1. PROGRAMACIÓN DE AULA BEEP 3
(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. Hello!
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
El alfabeto.
Números del 1 al 20.
Revisión colores (blue, green, orange, pink, purple, red, yellow).
b) Estructuras
Hi! What’s your name? (L.1)
I’m (Tim)… (L.1)
How old are you? (L.1)
I’m (eight). How about you? (L1
What’s your favourite colour? (L.1)
What’s that letter? (L.2)
How many boats can you see? (L.3)
What number is it? (L.3)
What colour is it? (L.3)
I’ve got numbers one and four.
c) Fonética
Ritmo y entonación en Listen and sing (L.2/ L.3)
- Unit 1. Ready for school
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
El aula (book, pen, pencil, pencil case, rubber, ruler, school bag,
sharpener). (L.1/L.2/L.3/L.7)
Vocabulario de la historia (banana, coat, crocodile, fruit, hat, monkey,
sándwiches, sunglasses, youghurt). (L.4/L.7)
Preposiciones (behind, in, on, under). (L.5/L.7)
Vocabulario para realizar el plano de la clase (bin, board, bookcase, chair,
computer, cupboard, plant). (L.6/L.7)
Los colores (black, blue, green, orange, pink, purple, red, yellow). (L.7)

2. b) Estructuras
Are you ready for school? (L.1/L.7)
I’m ready for school. (L.1/L.7)
I’ve got my (school bag) (L.1/L.7)
How about you?. (L.7)
Have you got a (rubber)?. (L.2/L.7)
Yes, I have / No, I haven’t. (L.2/L.7)
Here you are. (L.2/L.7)
Do you like my picture?. (L.2/L.7)
I’ve got a (ruler) in my pencil case. (L.3/L.4/L.6)
I’ve got a (white ruler). (L.7)
I haven’t got a (rubber). (L.3)
The rubber is (in) the bag. (L.3)
Where’s the book?. (L.5/L.7)
It’s (under) the table. (L.5/L.7)
There it is. (L.5)
My name’s (Lee). (L.6/L.7)
This is my teacher. (L.6/L.7)
I’m in Class 3B. (L.6/L.7)
These are my friends. (L.6/L.7)
I can see it. (L.7)
Can I have a pencil?. (L.7)
c) Fonética
Ritmo y entonación en Where’s the hamster? (L.2), The alphabet song
(L.5)
Sonido /d/ (L.7)
- Unit 2. My day!
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
Las actividades diarias (brush my teeth, get dressed, get up, go to school,
have breakfast, have a shower). (L.1/L.3/L.4/L.6)
Los números de 1 al 20 (revisión). (L.2)
Los días de la semana (Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday). (L.5/L.6)

3. b) Estructuras
Get dressed, quick! (L.1)
What time is it? (L.2)
It’s eight o’clock. (L.2/L.4/L.7)
It’s half past three. (L.2/L.4/L.7)
I get up at 9 o’clock. (L.3/L.6)
I go to school at ten o’clock. (L.3/L.6)
Tom and Lucy go to bed at half past nine. (L.4)
It’s time for breakfast. (L.4)
It’s late. (L.4)
On Wednesday, I eat pizza. (L.5)
I play computer games on Friday. (L.6)
I can’t sleep. (L.7)
c) Fonética
Ritmo y entonación en Listen and sing. (L.1), Listen and read (L.2),
Listen and sing. (L.5)
Sonido /i/ (L.7)
- Unit 3. Story World
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
Personajes de un cuento (dragon, dwarf, giant, pirate, prince, princess,
superhero, witch). (L.1/L.2/L.3/L.4/L.7)
Objetos de los personajes (crown, hair, jacket, kite, shoe). (L.5/L.6)
Adjetivos (fat, scary, short, strong, tall, thin) (L.2/L.3/L.4/L.5/L.6)
b) Estructuras
Who is she/he? (L.1/L.3/L.7)
She’s got long black hair. (L.1/L.7)
He’s got a green frog (L.1/L.7)
He’s fat. (L.2)
She’s short. (L.2/L.6)
I like the (pirate). (L.2)
She’s short and thin. (L.3)
He’s tall and fat. (L.3)
Is he tall?. (L.4)

