6

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

Level 6

Target Vocabulary

Target Structures

5 Busy Weekends

Activities: go bowling, see a film, eat pizza, call a friend, etc.

Past simple irregulars: Went, saw ate, made, etc.

6 People in History

Inventions and artefacts

Regular past simple: discovered invented played painted climbed

Geography: River, desert, mountain, ocean, etc.

Superlatives (+ comparatives review)

With questions and short answers

Grammar: Like + verbing

Computer nouns: e-mail, text, web-page, screen, keyboard, mouse, etc.

2 Hobbies

Hobby vocabulary: Guitar, stamps, karate suit, football cards, dancing shoes, etc.

Present continuous We’re surfing the net They’re chatting How often do you… practise guitar / go to karate, etc.

Term Revision 3 Earth Day

Materials: glass, paper, cardboard, plastic, metal, newspapers, magazines

Imperatives positive and negative:

Verbs: reduce, recycle, reuse

Present continuous: I’m taking these glass bottles to the recycling bank.

Don’t drop litter! Turn off the tap!

Term Revision 4 Jobs

7 World Records

The longest river

8 My Cool Summer Job titles: astronaut, vet, musician, etc.

The highest mountain

Present simple / continuous contrast

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.

He usually wears a uniform. Today he’s wearing overalls.

Term Revision

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3

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Material para el alumno

STUDENT’S BOOK

POP-OUTS Los pop-outs incluidos en el Student’s Book son mini versiones de los cuentos que se trabajan en cada unidad. Los niños hacen sus propios cuadernillos con ellos para llevar a casa y compartir con los padres. También hay pop-outs de algunos flashcards para realizar juegos de repaso mientras revisan el vocabulario clave.

PRIMARY

student’s book beep1 Brendan Dunne Robin Newton

PRIMARY

6

3 4

2 BEEP 1 Unit 1 Story

beep 2

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student’s book

1

5

7 BEEP 1 Unit 8 Vocabulary

Brendan Dunne Robin Newton

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Material para el alumno

Sample Unit: Student’s Book 1, Unit 1

El método se distribuye en 8 lecciones de la siguiente manera

Lección 2: Presentación de gramática

Lección 1: Presentación del vocabulario

1. At school

LESSON 1

3 L”is†e> an∂ tracæ.

LESSON 2 1.13

Lección 3: El nuevo vocabulario y las estructuras gramaticales que se trabajan conjuntamente. LESSON 3

5 Tracæ an∂ sa¥.

1.11

rule®

I†ªfi å rule®. pe>

gluæ 6 L”iste> an∂ chan†.

Wha†ªfi thifi?

penci¬

schoo¬ ba@

1.17

crayo> ?

sharpene®

penci¬ casæ 2 L”iste>, fin∂ an∂ sa¥.

LESSON 4

1.15

? rubbe®

Let’s share! 7 L”is†e> to t™æ stor¥.

2

1

1 L”is†e>, poin† an∂ ®eπea†.

Lección 4: Vocabulario y gramática en práctica a través de un cuento

1

2 6

5

4 L”is†e>, sa¥ an∂ numbe®.

boo§

1.14

H’e¥, wha†´fi thifi? Do yo¤ know? I†ªfi å pe>. No, no, no!

1.12

5

6

H’e¥, wha†ªfi thifi? —a> yo¤ guesfi? I†ªfi å rule®. Yefi, yefi, yefi!

3

7

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4 7

8

9

Variedad de actividades divertidas y sencillas que presentan el vocabulario.

Las nuevas estructuras gramaticales se suelen presentar a través de actividades amenas (juegos, diálogos, role-plays…) para luego dar paso a una actividad más controlada.

Actividades previas a trabajar con el cuento. El vocabulario principal con el que van a trabajar en el cuento se recoge en la franja superior a modo de diccionario de imágenes.

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Lección 5: Repaso del vocabulario e introducción de nueva estructura 8 L”is†e> an∂ stic§. 1

LESSON 5 1.18

2

Lección 7: PHONICS

Lección 6: CLIL

LESSON 6

10 L”oo§ an∂ sa¥.

3

Beep’s world!

