2 Wild Animals

8/22/2019 2 Wild Animals

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UNIT NR. 5: WILD ANIMALS

1.- OBJECTIVES:

- Identificar los nombres de los animales salvajes

- Revisar colores y números

. Pronunciar la m, n, como en mouse, nut, ox

2.- TARGET VOCABULARY:

1.- elephant(s) elefant(s) = elefante(s)

2.- giraffe(s) yiraf(s) = jirafa(s)

3- hippo(s) jipo(s) = hipopótamo(s)

4.- iguana(s) iguana(s) =iguana(s)

5.- lion(s) laion(s) =león(es)

6.- monkey(s) monki(s) =mono(s)7.- rhino(s) raino(s) =rinoceronte(s)

8.- snake(s) sneik(s) =serpiente(s)

9.- tiger(s) taiger(s) =tigre(s)

10.-zebra(s) zibra(s) =zebra(s)

3.- TARGET STRUCTURES

Is it (an elephant)? (is it an elefant)= ¿Es un elefante?

Yes, it is (ies, it is) = si, lo es

No, it isn’t (no, it isent)= no, no lo es

Are they lions? (ar dei laions)= ¿Son ellos leones?

Yes, they are (ies dei ar)= si, lo son

No, they aren’t(nou, dei arent)= no, no lo son

RECYCLED VOCABULARY: COLORSRECYCLED STRUCTURES: What is it? What are they?

VOCABULARY NR. 1:

an elephant a lion a zebra a rhino a hippo



Is it (an elephant) ?

( ) Yes, it is ( X ) No, it isn’t

1.- Is it an elephant? ……………………………………………..

2.- Is it a lion?

……………………………………………….

3.- Is it a zebra?

………………………………………………

4.- Is it a rhino?

……………………………………………….

5.- Is it a hippo?

…………………………………………………

.



HOMEWORK: Look at the pictures and answer the questions

1.- Is it an elephant?

……………………………………………..

2.- Is it a lion?

……………………………………………….

3.- Is it a zebra?

………………………………………………

4.- Is it a rhino?

……………………………………………….

5.- Is it a hippo?

…………………………………………………



Vocabulary Nr. 2: WILD ANIMALS

a tiger a snake a monkey an iguana

Is it (a tiger) ? Yes, it is. (X) No, it isn’t

1.- Look at the pictures and answer the

questions:1.- Is it a tiger?

………………………………………..

2.- Is it a snake?

……………………………………………

3.- Is I t a monkey?

……………………………………………..

4.- Is it an iguana?

………………………………………………



Are they (tigers)? ( ) Yes, they are.( X ) No, they aren’t

1.- Are they tigers?

…………………………………………………………

2.- Are they iguanas?

…………………………………………………………

3.- Are they monkeys?

…………………………………………………………

4.- Are they snakes?

…………………………………………………..



HOMEWORK: LOOK AT THE PICTURES AND ANSWER THE

QUESTIONS (TAREA: MIRA LAS FIGURAS Y CONTESTA LAS

PREGUNTAS)

Are they (tigers)?

( + ) Yes, they are.( - ) No, they aren’t 1.- Are they elephants?

…………………………………………………………

2.- Are they zebras?

…………………………………………………………

3.- Are they lions?

…………………………………………………………

4.- Are they rhinos?

…………………………………………………..

5. Are they hippos?

……………………………………………………..



USE OF A AND AN

A + consonant sound

a lion a hippo

a rhino a tiger

An + vowel sound

An elephant An iguana

HOMEWORK

1.- Write a or an: (escribe a o an)

1.- ……………………… zebra 2.- …………………….. elephant 3.. ……………………… lion 4. ……………………… tiger 5.- …………………….. animal 6.- …………………….. iguana 7.- …………………….. snake

8.- …………………….. monkey

1.- Read and match the sentences to the animals (lee y une lasoraciones a los animals)

1.- It’s an elephant

2.- It’s a zebra

3.- It’s a tiger

4.- It’s a hippo

5.- It’s a rhino

6.- It’s a tige r



2.- Read and match (lee y une)

1.- They are snakes

2.- They are iguanas

3.- They are monkeys

4.- They are tigers



UNIT NR. 6: FARM ANIMALS

1.- OBJECTIVES:

. Identificar los nombres de los animales de la granja

. Hablar sobre los animales en singular y plural

. Aprender los números del 16-20

. Pronunciar las letras p, q, y r

1.-VOCABULARY: Farm Animals

1.- bird birds (berd-berds)= ave-aves, pájaros

2.- cat cats (kaet-kaets)= gato-gatos

3.- cow cows (cau-caus)= vaca-vacas

4.- duck ducks (dak-daks)= pato-patos

5.- frog frogs(frog-frogs)= sapo-sapos

6.- horse horses(jors-jorses)= caballo-caballos

7.- puppy puppies(pápi-pàpies)= cachorro-cachorros

8.- rabbit rabbits (rrábit-rrábits)= conejo-conejos

9.- Numbers (námbers)= números FROM 15-20

10.- fifteen (fiftiin)= quince

11.-sixteen (sixtiin) = dieciseis

12.-seventeen (seventiin)= diecisiete

13.-eighteen (eightiin)= dieciocho

14.-nineteen (naitiin)= diecinueve

15.-twenty (tuenti)= veinte

2.- TARGET STRUCTURES:

1.- What’s this? It’s a horse (uats dis? Its a jorse)= ¿Qué es esto? Es un caballo

2.- What are these? They’re horses (uat ar diis? Deir jorses)=¿Qué son éstos?Son caballos

RECYCLED VOCABULARY

1.- Colors

2.- Numbers from 1-15

WHAT’S THIS?

