New Roads to English. 6th. Grade. Perfeccionamiento
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New Roads to English. 6th. Grade. Perfeccionamiento
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ENGLISH
My home
What time
is it?
Today is...
cloudy
sunny
NEW ROADS TO ENGLISH
sixth grade
NEW ROADS
TO ENGLISH
sixth grade
Dra. C. Isora Justina Enríquez O´Farrill
M. Sc. Nadayky Alfonso Hidalgo
Lic. Tamara Armenteros Alcee
M. Sc. Mayda Ramos Alemán
Este material forma parte del conjunto de trabajos dirigidos al Tercer Perfeccionamiento
Continuo del Sistema Nacional de la Educación General. En su elaboración participaron maestros, metodólogos y especialistas a partir de concepciones teóricas y metodológicas precedentes,
adecuadas y enriquecidas en correspondencia con el fin y los objetivos propios de cada nivel
educativo, de las exigencias de la sociedad cubana actual y sus perspectivas.
Ha sido revisado por la subcomisión responsable de la asignatura perteneciente a la Comisión Nacional Permanente para la revisión de planes, programas y textos de estudio del Instituto Central
de Ciencias Pedagógicas del Ministerio de Educación.
Queda rigurosamente prohibida, sin la autorización previa y por escrito de los titulares del
copyright y bajo las sanciones establecidas en las leyes, la reproducción total o parcial de esta
obra por cualquier medio o procedimiento, así como su incorporación a un sistema informático.
Material de distribución gratuita. Prohibida su venta
Colaborador:
• M. Sc. Luar Gómez González
Edición y corrección:
• Lic. Fabiana Rodríguez Montes
Diseño, cubierta, ilustración y emplane:
• Instituto Superior de Diseño (ISDi):
Aitana Acosta Lechuga ● Naomi Casellas González ● Danay Cruz Bello ● Carolina de
Cordova Villegas ● Leonardo De León Ramos ● Laura Domínguez Machín ● Adriana
Flórez González ● Gabriela Marrero Hernández ● Mailen Mulet Segura ● Dayanis
Placeres Díaz ● Liz Rashell Roque Martínez ● Alejandra Vázquez Martínez ● María
Paula Lista Jorge ● M. Sc. Maité Fundora Iglesias ● Dr. C. Ernesto Fernández Sánchez
© Ministerio de Educación, 2025
© Editorial Pueblo y Educación, 2025
ISBN 978-959-13-5087-9 (Versión impresa)
ISBN 978-959-13-5101-2 (Versión digital)
EDITORIAL PUEBLO Y EDUCACIÓN
Av. 3.ª A No. 4601, entre 46 y 60,
Playa, La Habana, Cuba. CP 11300.
epueblo@epe.gemined.cu
CONTENTS
Al alumno........................................................................V
UNIT 1. Hi, friends!.........................................................1
UNIT 2. The weather....................................................17
UNIT 3. Going to school..............................................50
UNIT 4. Home, sweet, home!....................................76
UNIT 5. My city.............................................................95
UNIT 6. A year in our Lives ....................................107
UNIT 7. All in all ........................................................119
Al alumno
W
elcome to sixth grade! Este es un nuevo cuaderno que,
con la guía de tu docente, monitor o familiares, te
ayudará a comprender mejor las clases de inglés que
recibes en sexto grado.
Aquí encontrarás diferentes secciones, textos, explicaciones
necesarias y ejercicios que facilitarán tu aprendizaje, práctica individual y el desarrollo de tus habilidades comunicativas:
• La sección Breaking the ice te ayudará a prepararte para recibir el contenido de la unidad. Por lo general se inicia con un
ejercicio de respiración que te ayuda a crear buenas energías
para recordar materias estudiadas que te sirven de base para
entender el nuevo contenido. La preparación también puede
incluir actividades que despierten tu interés para adentrarte
en el aprendizaje de la nueva unidad.
• La sección What’s new? está dirigida a la presentación de las
nuevas funciones comunicativas, generalmente mediante un
diálogo en el cual se usa el vocabulario con estructuras gramaticales correctas, necesarias para comunicarte.
• La sección Look! Reflecting on language te llama la atención
sobre el significado, forma y uso de las funciones comunicativas, de las estructuras gramaticales, el vocabulario, y también
sobre aspectos de pronunciación que te permitirán comunicarte de la mejor forma posible.
• La sección Let’s practice contiene ejercicios prácticos, juegos, sopa de letras, entre otras actividades que te ayudarán a
V
•
•
•
•
desarrollar habilidades comunicativas. Así pues, podrás encontrar actividades para escuchar (Listening), hablar (Speaking),
leer (Time to read) y comenzar a desarrollar la expresión escrita guiada (In black and white).
La sección Let’s sing together! te acompañará mientras trabajas con una canción.
La sección With a little help from my… te invita a realizar
una actividad que generalmente es un proyecto de trabajo independiente, la cual puedes desarrollar con la ayuda de tus
familiares, vecinos o amigos. Debes saber que el nombre de la
sección se ha tomado de una canción del famoso grupo británico The Beatles.
La sección To learn more te ofrece otra posibilidad que puede resultarte interesante para practicar los contenidos o el
tema principal de la unidad, en casi todos los casos mediante
la lectura de un cuento corto.
La sección My personal English booklet. Reflecting on
learning te permitirá reflexionar acerca de tu desempeño en
cada clase o a lo largo de una etapa determinada.
Cuida muy bien este cuaderno, pues te resultará de mucha utilidad en el cumplimiento de los objetivos de la asignatura.
Los autores
VI
UNIT 1
Hi, friends!
The activities in this unit will help you to review contents from
previous courses to:
• Ask and tell basic information about English speaking countries.
• Greet and say good bye.
• Spell out the alphabet.
• Count from 1 to 1 000.
1
NEW ROADS TO ENGLISH
•
•
•
•
Ask for and give personal information.
Sing a song and practice pronunciation.
Read and understand the main ideas in a text and/or a story.
Communicate about the different topics using:
- Verb be.
- Appropriate patterns of pronunciation and intonation.
- The vocabulary related to occupations, colors, animals,
school objects, places in town, parts of the body, toys.
• Use learning strategies to understand and communicate basic
messages in English.
• Demonstrate politeness and a collaborative attitude during
interactive activities and independent task.
Breaking the ice
Relaxing activity: “Goals breathing”
Instructions:
• Sit comfortably
• Close your eyes and imagine you are in a peaceful home with
family.
• Slowly breathe in and out.
• Repeat this process a few times, close your eyes and anticipate
possible achievements in English by the end of the school year.
• Sharing visualization with other classmates.
Let’s practice
1. Find and color 9 English speaking countries in the map. (Puedes
consultar tu libro de texto de Educación Cívica y el atlas escolar
en la biblioteca de tu escuela. Recuerda crear la leyenda).
2
UNIT 1
Leyenda
____________
___________
____________
____________
___________
____________
____________
___________
____________
2. Find in the letter soap the name of some of these English
speaking countries:
Q
E
F
C
T
Y
U
D
C
A
E
I
M
T
A
E
H
R
U
A
E
N
N
J
I
N
Y
I
B
X
U
R
G
R
E
N
A
D
A
T
T
U
X
L
P
M
F
D
T
U
J
B
A
H
A
M
A
D
A
O
I
R
T
J
S
N
I
T
O
G
O
A
R
T
H
H
D
A
U
E
A
U
S
T
R
A
L
I
A
B
a) Name the continent where they are.
3
NEW ROADS TO ENGLISH
3. Draw the flags of the country given and describe each of them.
For example:
a ) The Cuban
flag is red, white
and blue.
b) _____________
________________
________________
c) ______________
________________
________________
d ) ____________
________________
________________
e) _____________
________________
________________
f) ______________
_________________
_________________
4. Why is learning English important?
5. Look at the picture and answer the questions below.
a) Where are the students?
b) Do they look happy or sad?
c) How do you feel to start the new course? Why?
4
UNIT 1
Study these situation. Situation 1
Susan and her friends are back to school after vacations. Listen
to the conversation.
Susan: Hi David. How are you?
David: Good morning, Susan. It´s good to see you again. Today, I
am very happy. It´s the first day at school!
Susan: Oh, yes! We are back to school.
David, this is my new friend. He is from China. His parents are
doctors and they are in Cuba for a year.
David: Hi. Nice to meet you.
Kai: Hi. Nice to meet you, too. My name is Kai Ho. I am in class 6th B.
David: Could you spell it, Ho?
Kai: H-O.
David: My father’s last name is Ho, too.
Kai: Is he from China?
David: No, he’s Cuban. But my grandfather is from Korea.
Kai: Really! I am happy to hear that!
Susan: Let´s go to our class, the teacher is here.
5
NEW ROADS TO ENGLISH
Comprehension questions
a) What are their nationalities?
b) Are they at home?
c) Are they in class?
Look! Reflecting on language
Informal greetings (with friends and family): Hi y Hello.
Formas reducidas
• I am : I´m
• He is: He´s
• I´m es la forma reducida para I am. I´m from Pinar del Rio = I am
from Pinar del Rio
Situation 2
Kai and David are talking during the break.
Kai: What´s your favorite subject?
David: My favorite subject is Math. How about yours?
Kai: I prefer Math. My sister is a Math teacher.
David: Oh, I have a sister too.
Kai: What is her job?
David: She is a dentist. I am 12 and she is 24 years old.
Kai: I am 11 and my sister is 21. I have two brothers, too.
David: Oh, that´s great! Look, Susan is there with her cousin. Let´s
join them.
Comprehension questions
a) Does Kai like Math?
b) Is Kai´s sister an architect?
c) Does Kai have brothers?
6
UNIT 1
Initial practice
• Repeat as the teacher indicates
• Then act out the conversation.
• Substitute parts of the conversation and act out the new
version, as indicated by the teacher.
Let’s practice
6. Listen to the conversation again and practice it with your
partner. Ask your partner the following questions.
• What’s your name?
• Is your mother a teacher?
• Where are you from?
• What’s your favorite subject
• How old are you?
• Say goodbye
• Do you have a brother?
Look! Reflecting on language
Other ways to say goodbye:
See you later
See you around
Keep in touch
See you soon
See you tomorrow
So long
7. Work in pairs. Use the words and phrases in the chart to
create a conversation.
See you
good evening
terrible
very well
Hi!
Bye
not bad have a good day Good morning
Hello!
Good night
not so good
7
NEW ROADS TO ENGLISH
8. Play and practice. Let´s get down to work! Meet your friend
and have a chat. Try this! Dramatize.
Tarjeta 1
Tarjeta 2
Tarjeta 3
Greet your
teacher early
in the morning
Greet a friend
at 5:00 pm.
You have a visitor
from Canada. Say
bye. It is 9:00 pm.
Conversation 1
A: Hello! I am Adrian Cuzco. What´s your name?
B: Hello! My name is Henry Veledezma.
A: Pardon?
B: Henry Veledezma.
A: Could you spell your last name, please?
B: Veledezma. V - E - L - E - D - E - Z - M - A
A: Thank you.
Look! Reflecting on language
Ask for repetition:
Clarify spelling:
•
Pardon?
How do you spell your name?
•
Could you repeat
again, please?
•
Can you spell your name?
•
Could you spell your last name?
The numbers First group
8
0
zero
1
one
2
two
3
three
4
four
5
five
7
seven
8
eight
9
nine
10
ten
11
eleven
12
twelve
6
six
UNIT 1
Second group (teen)
13
thirteen
14
fourteen
15
fifteen
16
sixteen
17
seventeen
18
eighteen
19
nineteen
Third group (-ty)
20
twenty
30
thirty
40
forty
50
fifty
60
sixty
70
seventy
80
eighty
90
ninety
100
one hundred
Now read after your teacher: 100, 200, 300, 400, 500, 600, 700,
800, 900, 1 000.