4. Is she scary?. (L.4)
Her hair is short. (L.4/L.5)
His dog is fat. (L.4/L.7)
His kite is blue. (L.5/L.7)
It’s Tom. (L.4)
He’s the prince. (L.4)
Look out!. (L.4)
Her legs are purple. (L.6)
His legs are thin. (L.6)
c) Fonética
Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.5),
Listen and say the tongue twister (L.7)
Sonido /ai/ (L.7)
- Unit 4. Sports
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
Los deportes (basketball, cycling, football, gymnastics, rollerblading,
skiing, swimming, tennis). (L.1/L.2/L.3/L.4/L.5/L.6)
Otras actividades de ocio (climb, do, juggle, ride, rollerblade). (L.5/L.6)
Actividades relacionadas con las carreras (hands and feet race, running
race, sack race, three legs race). (L.6)
b) Estructuras
I like tennis. (L.1)
I don’t like skiing (L.1)
Do you like football? (L.1)
Yes, I do / No, I don’t. (L.1)
He likes tennis. (L.2/L.3/L.6)
She doesn’t like football. (L.2/L.3/L.6)
Does he like football?. (L.2/L.3/L.6)
Yes, he does / No, he doesn’t. (L.2/L.3/L.6)
Tom likes rollerblading. (L.4/L.7)
Karim can run fast. (L.4/L.5)
The football match starts at two o’clock. (L.4)
The football match is starting. Oh, no!. (L.4)

5. He can ride a bike. (L.5)
She can’t swim. (L.5)
Can you swim? (L.5)
Yes, I can / No, I can’t. (L.5)
His name is Paul. (L.5)
Her name is Dee. (L.5)
I don’t like playing football. (L.5)
There are boys and girls. (L.6)
They’re running. (L.6)
He can / can’t ski on one leg. (L.7)
c) Fonética
Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.5)
Sonido /dӡ / (L.7)
- Unit 5. Nature Park
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
Los animales (bear, butterfly, eagle, fish, snake, spider, squirrel, wolf).
(L.1/L.2/L.3/L.4/L.5/L.7)
Más animales (dolphin, lion, monkey, penguin, crocodile, parrot, zebra).
(L.6/L.7)
Los colores (black, brown, grey, orange) (L.1/L.7)
Partes del cuerpo de los animals (claws, feet, legs, tail, wings, teeth)
(L.2/L.3/L.4/L.5/L.6/L.7)
Adjetivos (big, hairy, horrible, scary, strong). (L.4/L.6/L.7)
Verbos (climb, fly, jump, swim). (L.4/L.5/L.7)
b) Estructuras
There’s lots to do. (L.1/L.7)
There’s lots to see (L.1/L.7)
The bear’s big and brown (L.1/L.7)
Has it got claws? (L.2/L.3/L.6/L.7)
Yes, it has / No, it hasn’t. (L.2/L.3/L.6/L.7)
It’s got a tail. (L.3/L.4/L.6/L.7)
It hasn’t got feet. (L.3/L.4/L.6/L.7)
Let’s go for a walk. (L.4/L.7)
Be careful!. (L.4/L.7)
It’s got a big tail. (L.4/L.7)