IT’S A/AN ………………………….

a dog A puppy A cat A bird A horse



1.- What’s this? It’s a ………………………………….

2.- What’s this?

It’s a ……………………………………

3.- What’s this? It’s a ……………………………………

4.- What’s this?

It’s a ……………………………………..

5.- What’s this? It’s a ………………………………………

WHAT ARE THESE? THEY’RE ………………………S.

dogs puppies cats birds horses



1.- What are these? They’re …………………….

2.- What are these?

They’re …………………….

3.- What are these?

They’re …………………….

4.- What’s these?

They’re……………………………………..

5.- What are these?

They’re ………………………………….

VOCABULARY NR. 2:

a frog a rabbit a duck a cow



frogs rabbits ducks cows

REVIEW OF NUMBERS

Number English (pronunciation)

zero (ziir-rou)

one (uan)

two (tuu)

three (thrii)

four (for)

five (faiv)

six (siks)

seven (SEV-en)



eight (eit)

nine (nain)

ten (ten)

eleven (i-LEV-en)

twelve (tuelf)

Number English (pronunciation)

13 thirteen (zeR-tin)

14 fourteen (FOR-tin)

15 fifteen (FIF- tin)

16 sixteen (SIKS tin)

17 seventeen (SEV-en- tin)

18 eighteen (eit- tin)

19 nineteen (nantin)

20 twenty (tuenti)



PRACTICE:



HOW MANY? ¿Cuántos, cuantas?

1.- How many cats are there?

There is one

2- How many cats are there?

There are ………………cats.

3.- How many horses are there?

There are …………………………horses.



5.- How many puppies are there?

There are ………………………puppies.

6- How many dogs are there?

There are ……………………. dogs.



7- How many birds are there?

There are ……………………. bird s.

8.- How many ducks are there?

There are ……………………. ducks.



9- How many rabbits are there?

There are ……………………. rabbits.

10.- How many frogs are there? There are ……………………. frogs.



11.- How many cows are there?

There are …………………………….cows



UNIT NR. 8: FOOD (fuud) alimentos

Objectives:

- Identificar el nombre de los alimentos- Conversar sobre agrados y desagrados

- Revisar números y colores

Target vocabulary:

1..- apples (apol)s = manzanas

2.- bananas (bananas) = plátanos

3.- beans (bins) = frejoles

4.- bread (bred) = pan

5.- cake (keik) = torta

6.- cheese (chiis) = queso

7.- chicken (chiken) = pollo

8.- grapes (greips) = uvas

9.- mangoes (mangous) = mangos

10.- oranges (oranyes) =naranjas11.- rice (rais) = arroz

12.- strawberry (stroberri) =fresas

Target structure:

1.- I like (oranges) = ai laik oranyes

2.- I don’t like (grapes) = ai don’t laik greips

3.- Do you like (grapes)? = du iu laik greips

4.- Yes, I do = ies, ai du

5.- No, I don’t = nou, ai dont



UNIT NR. 8: FOOD (fuud) alimentos

Objectives:

- Identificar el nombre de los alimentos

- Conversar sobre agrados y desagrados

- Revisar números y colores

Target vocabulary:

1..- apples (apol)s = manzanas

2.- bananas (bananas) = plátanos

3.- beans (bins) = frejoles

4.- bread (bred) = pan5.- cake (keik) = torta

6.- cheese (chiis) = queso

7.- chicken (chiken) = pollo

8.- grapes (greips) = uvas

9.- mangoes (mangous) = mangos

10.- oranges (oranyes) =naranjas

11.- rice (rais) = arroz

12.- strawberry (stroberri) =fresas

Target structure:

1.- I like (oranges) = ai laik oranyes

2.- I don’t like (grapes) = ai don’t laik greips

3.- Do you like (grapes)? = du iu laik greips

4.- Yes, I do = ies, ai du

5.- No, I don’t = nou, ai don’t



UNIT NR. 6: WHERE’S THE BOX

1.- VOCABULARY:

1.- LAMP (laemp) lámpera

2.- PHONE (foun) teléfono

3.- POSTER (pouster) poster, lámina

4.- RUG (rág) alfombrita, tapete

5.- WALL (uol) pared

2.- PREPOSITIONS

1.- BEHIND (bejaind) detrás

2.- IN (in) en, dentro

3.- IN FRONT OF (in fron ov) adelante de, delante

4- NEXT TO (nexst tu) al lado, al lado de

5.- ON (on) encima, sobre

6.- UNDER (ander) debajo, debajo de


1.- Where’s the (box)? (uers da boxes) ¿En dónde está la caja?2.- It’s (under )the (bed) (its ander da bed) Está debajo de la cama

3.- Where are the (rugs)? (uer ar da rags) ¿En dónde estás las alfombritas?

4.- They’re (under the tables)(deir ander da teibols) Están debajo de las mesas.

UNIT NR. 6: WHERE’S THE BOX

1.- VOCABULARY:

1.- LAMP (laemp) lámpera

2.- PHONE (foun) teléfono

3.- POSTER (pouster) poster, lámina4.- RUG (rág) alfombrita, tapete

5.- WALL (uol) pared

2.- PREPOSITIONS

1.- BEHIND (bejaind) detrás

2.- IN (in) en, dentro

3.- IN FRONT OF (in fron ov) adelante de, delante

4- NEXT TO (nexst tu) al lado, al lado de

5.- ON (on) encima, sobre

6.- UNDER (ander) debajo, debajo de


1.- Where’s the (box)? (uers da boxes) ¿En dónde está la caja?