9. Calculate. Example: 13 + 53 = sixty six
a) 19 + 42 = __________
b) 79 - 28 = ___________
c) (75 - 53) ∙ 2 = ___________
d) (809 - 694) - 15 = _________
10. Find 10 numbers in the letter soup.
T
H
I
R
T
E
E
N
O
Y
D
A
W
A
E
V
L
E
W
T
S
J
C
S
E
V
E
N
T
Y
S
I
X
Y
A
E
N
F
Y
U
J
X
W
R
E
I
G
H
T
Y
F
O
U
R
T
H
W
T
X
O
Y
T
F
I
F
G
W
E
I
J
N
F
O
R
T
Y
A
R
S
E
V
E
N
F
N
H
L
E
N
I
N
E
T
Y
O
N
E
H
V
9
NEW ROADS TO ENGLISH
11. Complete these conversations and practice with your partner.
Conversation 1
A: Look at this photo, Frank.
B: Who is he?
A: He is my _________________.
B: What is his name?
A: His name is _______________.
B: How old is he?
A: He is _____________________.
Conversation 2
A: And now look at
this picture, Amalia.
B: Who is she?
A: She is my ____________.
B: What is her name?
A: Her name is _________.
B: How old is she?
A: She is _______________.
12. What about you? Your mother is in an International
Cooperation Brigade to go to different countries. She needs
to complete this card with information about your family.
Please, help her.
name
mother
father
grandmother
grandfather
10brother
age
nationality
occupation workplace
father
grandmother
UNIT 1
grandfather
brother
sister
13. Now, use the information above and talk about your family.
14. In the International Cooperation Brigade doctors and teachers
are going to different countries: Jamaica, South Africa, the
Bahamas, Guyana, Barbados. Draw the flag of these countries.
15. Your mom is practicing English with you for her interview.
Pretend you are from the countries and cities, as in the example.
A: Hi! Where are you from?
B: Hi! I am from Jamaica.
A: Where in Jamaica?
B: I live in Kingston.
A: Hi! Where are you from?
B: Hi! I am from _______________
A: Where in __________________?
B: I live in __________________
A: Hi! Where are you from?
B: Hi! I am from _______________
A: Where in __________________?
B: I live in ___________________
A: Hi! Where are you from?
B: Hi! I am from _______________
A: Where in __________________?
B: I live in ___________________
11
NEW ROADS TO ENGLISH
16. Complete the following mini-dialogues. Then practice with
your partner.
A: Hello! What is your name?
B: (1) _____________________________________.
A: How old are you?
B: (2) _____________________________________.
A: _____________________________________?
B: I am from Cuba.
A: What language do you speak?
B: (3) _____________________________________
A: (4) __________________________________________?
B: I am Cuban.
A: Who do you live with?
B: (5) __________________________________________
17. Read and color the shape if it is true information according
to the reading.
My name is Alfred and I am 12 years old. I love my family very
much. I live with my mother Elsa and my father Abel. My mother
12
UNIT 1
is 35 years old. She is a nurse. My father is 38. He is a mechanic.
Sophie is my sister and Henry is my brother. They are students.
Justina is my grandmother and Harold is my grandfather. They
live in Bayamo. Grandma is 75 years old and grandpa is 80.
Alfred lives with
his parents.
Sophie is a
good teacher.
Abel´s occupation
is mechanic.
Harold is eighteen
years old.
His grandparents´ house
is in Mayabeque.
Alfred loves his
family a lot.
18. Dictation.
Look! Reflecting on language
Introduce a friend.
This is my friend, Lucy. She is 10 years old.
This is my friend, Andy. He lives in Contramaestre.
These are my friends Freddy and Tomasa. They are from Artemisa.
19. Complete the sentences with the correct form of verb be.
a) She ______ my teacher.
b) They ______ doctors.
c) He ______ a good student.
d) I _____ from Cuba
e) The students _____ in the classroom
f) My father _____ a mechanic
g) Lucy _____ 11 years old.
13
NEW ROADS TO ENGLISH
Look! Reflecting on language
Pronunciation
1
2
3
4
5
With a little help from my…
20. Activity. Me & My family. Scenario: Visiting relatives.
Card 1 Your Jamaican relative has come to visit you for the first
time. You have never met him before and you don’t speak English.
You asked a friend to translate for you and your relative. The
three of you are together now. You want to tell your Jamaican
relative a bit about yourself (who you are and family, etc.) and
ask them some questions to find out more about them
Card 2 You are Jamaican and are visiting a relative in a foreign
country. It’s the first time that you meet them. Your relative
doesn’t speak English and has asked a friend to translate for
you and your relative. The three of you are together now. You
want to tell your relative a bit about yourself (who you are,
and family, etc.) and ask them some questions to find out more
about him/her.
14
UNIT 1
Card 3 Your friend is with a Jamaican relative. They don’t speak
English and his/her relative doesn’t speak your language. You
speak English so your friend asked you to help them understand
each other. Translate for them.
My personal English booklet.
Reflecting on learning
21. Create your personal English booklet and write about yourself.
You can add pictures. Example: (Personal information)
• Hello. My name is_______
• I´m_______
• I´m from_______
• I live in___________
• This is my mother. Her name___________
• He is my father. His name_________
• This is my brother… and my sister…
• This is my grandpa… and my grandma…
Let’s sing together!
22. Are you happy to be back to school? Listen to the song and
tick the correct item.
a) The song is about
b) The children are
Back to school ____
Happy ____
The end of the semester ____
Sad ____
c) What names do you hear?
Lolly ____
Jake ____
Jane ____
Molly____
15
NEW ROADS TO ENGLISH
23. Group in teams. Reflect and share together.
Unit 1
Ask for and give name
Greet people
Spell names
Introduce my family and friends
Ask for and say my age
Say numbers from 1 to 100
Ask and tell about occupations
Communicate ideas using verb BE and
appropriate patterns of
pronunciation and intonation
Read and understand the main idea of
very short texts
Listen to and understand my teacher
and classmates when they speak English
Help other classmates to understand
English
Use different learning strategies
16
Now I can
I need more
practice to
UNIT 2
The weather
•
•
•
•
•
•
The activities in this unit will help you to
Ask and say what date it is.
Ask and tell the time.
Ask about and tell when your birthday or someone else’s
birthday is.
Ask and talk about the seasons of the year in different
countries.
Ask and say what the weather is like now different countries.
Sing a song and practice pronunciation.
17
NEW ROADS TO ENGLISH
• Read and understand the main ideas in a text and/or a story.
• Communicate about the different topics using:
- verb be.
- appropriate patterns of pronunciation and intonation.
- the vocabulary related to dates, the weather and the
months.
• Read and understand the main ideas in a story.
• Use learning strategies to understand and communicate basic
messages in English.
• Demonstrate politeness and a collaborative attitude during
interactive activities and independent task.
Days Of The Week & Months Of The Year
Breaking the ice
Relaxing breathing activity: “Seasonal Breaths”
Instructions:
Sit comfortably with your backs straight and feet flat on the
ground.
Close your eyes and take a deep breath in through their nose,
and then slowly exhale through their mouth.
The Inhale deeply and think of the different days of the week
and visualize what you do during the week.
What’s new?
A: What’s your favorite month?
B: It is January. What about you?
A: My favorite month is August.
18
UNIT 2
1. These are the months of the year. Ask and say what day of
the week it is:
How many weeks do we have in a month?
Do you come to school every day?
Do you do the same activities every day?
Look! Reflecting on language
Ask and say what today’s date is
What day is today, do you know?
It’s Monday, July 26, 2022
19
NEW ROADS TO ENGLISH
Los días de la semana se escriben con letra inicial mayúscula en
inglés mientras que en español siempre se escriben con minúscula.
Pronunciation
Word stress
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Let’s practice
2. Play with these rhymes. Recite them in different ways, for
example one line slowly, and one line quickly. Try to mime,
make funny motions with your hands, or stamp, clap, knock.
Just for fun!1
January, February, March, and April,
May, June, July, August, and September,
October, November, and December.
These are the months of the year.
Now sing them together so we can all hear.
How many months are there in a year?
Twelve months in a year!
January, February, March, April,
May, June, July and August,
September is on its way
October and November
1Estas son rimas para que las recites de diferentes formas y te las aprendas.
Primero una línea despacio, otra línea más rápido. Trata de hacer movimientos con el cuerpo, con las manos. Así, de forma divertida.
20
UNIT 2
And December is at the end.
Then we start all over again!
January, February, March, and April,
May, June, July, August, and September,
October, November, and December.
These are the months of the year.
January, February, March, April, May
June, July, August. Hooray, hooray!
September, October, November, December.
These are the months that I can remember!
3. Select in the calendar:
•
•
•
Today´s date
Your birthday date
Other dates indicated by your teacher
4. Play “Put the days in order”.
•
•
•
•
•
The teacher gives you some cards.
Work in pairs and put the cards with the days in order on
the table.
Then get everyone to touch each card and repeat after
the teacher
Run through a few times, getting faster and faster.
Finally, mix up the cards and put the cards in order.
The winner pair is the one that finishes first with the
correct order.
5. Move with the dates
Listen to the dates the teacher or a student mentions and
represent it with gestures or mimic
21
NEW ROADS TO ENGLISH
6. Response game. Listen to the dates the teacher reads out
and tick the card that best represents its meaning.
7. Historical dates. Do you like the subject History of Cuba?
Check your knowledge. Write the month corresponding to
the following events. Consult 5th grade History book.2
a) Asalto al cuartel Moncada en
Santiago de Cuba.
_______________________
b) Fusilamiento de los ocho estudiantes de medicina por el colonialismo español.
_________________________
Buscar en el cuaderno de Historia de 5to grado y escribe el mes según en
qué ocurrió cada uno de los siguientes acontecimientos.
2
22
UNIT 2
c) Nacimiento de nuestro Héroe Nacional José Martí.
_________________________
d) Creación de la Organización de Pioneros José Martí
(OPJM) y la Unión de Jóvenes Comunistas (UJC).
_________________________
e) Toma de la emisora Radio
Reloj y ataque al Palacio Presidencial por José Antonio
Echeverría y otros jóvenes del
Directorio Revolucionario.
_______________________
f) Desembarco de Cristóbal
Colón por Bariay en
Holguín.
_______________________
g) Nacimiento de Camilo
Cienfuegos, el Héroe de
Yaguajay.
_______________________
23
NEW ROADS TO ENGLISH
8. Play “Wall Touch”
Take the cards the teacher gives you.
Follow the teacher´s instructions to spread the cards around
the classroom.Go to the middle of the room. When the teacher shouts the day, for example, Monday, everyone has to
race over to a Monday card, touch it and say a sentence.
Then “Tuesday” and so on (in the correct order) until you
make it through all the week days. Play another round, this
time faster!3
9. Singing time. Now, put one set of day cards in the correct
order. Then play the song and sing along doing the gestures.
“The Days of the Week Song”
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday,
Sunday. What day is it today?
What day is it today?
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday,
Sunday. What day is it today?
What day is it today?
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday,
Sunday. What day is it today?
What day is it today?
3Cuando escuches el día mencionado por tu compañerito, corre hacia el lugar
donde está la tarjeta con ese día, tócala y di una oración sencilla. Y así hasta
el último día de la semana. Jugarás varias rondas según se indique.
24
UNIT 2
25
NEW ROADS TO ENGLISH
Telling The Time
To tell the time you need to know the numbers. You already
know these numbers. Can you read them?
1
11
2
12
3
13
4
14
5
15
6
16
7
17
8
18
9
19 20
30
thirty
40
forty
50
fifty
60
sixty
70
seventy
80
eighty
90
ninety
100
One hundred
Reflecting on language
Now you will learn new numbers!
Formar los números del 21 al 100 es muy fácil, solo debes escribir
el múltiplo de 10 que representa y agregarle el dígito del 1 al 9.
