beep 1Susan Bolland

teacher’s book

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Level 1 Target Vocabulary Target Structures

5 In the house

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

Furniture: bath, bed, chair, table

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

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

I like apples. / I don’t like cake.

Do you like cheese?

Phonics Tongue Twister: Ch

8 At the seaside

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

Feelings: bored, happy, hungry, sad, scared

What can you see?

I’m hungry.

Phonics Tongue Twister: S

Festivals Halloween, Christmas, Easter

Language Syllabus

Level 1 Target Vocabulary Target Structures

Hello! Numbers: 1 to 10

Colours: blue, green, orange, pink, purple, red, yellow

Hello!

What’s your name?My name’s…

1 At school Classroom objects: book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener

What’s this? It’s a…

I’ve got a pink pencil.

Phonics Tongue Twister: P

2 My family Family: brother, dad, grandad, granny, mum, sister

This is my mum.

How old are you? I’m seven.

Phonics Tongue Twister: M

3 Perfect pets Animals: cat, dog, frog, goldfish, hamster, parrot, rabbit, rat

Colours: black, brown, grey, white

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: ball, bike, car, computer game, doll, kite, plane, teddy, train

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

2

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Level 1 Target Vocabulary Target Structures

5 In the house

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

Furniture: bath, bed, chair, table

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

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

I like apples. / I don’t like cake.

Do you like cheese?

Phonics Tongue Twister: Ch

8 At the seaside

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

Feelings: bored, happy, hungry, sad, scared

What can you see?

I’m hungry.

Phonics Tongue Twister: S

Festivals Halloween, Christmas, Easter

3

Level 1 Target Vocabulary Target Structures

Hello! Numbers: 1 to 10

Colours: blue, green, orange, pink, purple, red, yellow

Hello!

What’s your name?My name’s…

1 At school Classroom objects: book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener

What’s this? It’s a…

I’ve got a pink pencil.

Phonics Tongue Twister: P

2 My family Family: brother, dad, grandad, granny, mum, sister

This is my mum.

How old are you? I’m seven.

Phonics Tongue Twister: M

3 Perfect pets Animals: cat, dog, frog, goldfish, hamster, parrot, rabbit, rat

Colours: black, brown, grey, white

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: ball, bike, car, computer game, doll, kite, plane, teddy, train

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

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20

Getting started Introduce yourself and greet the children. Say: Hello! My name’s (Susan). What’s your name? Go round the class asking the children their names. When they feel confident enough, they can ask the question themselves. When they answer, some children might give a full sentence but others may just say their name.

1 Listen and point. 1.2

Ask the children to look at the picture in Activity 1. Explain that they are going to listen to the CD and that they must point to the character who is speaking. Play the recording and ask the children to point to the characters. Then, hold up the book and ask the children to say the name of the character you are pointing to. Repeat this several times to ensure that the children remember the characters’ names.

2 Listen and chant. 1.3

Play the recording twice and let the children listen to the chant. Play it again and encourage them to join in. Ask them to point to the characters as they say the chant.

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 it is fully written.

Transcripts

Lee: Hello! What’s your name?Monica: Hello, my name’s Monica. Monica: And what’s your name? Ruby: Oh, my name’s Ruby. Ruby: Hello! What’s your name?Charlie: My name’s Charlie.

Charlie: And you? What’s your name?Lee: Lee, my name’s Lee.Monica, Ruby, Lee: Hello doggie, what’s your name?Charlie: Chippy, he’s Chippy. Monica, Ruby, Lee: Hello Chippy!

Listen and point. 1.2

Hey, hello!What’s your name?My name’s Lee.Say that again,Lee, Lee!

Hey, hello!What’s your name?My name’s Monica.Say that again,Monica, Monica!

Hey, hello!What’s your name?My name’s Ruby.Say that again,Ruby, Ruby!

Hey, hello!What’s your name?My name’s Charlie.Say that again,Charlie, Charlie!