2.- It’s (under )the (bed) (its ander da bed) Está debajo de la cama

3.- Where are the (rugs)? (uer ar da rags) ¿En dónde estás las alfombritas?

4.- They’re (under the tables)(deir ander da teibols) Están debajo de las mesas.



I.E.P. “BRYCE” THIRD GRADE OF PRIMARY

What are you doing? I’m reading

We’re studying at Bryce

What are they doing? They’re singing

What is he doing? He’s watching T.V:

What is she doing? She’s listening to music.

Exercise 1

Completa los recuadros con las respuestas correctas. Entre paréntesis

se indica el verbo que se debe utilizar.

1.-What is she doing?

She (read) a book.


She (drink ) water



3.-What are they doing?They (dance)

4..-What is he doing?

He (write) a letter.

5.-What is he doing?

He (work)

6.-What are they doing?

They (watch) the eclipse.


He (play) .




He (dance) .


He (read) a book.


She (sing) .


He (ski)




He (eat) a sandwich.


She (play) the guitar.


She (cook) .

15.-What is Sarah doing?

She (wash) up.

16.- What are they doing?

They (run) .



17.-What is Paul doing?He (paint) .

Exercise 2

Elige la opción más adecuada para responder a las siguientes

preguntas.

1.-Is Brian reading a book?

No, he isn’t.

Yes, he is.

2. Is Brian reading a book?

Yes, he is.

No, he isn’t.

3.-Is Susan writing a poem?No, she isn’t.

Yes, she is.

4..-Is your brother playing soccer?

Yes, he is.

No, he isn’t.

6.-Is your sister studying English?

No, she isn't.

Yes, she is.

HOMEWORK:



1.- Unscramble the words and make questions and answers:

1.- is / he / doing / What / ?

----------------------------------------------------------------

running / He / is

----------------------------------------------------------------

2.- he / is / What / doing / ?

-------------------------------------------------------------------

eating / a / sandwich / He / is

-------------------------------------------------------------------



3.- he / is / What / doing / ?

-----------------------------------------------------------------

playing / He / is

-----------------------------------------------------------------

4.- is / she / doing / What / ?

………………………………………………………..

a book / is / She / reading

-----------------------------------------------------------------



5.- she / doing / is / What / ?

----------------------------------------------------------------

is / jumping / She / rope

-----------------------------------------------------------------

6.- is / she / doing / What / ?

----------------------------------------------------------------

swimming / is / in the pool / She

----------------------------------------------------------------

7.- they / are / doing / What / ?

----------------------------------------------------------------



are / tennis / playing / They

----------------------------------------------------------------

8.- are / they / doing / What / ?

----------------------------------------------------------------

basketball / are / playing / They

................................................................................................

9.- they / What / doing / are / ?

---------------------------------------------------------------.



Karate / They / doing / are

----------------------------------------------------------------

WORKSHEET NR. 2

1.- Look at the pictures and answer

Yes, he / she is - No, he/ she



Yes, they are - No, they aren’t

1.- Is Ana reading a book?

………………………………………………

2.- Are they dancing?

………………………………………………..

3.- Is he playing the piano?

………………………………………………



4.- Are they watching T.V:?

………………………………………………….

5.- Is she painting?

………………………………………………..



6.- Is he writing a letter?

………………………………………………..

7.- Are they playing basketball ?

……………………………………………………

8.- Is he sleeping?

…………………………………………………

9.- Are they swimming in the pool?

……………………………………………………



UNIT NR..6 : BUGS

1.- VOCABULARY: BUGS

1.- ant (aent) hormiga

2.- beetle (bilol) escarabajo3.- Caterpillar (karerpilar) oruga

4.- grasshopper (grasjoper) saltamontes

5.- ladybug (leidibag) mariquita

6.- stick insect ( stik insekt) insecto pegagoso

7.- butterfly (barerflai) mariposa

8.- bee (bii) abeja

9.- fly (flai) mosca

10.-mosquito (moskitou) mosquitos

PARTS OF AN INSECT/BUG

1.- wings (uings) alas2.- legs (legs) piernas

3.- stripes (straips) rayas

4.- spots (spots) manchas

5.- antennae (antenna) antenna

PREPOSITIONS OF PLACE:



1.- IN in (EN, DENTRO)

2.- ON ON SOBRE, ENCIMA

3.- NEXT TO NEXS TU AL LADO, JUNTO

4.- IN FRONT OF IN FRONT OF DELANTE DE

5.- BEHIND BIJAIND DETRAS, ATRAS

6.- BETWEEEN BITUIN ENTRE, EN MEDIO

GRAMMAR STRUCTURES:

1.- Where’s (the ladybug) (uers da leidibag) ¿En donde esta la

mariquita?

2.- It’s (next to the bee) (its nexs to dab ii) Está al lado de la abeja

3.- Where are (the ladybugs) (uer ar da leidibags) ¿En donde están las

mariquitas?

4.- They’re (next to the bee) (deir nexs to dab ii) Están al lado de la abeja

5.- Does (a bee) have (stripes)? (das a bii jaev straips) ¿Tiene una abeja rayas?

6.- Yes, it does, No, it doesn’t (ies it das, nou, it dasn’t) Si, si tiene, no no tiene

5.- Do ( bees) have (stripes)? (do biis jaev straips) ¿Tienen las abejas rayas?