No olvides poner un guion ‘’- ‘’ entre los dos números.
57 fifty-seven
28 twenty-eight
Pronunciation
fourteen vs forty
thirteen thirty fifteen fifty sixteen sixty seventeen seventy
eighteen eighty nineteen ninety
26
UNIT 2
Write the number your teacher reads out.
__________
____________
__________
____________
__________
____________
Write the numbers.
29 _____________
64 _____________
52 _____________ 78 ____________
100 _____________
What’s new?
Situation 1
Hoy es Lunes y Amanda se ha retrasado para ir a la escuela.
¿Qué le ha sucedido?
Mum: Come on, Amanda, Hurry up! You are late to school.
Amanda: Oh, What time is it?
Mum: It is 7: 30 am.
Amanda: Wow! really late. What is the weather like outside?
Mum: It´s rainy. It´s spring.
27
NEW ROADS TO ENGLISH
Answer the following questions
a) Is it early for school?
b) Is it a nice day?
Initial practice
• Repeat as the teacher indicates
• Then act out the conversation.
• Substitute parts of the conversation and act out the new
version, as indicated by the teacher.
Reflecting on language
What time is it?
It’s two o’ clock. (2:00)
Otras maneras de responder la hora
It’s two oh five. (2:05) It’s two ten. (2:10)
It’s two fifteen. (2:15)
10. What’s the Time, Mr. Wolf?4
•
•
Stand in a line at one end of the classroom with your
backs against a wall.
One student will play the role of Mr. Wolf.
De pie en fila con las espaldas en la pared. Un niño hará el papel de Mr. Wolf y
entonces se mueve hacia el otro lado del aula dándole la espalda a los demás.
A coro el grupo pregunta “What’s the time, Mr. Wolf?” y este dice una hora. El
resto avanza hacia él con la cantidad de pasos que representa esa hora.
4
28
UNIT 2
•
That student moves to the other end, turning around
with their back to the other students.
• Together, the group at the back of the class shouts: “What’s
the time, Mr. Wolf?” Mr. Wolf calls out a time, and the
others advance towards the Wolf that amount of steps.
For example, if Mr. Wolf says: “It’s three o’clock,” the rest of
the class will take three steps forward.
Weather & Seasons
11. Look out of the window and answer the questions the teacher asks.
Is it hot?
Is it rainy?
Is it cold?
What’s new?
12. Listen to the song and answer.
Is it about daily activities, time or weather?
What weather words are there in the song?
Now write them down here
_____________
_____________
______________
_____________
_____________
______________
29
NEW ROADS TO ENGLISH
13. Sing the song with your teacher and classmates.
Lyrics for “The Weather Song”
Verse 1:
How’s the weather? How’s the weather?
Look outside.
How’s the weather? How’s the weather?
Look outside.
It’s sunny, it’s rainy, it’s windy, it’s cloudy.
It’s snowy, it’s foggy, it’s hot, it’s cold
Verse 2:
How’s the weather? How’s the weather?
Look outside.
How’s the weather? How’s the weather?
Look outside.
It’s sunny, it’s rainy, it’s windy, it’s cloudy.
It’s snowy, it’s foggy, it’s hot, it’s cold.
Palabras para describir el tiempo atmosférico
It is rainy.
It is cloudy.
It is hot.
30
It is windy.
It is cold.
UNIT 2
Reflecting on language
What´s the weather like?
How´s the weather?
It´s sunny/ rainy,/cold
How’s the weather, today?
Is it rainy? – Yes, it is. / No, it isn’t.
14. When does the tree look like this?
What’s new?
Carlos y Rita querían ir a la playa. ¿Qué ha sucedido? Lee la
conversación para averiguarlo.
Carlos: What a beautiful day!
Rita: What is the weather like?
Carlos: The weather is sunny.
Rita: I enjoy summer days. What is your favourite season?
31
NEW ROADS TO ENGLISH
Carlos: I like Winter, but my mother loves Autumn. She likes rainy
and cloudy days to be in bed.
15. Complete the idea from the dialogue with the appropriate
picture.
a) Today is a_______________
b) Rita likes ___________ and Carlos likes_________
32
UNIT 2
Let’s practice
16. Match column A with column B.
A
Summer
Winter
Spring
Autumn
B
- It is cloudy and rainy
- Days in the school are bad
- Days are windy and stormy
- Days are sunny and hot
- There are many flowers
17. Describe the pictures.
A: What’s the weather like?
B: It is sunny (soleado). I love (me encantan) sunny days.
33
NEW ROADS TO ENGLISH
18. The Four Corner Game.
Follow the teacher´s instructions carefully.
• There are weather cards in each corner of the classroom.
• Move in 5 seconds to one of the corners.
• When you get to the corner, take the card.
• The rest of the students should ask: “What´s the weather
like?”
• The students in the corner answer according to the card.
With a little help from my…
Activity. Can I help?
Your partner does not understand the rules of the game. So:
Student A reads the rules
Student B explains them in Spanish.
19. Weather Race Around The World. Follow the teacher´s
instructions carefully. Work with your partner.
1. Un estudiante juega a favor de las manecillas del reloj y
otro en contra de las manecillas del reloj.
2. Toma tu goma de borrar o cualquier otro objeto
pequeño que tu docente/maestra te proporcione y en
la medida que avances habla sobre lo que ves cuando
llegas a cada lugar.
3. Al parar en cada país, región o ciudad debes hacer un
pequeño diálogo. Por ejemplo:
A: What´s the weather like in Cuba?
B: It´s warm.
4. El alumno que primero recorra todos los países es el ganador.
34
UNIT 2
35
NEW ROADS TO ENGLISH
20. Answer the question according to your reality. Select an
answer below. Then practice with your partner.
What is your favorite season?
My favorite season is summer. I like sunny and hot days
My favorite season is autumn. I like windy and cloudy days.
My favorite season is winter. I like cold and windy days.
My favorite season is spring. I like rainy and cool.
21. Guessing Game - What’s the weather like?
a) Get together in teams of 41
b) The student indicated by the team leader or the teacher
closes his/her eyes and the others point to one of the cards.
c) Without opening the eyes the student should ask Yes/no
questions such as Is it sunny?, until he/she guesses. If the
student guesses correctly, he/she gets to keep that card,
and then it’s the next student’s turn. If he/she does not
guess the teacher assigns a task.
Reunirse en equipos de cuatro miembros, el niño seleccionado cierra los
ojos, se hacen y se responden preguntas. Por las respuestas correctas se conserva la tarjeta y por las incorrectas se asigna una nueva tarea. El ganador
será quien conserve más tarjetas.
1
36
UNIT 2
d) Once all the cards have been used, the student with the
most cards is the winner. We like these rhymes about the
weather! Do you? Try to recite these rhymes in different
ways, just for fun! For example, say one line quickly, and
one line slowly. Also, you can add some actions (mime, clap,
stamp, knock, and so on).
Rain, rain, go away!
Come again some other day.
Little Rosie, little Rosie
Wants to play.
Today it’s snowy.
Today is cold.
I like the snow,
It’s white and soft.
What’s the weather, everyone?
Is it windy? Is it cloudy?
Is it stormy? Is it foggy?
Is there rain? Or is there sun?
Wind, rain, snow, and sun.
Every kind of weather
Is wonderful and fun!
Whether the weather be fine,
Or whether the weather be not,
Whether the weather be cold,
Or whether the weather be hot,
We’ll weather the weather
Whatever the weather
Whether we like it or not.
37
NEW ROADS TO ENGLISH
Let’s practice
Integrated Practice of the Unit
22. Write the following words in the most appropriate group in
the table.
Wednesday, August, rainy, Saturday, winter,May, January,
windy, sunny, Tuesday, Summer, June, Autumn, cold,
Spring, Sunday.
weather
days of
the week
months of
the year
seasons of
the year
23. Calculate:2
a) 48 : 6 ∙ 7 = ___________
b) 300 – 200 – 60 = ___________
c) 2700 : 900 ∙ 11 = _____________
d) 50 + 25 + 10 = _____________
e) 4 800 : 80 + 2 = ____________
24. Work in pairs.
A: Por la tarde, saluda a tu amigo y pregúntale cómo está. Pregúntale la hora.
B: Responde al saludo de tu amigo y dile la hora.
2
Calcula mentalmente en solo 3 minutos y escribe el resultado en letras.
38
UNIT 2
A: Llama a tu amiga Silvia por teléfono, salúdala y pregúntale
como está el tiempo. Dile que te gustan los días lluviosos.
B: Responde al saludo de tu amiga y dile que el tiempo esta lluvioso y que no te gustan esos días así.
A: Por la mañana camino a la escuela te encuentras con tu amigo
de la secundaria. Después de intercambiar saludos pregúntale que
día es hoy.
B: Responde al saludo de tu amigo y estás feliz porque hoy es 29 de
septiembre, el día de la acampada pioneril anunciada.
25. What would you say…?
a) No tienes reloj y quieres saber la hora.
b) Te encuentras un amigo que estudiaron el cuarto grado
en otra escuela primaria.
c) No te gusta el estado del tiempo hoy. Está lloviendo
mucho y con viento.
d) Necesitas escribir una lista de los meses favoritos de tus
amigos.
e) No te sientes bien.
f) Debes escribir las estaciones favoritas de tus compañeros
de aula.
26. What would you say…?
a) Para saludar a tu amigo a las 8 a.m. y preguntarle cómo está.
b) Para preguntar la hora a tu docente.
c) ¿Quieres saber cuál es la estación del año favorita de tu
compañero de clase?
27. Representa las siguientes descripciones mediante dibujos.
39
NEW ROADS TO ENGLISH
It is hot. The
weather is
sunny.
It is winter
and it is rainy
and windy.
It’s spring. There
are many beautiful flowers.
28. Read the description and write the weather it refers to:
a) Llueve abundantemente y frecuente. _______________
b) Las hojas de los árboles caen. ______________________
c) Hay mucho frío. _______________
d) Las playas e instalaciones de campismos son visitadas por
todos los cubanos. __________________
29. Complete this chart. You can check in 6th grade Sciences
Workbook.
País
Mes del año Estación del año
(country) (month of
(season of the
the year)
year)
Estado
atmosférico
(weather)
1
2
Mexico
3
4
5
40
August
Cold
UNIT 2
30. Complete the dialogues and practice with your partner.
a) A: How _____ you, teacher?
B: __________________, thank you. ___________________?
b) A: I am fine.
A: _________________________, Nathalie. ______________?
B: Good morning, John. It is 10 o’ clock.
c) A: What is the _____________________ like?
B: ___________________________.
d) A: What is your __________________________________?
B: July.
e) A: What ______________ is today?
B: Today is Wednesday.
f) A: What _______________ is today?
B: Today is March 13, 2018.
31. Look at the pictures. Ask and answer about History dates.
A: _____________________
________________________
B: _____________________
________________________
A: _____________________
________________________
B: ______________________
_______________________
A: _____________________
________________________
B: ______________________
________________________
41
NEW ROADS TO ENGLISH
32. Complete the dialogue. Practice it with your partner.
Carlos and Lucy are talking about their favorite season.
Lucy: Do you like to go to the beach in___________?
Carlos: I like it very much. The days are ___________ and
____________
What’s your favorite season Lucy?
Lucy: I love _________, the days are __________ and ___________
Time to read
33. Before reading. Select the clothes according to the season.
Seasons
Activities
Autumn
Build a snowman or have a hot
chocolate party
Spring
Have a water balloon fight or a
beach day
Winter
Go on a nature walk and identify
different flowers and plants
Summer
Collect leaves and make a collage
Clothes: Light jacket
Clothes
raincoat comfortable shoes
shorts T-shirts swimsuits sandals Sweaters jeans
boots Heavy coat scarf gloves boots
34. Read the following text.
42
UNIT 2
Weather in Different Seasons
In spring, the weather is warm. There are beautiful flowers
and green trees. It often rains, which helps plants grow. People
enjoy outdoor activities like picnics, hiking, and flying kites.