Lección 8: EVALUACIÓN

Unit 1 Test

LESSON 7

Name:

12 L”is†e>.

1 3

1.21

1

Name:

Class:

3

1.23

4

Unit 1 Test

Class:

2

Jiμ

Jenn¥

Luc¥

2 9 L”is†e> an∂ sin@.

1.19

4

L”e†ªfi bæ friendfi, L”e†ªfi sharæ ou® thingfi, —laπ you® handfi an∂ sin@, sin@, sin@. 1

I†ªfi å rubbe®.

2

I†ªfi å crayo>.

3

I†ªfi å penci¬ casæ. 11

10

1 2

Listen and tick (✓) the school objects. (Track 1.23) Count the objects and match the puzzle pieces.

12

3 4

πenci¬

© Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

© Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

11 R”ea∂, stic§ an∂ tracæ.

15

Look at the sequence and colour the picture that comes next. Join the numbers then trace over the word.

16

Chants, canciones y “listening activities” para repasar el vocabulario e introducir nuevas estructuras.

348378 beep castellano.indd 11

Un primer acercamiento al área curricular relacionado con el tema de la unidad. Por ejemplo: Arts & Crafts.

A través de un comic, se propone introducir y trabajar los “phonics” o simplemente repasar el vocabulario y las estructuras claves de manera amena.

Cada unidad cuenta con fichas de evaluación.

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Material para el alumno

ACTIVITY BOOK

1. At school 3 Dra∑ an∂ tracæ.

1 Tracæ an∂ matc™.

1

Sample Unit: Activity Book 1, Unit 1 penci¬

schoo¬ ba@

rule®2

pe>

penci¬

Wha†ªfi thifi?

schoo¬ ba@

boo§

crayo>

rubbe®

gluæ

rubbe®

gluæ

. sharpener

ruler

sharpener

ruler

rule®

Wha†ªfi thifi? I†ªfi å

activity book

crayo>

2

sharpene® PRIMARY

boo§

L”oo§ an∂ writæ.

3

I†ªfi å

.

4 Tracæ an∂ writæ. 5 Tracæ, I†ªfi åmatc™ penci¬.an∂ colou®.

Wha†´fi thifi?

Wha†ªfi thifi?

Wha†ªfi thifi? I†ªfi å rubbe®

penci¬ casæ

sharpene®

2

I†ªfi å

.

1

3

.

4

boo§

5

5

å sharpene®. I†ªfi I†ªfiå penci¬ casæ. I†ªfi å sharpene®. I†ªfi å pe>. I†ªfi å schoo¬ ba@. I†ªfi å rule®.

7

6

beep 2 Brendan Dunne Robin Newton

Review 6 Fin∂, circlæ an∂ writæ.

PRIMARY

1

activity book

r s p z r m g

gl¤æ 2

beep1 Brendan Dunne Robin Newton

3

5

4

6

u r e p u a l

l e n e b c u

e z t n b r e

r i b c e a t

t a o i r y i

p h o l o o p

Picture dictionary

o x k e b n u

3.1

8

boo§

7

crayo>

gluæ

pe>

penci¬

penci¬ casæ

rubbe®

rule®

schoo¬ ba@

sharpene®

9

10

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READER Y CD PRIMARY

CD Una lectura de los personajes principales a través de una nueva historia y acompañado del audio.

•

El Teacher’s Resource Book incluye unas fichas de trabajo opcionales para la lectura.

•

Se puede utilizar en clase o mandarlo como trabajo para casa.

reader

•

beep1 Brendan Dunne

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Incluye una selección de las canciones y cuentos dentro del Student’s Book.

•

También incluye la audición del Picture Dictionary incluido en el Activity Book.

PRIMARY

reader beep2 Brendan Dunne

CD-ROM DEL ALUMNO Junto con el Student’s Book los niños reciben un CD-ROM con actividades interactivas que les ayuda a repasar el vocabulario de manera divertida en casa.

