beep Paul House

teacher’s book

3

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Language Syllabus

2

Level 3 Target Vocabulary Target Structures

Hello! The alphabetNumbers: 1 to 20Colours

What’s your name? Mark

How old are you? I’m eight.

1 Ready for school

Classroom: book, pen, ruler, pencil, pencil case, sharpener, school bag, rubber

Prepositions: in, under, behind, on

I’ve got (two pencils).

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

It’s in, under, on, behind…

Phonics Tongue Twister: b, p

2 Busy morning!

Morning 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/half past seven.

I get up at half past seven.

Phonics Tongue Twister: ee, e

3 Story World Story characters: prince, princess, giant, dragon, witch, dwarf, superhero, pirate

Adjectives: tall, short, fat, thin, scary, strong

He’s/She’s tall, short, etc.

His/Her (hair is pink).

Phonics Tongue Twister: i

Review 1 Units 0, 1, 2, 3

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

He/She likes/doesn’t like tennis.

He/She can (ride a bike). Phonics Tongue Twister: j

Level 3 Target Vocabulary Target Structures

5 Nature park Animals: wolf, bear, squirrel, fish, spider, snake, eagle, butterfly

Animal body parts: wings, legs, tail, claws

Has it got (a tail)?Yes, it has. / No, it hasn’t.

It’s got/hasn’t got (wings).

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

Phonics Tongue Twister: b

6 After school fun!

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

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

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

Where’s (Karim)? He’s in the (kitchen).

Phonics Tongue Twister: g

Review 2 Units 4, 5, 6

7 Transport Transports: car, boat, ship, bike, helicopter, train, plane, bus

Adjectives: slow, fast, old, new, big, small

Numbers: 10, 20 to 100

It’s fast, new...

Is it slow? Yes, it is. / No, it isn’t.

Phonics Tongue Twister: tr

8 Summer fun

Holiday activities: camping, sailing, snorkelling, surfing, eating ice cream, playing frisbee, making sandcastles, taking photos

Do you like sailing?Yes, I do. / No, I don’t.

I like/don’t like playing frisbee.

Phonics Tongue Twister: s

Review 3 Units 7, 8

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Level 3 Target Vocabulary Target Structures

Hello! The alphabetNumbers: 1 to 20Colours

What’s your name? Mark

How old are you? I’m eight.

1 Ready for school

Classroom: book, pen, ruler, pencil, pencil case, sharpener, school bag, rubber

Prepositions: in, under, behind, on

I’ve got (two pencils).

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

It’s in, under, on, behind…

Phonics Tongue Twister: b, p

2 Busy morning!

Morning 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/half past seven.

I get up at half past seven.

Phonics Tongue Twister: ee, e

3 Story World Story characters: prince, princess, giant, dragon, witch, dwarf, superhero, pirate

Adjectives: tall, short, fat, thin, scary, strong

He’s/She’s tall, short, etc.

His/Her (hair is pink).

Phonics Tongue Twister: i

Review 1 Units 0, 1, 2, 3

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

He/She likes/doesn’t like tennis.

He/She can (ride a bike). Phonics Tongue Twister: j

Level 3 Target Vocabulary Target Structures

5 Nature park Animals: wolf, bear, squirrel, fish, spider, snake, eagle, butterfly

Animal body parts: wings, legs, tail, claws

Has it got (a tail)?Yes, it has. / No, it hasn’t.

It’s got/hasn’t got (wings).

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

Phonics Tongue Twister: b

6 After school fun!

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

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

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

Where’s (Karim)? He’s in the (kitchen).

Phonics Tongue Twister: g

Review 2 Units 4, 5, 6

7 Transport Transports: car, boat, ship, bike, helicopter, train, plane, bus

Adjectives: slow, fast, old, new, big, small

Numbers: 10, 20 to 100

It’s fast, new...

Is it slow? Yes, it is. / No, it isn’t.

Phonics Tongue Twister: tr

8 Summer fun

Holiday activities: camping, sailing, snorkelling, surfing, eating ice cream, playing frisbee, making sandcastles, taking photos

Do you like sailing?Yes, I do. / No, I don’t.

I like/don’t like playing frisbee.

Phonics Tongue Twister: s

Review 3 Units 7, 8

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Getting started Introduce yourself, say: Hello! My name’s (Paul). What’s your name? Ask the children individually. Say: I’m very old. I’m (thirty-one). How old are you, (David)? Encourage the children to ask each other the questions. S1: Hello, my name’s (María). What’s your name? S2: I’m (David). S1: How old are you? S2: I’m (nine). Write the numbers 1 — 10 on the board and make sure the children know them. Point to a number and ask: What’s the number?