During spring, it’s common to wear light jackets, raincoats, and
comfortable shoes.
Summer is usually very hot. The sun is bright, and the days are
long. People love to go to the beach, swim, and have barbecues.
It’s important to drink water to stay cool and hydrated. In summer,
people wear shorts, T-shirts, swimsuits, and sandals.
Autumn (Fall) is not very hot. There are beautiful colours
because leaves change to red, orange, and yellow. It’s a great
time for activities like apple picking, hiking, and enjoying the fall
foliage. People start to wear warmer clothes like sweaters, jeans,
and boots.
Winter is very cold in most places. It is snowy in many countries,
and people enjoy activities like skiing, ice skating, and building
snowmen. People wear heavy coats, scarves, gloves, and boots
because it is important to be warm.
35. After reading fill in the following chart with information
from the text.
Season
Spring
Weather
Clothes to wear
Possible activities
fly kites
go on picnics
43
NEW ROADS TO ENGLISH
In black and white
Step 1. Warm up. What activities do you do and what clothes
they wear in each season?
Step 2. Model text. Reading the model text “Weather in
Different Seasons”.
Step 3. Guided Writing. Complete these sentences with
information from the chart.
In spring, the weather is _______. People like to go on _______
and fly _______. They wear light _________ and _________.
It is ________ in summer. People go to the ________ to _______.
They wear ________, ________, and _________.Z
Autumn is _________. Leaves are _______, _____, ______, ______.
People _____ sweaters, jeans, and boots.
______ is very ______in most places. It is _______ in many countries. People enjoy __________, _________, and building ______.
They wear _______, ______, _______, ______, _______.
With the help of your teacher. Rewrite the previous sentences
using the appropriate connector (and, but, because).
Step 4. Independent Writing. Now write a paragraph about
your favorite season. Include clothes and activities. Use connecting
words.
Step 5. Sharing and revision. Read your paragraphs to your
partners to receive comments and suggestions.
Step 6. Editing. Re-write your taking into account your
classmate´s comments and suggestions. Include pictures.
Step 7. Publishing. Poster presentation
Let’s sing together!
44
UNIT 2
36. This is your time to enjoy the music the teacher brings. Enjoy it.3
To learn more
37. Once upon a time. What story is it? The pictures represent
stories you know. Look at the pictures and titles; match the
picture number with the correct title.
A
___ Red Riding Hood
B
___The Sleeping
Beauty
C
___ Snow White
With a little help from my…
38. Project work. Create a text for your Geography project about
the weather in Cuba. Make a Weather Map. Draw or get a
map of Cuba and create some sunshine, cloud, thunder, etc
symbols and then re-create the weather forecast for each day.
39. Provide the opposite:
a) Nice _________
b) save _________
3
c) ugly __________
d) wake up _________
En esta sección escucharás la canción que tu docente trae para ti.
45
NEW ROADS TO ENGLISH
40. Read the story and complete the activities that follow it.
Snow White4
This is the story of the beautiful princess Snow White. Her
good Queen mother died and the King married a new Queen,
who is very bad. This bad Queen always asks the mirror:
“Mirror, mirror on the wall, who is the most beautiful of
them all?”
The answer is: “You my Queen. You are the most beautiful
of all.” And so she gets very happy.
But, Snow White gets more and more beautiful every year.
One day the bad Queen asks the usual question and the
answer is :
“Oh Queen, the most beautiful now is Snow White. She is 16
years old.”
And the Queen gets very angry and destroys the mirror. So,
she orders to take Snow White to the forest and kill her. But
the hunter does not kill her.
Snow White finds seven dwarfs. They accept her at their house
and help her. Meanwhile, the bad Queen continues to ask her
mirror, “Who is the most beautiful of all?”
And the mirror answers “Oh Queen, the most beautiful now
is Snow White. She lives with seven dwarfs today.”
The bad Queen visits Snow White wearing poor dresses. So,
Snow White does not identify her and eats a poisoned apple
from her hands and faints looking dead. The dwarfs cry a lot
and put her in a glass coffin on top of the mountain.
A prince finds her and with a kiss she wakes up. Snow White
and the Prince get married to live happily for all their lives.
41. Tick the correct option.
4
https://www.pinterest.com/pin/346777240058756479/
46
UNIT 2
____ The hunter helps
Snow White to escape.
____ Snow White lived happily
with the dwarfs.
____ The prince saves Snow
White and they live
happily together.
____ The stepmother saved
Snow White.
42. Read the story again and find seven words in the word search.
H
U
N
T
E
R
D
W
A
R
P
R
I
N
C
E
Q
D
K
D
A
B
F
A
P
P
E
W
J
W
C
D
F
E
F
G
E
H
L
A
L
P
O
I
S
O
N
E
D
R
M
N
C
A
P
P
L
E
X
F
O
P
Q
R
Z
T
V
W
Y
S
47
NEW ROADS TO ENGLISH
43. Read the story and reorder the pictures.
44. Acting out. Now with the help of your teacher, select a scene
to act it out. Follow the teacher´s instructions.
My personal English booklet. Reflecting
on learning
Los meses del año se escriben con letra inicial mayúscula en inglés
mientras que en español siempre se escribe con minúsculas. Las
estaciones se escriben con minúscula.
How to say the date
To say dates in English you must learn the ordinals. Ordinal numbers are those that are used to indicate the order of something
in a series.
First, second, third, and thirty-first are all examples of ordinal
numbers. We use on for dates. Here are some examples.
48
UNIT 2
Pronunciation
Intonation in question patterns
Unit 2
Now I can
I need more
practice to
Ask and say what date it is
Ask about and tell when your birthday or
someone else’s birthday is
Ask and tell the time
Ask and talk about the seasons of the
year in different countries
Ask and say what the weather is like
now different countries
Communicate ideas using verb BE and
appropriate patterns of pronunciation
and intonation
Read and understand the main idea of
very short texts
Listen to and understand my teacher
and classmates when they speak English
Understand and sing a song with
appropriate patterns of pronunciation
Use the bilingual dictionary
Use different learning strategies
Help others understand English and
communicate
49
UNIT 3
Going to school
•
•
•
•
•
•
•
•
•
The activities in this unit will help you to:
Ask and tell about the size and color of school objects.
Ask for and offer help.
Ask and tell about school activities and time.
Ask and answer about means of transportation to get to a place.
Ask for and answer the time.
Sing a song and practice pronunciation.
Read and understand the main ideas in a text and/or a story.
Communicate about the different topics using:
- verb be and action verbs related to school activities.
- appropriate patterns of pronunciation and intonation.
- the vocabulary related to school objects and basic school
activities.
Use learning strategies to understand and communicate basic
messages in English.
50
UNIT 3
• Demonstrate politeness and a collaborative attitude during
interactive activities and independent task.
Breaking the ice
Relaxing activity.1 Bunny Breathing
Instructions:
• Close your eyes and imagine you are in a peaceful school garden.
• Inhale: Take three quick sniffs through the nose, like a bunny.
• Exhale: Slowly breathe out through the mouth.
• Repeat this process a few times.
• Share your visualization.
Lead-In Activity: How Do You Get to School?
“How do you get to school?”
Think about the different means of transportation you use or see
others using to come to school.
raise your hands and share how you come to school. For example,
“Who comes to school by bus?” “Who walks to school?”
Movement Activity:
Act out different means of transportation. For example, pretend
to ride a bicycle, drive a car, or walk. Or make sounds associated
with each means of transport (e.g., “vroom vroom” for a car,
“ding ding” for a bicycle bell).
With the help of your teacher write the vocabulary related to
transportation (e.g., bus, bicycle, car, walk, scooter).
What´s new?
Mindful Breathing For Kids – 15 Games at https://earlyimpactlearning.com/
mindful-breathing-for-kids-15-games/
1
51
NEW ROADS TO ENGLISH
Situation 1
It is Monday, David is late to school.
Mom: Come on, David!
David: I´m coming, mom.
Mom: Hurry up! It´s too late.
David: What time is it?
Mom: It is eight o´clock. Ok. Let´s go!
Answer the following question
Is David on time for school?
Initial practice
Repeat as the teacher indicates.
Then act out the conversation.
Substitute parts of the conversation and act out the new version,
as indicated by the teacher.
Look! Reflecting on language
Pronunciation
Time and name
1. Dialogue Completion. Fill in the blanks to complete the
conversation.
Example:
Student A: What time is lunch?
Student B: Lunch is at 12.30.
Dialogue: Morning Routine
Kai: Good morning! What time do you wake up?
David: I wake up at ______. What about you?
52
UNIT 3
Kai: I wake up at ______.
David: What time do you have breakfast?
Kai: I have breakfast at _____. How about you?
David: At ________.
Kai: What time do you leave home?
David: I leave home at ______. What about you?
Kai: At _________.
What´s new?
How do you get to school? Transport
Situation 2
David and Kai continue talking.
David: Do you leave home at 7.20?
Kai: Yes. I do.
David: How do you get to school?
Kai: I get to school on foot. It´s not far from home. How about
you? How do you get to school?
David: I get to school on bicycle.
Kai: That´s fine. What do you do when you get to school?
David: Oh! Different activities!
Answer the following questions
a) Does Kai walk to school?
b) What about David?
c) Does he ride?
Initial practice
• Repeat as the teacher indicates
• Then act out the conversation.
• Substitute parts of the conversation and act out the new version, as indicated by the teacher.
53
NEW ROADS TO ENGLISH
Look! Reflecting on language
Si deseas saber cómo tu compañero de aula va a la escuela u otro
lugar solo debes preguntarle:
How do you get to? How do you get to? ¿Cómo vas/llegas a?
How can we get around?
How should we get around?
• I get to the movies by taxi.
• I get to the movies by bus.
• I get to school by bike.
• I get to school on foot.
• I get to school on horseback.
Observa que en algunos casos se usa on en lugar de by..
Pronunciation
Practice with your teacher the right pronunciation.
A: How do you __________ to school?
B: I go to school _____________________. How about you?
A: I go to school ____________________, but telling you the truth,
I would like to go to school __________________________.
List: travel, on foot, on horseback, by bus, go, by car, by bike,
come, by boat, sharpener
A: How do you __________ to school?
B: I go to school _____________________. How about you?
A: I go to school ____________________, but telling you the truth,
I would like to go to school __________________________.
Listen to your teacher and tick the sentences containing a word
with a sound similar to thanks.
54
UNIT 3
th- /Ɵ/
1
2
3
4
5
2. Matching Game. Match transportation words with pictures.
____ Car
____ Horseback
A
B
____ Bike
____ Bicycle
C
D
____ Scooter
_____Plane
_____Ship
E
F
G
H
I
J
_____Boat
55
NEW ROADS TO ENGLISH
3. Complete the puzzle with the English word for some means
of transportation. Complete the sentence.
T
C
A
R
X
B
I
K
E
U
S
I get to school _________________________.
4. Match column A with column B.
A
I go to the beach
I go to school
I go to the countryside
I go to the movies
I go to another province
B
- by bus.
- by plane.
- by train.
- by car.
- on foot.
- on horseback
5. Fill-in-the-Blanks. Complete sentences with the correct transportation words.
I go to school by ______. (bus, car, plane )
She rides her ______ to the park. ( bicycle, horse, car)
The _____ for Madrid is at 9.30 pm. (car, plane, bus)
My dad drives a ______ to work. ( car, plane, horse)
We took a ________ for a city tour. ( scooter, taxi, plane)
Annie loves to ride her ____ on weekends. (scooter, taxi, bus)
We rented a ______ to explore the countryside. (motorcycle,
boat, bus)
56
UNIT 3
6. Dialogue Completion. Complete dialogues with appropriate
transportation words. Act out.