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Material para el profesor ep1 ne

TEACHER’S BOOK Sample Unit: Teacher’s Book 1, Unit 1

A todo color y fácil de usar, el Teacher’s Book incluye tanto las páginas del Student’s Book como del Activity Book intercaladas, junto con las soluciones. Lesson 1A

PRIMARY

Teacher’s notes

Student’s Book, page 5

teacher’s book

Objectives To 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

Getting started Show 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).

Student’s Book page

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 Listen, point and repeat.

beep1 Susan Bolland

EDICIÓN EN CASTELLANO

1.11

Listen, find and say.

1.12

Pencil

Book

It’s yellow. It’s a sharpener.

It’s green. It’s a book.

Rubber

Ruler

It’s pink. It’s a rubber.

It’s blue. It’s a pen.

Pen

Pencil case

It’s red. It’s a pencil.

Sharpener

School bag

It’s purple. It’s a ruler.

It’s yellow and green. It’s a pencil case. Explain to the children that they have to focus on the picture in order to find the relevant information.

It’s blue and pink. It’s a school bag.

Lesson 1B Activity Book, page 5

PRIMARY

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35 Objectives

teacher’s book

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To recognize and say the target vocabulary.

02/03/11 11:11

To write the target vocabulary.

Target language Vocabulary: pencil, rubber, pen, sharpener, book, ruler, pencil case, school bag

Materials classroom object flashcards Playing card pop-outs Unit 1

Teacher’s notes

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.

Activity Book page

beep 2 Susan Bolland

EDICIÓN EN CASTELLANO

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The children trace the words of the classroom objects which gives them an opportunity to reinforce the words they are learning.

36

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.

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Organización muy cómoda y clara con apartados bien diferenciados y fáciles de ver. Actividades tipo “Cambridge Young Learners Exams” destacadas a lo largo de la guía.

Lesson 2A Student’s Book, page 6 Objectives To say the target vocabulary. To use simple structures.

Target language Vocabulary: pencil, rubber, pen, sharpener, book, ruler, pencil case, school bag Structures: What’s this? It’s a …

Materials classroom objects in a bag puppet CD

tarted uppet to take the clas ’s this? The children a

Getting ng sta s started tar ta arrted ted e Use the e puppet to take the classroom obje objects out of the bag, one by one and say: What’s this? The children answer the q question with a full answer: It’s a ener). Repeat several times until all the t children have named an object. (sharpener). 3 Listen ten and d trace. trace e Ask the children hild to look l k at A Activity i i 3 3. P Point i 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. 1.14 Ask 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.

Competencias básicas que se trabajan en cada lección van a pie de página.

Transcripts

Incluye las transcripciones de todas las audiciones dentro del desarrollo de cada lección.

Trace and listen. Ruby: What’s this? Lee: It’s a ruler.

1.13

Listen, say and number.

4 Ruby: What’s this? Lee: It’s a rubber.

2 Ruby: What’s this? Lee: It’s a pencil case.

5 Lee: What’s this? Ruby: It’s a pen.

3 Lee: What’s this? Ruby: It’s a book.

38

1.14

1 Lee: What’s this? Ruby: It’s a pencil.

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.

39

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Material para el profesor ep1 ne

TEACHER’S RESOURCE BOOK + CD

Numerosas fichas fotocopiables para responder a cada necesidad y enriquecer su clase:

Unit 1 DVD

Story

Let’s share!

Name:

•

Celebraciones y festivos.

•

Actividades para trabajar con el DVD.

•

Tests de diagnostico y de unidad, final de curso…

•

Fichas de refuerzo, consolidación y extensión a 3 niveles.

•

“Newcomers worksheets” (tests de diagnostico).

•

Fichas para trabajar con los phonics.

•

Fichas para trabajar el “reading y writing” de cara a los exámenes de “Cambridge Young Learners exams”.

•

Trinity y Cambridge exam tips.

•

Fichas para trabajar las lecciones B de manualidades.