6.- Yes, they do, No, they don’t (ies it das, nou, it dasn’t) Si, si tienen , no notienen

UNIT NR..6 : BUGS

1.- VOCABULARY: BUGS

1.- ant (aent) hormiga

2.- beetle (bilol) escarabajo

3.- Caterpillar (karerpilar) oruga

4.- grasshopper (grasjoper) saltamontes

5.- ladybug (leidibag) mariquita6.- stick insect ( stik insekt) insecto pegagoso

7.- butterfly (barerflai) mariposa

8.- bee (bii) abeja

9.- fly (flai) mosca

10.-mosquito (moskitou) mosquitos

PARTS OF AN INSECT/BUG

1.- wings (uings) alas

2.- legs (legs) piernas

3.- stripes (straips) rayas4.- spots (spots) manchas

5.- antennae (antenna) antenna

PREPOSITIONS OF PLACE:

1.- IN in (EN, DENTRO)

2.- ON ON SOBRE, ENCIMA

3.- NEXT TO NEXS TU AL LADO, JUNTO



4.- IN FRONT OF IN FRONT OF DELANTE DE

5.- BEHIND BIJAIND DETRAS, ATRAS

6.- BETWEEEN BITUIN ENTRE, EN MEDIO

GRAMMAR STRUCTURES:

1.- Where’s (the ladybug) (uers da leidibag) ¿En donde esta la

mariquita?

2.- It’s (next to the bee) (its nexs to dab ii) Está al lado de la abeja 3.- Where are (the ladybugs) (uer ar da leidibags) ¿En donde están las

mariquitas?

4.- They’re (next to the bee) (deir nexs to dab ii) Están al lado de la abeja

5.- Does (a bee) have (stripes)? (das a bii jaev straips) ¿Tiene una abeja rayas?

6.- Yes, it does, No, it doesn’t (ies it das, nou, it dasn’t) Si, si tiene, no no tiene

5.- Do ( bees) have (stripes)? (do biis jaev straips) ¿Tienen las abejas rayas?

6.- Yes, they do, No, they don’t (ies it das, nou, it dasn’t) Si, si tienen , no no

tienen



UNIT NR. 6: DANCING AND SINGING

OBJECTIVES:

1.- Identificar los nombres de las acciones

2.- Preguntar y describir lo que está ocurriendo en el momento

3.- Usar el presente progresivo /contínuo (verb + ing)

4.- Revisar acciones y habilidades



VOCABULARY:

1.- dancing = bailando

2.- drinking = bebiendo

3.- eating = comiendo4.- feeding my cat= alimentando a mi gato

5.- juggling = hacienda malabares

6.- jumping = saltando

7.- reading = leyendo

8.- riding = montando, cabalgando

8.- singing = cantando

9.- sleeping = durmiendo

10.- watching T:V:= mirando T.V.

TARGET STRUCTURES:

1.- What are you doing? I’m dancing (¿Què estas haciendo?

Estoy bailando)

2.- What’s he doing? He’s dancing (¿Què está el haciendo?

El está bailando

3.- What’s she doing? She’s dancing (¿Què esta ellahaciendo? Ella está bailando

4. What are they doing? They’re dancing (¿Què estas ellos

haciendo ? Estan bailando

5.- Are you dancing? Yes, I am. No, I’m not

(¿Estas bailando? Si, yo estoy, No, yo

no estoy)

UNIT NR. 6: DANCING AND SINGING

OBJECTIVES:

1.- Identificar los nombres de las acciones

2.- Preguntar y describir lo que está ocurriendo en el momento

3.- Usar el presente progresivo /contínuo (verb + ing)



4.- Revisar acciones y habilidades

VOCABULARY:

1.- dancing = bailando

2.- drinking = bebiendo3.- eating = comiendo

4.- feeding my cat= alimentando a mi gato

5.- juggling = hacienda malabares

6.- jumping = saltando

7.- reading = leyendo

8.- riding = montando, cabalgando

8.- singing = cantando

9.- sleeping = durmiendo

10.- watching T:V:= mirando T.V.

TARGET STRUCTURES:

1.- What are you doing? I’m dancing (¿Què estas haciendo?

Estoy bailando)

2.- What’s he doing? He’s dancing (¿Què está el haciendo?

El está bailando3.- What’s she doing? She’s dancing (¿Què esta ella

haciendo? Ella está bailando

4. What are they doing? They’re dancing (¿Què estas ellos

haciendo ? Estan bailando

5.- Are you dancing? Yes, I am. No, I’m not

(¿Estas bailando? Si, yo estoy, No, yo

no estoy)



UNIT NR. 7: MY THINGS (mai zings) = mis cosas, mis pertenencias

OBJECTIVES:

To talk about personal possessions or things (hablar sobre sus cosas personales o

pertenencias.

To pronounce th as in these (pronunciar last h (z)

TARGET VOCABULARY:

1.- boots (buuts) = botas

2.- bracelet (breislet) = brazalete, pulsera

3.- brush (brush) = cepillo

4.- comb (kom) = peine

5.- earrings (irrings) =aretes

6.- glasses (glases) = lentes

7.- gloves (glouvs) = guantes

8.- hair clips (jerk lips) =ganchos para cabellos

9.- keys (kiis) = llaves

10.- necklace (nekleis) = collar

11.- ring (ring) = anillo

12.- sneakers (snikers) = zapatillas

13.- umbrella (ambrela) = paraguas

14.- watch (uatch) = reloj de pulsera

TARGET STRUCTURES:

Where’s the ring? Here it is. (uers da ring, jiir it is)= en dònde esta el anillo, aqui esta.