Chant: Hey, hello! 1.3

Lesson 1AStudent’s Book, page 2

ObjectivesTo say hello.

To say one’s name.

To act out a simple dialogue.

To recognize the characters of the book.

To say a chant.

Target languageStructures: Hello! What’s your name? My name’s...

MaterialsCD

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21

Getting started Introduce yourself and greet the children. Say: Hello! My name’s (Susan). What’s your name? Go round the class asking the children their names. When they feel confident enough, they can ask the question themselves. When they answer, some children might give a full sentence but others may just say their name.

1 Listen and point. Ask the children to look at the picture in Activity 1. Explain that they are going to listen to the CD and that they must point to the character who is speaking. Play the recording and ask the children to point to the characters. Then, hold up the book and ask the children to say the name of the character you are pointing to. Repeat this several times to ensure that the children remember the characters’ names.

2 Listen and chant. Play the recording twice and let the children listen to the chant. Play it again and encourage them to join in. Ask them to point to the characters as they say the chant.

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 it is fully written.

Transcripts

Charlie: And you? What’s your name?Lee: Lee, my name’s Lee.Monica, Ruby, Lee: Hello doggie, what’s your name?Charlie: Chippy, he’s Chippy. Monica, Ruby, Lee: Hello Chippy!

Hey, hello!What’s your name?My name’s Ruby.Say that again,Ruby, Ruby!

Hey, hello!What’s your name?My name’s Charlie.Say that again,Charlie, Charlie!

2

3 L”oo§ an∂ tracæ.

4 S”in@ an∂ poin†.

1 L”is†e> an∂ poin†.

2 L”is†e> an∂ chan†.

LESSON 1

1.2

1.3

re∂

H’ello! Wha†ªfi you® namæ?

M¥ namæªfi Monicå.

Hello!

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Children develop Cultural and artistic competence via musical awareness where they listen to and participate by repeating the chant. This activity helps to develop an appreciation for the relationship between phonology, stress and rhythm, in conjunction with music.

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22

2

3 R�ea∂ an∂ colou®. 1 Tracæ an∂ matc™.

2 Dra∑ an∂ writæ.

Hello!

M”¥ namæªfi M”onicå.

M”¥ namæªfi L”eæ.

M”¥ namæªfi —harliæ.

M”¥ namæªfi R”uby.

1 re∂ 5 purplæ

H”ellø! M”¥ namæªfi .

Child‘s own picture.

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ObjectivesTo write names.

To draw oneself.

To recognize the characters of the book.

Target languageStructures: Hello! What’s your name? My name’s...

MaterialsCDBeep toya blindfold

Children develop Social and citizenship competence by learning and practising polite formulaic language for introducing oneself. This activity helps to enable children to use real language in meaningful situations.

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Getting started Go round the classroom with the Beep toy asking the children their names. Encourage them to use full answers. Choose volunteers to take over your role with the Beep toy asking other children their names.

Karaoke Chant: Hey, hello! 1.4

Play the karaoke version of the chant and encourage the children to join in. Substitute the characters’ names for names of children in the class.

1 Trace and match.Ask the children to look at the picture in Activity 1. Tell them to trace the balloon string and to trace the name on the balloon. Go round the class and help any child who is having difficulties. When they have completed the activity, hold up the book and ask who is who. Point to each character and ask a volunteer to name them.

2 Draw and write.Explain to the children that they have to complete the space with their name. Tell them they can draw themselves in the space provided. If there is time, they can use crayons to colour the decorations of the frame. Go round the class and praise the children’s work.

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 child with their eyes covered touches the other child’s face and hair and tries to guess who it is.

Lesson 1BActivity Book, page 2

ObjectivesTo write names.

To draw oneself.

To recognize the characters of the book.

Target languageStructures: Hello! What’s your name? My name’s...

MaterialsCDBeep toya blindfold

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