•

Fichas para trabajar con los Richmond Primary Readers.

Class:

PRIMARY MARY

1

Name:

Class:

1 Unit 1 Phonics πe> / πenci¬

πenci¬Name:caßæ / schoo¬ ba@

Unit 1 Extension

crayo> / rub∫e®Class:

Name:

1

gl¤æ / ru¬e®

2 Thifi ifi å

πe> Thifi ifi å

21

Thifi ifi å .

Thifi ifi å .

boo§

3

1 2

o>æ πenci¬ caßæ . ifi 1 Look, read and circle. 2 Look, count and write. a®æ . a®æ . a®æ Unit 1 Reading and Writing . a®æ Name: . a®æ 1 Thifi ifi å πe>..

Look and read; then write. Look, count and write.

1 2

pi@

Name:

5

1 1.23

Look and circle. Find and colour.

Class:

Thifi ifi å rub∫e®. Thifi ifi å sharπe>e®.

crayo>

par§

Unit 1 Test

© Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

Class:

9

7

2

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§.

beep2 Susan Bolland

16

1 2

1 2

© Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

2

© Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

teacher’s resource book

The®æ The®æ The®æ The®æ The®æ The®æ

πenci¬ 2 caßæ gl¤efi sharπe>erfi

paπe®

© Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

rub∫erfi bookfi πenfi

El CD incluye PDFs de todas las fichas fotocopiables + un banco de imágenes para que el profesor pueda crear sus propias fichas, tests, etc…

πenci¬

Watch the DVD and number; then watch again and circle the differences.

beep1

PRIMARY

.

ru¬e®

© Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

.

Class:

1 © Santillana Educación SL./Richmond Publishing 2011 PHOTOCOPIABLE

teacher’s resource book

Unit 1 Reinforcement

Listen and tick (✓) the school objects. (Track 1.23) Count the objects and match the puzzle pieces.

15

Look and read, then put a tick (✓) or a cross (✗) in the box. Look and read, then write yes or no.

14

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POSTERS

8 posters por nivel, uno por unidad.

BEEP, LA MASCOTA

Beep’s world!

¡EL PRIMER MUÑECO QUE HABLA EN LAS CLASES DE INGLÉS!

1.21

El anverso reproduce el comic de Beep con el texto y un “tongue twister” para trabajar los “phonics”.

Hello girls! Hello boys! It’s time for school!

Look! Now a boy is asking a question.

pe>

Can I go to the toilet?

Can I go to the toilet? What’s the magic word?

Later…

What’s the magic word?

Look at that boy! He’s looking in the dictionary! Does he know the magic word?

Can I go to the toilet?

rule®

Hey! The magic word is PLEASE!

gluæ

What’s the magic word?

El reverso enseña el vocabulario.

What’s the magic word? What’s the magic word? Oh no! Oh dear! Everyone is going to the toilet!

Can I go to the toilet… PLEASE?

Thank you!

schoo¬ ba@ rubbe®

Yes!

sharpene®

Ah, fantastic! Now we know the magic word!

crayo> penci¬

1.22

Pick up! Pick up the pink and purple pencils! Pick up the pink and purple pencils, Peter! Pick up the pink and purple pencils, Peter!… Pleeeease!

EAN: 8431300114746 BEEP 1 © Santillana Educación S.L. / Richmond Publishing 2011

Tonguæ twiste®

Es interactivo: el profesor graba m mensajes y preguntas que el robot repetirá luego segú según petición.

boo§ penci¬ casæ Unit 1 At school

CLASS CDS Audio completo una selección de canciones y chants, actividades de escuchar y cuentos de cada unidad.

que ofrece Las posibilidades qu para son muchas, ideal p practicar el lenguaje en clase de manera distinta y amena.

DVD Cuentos animados del Student’s Book de cada unidad y ocho secciones que presentan temas diferentes con niños nativos hablando en situaciones auténticas. DVD worksheets disponibles en el Teacher’s Resource Book.