What’s this? (uat’s dis)= que es esto/esta Para indicar que un objeto esta cerca (singular-

cerca)

What’s that? (uat’s dat)= que es eso/esa, aquello, aquella. Para indicar que un objeto esta

lejos

(singular-lejos)



What are these? (uat ar diis)= que son estos/as. Para indicar que varios objetos están cerca

(plural-cerca)

What are those? (uat are dous)= que son esos/as, aquellos/llas. Para indicar que varios

objetos están lejos

(plural-lejos)

Do you have (sneakers)? (du iu jaev snikers)= tienen uds. zapatillasYes, we do. No, we don’t (ies, ui du. Nou, ui don’t)= Si, nosotros tenemos. No, nosotros

no tenemos.

Singular (cerca) Plural (cerca) Singular (lejos) Plural (lejos)

This These That Those

What is this?It’s… What are these?They’ re.. What’s that?It’s... What are those? They’re..




OBJECTIVES:To talk about personal possessions or things (hablar sobre sus cosas personales o

pertenencias.


TARGET VOCABULARY:






6.- glasses (glases) = lentes7.- gloves (glouvs) = guantes


9.- keys (kiis) = llaves

10.- necklace (nekleis) = collar





TARGET STRUCTURES:



cerca)


lejos

(singular-lejos)


(plural-cerca)





(plural-lejos)

Do you have (sneakers)? (du iu jaev snikers)= tienen uds. zapatillas

Yes, we do. No, we don’t (ies, ui du. Nou, ui don’t)= Si, nosotros tenemos. No, nosotros

no tenemos.





OBJECTIVES:

To talk about personal possessions or things (hablar sobre sus cosas personales o

pertenencias.


TARGET VOCABULARY:






6.- glasses (glases) = lentes

7.- gloves (glouvs) = guantes


9.- keys (kiis) = llaves10.- necklace (nekleis) = collar





TARGET STRUCTURES:



cerca)


lejos

(singular-lejos)


(plural-cerca)



(plural-lejos)



Do you have (sneakers)? (du iu jaev snikers)= tienen uds. zapatillas

Yes, we do. No, we don’t (ies, ui du. Nou, ui don’t)= Si, nosotros tenemos. No, nosotros

no tenemos.




PRACTICE:

1.- MAKE SENTENCES USING : GOING + VERB/ING

Example:

He is going hiking.

1.- ………………………………………………………………….

2.- ……………………………………………………………………

3.- …………………………………………………………………..

4.- …………………………………………………………………….(bowling)



5.- ……………………………………………………………………………

2.- Marina’s family schedule: True or false?

3-Look at the schedule and answer the questions:

1.- What’s Marina going to do on Monday the 2nd

?

She’s going to play soccer on Monday the 2nd

.

2.- What are Marina and her dad going to do on Thursday the 12th?

They…………………………………………………………………………………………………………….

3.- What are Marina’s mom and dad going to do on Saturday the 7th

?

They ……………………………………………………………………………………………………………

4.- What are Marina and her mother going to do on Sunday the 8th?……………………………………………………………………………………………………………………..



4.- Answer the questions:

1.- What day is today? It’s ……………………………………………..

2.- What are you going to do tomorrow morning?

………………………………………………………………………………………………………..

3.- What are you going to do on Sunday afternoon?

…………………………………………………………………………………………………………

5.- Where do you take these things?

1.A: Where did Coco go on vacation?(sunglasses)

She went to the United States

B: What did she buy?

She bought sunglasses

2. A: Where did Tom go on vacation? (toys)

He went to the …………………………

B: What did he buy?

He bought ……………………………….

3. A: Where did you go on vacation?(clothes)

I went to the ………………………..

B: What did he buy?

I bought ………………..

4. A: Where did Mary go on vacation?(shoes

She went to ……………………………

B: What did she buy?

She bought …………………………….

PRACTICE

1.- WRITE THE PRESENT OR PAST OF THE VERBS



2.- LOOK AT THE VERBS OF THE EXERCISE 1 AND COMPLETE THE

SENTENCES

3.- DIALOGS: Complete the dialogs

4.- LOOK AT THE CHART AND COMPLETE IT WITH THE CORRECT

COUNTRIES

AFFIRMATIVE FORM - NEGATIVE

FORM

1. I WENT TO - I DIDN’T

GO

( YO FUI - YO NO FUI)

1.- I didn’t go to the United States

I went to Europe

I saw the Eiffel tower

2.- I didn’t go to South America.

I went to Africa

I saw a lion and an elephant

3.- I went to South America

I saw a big waterfall there.

4.- I didn’t go to Oceania



UNIT NR. 6: WHAT’S THE MATTER?

UNIT OBJECTIVES:

1.- Reconocer y nombrar dolencias

2- Dar consejo y ordenes a alguien quien está enfermo

TARGET VOCABULARY:

ILLNESSES OR SICKNESSES: ENFERMEDADES

1. a cold = un resfriado

2. A cough = tos 3. A cut = un corte

4. A headache= dolor de cabeza

5. A sore throat= dolor de garganta

REMEDIES:

1.- DRINK SOME TEA : BEBER TE

2.- EAT SOME HEALTY FOOD: COMER COMIDA SALUDABLE

3.- GET SOME REST: DESCANSAR



4.- PUT ON A BANDAGE: PONER UNA CURITA

5.- TAKE SOME MEDICINE: TOMAR MEDICINA

TARGET STRUCTURES

1.- What’s the matter? ¿Cúal es el problema?2.- I have a cold tengo un resfriado

3.- You should (stay in bed) permanecer en cama

4.- You have to (stay in bed) Tienes que permanecer en cama

UNIT NR. 6: WHAT’S THE MATTER?