Dialogue 1: School Field Trip
Student A: Are you happy for the school field trip?
Student B: Yes! How are _____________there?
Student A: We are going by ______. It’s going to be fun!
Dialogue 2: Exploring the City
Student A: Let’s explore the city this weekend!
Student B: Great idea! ___________around?
Student A: We can rent ______ and ride around the city.
7. Transportation Survey
Gather in trios. Prepare a survey of three different questions
to conduct a survey about how your classmates go to
different places ( e.g., school, park, stadium, zoo, etc). Then
ask the questions around the class. Finally present the results
to the whole class.
• Survey sample question
• Classmate´s answer
a) How do you get
b) I get around by
around the city?
bicycle. That´s great fun.
What’s new?
Situation 3
School activities
It is recess time and
Henry and Laura continue
their conversation about
activities at school.
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NEW ROADS TO ENGLISH
Laura: Well, Henry. What do you do when you get to school? Can
you tell me now?
Henry: With pleasure. At 7:30 is the early morning meeting. At
7:50 we go to our classrooms. At 8:00 am we have Math lessons,
so we copy and solve problems.
Laura: At 8:00 we have Spanish lessons. We read books and write
compositions
At 10:00 am is recess time. Then, we have Science lessons at 11:00.
We go to the lab and make experiments.
Henry: Wow! It´s 10:30. Break is over.
Laura: See you after classes!
Henry: See you!
Answer the following questions.
a) Do they have diverse activities in the morning?
b) Do they have Math in the afternoon?
Initial practice
Repeat as the teacher indicates
Then act out the conversation.
Substitute parts of the conversation and act out the new version,
as indicated by the teacher.
Look! Reflecting on language
To ask and tell about school activities
Questions
Responses
A: What time does school begin?
B: At 8:00 a.m.
A: What do you do at school?
B: I do activities.
I copy.
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UNIT 3
Pronunciation
• El sonido de la vocal -i en la palabra sit es muy corto, casi no
se pronuncia.
• Recuerda el sonido de la abeja al final de la palabra close.
• El sonido final de la palabra touch es parecido al sonido inicial
en las palabras chocolate y chícharo en español.
Let’s practice
8. Matching. Match the pictures with the corresponding words
Pictures
List of words
____Leave school
B
____Arrive home
A
____Arrive at school
D
____Read
C
____Write
F
E
____Copy on the board
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NEW ROADS TO ENGLISH
9. Fill-in-the-Blanks. Complete sentences with the most
appropriate school activity.
I ______ the text from the board. (copy - get – go )
Classes ______ at 4.00 pm. ( begin – write – end )
School day ______ at 8.00. ( begins – writes – ends )
I ______ poems in Spanish lessons. ( write – read – do )
10. Complete the dialogues.
Dialogue 1: School Schedule
Student A: What time does our English class start?
Student B: It _______at 8:30. When does it end?
Student A: It ________at 12:00.
Dialogue 2: Catching a Bus
Student A: Do you know what time the bus arrives?
Student B: The bus _______ at 7:30. What time does it leave?
Student A: It leaves at _______.
Dialogue 3: After School Activities
Student A: What time is your soccer practice?
Student B: My practice is at ______. What time do you do
your homework?
Student A: I do my homework at ______.
Dialogue 4: Bedtime Routine
Student A: What time do you go to bed?
Student B: I go to bed at ______. What time do you usually
fall asleep?
Student A: I usually fall asleep at ______.
Dialogue 5: Weekend Plans
Student A: What time are we meeting at the park?
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UNIT 3
Student B: “We are meeting at ______. What time will you
leave your house?
Student A: I will leave my house at ______.
11. Complete these two invitations using the words from the list.
Invitation 1
Dear Frank,
There is a school party next Saturday _______________ at
__________. ________________________________, please.
Love,
___________
Invitation 2
Dear ________________,
Next Saturday is my _____________________ and we are going to
have a
_______________ . _____________, come to our _____________ at
__________ and join us. Don´t miss it!
Yours, Susie.
party
house
birthday
brother´s birthday
Come and join us
2 p.m.
Eduardo
4:00 p.m.
Sunday –
please
Carmen
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NEW ROADS TO ENGLISH
What’s new?
Situation 4
School objects and Asking for
and offering help.
It is the end of the school day,
and Laura is putting her school
objects into her schoolbag.
Laura: Here is the Math
book, the English notebook,
my pen, my new pencils, the
sharpener, the square.
12. Matching Game. Match sentences with pictures.
Pictures
62
Sentences
A
B
A write only with
____I
this pencil.
____This is my English
book this year.
C
D
____This is my English
book this year.
____Here are my
notebooks.
UNIT 3
E
____ This is your ruler.
F
____ These are new
crayons.
G
H
____A new eraser for
this classroom.
____This is not my rubber.
13. Now, work with your partner to practice in mini dialogues. Use the information in the following chart. Then act
them out.
For example:
Student A: I write with this pencil. Student B: Really?
Student A
Student B
I write with this pencil.
Really?
This is my new English book this year.
Glad to know!
Here are my notebooks.
Only two notebooks?
This is your ruler.
Oh, thank you.
These are new crayons.
Great!
A new eraser for this classroom board.
Good!
This is not my rubber.
Nor mine
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NEW ROADS TO ENGLISH
Situation 5
Laura is looking for her school objects when Henry comes in.
Laura: Oh, no!
Hendry: Hi, Laura. What´s wrong!
Laura: I don´t find my ruler. I can´t
find it. Can you help me, please?
Hendry: Yes, of course. Don´t
worry. What color is your ruler?
Can you tell me, please?
Laura: It´s red and long.
Hendry: Look! It is on the table
Laura: Oh, yes! Thanks.
Hendry: You´re welcome.
Answer the following questions
a) Is Laura´s ruler blue?
b) Does Hendry offer help?
c) Is Laura happy with Hendry´s help?
d) Is the ruler on the floor?
e) Where is the ruler?
Initial practice
Repeat as the teacher indicates.
Then act out the conversation.
Substitute parts of the conversation and act out the new version,
as indicated by the teacher.
Look! Reflecting on language
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UNIT 3
Be polite with these magic words:
Please
A: Thank you. B: You´re welcome,
Excuse me
Sorry
Welcome
Asking for help
Offering help
Can you help you, please?
Can I help you?
Can I borrow your …?
May I help you?
14. Matching Pairs. Match questions with appropriate responses.
Example:
Question: Can I borrow a pencil?
Response: Sure, here are.
Questions
Offering help
Do you have an extra eraser?
Yes, you can use mine.
Could you help me find my notebook?
Yes, you can use it.
May I use your ruler?
Sure, here they are.
Can you lend me a pair of scissors?
Of course, let´s look for it
together.
15. Fill in the blanks. Complete sentences with the correct words.
Asking for Help
a) Can I borrow your ______? B: Yes, sure.
b) Do you have an extra ______? B: Oh no. Sorry.
c) Could you help me find my ______? B: Of course.
d) May I use your ______? B: Yes, no problem.
e) Can you lend me a pair of ______? B: Sure.
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NEW ROADS TO ENGLISH
Offering Help
a) Do you need help with your _________? (homework,
pencil, book)
b) May I help you carry your_______? (books, calculator, ruler)
c) Would you like to borrow my _________? ( board,
classroom, pen)
d) Can I help you carry your ____________? ( books, picture,
backpack)
e) Do you need another ______ ? ( pencil, homework, books)
f) Would you like to use my ______ for your math lessons?
(calculator, crayons, flag)
16. Complete the following dialogues.
Student: ________________________________? Go to the toilet
Teacher: Sure, you may.
Student: _______________________________? Sharp the pencil
Teacher: Yes, you may.
Student: __________________________________? Use your pen
Another student: Sorry, you may not.
Student: __________________________? (Go out
Teacher: Yes, you may.
Daughter: _______________________________ go to Coppelia.
Mom: _____________________________________
Student: ____________________________? Go out.
Teacher: No, you may not.
17. Classroom Scavenger Hunt
Find the objects hidden around the classroom and ask your
classmates for help in locating them.
Example:
A: Can you help me find the scissors?
B: Sure!
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UNIT 3
Para expresar pertenencia!
Para mostrar que algo pertenece a alguna persona se usa ´s al
final del nombre.
Por ejemplo, Laura´s book.
Si el nombre termina en S solo se añade (´).
Por ejemplo, James´book.
Para expresar pertenencia con pronombres:
I---- My
He---His
We---Our
You--- Your
She---Her
You---Your
They---Their
18. Underline the correct pronoun.
(My-Her-Our) ruler is blue because that is my favourite colour.
Susan: Is this (our-your-his) Math book, Tony? Tony: No. It is not.
The girl plays tennis. This is (her-his-my) racket.
Carl and Tom are brothers. This is (our-his-their) sister Mariam.
Robert is at home. This is (his-her-your) phone.
We are in the same school, and this is (his-their-our) friend Paul.
Integrated practice
19. Classroom Schedule Creation. Work in small groups as
indicated by your teacher to create a classroom schedule
using times. You must decide on the times for different
activities. Be creative.
Present the schedule to the rest of the group.
• Reading time is at 10:00. • Lunch is at 12:00
Possible school activities:
1. Early morning
4. Special Interest Club (círculo
meeting (matutino)
de interés)
2. Science lessons
5. Reading session
3. Math lessons
6. Lunch Break
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NEW ROADS TO ENGLISH
7. English lessons
8. Physical Education
9. Optional sport
10. Art lesson
11. Morning recess
12. Afternoon break or recess
13. Dismissal (salida de la escuela)
Time to read
20. Before Reading Activities. Provide words or phrases you
associate to school day.
21. Vocabulary review. Match action verbs and pictures.
A
B
C
D
E
F
G
H
I
____ Read ____ End the day ____ Write ____ Draw
____ Do experiment ____ Study ____ Start the day ____ Paint
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UNIT 3
22. While Reading. Complete the following chart with information from the text:
Our School Day
Every day at school is full of fun activities. In the morning,
we start with a big smile and say “Good morning!” to our
friends and teachers. We have different classes like Math,
Science, and English.
In the morning, we have Math class. We learn to add and
subtract numbers. Sometimes, we play games with numbers.
After Math, we have a short break. We eat snacks and talk
with our friends.
After lunch, we have Science class. We learn about plants,
animals, and the Earth. We do experiments and see how
things work. Then, we have English class. We read stories
and write about our day.
At the end of the day, we have fun activities. We play sports
like soccer and baseball. Sometimes, we have art classes. We
draw and paint pictures. We also sing songs and dance.
When the school day is over, we say “Goodbye!” to our
friends and teachers. We go home and tell our family about
our day. We look forward to another fun day at school!
23. After Reading. What is your favorite school activity? Why?
With a little help from my…
24. The family is together after dinner.
Situation 1: The text
Mom tries to read the English text “Our School Day” but
does not understand.
You give the basic ideas in Spanish.
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NEW ROADS TO ENGLISH
Situation 2 The School Sports Area
Your brother Joe is in Grade 3. He knows very little English.
But Karen is in Grade 5
Student A describes in English the picture of the school
sports area.
Student B does not understand
Student C helps B using simple words and gestures
In black and white
Step 1. Warm up. Draw a picture of your favorite time of the
school day.
Step 2. Model text. Read the model text Our School Day again.
• Recall the main ideas and activities mentioned in the text.
• Sentence Completion. Complete the sentences using
appropriate words or phrases. Use your own personal
school activities.
a) In the morning, we start with a big _______.
b) After Math class, we have a short _______.
c) In Science class, we learn about _______.
d) At noon, we have_______.
e) In the afternoon, we _______.
f) At about _____, we have ___________.
g) We finish classes at _______ and __________________:
h) At the end of the day, we play _______.
• Connecting idea. Copy the sentence connectors in the text
Our School Day
• Link the following sentences from the text Our School Day.