17

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Material para el profesor ep1

PRIMARY

Starters resources

PRIMARY MARY

ne

story cards

PRIMARY

flashcards

Interactive YLEInteractive YLE Practice MoversPractice Flyers Primary

Unit 1 Let’s share!

Story card 1

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Narrator: Charlie and Ruby are at school. Charlie: Oh no! My sharpener!

BEEP 1 © Santillana Educación S.L. / Richmond Publishing 2011

mil§

CAMBRIDGE YOUNG LEARNERS EXAMS: STARTERS, MOVERS, FLYERS Para aquellos profesores que desean preparar a los alumnos para estos exámenes.

FLASHCARDS

STORY CARDS

88 fichas por nivel

• Un set de Storycards de los cuentos para cada unidad del Student’s Book.

Incluye ilustración a color por una cara y por otra la palabra escrita.

Por la parte trasera de cada tarjetón va la transcripción de la audición del cuento.

•

Actividades tipo test para practicar de cara al examen. Cada examen tiene su CD-ROM correspondiente: Starters, Movers y Flyers.

•

Las actividades se pueden imprimir o trabajar online.

•

Además incluye un Flashcard bank digital.

TEACHER’S I-SOLUTIONS PACK Contiene 2 CD-ROM en cada nivel El Teacher’s i-book incluye:

Student’s CD-ROM

•

El libro digital del Student’s Book

•

•

El libro digital del Activity Book

•

El libro digital del Teacher’s Book

•

Actividades interactivas adicionales para hacer con toda la clase utilizando la pizarra digital.

•

Posters y flashcards en formato digital.

Actividades interactivas para repasar el vocabulario del Student’s Book de manera divertida.

18

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Susan B

Richmond Primary Readers

Cuando el placer de leer se encuentra con el aprendizaje del inglés LOS RICHMOND PRIMARY READERS ESTÁN AHORA DISPONIBLE EN EL APPLE STORE!

Richmond Primary Readers es una colección de 18 lecturas pensada para los 6 niveles de primaria. Las lecturas incluyen: 121663_C.ai

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20:44:20

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Ilustraciones adecuadas a la edad de los alumnos.

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Historias para cada grupo de edad con diferentes niveles de lenguaje.

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CALLUM THE CATERPILLAR

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Historias originales.

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MOLE AT THE SEASIDE

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Un diccionario ilustrado al final de cada lectura.

SID THE BUBBLEGUM KID *

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Mole at the Seaside Julie Davies

PRIMARY READERS

John Foley

• 178153_C.ai

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THE MAGIC CARPET

Worksheets disponibles para cada uno de los títulos en www.richmondelt.com

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SMELLYBEAR

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DVD para algunos títulos disponible para el profesor: la versión animada de las historias ofrece actividades didácticas excelentes para la clase.

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hm ond

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beep 2 Brendan Dunne Robin Newton

Diccionarios

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RICHMOND MINI DICTIONARY 266195_C.indd 1

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613

maravilloso; to feel ~ sentirse espléndido

Marxism [mɑksizm, Am: mɑrk-]

n no pl marxismo m

Marxist [mɑksist, Am: mɑrk-]

Diccionario bilingüe, conciso, práctico y manejable que ayuda a comprender y usar el inglés y el castellano.

Español t Inglés English t Spanish NE t 1C HO T1

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t

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Richmond Pocket Dictionary SM" R