UNIT OBJECTIVES:

1.- Reconocer y nombrar dolencias

2- Dar consejo y ordenes a alguien quien está enfermo

TARGET VOCABULARY:


1. a cold = un resfriado

2. A cough = tos

3. A cut = un corte 4. A headache= dolor de cabeza

5. A sore throat= dolor de garganta

REMEDIES:

1.- DRINK SOME TEA : BEBER TE

2.- EAT SOME HEALTY FOOD: COMER COMIDA SALUDABLE

3.- GET SOME REST: DESCANSAR

4.- PUT ON A BANDAGE: PONER UNA CURITA



5.- TAKE SOME MEDICINE: TOMAR MEDICINA

TARGET STRUCTURES

1.- What’s the matter? ¿Cúal es el problema?

2.- I have a cold tengo un resfriado3.- You should (stay in bed) permanecer en cama

4.- You have to (stay in bed) Tienes que permanecer en cama

UNIT NR. 7: I AM TALLER THAN YOU

UNIT OBJECTIVES:

1.- Hacer comparaciones

2- Describir apariencias

TARGET VOCABULARY:


1. Bigger màs grande

2. Curlier màs crespò/a

3. Darker màs oscuro

4. Lighter màs claro

5. Older mayor

6. Shorter màs corto/a

7. Smaller màs pequeño

8. Starighter màs lacio

9. Stronger màs fuerte

10. Taller más alto

11. Thinner más Delgado

12.

Younger más joven 13. Hers su de ella



14. His su de él

15. Mine mio

16. Yours tuyo/suyo

TARGET STRUCTURES

1.- I am taller than you Soy más alto/a que tu

2.- Is he taller than you? Es el más alto que tú

3.- Yes, he is. No, he isn’t Sí, el lo es, No, no lo es.

4.- My hair’s curlier than yours. Mi cabello es más crespo que

el tuyo.

5.- Whose hair´s curlier? De quien es el cabello más crespo

UNIT NR. 7: I AM TALLER THAN YOU

UNIT OBJECTIVES:

1.- Hacer comparaciones

2- Describir apariencias

TARGET VOCABULARY:


1. Bigger màs grande

2. Curlier màs crespò/a

3. Darker màs oscuro

4. Lighter màs claro

5. Older mayor

6. Shorter màs corto/a

7. Smaller màs pequeño

8. Starighter màs lacio

9. Stronger màs fuerte

10. Taller más alto

11. Thinner más Delgado

12.

Younger más joven 13. Hers su de ella



14. His su de él

15. Mine mio

16. Yours tuyo/suyo

TARGET STRUCTURES

1.- I am taller than you Soy más alto/a que tu

2.- Is he taller than you? Es el más alto que tú

3.- Yes, he is. No, he isn’t Sí, el lo es, No, no lo es.

4.- My hair’s curlier than yours. Mi cabello es más crespo que

el tuyo.

5.- Whose hair´s curlier? De quien es el cabello más crespo

UNIT NR. 8: WHERE DID YOU GO

UNIT OBJECTIVES:

1.- Hablar sobre evento s en el pasado

2- Reconocer y nombrar regiones, continentes, y países

TARGET VOCABULARY:

1.- Africa Africa

2.- Antartica Antartida

3.- Argentina

4.- Asia

5.- Canada

6.- Europe Europa

7.- Germany Alemania

8.- India9.- New Zealand Nueva Zelandia

10.- Nigeria

11.- North America

12.- Oceania

13.- South America

14.- ate pasado del verbo comer

15.- bought pasado del verbo comprar

16.- did pasado del verbo hacer

17.- drank pasado del verbo beber18.- flew pasado del verbo volar



19.- had pasado del verbo tener

20.- met pasado del verbo encontrar

21.- saw pasado del verbo ver

22.- took pasado del verbo llevar

23.- went pasado del verbo ir

TARGET STRUCTURES

1.- Where did you go on vacation? ¿ A dónde fuiste de vacaciones?

2.- I went to London Yo fuiste a Londres.

3.- What did you do? ¿Qué hiciste?

4.- I ate spaghetti Comí espagueti

5.- Did you go to Europe? ¿Fuiste a Europa?

6.- Yes, I did, No, I didn’t Sí yo fuí, no, no fui

7.- Where’s Argentina? En donde está Argentina

8.- It’s in South America. Está en Sud-américa

UNIT NR. 8: WHERE DID YOU GO

UNIT OBJECTIVES:

1.- Hablar sobre evento s en el pasado

2- Reconocer y nombrar regiones, continentes, y países

TARGET VOCABULARY:

1.- Africa Africa

2.- Antartica Antartida

3.- Argentina

4.- Asia

5.- Canada

6.- Europe Europa

7.- Germany Alemania

8.- India

9.- New Zealand Nueva Zelandia

10.- Nigeria

11.- North America

12.- Oceania

13.- South America

14.- ate pasado del verbo comer

15.- bought pasado del verbo comprar

16.- did pasado del verbo hacer

17.- drank pasado del verbo beber



18.- flew pasado del verbo volar

19.- had pasado del verbo tener

20.- met pasado del verbo encontrar

21.- saw pasado del verbo ver

22.- took pasado del verbo llevar

23.- went pasado del verbo ir

TARGET STRUCTURES

1.- Where did you go on vacation? ¿ A dónde fuiste de vacaciones?