Use the most appropriate connector to make them complete.
i) We have our Math class. We learn to add and subtract numbers. (so, but, and),
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UNIT 3
j) After lunch, we have Science class. We do experiments.
(but, and, because)
k) We play sports like soccer and basketball. We like sports.
(but, and, because)
l) We draw, paint pictures, sing songs and dance. It is the art
class. (but, and, because)
m) The school day is over. We go home and tell our family
about our day. (then, but, because)
Step 3. Guided writing. Re-write the following paragraph. Use
connectors to make it more coherent.
Paragraph: In the morning, we have Math class. We learn
to add and subtract numbers. Sometimes, we play games with
numbers. After Math, we have a short break. We eat snacks and
talk with our friends.
• Complete the information as in the example.
Example: My school day.
Time
Activity
Participants
7:45
Early morning meeting
Give information
All students and teachers
•
Use the information in the chart to write sentence. Use
connectors to link the ideas.
Step 4 Independent writing. Write a text describing your own
school day, guided by the model reading text.
Step 5 Sharing and revision. Share your text with your
partner or the class as indicated by your teacher. You receive and
provide positive feedback and suggestions for improvement. Pay
attention to the use of connectors and coherence in your writing.
Step 6 Editing. Now, it´s your turn to make corrections to improve your text.
Step 7 Publishing. Show your final text in the Bulletin board
created by the teacher.
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NEW ROADS TO ENGLISH
25. Dictation.
With a little help from my…
26. Project work. Create mini-books about eco-friendly transport options and their benefits.
Mini-Book 1: Walking
Cover Page: Walking is Fun!
Page 1: Picture of kids walking to school.
Text: We walk to school every day.
Page 2: Picture of a park.
Text: We walk to the park to play.
Page 3: Picture of a nature trail.
Text: Walking helps us see nature.
Page 4: Picture of a happy earth.
Text: Walking is good for the earth!
Mini-Book 2: Cycling
Cover Page: Riding Bikes
Page 1: Picture of kids riding bikes.
Text: We ride our bikes to school.
Page 2: Picture of a bike path.
Text: We ride on the bike path.
Page 3: Picture of a family biking.
Text: We ride bikes with our family.
Page 4: Picture of a happy earth.
Text: Biking is good for the earth!
Let’s sing together!
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UNIT 3
27. Listen to the song. Come on you do a dance with me and
match the instructions you hear.
A
Clap
Stamp
Turn
Touch
Pull out
Flap
Stretch
Fall
B
- your toes
- your feet
- your arms
- your ears
- your hands
- down
- around
- up high
To learn more
Once upon a time
The Gingerbread Man Goes to School
28. Before Reading. Activate your vocabulary
29. Vocabulary review: gingerbread, bake, classroom, playground,
art room, science lab, library, bus, clock, morning, afternoon.
30. Anticipating. “What do you think the Gingerbread Man will
do at school?” Story:
The Gingerbread Man Goes to School
One morning, Tim baked a Gingerbread Man. At 8:00 AM,
when he opened the oven, the Gingerbread Man jumped out
and ran away! He shouted, “Run, run, as fast as you can! You
can’t catch me, I’m the Gingerbread Man!”
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NEW ROADS TO ENGLISH
The Gingerbread Man ran to the bus stop. He saw a school bus
and jumped on. The bus took him to the school. At 8:30 AM, he
arrived at the school and saw children playing in the playground.
He ran past them and into the classroom. He saw books and
pencils on the desks. He ran to the art room and saw coloured
pencils and paper. He ran to the science lab and saw computers.
He ran to the library and saw many books.
At 3:00 PM, the children caught him in the playground. The
Gingerbread Man laughed and said, “You caught me! Let’s have
fun together!”
While Reading
Comprehension Questions:
1. What time did Tim bake the Gingerbread Man?
2. How did the Gingerbread Man get to the school?
3. Where did the children catch him?
31. True or False:
___The Gingerbread Man stayed in the oven.
___He took a bus to the school.
___The children caught him in the library.
32. After Reading. Retell the story with the help of your teacher.
33. Draw your favourite part of the story and write a sentence
about it. _______________________________________________
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UNIT 3
34. Role-Play: gather in small groups to act out the story.
My personal English booklet.
Reflecting on learning
Unit 3
Now I can
I need more
practice to
Ask and tell about the size and color
of school objects.
Ask for and offer help.
Ask and tell about school activities
and time.
Ask and answer about means of
transportation to get to a place
Ask for and answer the time
Read and understand the main idea
of very short texts
Listen to and understand my teacher
and classmates when they speak
English
Understand and sing a song
with appropriate patterns of
pronunciation
Use the bilingual dictionary
Ask for repetition
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UNIT 4
Home, sweet, home!
The activities in this unit will help you to:
• Ask and tell about parts of the house and furniture.
• Ask and tell about home activities
• Sing a song and practice pronunciation
• Read and understand the main ideas in a text and/or a story
• Communicate about the different topics using:
- verb be
- question patterns
- appropriate patterns of pronunciation and intonation
- the vocabulary related to school objects and basic school
activities
76
UNIT 4
•
•
Use learning strategies to understand and communicate
basic messages in English
Demonstrate politeness and a collaborative attitude during
interactive activities and independent tasks.
Breaking the ice
Relaxing Breathing Activity: “Finding Comfort at Home”
• Follow the teacher´s instructions and enjoy the learning journey.
What’s new?
Situation 1 My home
Henry and Laura are
talking after school.
Henry: Are you going home,
Laura?
Laura: Yes! I ´m tired. I need
to relax.
Henry: Where do you usually
relax at home?
Laura: I usually relax in the
living room.
Henry: Why? Can you
describe your living room?
Laura: Sure! My living room
has a big sofa, a center table,
a TV and a bookshelf. There
arealso two armchairs and
some plants.
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NEW ROADS TO ENGLISH
Henry: Hum! That sounds
cozy!
Laura: Do you know what? I
usually run into the bathroom.
The bathroom has a shower, a
sink, and a toilet. There are
also some shelves for towels.
Laura: After a relaxing
shower, I go to the kitchen.
Henry: A usual kitchen, I
suppose.
Laura: Yes, of course. We
have a stove, a refrigerator,
and a dining table. There are
also many cabinets for storing
food and dishes. And then,
to the dining room for snack.
Henry: And then you go to
the bedroom, don´t you?
Laura: How do you know?
Henry: My bedroom is my
favorite place. It has a
comfortable bed, a desk, and
a wardrobe. I also have some
posters on the walls.
Laura: Yes!. There are three
bedrooms. But I prefer mine.
It is quiet and comfortable.
Henry: Do you help at home?
Laura: Sure, I clean the
house, help my mom to wash
the clothes and on weekends,
I help to prepare lunch and set
the table. What about you?
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UNIT 4
Henry: Of course, I help at
home, too. I wash the dishes.
I go to the supermarket and I
set the table at dinner.
Laura: Yeah! it is important
to help at home.
Henry: Well, Laura. Safe and
sound at home. Wow!
Beautiful garden!
Laura: Thanks, bye
Henry: See you tomorrow.
Laura: Seah!
1. Answer these questions:
Laura likes to relax:
1. in the bedroom
2. in the living room
3. at home
In Laura´s house, there is:
1. kitchen
2. bedroom
3. bathroom
4. garden
5. garage
Laura´s favorite place at home is:
1. the kitchen
3. the garden
2. the bedroom
4. the living room
2. Listen to the dialogue again and follow the reading. Then,
place the furniture in the appropriate room.
Bathroom
Living room
Kitchen
Bedroom
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NEW ROADS TO ENGLISH
3. Who does what. Tick the home activity they help with.
Actividades
Henry
Laura
Limpiando
Fregando
Haciendo almuerzo
Poniendo la mesa
Haciendo mandados en el supermercado
Lavando ropas
Initial practice
• Repeat as the teacher indicates
• Then act out the conversation.
• Substitute parts of the conversation and act out the new
version, as indicated by the teacher.
Look! Reflecting on language
•
Cuando queremos indicar que hay algo en algún lugar
utilizamos la frase there is si es una sola cosa, pero si son
varias utilizamos there are.
•
Uso the a/ an
a living room = one living room
En inglés al referirnos a un solo objeto se emplea el artículo
indefinido a.
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UNIT 4
Pronunciation
pronunciation of common household items
Example: “sofa” (/’soʊfə/)
Example: “refrigerator” (/rɪˈfrɪdʒəˌreɪtər/)
Stress patterns in multi-syllable words.
Example: “re-FRI-ger-a-tor” (stress on the second syllable)
Let’s practice
4. Completion activity. Where do you place them? Write the
appliance or furniture in the most appropriate column. You
can use the dictionary:
fridge
bed
ter table
cooker
Bathroom
oven
mirror
soap
TV
set
cooker
armchairs
forks
closet
dishes
cupboard
sofa
shower
dressing
table
paper
kitchen
cabinet
fan
Living room
Dining room
toilet
bath
Kitchen
cenrice
toilet
Bedroom
5. Matching activity
a) Re-organize the letters to have a part of the house.
b) Match words and pictures.
c) Then write sentences.
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NEW ROADS TO ENGLISH
____ Rmobode
A
B
C
D
E
F
___ Ivilgnomor
___ Btahmoro
___ Dyra
___ Cehktin
___ Ndiingmroo
___ Ngrdea
G
6. Pair work. What is it?
a) Select two pictures of different parts of the house.
b) Your partner has to identify your selection, and then,
describe it.
c) Take turns describing the pictures to each other using the
vocabulary and sentences learned
7. Drawing. Work independently to create a plan of a home
and label each part in English. (possible homework)
8. Completion activity. At home I help to …. Complete the
following sentences
a) I help my mom to _________.
b) The TV set is (generally) in ____________________________
c) The beds are ________________________________________
d) Flowers grow in _____________________________________
e) Children like to play in the ___________________________
f) We watch TV in the _________________________________
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UNIT 4
9. Dialogue completion. Complete these conversations
John: Good morning, Margaret.
Margaret: Oh, _______John! _____________?
John: I´m very well, thank you. How about you?
Margaret: I´m very happy. I´ve moved into ________________
John: Oh. It looks comfortable. It is _____and ______ How
many rooms a______ in your house?
Margaret: Well, there is a ________. There is a dining room.
There are two __________ There is a kitchen, a bathroom, a
garden and a yard.
10. Complete the dialogue according to the picture.
Dialogue 1
John : Is the living room ________?
Margaret: No, it is big. There is a
(Fig. A)________, a center table and
(Fig. B)______ . The (Fig. C)________
is not big. There is a table with
four (Fig. C)_________and a
(Fig. D)________. There are (Fig. E)
_______ in the bedroom and there
is a big closet.
C
D
A
B
E
11. Complete the paragraph below using there is / there are.
Then write the text in your notebook. Read the text “Home,
sweet, home!” and answer these questions.
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NEW ROADS TO ENGLISH
“Home, sweet home!
I live with my family in a house. My house is nice, beautiful,
big and comfortable. __________ many rooms in my house.
__________ a living room with a sofa and some pictures,
__________ a bathroom and __________ a dining room.
__________ a big table and ___________ six chairs in the
dining room. __________ a kitchen, _________ a garden and
_________ a yard. In the second floor ________ three bedrooms
and another bathroom. My favorite room at home is my
bedroom because I sleep when I am tired and I play video
games with my friends and my sister. I love my house!
a) Is the house big or small? ______________________________
b) How many rooms are there in the house? _____________
c) What is his favourite room at home? __________________
d) Does he love his house? ______________________________
e) And you? What is your favourite room at home or in your
apartment? _________
12. Observe the picture and write sentences. Use there is or
there are.
_____________________________________________________
Pronunciation
Similar or different? Listen to your teacher and tick (√).
th- /Ɵ/
84
1
2
3
4
5
UNIT 4
13. Game. House Scavenger Hunt.
Gather in small groups.