RICHMOND POCKET DICTIONARY

16#-*4)*/(

CD-ROM INSIDE

adj marxista masculine [mskjlin] adj a. LING masculino masculinity [mskjlinti, Am: mskjlin ti] n masculinidad f mash [mʃ] vt machacar; to ~ potatoes hacer puré de patatas mask [mɑsk, Am: msk] I. n a. fig máscara f; (only covering eyes ) antifaz m; oxygen ~ máscara de oxígeno II. vt enmascarar; to ~ the statistics ocultar las estadísticas mason [meisn] n 1. Am (bricklayer ) albañil m 2. (freemason ) masón, -ona m, f masonry [meisnri] n no pl 1. (stonework ) mampostería f 2. (freemasonry ) masonería f masquerade [mɑskreid] I. n mascarada f II. vi to ~ as sth hacerse pasar por algo mass [ms] n no pl 1. a. PHYS masa f 2. (large quantity ) montón m; to be a ~ of contradictions estar lleno de contradicciones Mass [ms] n misa f; to attend ~ ir a misa; to celebrate a ~ oficiar una misa massacre [mskr, Am: -k] I. n masacre f II. vt masacrar 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 cantidades de dinero mass media n the ~ los medios de comunicación de masas mast [mɑst, Am: mst] n NAUT 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 )

Marxism – mate

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 planear masterpiece n obra f maestra Master’s n, Master’s degree n máster m

? En Gran Bretaña se llama Master’s degree al grado académico 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 Philosophy). Sin embargo en Escocia con la expresión MA se designa un primer grado académico. 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 ~ alfombra f de baño match1 [mtʃ] n cerilla f, cerillo m Méx match2 [mtʃ] I. n 1. (competitor ) contrincante mf; to be a good ~ for sb poder competir con alguien; to meet one’s ~ encontrar la horma de su zapato 2. SPORTS partido m 3. (similarity ) to be a good ~ combinar bien II. vi armonizar 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. NAUT oficial m de abordo; first/ second ~ primer/segundo oficial II. vi aparearse III. vt aparear

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr

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Student's Book

Student's Book

Para el alumno •

Student’s Book

•

Workbook

•

Quizzes de repaso al principio de cada lección.

Para el profesor

•

Juegos, actividades divertidas y comics al final de cada unidad.

•

•

Dos “Progress tests” por nivel.

Teacher’s Book

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fl h d

Target KET for Schools and Target PET with Class Audio CD

eep 2

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Dos nuevos materiales de repaso de exámenes para ayudar a los alumnos a pasar los exámenes Cambridge ESOL’s KET for Schools y el PET.

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16

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Uno de los primeros materiales de preparación para el KET for Schools, desarrollado especialmente para los a lumnos de 11 a 14 años.

36

TARGET PET

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945114_C.indd 1

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945195_C.indd 1

945206_Seri.indd 1

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EXAM WEBSITE www.richmondelt.com/exams • • • •

Incluye material adicional de práctica de los exámenes. Exclusivo vídeo de simulacro de examen oral para analizar en clase o de uso individual. Consejos para optimizar el rendimiento en el momento de la realización del examen. Transcripciones del curso y listas de vocabulario que se pueden descargar y personalizar.

22

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ctivity book

beep 2 Brendan Dunne Robin Newton

RICHMOND WEBSITE

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Visita la página web de Richmond Publishing y descubre todos los recursos disponibles para tus clases:

Richmond Publishing ha desarrollado una revista dedicada a profesores de inglés con:

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A lo largo del año, encontrarás recursos temáticos para animar tus clases. Sea el primero en conocer todas las novedades. Sigue el programa de los eventos de formación organizados en todo el país. Descarga las programaciones de aula.

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Delegaciones comerciales ANDALUCÍA OCCIDENTAL Sevilla Polígono Industrial Carretera Amarilla C/ Rafael Beca Mateos, 3. Local 2 41007 Sevilla Tel.: 95 499 97 33 Fax: 95 451 20 88 Cádiz Tel.: 956 56 96 24 Córdoba C/ Santo Tomás de Aquino, 14 14004 Córdoba Tel.: 957 43 60 62 Fax: 957 44 05 97 ANDALUCÍA ORIENTAL Málaga C/ Paquiros, 32, Polígono Industrial San Luis, 29006 Málaga Tels.: 95 224 45 87 / 95 224 45 88 Fax: 95 224 43 92 Granada Tel.: 958 43 00 09 Jaén Tels.: 953 28 11 14 / 953 28 08 70 Fax: 953 28 13 77 ARAGÓN-LA RIOJA Zaragoza Parque Industrial El Polígono Avda. Santa Ana, 14 50410 Cuarte de Huerva (Zaragoza) Tel.: 976 46 30 60 Fax: 976 50 36 83 ASTURIAS-CANTABRIA Asturias Polígono de Asipo Travesía 3. Parcela 50. Nave 10 33428 Cayés (Llanera) Tel.: 985 20 75 13 Fax: 985 20 58 23