2.- I went to London Yo fuiste a Londres.

3.- What did you do? ¿Qué hiciste?

4.- I ate spaghetti Comí espagueti

5.- Did you go to Europe? ¿Fuiste a Europa?

6.- Yes, I did, No, I didn’t Sí yo fuí, no, no fui

7.- Where’s Argentina? En donde está Argentina 8.- It’s in South America. Está en Sud-américa

You Yes, I/we have-No, I/we haven’t

Have

they Yes, they have - No, they haven’t

He bought the dounuts yet? Yes, he has - No, he hasn’t

Has Yes, she has – No, she hasn’t

she

It

USO DE YET EN ORACIONES INTERROGATIVAS:

Have they bougtht the peanuts yet? (No han comprado ellos los manìes

todavía)

( + ) Yes, they have( - ) No, they haven’t

PRACTICE:

1.- He/drunk his juice/yet?

Has he drunk his juice yet?

(+) Yes, he has

(-) No, he hasn’t

2.- She/made the cupcakes/yet?

……………………………………………………………………………………………………………………………………..



………………………………………………………………………………………………………………………………………

3.- They/ bought the popcorn/yet?

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

4.- He/ started class / yet?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

5.- you/ eaten the donuts/yet?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

6.- they/ made the hamburgers/yet?……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………..

USO DE YET EN ORACIONES NEGATIVAS

HAVE YOU MADE THE CAKE?

I’VE (I HAVE) MADE THE CAKE BUT I HAVEN’T MADE THE CUPCAKES YET.

HAS HE MADE THE TACOS?

HE’S (HE HAS) MADE THE TACOS BUT HE HASN’T MADE THE CORN DOGS YET.

PRACTICE

1.- ANSWER THE QUESTIONS ACCORDING TO THE CUES:1.- HAVE YOU MADE THE FRUIT PUNCH?

(+) FRUIT PUNCH (-) THE SUNDAES

………………………………………………………………………………………………………………………………..

2.- HAVE YOU MADE THE CORN DOGS?

(+) CORN DOGS (-) POPCORN

…………………………………………………………………………………………………………………………………

3.- HAVE YOU MADE THE DONUTS?

(+) THE DONUTS (-) CUPCAKES……………………………………………………………………………………………………………………………….

4.- HAVE YOU MADE THE TACOS?

(+) TACOS (-) NACHOS

………………………………………………………………………………………………………………………………

5.- HAVE YOU BOUGHT THE PEANUTS?

(+ ) PEANUTS (-) POP CORN

……………………………………………………………………………………………………………………………….

PRACTICE



1.- ANSWER THE QUESTIONS ACCORDING TO THE CUES:

1.- HAVE YOU MADE THE FRUIT PUNCH?


………………………………………………………………………………………………………………………………..



…………………………………………………………………………………………………………………………………


(+) THE DONUTS (-) CUPCAKES

……………………………………………………………………………………………………………………………….



………………………………………………………………………………………………………………………………

5.- HAVE YOU BOUGHT THE PEANUTS?(+ ) PEANUTS (-) POP CORN

……………………………………………………………………………………………………………………………….

UNIT NR. 8: THEN AND NOW (entonces y ahora)

1.- VOCABULARY: adjectives (adjetivos calificativos)

1.- cute = simpático/a

2.- mean = desagradable

3- hardworking= laborioso/a, trabajador4.- lazy= flojo/a

5.- messy= desordenado/a

6.- nice= agradable

7.- ugly= feo/a

8.- old= mayor, viejo/a

9.- Young= joven

10.- noisy= ruidoso/a

11.- quiet= callado/a quieto/a

2.-TARGET STRUCTURES

TO BE VERB (SER O ESTAR)

1.- AFFIRMATIVE FORM: PRESENT (now= ahora) PAST (then= antes

en ese entonces)

I am I was

He is

She is

It is

He was

She was

It was

We are

You are

They are

We were

You were

They were



2.- NEGATIVE FORM:

PRESENT (now= ahora) PAST (then= antes

en ese entonces)

I am not (I’m not) I was not wasn’t

He is not

She is not isn’t

It is not

He was not

She was not wasn’t

It was not

We are notYou are not aren’t

They are not

We were notYou were not weren’t

They were not

3.- INTERROGATIVE FORM:

PRESENT (now= ahora) PAST (then= antes

en ese entonces)

Am I Was I ?

Is he

Is she

Is it

Was he ?

Was she ?

Was it ?

Are we

Are you

Are they

Were we ?

Were you ?

Were they ?

PRACTICE

1.- Write sentences like the examples:

1.- He’s young. He isn’t old

2.- She’s cute. She ……………………………………………….............. 3.- He’s hardworking. He …………………………………………………….

4.- He’s nice. He …………………………………………………………………..

5.- She isn’t young. She ……………………………………………………….

6.- They aren’t nice. They…………………………………………………..

7.- They aren’t old. They…………………………………………………..

8.- She isn’t hardworking. She…………………………………………….

9.- He isn’t ugly. He……………………………………………………………

10.-He ‘s handsome. He ……………………………………………………...

Is he lazy? Yes, he is - No, he isn’t Is she nice? Yes, she is - No, she isn’t

Are they ugly? Yes, they are - No, they aren’t

2.- Answer the questions according to the signs:

1. Is he sad?

(+) ………………………………………………………………………..