1 Listen and sing. 1.2

Say: Open your books at page 2. Write the number on the board. Ask the class to look at the picture and say: This is Tom, Olga, Karim and Lucy. Point to the characters and ask: What’s (his) name? SS: (Tom). Explain to the children that they are going to listen to a song on the CD and that you want them to sing along with it. Tell them to listen very carefully and to point to the characters as they listen. Play the CD twice. Point to the characters and ask their names and ages and then play the CD again. Encourage the children to join in with the song.

2 Listen. Ask and answer. 1.3

Ask the children to look at the photograph on page 2 and play the CD twice. Divide the class into pairs and ask the children to repeat the scene using their own names and ages.

Finishing off Ask the children to look at the board and begin to write a character’s or child’s name on it. Say the sounds of the letters as you write. The children guess whose name it is before you finish writing.

Transcript

Girl: Hi! What’s your name?Boy: I’m Mark.Girl: How old are you?Boy: I’m eight.Boy: And you? What’s your name?Girl: I’m Kay.Boy: How old are you?Girl: I’m nine.

Listen. Ask and answer. 1.3

Lesson 1AStudent’s Book, page 2

ObjectivesTo recognize the characters in the book.

To learn and sing a song.

To act out a simple dialogue.

To say Hello!

To say one’s name and age.

Target languageVocabulary: numbers 1 — 10

Structures: Hi! What’s your name? I’m (Tim). How old are you? I’m (eight). How about you?

MaterialsCD

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2

3 Listen and sing.

4 Draw letters with your finger.

I’m Mark.

How old are you?

I’m eight.

LESSON 1Hello! 1 Listen and sing. 1.2

2 Listen. Ask and answer. 1.3

Mark

Kay

I’m Tom. I’m eight.How about you?

I’m Olga. I’m nine.How about you?

I’m Lucy. I’m eight.How about you?I’m Karim. I’m eight.

How about you?

What’s your name?How old are you?

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Students develop abilities in Processing information and digital competence in the classroom by extracting specific information from a short CD recording. Students point to the characters and try to sing along with the song.

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2

4 Unscramble the letters and write.

3 Find and colour.

2 Draw yourself and answer.

I’m . I’m eight.

I’m Olga. I’m .

I’m . I’m eight.

Tom. I’m .

1 Read, match and complete.

Hello!

What’s your name? I’m

.

How old are you?I’m

.

What’s your favourite colour?It’s .

I’m Karim Lucy nine eight

K

Child’s own drawing.

Child’s own answers

Ln i

m

e

I’r cn h

a ui g

i ye t

m

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Students develop Autonomy and personal initiative by drawing themselves and answering personal questions. Students share information about themselves with the rest of the class in English.

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Getting started Put the flashcards on the board and go through the colours with the children. Point at one of the flashcards and say: What colour is this? SS: (Red). Then choose a flashcard and say: My favourite colour is (green). What’s your favourite colour, (David)? S1: (Blue). Encourage the children to ask each other the question. Then say: My name is (Paul). I’m (thirty-one) and my favourite colour is (green). Encourage the children to introduce themselves and then say: Now open your Activity Books at page 2.

1 Read, match and complete.Ask the children to look at Activity 1. Ask a volunteer to read the words in the box and then ask four volunteers to identify the characters. Point at one of the characters and say: Who’s this? S1: It’s (Olga). Ask the children to match the sentences to the correct character and to complete the sentences with the words from the word box. When they have finished, check the activity by asking four volunteers to read their sentences.

2 Draw yourself and answer.Say: Now look at Activity 2. Ask the children to draw a picture of themselves and then to answer the questions in the box. Check the activity by asking the questions: What’s your name?, How old are you? and What’s your favourite colour? The children read their answers.

Finishing off Ask a volunteer to come to the front of the class. Explain that you are going to cover his/her eyes. Point to another child to come to the front of the class without speaking. The blindfolded child touches the other child’s face and hair and tries to guess who it is.

Lesson 1BActivity Book, page 2

ObjectivesTo practise target language and structures.

To draw oneself.

Target languageVocabulary: numbers 1 — 20; blue, green, orange, pink, purple, red, yellow

Structures: Hi! What’s your name? I’m (Tim). How old are you? I’m (eight). What’s your favourite colour?

Materialsflashcards: colours

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