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Cantabria Tel.: 942 22 32 95 Fax: 942 22 24 09 ILLES BALEARS C/ Gremi de Teixidors, 26. Local 11. 1.º 07009 Palma de Mallorca Tel.: 971 76 08 82 Fax: 971 75 56 77 CANARIAS Las Palmas C/ El procesador, 7 Urbanización Industrial Ajimar Jinámar 35220 Telde (Las Palmas) Tel.: 928 70 90 55 Fax: 928 71 43 73 Tenerife Polígono El Mayorazgo Parcela 14 A, N 2, 17 B (Frente a UNELCO) 38010 Santa Cruz de Tenerife Tel.: 922 21 05 83 Fax: 922 21 04 30 Fuerteventura Tel.: 615 03 60 25 CASTILLA Y LEÓN León C/ Maestro Nicolás, 41 24005 León Tel.: 987 87 60 17 Fax: 987 22 53 77 Burgos Tels.: 947 21 00 69 / 947 21 21 31 Salamanca Tel.: 923 19 36 51 Valladolid Tel.: 983 34 57 20 Fax: 983 34 45 62

CASTILLA–LA MANCHA Ciudad Real Pasaje San Vicente Ferrer, 1 13004 Ciudad Real Tel.: 926 22 89 87 Fax: 926 22 89 40

EXTREMADURA Cáceres C/ Amberes, 12-14 10005 Cáceres Tels.: 927 23 65 87 / 927 23 65 96 Fax: 927 23 63 59

Albacete Tels.: 967 24 90 74 / 967 21 07 85

Badajoz Tel.: 924 26 08 50

CATALUNYA Barcelona C/ Frederic Mompou, 11 (Vila Olímpica) 08005 Barcelona Tel.: 93 230 36 00 Fax: 93 221 26 00

GALICIA A Coruña Centro de Negocios “Mans” Polígono Pocomaco – Parcela D-22 – Local 55 15190 Mesoiro (A Coruña) Tel.: 981 08 17 66 Fax: 981 08 11 03

Girona Tel.: 972 40 17 33 Fax: 972 40 17 33 Lleida Tel.: 973 21 27 50 Fax: 973 20 50 34 Tarragona Tel.: 977 33 34 40 Fax: 977 31 10 52 EUSKADI-NAVARRA Bizkaia Polígono Legizamón Gipuzkoa Kalea, 31 48450 Etxebarri (Bizkaia) Tel.: 94 426 90 22 Fax: 94 440 52 14 Gipuzkoa Tels.: 943 26 11 84 / 943 26 07 99 Navarra Tels.: 948 13 23 11 Fax: 948 12 50 42

Almería Tel.: 950 30 64 60 Fax: 950 30 61 93 COMUNITAT VALENCIANA València C/ València, 44 46210 Picanya (València) Tels.: 96 159 43 90 / 96 159 43 91 Fax: 96 159 25 17 Alacant Prolongació Rosa dels vents, 62 03007 Alacant Tel.: 965 10 15 90 Fax: 965 10 15 92

Lugo Tel.: 982 21 91 20 Ourense Tel.: 988 22 74 73 Fax.: 988 22 93 97 Vigo Tel.: 986 41 48 22 Fax: 986 41 35 73 MADRID Ctra. de Villaviciosa de Odón a Pinto, km 20.800 Polígono Mateu-Cromo 28320 Pinto (Madrid) Tel.: 902 40 20 12 Fax: 91 495 88 82 MURCIA-ALMERÍA Murcia Avda. Francisco Salzillo Parcela 30-22 Polígono Industrial Oeste 30169 San Ginés (Murcia) Tel.: 968 37 99 39 Fax: 968 88 57 93

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