2.- Is she cute?(-) ………………………………………………………………………..



3.- Is he hardworking?

(+) ………………………………………………………………………..

4.- Is she lazy?

(-) ……………………………………………………………………….

5.- Is he mean?

(+) …………………………………………………………………………

6.- Is she old?

(-) …………………………………………………………………………

7.- Are they ugly?

(+) ………………………………………………………………………..

8.- Are they cute?

(-) …………………………………………………………………………

9.- Are they happy?

(+) …………………………………………………………………………

10.- Are they lazy?(-)…………………………………………………….

UNIT NR. 8: CLOTHES

1.- VOCABULARY:

1.- baseball cap = gorro de baseball (beisbol kap)

2.- belt = correa (belt)

3.- boots = botas (búts)

4.- dress= vestido (dres)

5.- hat= sombrero (jaet)

6.- jacket= casaca (yaket)

7.- jeans= jeans (yiins), pantalones vaqueros8.- scarf= chalina (skarf)

9.- shorts= pantalones cortos (shors)

10.- skirt= falda (skert)

11.- sneakers= zapatillas (sniikers)

12.- socks = medias (soks)

13.- sweatshirt= polo, polera (de buzo)/suetsher)


WHAT ARE YOU WEARING? (UAT AR IU UERING) ¿QUE ESTAS VISTIENDO?

I’M WEARING a unif orm (ai uering a iuniform)



(A GIRL)

1.- What are you wearing?

I’m wearing a white blouse, a gray jumper, a maroon tie, a dark blue coat, blue

socks and black shoes.

(A boy )

1.- What are you wearing?

I’m wearing a white shirt, gray pants, a maroon tie, a dark blue coat, a black belt,blue socks and black shoes.

WHAT’S HE WEARING?

HE’S WEARING ………………………………………………………..

1.- WHAT’S HE WEARING?



HE’S WEARING ………………………………………………………..


HE’S WEARING ………………………………………………………..


HE’S WEARING ………………………………………………………..


HE’S WEARING ………………………………………………………..

WHAT’S SHE WEARING?

SHE’S WEARING ………………………………………………………..

1.- WHAT’S SHE WEARING?

SHE’S WEARING ………………………………………………………..


SHE’S WEARING ………………………………………………………..3.- WHAT’S SHE WEARING?

SHE’S WEARING ………………………………………………………..


SHE’S WEARING ………………………………………………………..

UNIT NR. 8: CLOTHES

1.- VOCABULARY:

1..- a hat= un sombrero (jaet)

2..- a dress= un vestido a (dress)

3.= a coat= un saco (a kout)4.- a t shirt= un polo (a ti shert)

5.- a sweater= una chompa (a sueter)

6.- a skirt= una falda ( a skert)

7.- a shirt= una camisa (a shert)

8.- socks = medias (soks)

9.- pants= pantalones (pants)

10.= shoes = zapatos shuus


Color clothesA pink dress



A blue coat

A green sweater

Gray pants

Black shoes

WHAT’S HE WEARING?

HE’S WEARING ………………………………………………………..


HE’S WEARING ………………………………………………………………………………………………

.


HE’S WEARING …………………………………………………………………………………………….


HE’S WEARING ………………………………………………………………………………………….. .


HE’S WEARING ………………………………………………………..

WHAT’S SHE WEARING?

SHE’S WEARING ………………………………………………………..




SHE’S WEARING ………………………………………………………………………………………………….


SHE’S WEARING …………………………………………………………………………………………………


SHE’S WEARING ………………………………………………………………………………………………..


SHE’S WEARING ……………………………………………………………………………………………….



1.- He/drunk his juice/yet?

Has he drunk his juice yet?

(+) Yes, he has

(-) No, he hasn’t

2.- She/made the cupcakes/yet?

………………………………………………………………..

…………………………………………………………………

3.- They/ bought the popcorn/yet?

…………………………………………………………………

…………………………………………………………………

4.- He/ started class / yet?

………………………………………………………………….

………………………………………………………………….

5.- you/ eaten the donuts/yet?

…………………………………………………………………

………………………………………………………………….

6.- they/ made the hamburgers/yet?

…………………………………………………………………

…………………………………………………………………

USO DE YET EN ORACIONES NEGATIVAS

HAVE YOU MADE THE CAKE?

I’VE (I HAVE) MADE THE CAKE BUT I HAVEN’T MADE THE CUPCAKES YET.

HAS HE MADE THE TACOS?

HE’S (HE HAS) MADE THE TACOS BUT HE HASN’T MADE THE CORN DOGS YET.

PRACTICE 1.- ANSWER THE QUESTIONS ACCORDING TO THE CUES:



………………………………………………………………………………………………………………………………..



…………………………………………………………………………………………………………………………………


(+) THE DONUTS (-) CUPCAKES……………………………………………………………………………………………………………………………….



………………………………………………………………………………………………………………………………





……………………………………………………………………………………………………………………………….

PRACTICE

1.- ANSWER THE QUESTIONS ACCORDING TO THE CUES:



………………………………………………………………………………………………………………………………..

2.- HAVE YOU MADE THE CORN DOGS?(+) CORN DOGS (-) POPCORN

…………………………………………………………………………………………………………………………………


(+) THE DONUTS (-) CUPCAKES

……………………………………………………………………………………………………………………………….



………………………………………………………………………………………………………………………………



……………………………………………………………………………………………………………………………….

2 Wild Animals

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