6. It’s just a spider. (L.4/L.7)
Can it fly? (L.4/L.5/L.7)
Yes, it can / No, it can’t. (L.4/L.5/L.7)
Can a bear swim? (L.5/L.7)
It can climb, but it can’t fly. (L.5/L.7)
It can climb trees. (L.6/L.7)
It’s strong. (L.6/L.7)
c) Fonética
Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.5)
Sonido /b/ (L.7)
- Unit 6. After school fun
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
Actividades de tiempo libre (dancing, doing puzzles, gardening, making
models, playing cards, playing the guitar, reading, singing).
(L.1/L.2/L.3/L.4/L.5/L.6/L.7)
Partes y objetos de la casa (bedroom, cupboard, kitchen, bathroom,
garden, hall, living room). (L.4/L.5/L.7)
b) Estructuras
I like reading. (L.1/L.6/L.7)
He’s gardening. (L.1/L.7)
She’s playing the guitar. (L.1/L.2/L.3/L.4/L.7)
What’s he/she doing?. (L.1/L.2/L.3/L.7)
She’s reading a comic. (L.2/L.3/L.7)
Where’s Tom?. (L.4/L.5/L.7)
He’s in the cupboard. (L.4/L.5/L.7)
Here’s Grandad, he’s playing cards. (L.4/L.7)
I don’t know. (L.4/L.7)
c) Fonética
Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.5)
Sonido /g/ (L.7)

7. - Unit 7. Transport
CONOCIMIENTOS LINGÜÍSTICOS
a) Vocabulario
Medios de transporte (bike, boat, bus, car, helicopter, plane, ship, train,
balloon). (L.1/L.2/L.3/L.6/L.7)
Adjetivos (big, fast, new, old, shiny, slow, small) (L.2/L.3/L.4/L.7)
Palabras relacionadas con el cuento (lighthouse, lighthouse keeper)
(L.4/L.7)
Los números 1 al 100 (L.5/L.7)
Colores (blue, brown, green, orange, pink, purple, red, yellow) (L.5/L.7)
Vocabulario relacionado con los globos que tienen que describer (chicken,
clown, eyes, hat, mouth, nose, sad) (L.6/L.7)
b) Estructuras
How do you spell (boat)? (L.1/L.7)
It’s (slow) and (yellow). (L.2/L.7)
Is your car old?. (L.3/L.7)
Yes, it is / No, it isn’t. (L.3/L.7)
The children are visiting a lighthouse. (L.4/L.7)
The boat is arriving. (L.4/L.7)
Karim and Olga are going up the stairs. (L.4/L.7)
The boat is leaving. (L.4/L.7)
Karim and Olga are flying in the helicopter. (L.4/L.7)
What are you doing there? (L.4/L.7)
We’re late. (L.4/L.7)
Can chikdren fly in balloons? (L.6/L.7)
Can balloons fly in the rain? (L.6/L.7)
This balloon has got a big smile. (L.6/L.7)
My balloon has got wings. (L.6/L.7)
c) Fonética
Ritmo y entonación en Listen and sing (L.1), Listen and chant. (L.5)
Sonido /t/. (L.7)
- Unit 8. Summer fun!
CONOCIMIENTOS LINGÜÍSTICOS

8. a) Vocabulario
Actividades de verano (camping, eating ice cream, making sandcastles,
frisbee,
sailing,
snorkeling,
surfing,
taking
photos).
(L.1/L.2/L.3/L.4/L.5/L.6/L.7)
playing
b) Estructuras
We like camping by the sea (L.1)
He’s cooking spaghetti (L.1/L.7)
She’s eating pizza. (L.1)
He’s in a car. (L.1)
She’s on a boat. (L.1/L.7)
Do you like sailing/camping by the sea? (L.2/L.4/L.5/L.7)
Yes, I do / No, I don’t. (L.2/L.4/L.5/L.7)
I like sailing/taking photos. (L.3/L.5/L.6/L.7)
I don’t like taking photos. (L.3/L.4/L.5/L.7)
Lucy and Olga are playing Frisbee. (L.4)
It’s a trick. (L.4)
Catch!. (L.4)
In summer, I go to the (beach). (L.6)
c) Fonética
Ritmo y entonación en Listen and sing (L.1), Listen and chant (L.6)
Sonido /s/ (L.7)
ACTIVIDADES
En cada una de las lecciones de cada 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 en unas ocasiones o participando todo el grupo en
otras. 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.
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

9. necesidades del alumno. Las fichas fotocopiables aparecen en el libro de recursos del
profesor.