Take a list of items from the teacher
Go around to find the item
Once you find an item, write a sentence describing where it
is and what it is used for (e.g., “The lamp is on the table in
the living room. It is used for reading.”)
Then share findings and descriptions with the class.
14. Write the activities in the chart according to the place:
Activities
Clean the yard
Sweep
Make experiments
Wash the dishes
Take out the garbage
Wash the clothes
Copy the lesson
Prepare dinner
Go to the lab
Write compositions
School
______
______
______
______
______
______
______
______
______
______
Home
______
______
______
______
______
______
______
______
______
______
15. What do you do to help at home? Use the information in the
previous activity.
Example: I clean at hom.
16. Your routine.Talk to your partner guided by these questions.
Practice with your partner.
Conversation A
What do you do at school in the mornings?
Conversation B
What do you do at home after school? Do you help at home?
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NEW ROADS TO ENGLISH
17. Dictation.
18. Before Reading. Vocabulary Preview.
19. Guessing Game. House Pictionary:
•
•
•
•
Gather into two teams.
One student from the first team takes a piece of paper
with a word, then he tries to draw it board without using
any words or letters.
The rest of the team has 1 minute to guess the word. If
they guess correctly, they earn a point. If not, the other
team gets a chance to guess.
The team with the most points at the end of the game wins
20. Prediction:
•
•
This is the title of the text “My Cozy Home.”
What do you think the text will describe? What rooms or
items might be mentioned?
My Cozy Home
I live in a small but cozy house. When you enter, you see
the living room. There is a big sofa, a coffee table, and a
TV. Next to the living room is the kitchen. The kitchen has a
stove, a refrigerator, and a dining table. I help my parents to
cook our meals.
There are two bedrooms at home. My bedroom has a
comfortable bed, a desk, and a wardrobe. I like to read books
in my room. The bathroom is next to my bedroom. It has a
shower, a sink, and a toilet. I keep my towels on the shelves.
Outside, there is a small garden. I grow flowers and
vegetables there. My home is my favourite place because it
is warm and welcoming.
While Reading Comprehension Questions:
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UNIT 4
a) Where is the living room located in the house?
b) What items are in the kitchen?
c) How many bedrooms are there, and what are they used
for?
d) What is in the bathroom?
e) What does the student grow in the garden?
21. After reading activities. Drawing Activity:
Draw a floor plan of the house described in the text.
Label each room and include the items mentioned.
22. Personal Connection. Describe your favourite room in your
house.
In black and white
Writing: My Family Home, sweet home.
Step 1. Warm up. Recall with your teacher and classmates
what your house look like. House Pictionary:
1. Gather into two teams. One student from the first team
draws a word from the box and tries to draw it on the
board without using any words or letters.
2. The rest of the team has 1 minute to guess the word. If
they guess correctly, they earn a point. If not, the other
team gets a chance to guess.
3. The team with the most points at the end of the game wins
Step 2. Model text. Read the model text My Cozy home
1. Brainstorming and Outline. Individually write ideas about
your own family home and its furniture. Think about
different rooms. Now create your own outline with the
help of your teacher.
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NEW ROADS TO ENGLISH
Outline. You should include:
Introduction (e.g., “My family home is very cozy.”)
Development:
Description of the living room
Description of the kitchen
Description of their bedroom
Description of the garden
Conclusion (e.g., “I love my family home.”)
Step 3. Guided writing.
• Sentence Completion Activity. Complete the sentences
related to your family home in pairs.
a) I live in a _________ __________.
b) In the living room, we have a ______ and a ______. The
family watches ______ in the living room.
c) The kitchen has a ______ and ______ chairs. We prepare
Delicious _____ in the kitchen
d) My bedroom has a ______, a ______, and a ______. I
________ in my bedroom .
e) We have a ______ in the garden. We grow _________ and
________ in the garden. I help to water the ______.
f) I love my _______. It is _______ and ________.
• Linking sentences with connectors. Link these sentences
using basic connectors (e.g., and, but, so, because). For
example:
We have a big sofa. We watch movies together. (and)
The kitchen is small. It is nice. (but)
I have a bed. I do my homework at the desk. (and)
Step 4. Individual writing. Write your paragraphs using the
outline, the model text and the previous activities as guide.
Step 5. Sharing & Revision. Exchange your text with a partner.
Revise your paragraphs based on the feedback worksheet.
You receive and provide positive feedback and suggestions
for improvement. Pay attention to the use of connectors and
coherence in your writing.
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UNIT 4
Consider these indicators
Clarity of ideas Use of vocabulary
Grammar and spelling
Use of connectors
Step 6. Editing. Now, it´s your turn to make corrections to
improve your text.
Step 7. Publishing. Gallery walk. Display the texts as indicated by the teacher
Let’s sing together!
23. Listen to the song My family.
“My family”
Mummy and daddy,
_________ and ________,
grandma and grandpa,
My ______________.
__________ and me,
__________ and me,
My family,
I love my family.
___________ and me,
__________ and me,
My family,
I love my family.
_____________ and me,
_____________ and me,
My family,
I love my family,
I love my family,
I love my family…
And my family loves me.
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24. Song Parts of the house. Listen to the song and write the
parts of the house you hear.
25. Now listen to the song Parts of the house again and complete it.
Where´s Mr. Penguin?
He´s in the ___________________.
What´s he doing?
He´s reading a book.
Where´s Baby Elephant?
He´s in the ____________________.
What´s he doing?
He´s taking a bath.
Bedroom, bathroom, living room, dining room
Bedroom, bathroom, living room, dining room
Bedroom, bathroom, living room, dining room
Kitchen, not chicken, it´s a kitchen.
Where´s Mr. Lion?
He´s in the _______________.
What´s he doing?
He´s watching TV.
Where´s Billy Beaver?
He´s in the ________________
What´s he doing?
He´s studying English.
Bedroom, bathroom, living room, dining room
Bedroom, bathroom, living room, dining room
Bedroom, bathroom, living room, dining room
Kitchen, not chicken, it´s a kitchen.
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UNIT 4
Where´s Mr. Brown Bear?
He´s in the ______________________
What´s he doing?
He´s cooking spaghetti.
Where´s Mr. Zebra?
He´s in the ______________________
What´s he doing?
He´s washing the dishes.
Bedroom, bathroom, living room, dining room
Bedroom, bathroom, living room, dining room
Bedroom, bathroom, living room, dining room
Kitchen, not chicken, it´s a kitchen.
26. Read the song Parts of the house and write right or wrong.
Correct the false answers.
Billy Beaver is in the dining room. _____
The house is very small. _____
Mr. Brown Bear is in the garden. _____
Mr. Zebra is not in the yard. _____
Mr. Penguin in the living room. _____
27. Listen to the song again. Complete the chart.
Mr. Zebra
Mr. Lion
Mr. Penguin
Baby Elephant
Billy Beaver
Mr. Brown Bear
bedroom
TV
English
spaghetti
bath
book
living room
bathroom
dishes
kitchen
dining room
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With a little help from my…
28. Project work. My Sustainable Home (Mi hogar sostenible)
Work with your teacher on sustainable practices at home.
Gather in small groups.
Each group will create a poster about a sustainable practice
at home.
Be creative and think about how you can apply these practices in your own homes.
Presentation day
Each group will present their poster to the rest of the class,
explaining the sustainable practice they chose and how it
helps the environment.
To learn more
Once upon a time. The Story of Man Told by Its Houses is a
story from the book The Golden Age by José Martí, our national hero.
29. Before Reading Activities: Vocabulary revision. With the help
of your teacher review vocabulary.
30. Have you read the story in
Spanish? Show the title
and a picture of different
types of houses. What do
you remember?
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UNIT 4
The Story of Man Told by Its Houses
A long time ago, people lived in caves. They had no doors
or windows. They used stones and animal skins to make
their homes. Later, people built houses with walls and roofs.
They used wood and mud. These houses had doors and small
windows. In time, houses became bigger and better. People
used bricks and stones. They had large windows and strong
doors. Inside, there were beds, tables, and chairs.Today, people live in many types of houses. Some are tall buildings with
many rooms. Others are small houses with gardens. Houses
have many parts like roofs, walls, doors, and windows. Inside,
we have furniture like beds, tables, and chairs.
31. While Reading True or False:
____People first lived in caves.
____Early houses had large windows.
____Today, houses can be tall buildings.
32. Questions:
a) Where did people live a long time ago?
b) What materials did people use to build houses ?
c) What furniture do we have inside houses today?
33. After Reading Activity Drawing: Draw your favourite type of
house in the story and write a sentence about it.
With a little help from my…
Teacher Reads a segment of the story in English.
Student A. Uses simple words and gestures to help the other
students understand.
Student B. Tells the story in Spanish
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NEW ROADS TO ENGLISH
My personal English booklet. Reflecting
on learning
Unit 4
Ask and tell about parts of the house and furniture.
Ask and tell about home activities.
Listen to and understand my teacher
and classmates when they speak
English
Understand and sing a song
with appropriate patterns of
pronunciation
Use the bilingual dictionary
Can help other people understand a
familiar text in English
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Now I can
I need more
practice to
UNIT 5
My city
•
•
•
•
•
•
The activities in this unit will help you to:
Ask and answer where the places in town are.
Ask and tell what places are like.
Read and understand the main ideas in text and/or a story.
Communicate about places in town using:
- verb be and action verbs about a green city.
- appropriate patterns of pronunciation and intonation.
- the vocabulary related to school objects and basic school
activities.
Use learning strategies to understand and communicate basic
messages in English.
Demonstrate politeness and a collaborative attitude during
interactive activities and independent tasks.
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NEW ROADS TO ENGLISH
Breaking the ice
Relaxing breathing activity
Sit comfortably and follow the teacher´s instructions.
From the pictures below, select the places you find in your
community or town.
What’s new?
Situation
Kai is new in town. David is taking him around town.
David: Good morning, Kai. Ready for a walk around town?
Kai: Sure! Is this a big town?
David: Not very big.
Kai: Is there a museum?
David: Yes. There is a museum on 1st Ave and next to it there is
an art gallery.
Kai: Is it far?
David: Oh, no. It´s walking distance.
Kai: Let´s go, then.
David: Most important places are in the same area. There is a
community center is in front of the gallery and the computer
center is across the street.
Kai: This is a green city. There are many trees around.
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UNIT 5
David: Oh, yes!
Kai: Lovely town.
David: I love my town
Answer the following questions
Are there places for entertainment in town? Which?
Are important places in town far from each other?
Initial practice
Repeat as the teacher indicates
Then act out the conversation.
Substitute parts of the conversation and act out the new version,
as indicated by the teacher.
Reflecting on language
Prepositions
The museum is on 1st Ave next to the art gallery.
The community center is in front of the gallery and the computer
center is across the street.
Pronunciaton
museum
art gallery
in front of
next to
across the street
behind.
Let’s practice
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NEW ROADS TO ENGLISH
1. Find the words related to places in town on the word search.
S
A
V
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K
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B
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2. Circle the places you can find in your city or town :
Theater Library Cafe Police station Bus station
Post office Restaurant Hospital Airport Museum Park
Church Shops Grocery store Sports center Hotel
Important monument
3. Guessing game. Complete the ideas according to the pictures
or objects the teacher shows.
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UNIT 5
Example:
The place where you can buy is…
The place where you study is…
4. Complete this conversation. Then practice.
Lucy: Do you like the (town-lesson-school)?
Alfred: It is small but (beautiful-tall), and……. is a great park.
Lucy: There is a museum too and a comfortable theater.
Alfred: Is there a (sports – dancing) center?
Lucy: Yes. It is (in front of – in) the clinic. We go there to play
soccer.
Alfred: Would you like to go to the (swimming pool – art
gallery) this Saturday?
Lucy: Going swimming? Good idea!
Alfred: Well, it is time to go to classes.
Lucy: Let´s go.
5. Complete the sentences with the appropriate prepositions.
List. In front of, next to, across from, between, behind
a) The school is ________ the museum.
b) The art gallery is ________ the museum.
c) The park is ________ the shop and the computer center.
d) The hospital is ________ the community center.
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6. Guessing game. Act out places in town as instructed by the teacher
and your classmates have to guess and produce a sentence.
7. Write the name of 4 streets or avenues in your city. Tell your
partner about important places in the streets you wrote. See
the example: e.g. There is a grocery on 7th Street.
With a little help from my…
Situation 1
Student1: You live in the
town. Your do know very little
English. A tourist wants to get
to the museum.
Student 2: You’re a tourist. It
is your first time in this town or
city. Your English is very good,
but you don’t speak a word of
the local language. You want
to get to the museum.
Student 3: You live in
this town or city and speak
the local language. You
understand English and can
say simple words and use nonverbal signs. You offer to help.
Situation 2
Student 1: You live in the
town. Your do not speak
English. A tourist wants to buy
some flowers for his friend.
Student 2: You’re a tourist. It
is your first time in this town or
city. Your English is very good,
but you don’t speak a word of
the local language. You want to
buy some flowers for your friend.
Student 3: You live in this
town or city and speak the local
language. You understand
English and can say simple
words and use non-verbal
signs. You offer to help.
8. Oral practice
•
•
100
Work in teams as organized by your teacher. Create a
poster of the places in your city/town/community/neighborhood as indicated in class.
Describe it to your classmates.
UNIT 5
Time to read
9. A Green City. Before Reading Activities This is the title of the
text: “A Green City”. What does it suggest? Share with the class.
10. Select the possible sustainable practices and ecofriendly
activities in a green city.
- use solar panels
- renewable energy
- recycling
11. Activate key vocabulary with your teacher: sustainable,
renewable energy, recycling, green spaces, pollution, fresh
air, wind power
12. Read the text:
A Green City
A green city is a place where people live in harmony with
nature. In a green city, there are many parks and green
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NEW ROADS TO ENGLISH
spaces where people can enjoy fresh air and exercise. The
buildings use renewable energy sources like solar panels
and wind power. People recycle their waste and cycling for
transport. Everyone works together to keep the city clean
and healthy. By making small changes, we can all help create
a green city.
While Reading Activities. Comprehension Questions:
What is a green city?
What are some features of a green city mentioned in the text?
How do people in a green city help reduce pollution?
13. Think-Pair-Share:
Think about one way you can help make your city greener.
Share with your partner.
Share some ideas with the whole class.
14. After Reading Activities. Complete the sentences using the
vocabulary and information from the reading text.
A green city is a place where people live in harmony with
__________.
In a green city, there are many __________ and green spaces.
The buildings use __________ energy sources like solar and
wind power.
People __________ their waste and use public transportation
to reduce __________.
Everyone works together to keep the city ________ and healthy.
15. Fill in the blanks with appropriate connectors. (e.g., and,
but, because, so)
A green city has many parks __________ green spaces for
fresh air and exercise.
People use a lot of plastic bottles __________ they recycle
their waste.
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UNIT 5
16. Buildings use renewable energy _________ it reduces pollution.
Everyone works together to maintain a clean and _____
healthy environment. __________
17. How can you apply what you learned to your own lives?
18. Complete the following sentences to review key vocabulary.
Sunlight is a ______________ energy source.
We can ______________ paper and plastic.
_________ makes the air dirty.
A ____________ has many trees.
____________is the English word for sostenible.
19. Draw a map or a picture of your city as a green city. Locate
the most important places. Write sentences describing the
picture using the vocabulary words.
20. Dictation.
In black and white
Step 1. Warm up. Activate the vocabulary with your teacher.
Bring pictures or photos of different places in a city and say
simple sentences.
Step 2. Model text. Read the model text.
My city
My city is beautiful and full of life and there are different places
to visit. There is a big park where I play with my friends every
weekend. It is a peaceful place. Near my house, there is a school
where I study. The school is very nice, and my teachers are kind. I
enjoy learning new things every day. There is a supermarket too.
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NEW ROADS TO ENGLISH
My family buys food there. Across from the supermarket, there is
a library. I like to go there to read books and do my homework.
There is also a small cafe next to the library where I sometimes
meet friends. I love my city because it.
Step 3. Guided Practice. Sentence Formation. Complete the
following sentences.
There is a big _______ (park).
I go to _______ (school) near my house.
There is a _______ (supermarket) where my family buys food.
There is a library _____________ the supermarket where I
read________.
The cafe is _______ the library. Sometimes _______ meet there.
• Connecting sentences. Re-write the sentences in
paragraph form. Insert the connector suggested.
There is a big _______ (park), I play with friends. ( where)
I go to _______ (school) near my house. I like it there. I learn.
(because)
There is a ______ (supermarket), my family buys food. ( where)
There is a library ___________ the supermarket.
I like the library. It is peaceful. (because)
The café is _________ the library. Sometimes _________ meet
there. (and)
Step 4. Independent writting. My own city. Describe some
places and how people can make it more sustainable. Use
connectors like and, but, because, so. Include pictures.
Step 5. Sharing and Revision. Exchange your text with a partner.
Revise your paragraphs based on the feedback worksheet.
You receive and provide positive feedback and suggestions
for improvement. Pay attention to the use of connectors and
coherence in your writing.
Consider these indicators
Clarity of ideas
Use of vocabulary
Grammar and spelling
Use of connectors
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UNIT 5
Step 6. Editing. Now, it´s your turn to make corrections to
improve your text.
Step 7. Publishing. Poster display. Display the texts and read
them as indicated by your teacher.
With a little help from my…
21. Project Work: Create a model or poster of a sustainable city,
including places in town and sustainable practices (e.g.,
recycling centers, parks). Present their projects to the class
and explain how their city is sustainable.
My personal English booklet. Reflecting
on learning
Prepostions
Use
In
Se usa para espacios cerrados o áreas grandes.Por
ejemplo, in the city
At
Se usa para lugares específicos o puntos concretos.
Por ejemplo, at the bus stop, at school
In front of
Delante de. Por ejemplo, The library is in front of the
school.
Next to
Al lado de. The cinema is next to the theatre.
Across from
Al otro lado cruzando la calle o un espacio. The the
cafeteria is across from the hotel.
Between
En medio de dos cosas. The shop is between the
pharmacy and the community center.
Behind
The garden is behind the house.
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NEW ROADS TO ENGLISH
Unit 5
Ask and answer where the places in
town are.
Ask and tell what places are like.
Ask for and give directions
Read and understand the main idea
of very short texts
Listen to and understand my teacher
and classmates when they speak
English
Understand and sing a song
with appropriate patterns of
pronunciation
Use the bilingual dictionary
Can help other people give
directions in town
106
Now I can
I need more
practice to
UNIT 6
A year in our lives
•
•
•
•
•
The activities in this unit will help you to:
Ask and tell about:
- time, weather and seasons.
- home and school furniture, objects and activities.
- places in the community.
Communicate in English about the previous topics using the
appropriate vocabulary, grammar structures and patterns of
pronunciation and intonation.
Read and understand the main ideas in a text and/or a story.
Use learning strategies to understand and communicate basic
messages in English.
Demonstrate politeness and a collaborative attitude during
interactive activities and independent tasks.
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NEW ROADS TO ENGLISH
Breaking the ice
Relaxing Breathing Activity: Days of the week breathing
Sit comfortably, breathe deeply and visualize and imagine a
typical day of the week
Follow the teacher´s instructions and enjoy the learning journey.
How do you feel now?
Let’s practice
1. Circle the word according to the category.
Places in town: actress - Friday - library - museum - park
Family members: sister - school - uncle - birthday - cousin
Parts of the house: close - kitchen - chicken - garden - bedroom
Furniture: cupboard - armchairs - bathroom - dog - rice cooker
Colours: brown - be quiet - green - notebook – yellow
2. Complete this puzzle. Down (↓) across (→)
- a color
- an item of clothes
108
- a school object
- a part of the house
UNIT 6
3. Finding the Words. Say the words or phrases to name the part
of the house or the household chore. Then re-organize the
sentences and find or draw picture to illustrate it sentence.
a) Scrambled sentences
b) TV set/ there/living room/is.
c) eating/dining room/is/family /the/in/the
d) Dad/ dishes/the/doing/is
e) brother/my/is/trash/taking out/the
f) in/the/ bedroom/children/sleeping/the/are
g) reading/am/ in /the/porch/I
h) helping/kitchen/in/the/are/children
4. Read the text “Elena´s new house”and then do the activities
below.
Elena lives in Cienfuegos. She has moved to a new house
recently and her sister Lorena is visiting her today.
Lorena: Oh, Elena, what a lovely house!
Elena: Oh, yes. It´s very comfortable. It has three bedrooms.
Lorena: Really? What about the kitchen?
Elena: It is big. There is a new refrigerator and a gas cooker.
Let´s look inside.
Lorena: All right.
Elena: Look! This is the living room. That is our new TV set.
Lorena: Hmm! It´s really nice. Is there any rocking chair in
the house?
Elena: No, there isn´t any, Lorena. But as you can see, there
is a big sofa, two
armchairs and a small center table here. Let´s go to the room
I like the most!
Lorena: What a nice and big dressing table, Elena!
Elena: You are right! It is very pretty.
Lorena: And the bed looks comfortable.
Elena: Yes, it´s very soft. I love my room.
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5. Match the correct option. In Elena´s house…
The bed is
The dressing table is…
The kitchen is…
The TV set is
The center table is
_____ ugly
_____ pretty and big
_____ small
_____ comfortable
_____ new and nice
6. Say Yes or No according to the conversation.
Ítems
Yes
No
There is a refrigerator in the kitchen.
The center table is in the dining room.
There are two rocking chairs in the living room.
The bedroom is Elena´s favorite room at home
The dressing table is small and ugly
7. Substitute the underlined words and write a new dialogue.
A: Oh, no!
B: What´s wrong?
A: I lost my new ruler. I can´t find it.
B: And, what color is your ruler? What is it like?
A: Well, it is blue and long. Help me, please.
B: Let´s see…. Is this your ruler?
A: Oh, yes. Thanks.
B: You´re welcome. Be careful next time!
Sharpener
Thick
and red
What
happens?
Let me
help you
Big
and yellow
Can you help
me?
White and
small
Yes, of
course
What´s the
matter?
English
book
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UNIT 6
8. Week imagery. Now, what day of the week did you imagine
in the relaxing activity? Can you describe it? Is this your
favorite day?
Let’s sing together!
9. Enjoy the song the teacher presents.
10. Listen to your teacher and draw a clock with the time.
11. Write what you do every day, after school or on weekends
according to the times on the clocks.
12. Complete the weekly planner.
Days of
the week
Usual
activities
Monday
English lessons
At
home
At
school
On
weekends
a) What are your daily activities at school?
b) What is your daily routine at home?
c) What do you do on weekends?
d) Do you do these activities all the year long? (¿Haces
estas actividades todo el año?). During the year activities
might vary.
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13. Class survey.
1. Gather in small groups to write possible questions to ask
about birthdays’ months and celebrations during the
year. Ask the teacher for help if you need to.
2. Walk around the class, ask your classmates and write the
answers in the chart.
3. Work in small groups again and share.
4. Write complete sentences using the information.
5. Present the information to the whole class.
• Think with your classmates about the fun school events
during the year (e.g. sports day, festivals, etc.)
• As a team create a calendar presenting all these special
days each month.
• What do you do at home for these celebrations?
• Where in your town are these activities celebrated?
14. Weather imagery.
Sit comfortably, breathe deeply and visualize and imagine
different types of weather as you breath.
Follow the teacher´s instructions and enjoy the learning
journey .
Now, what kind of weather did you imagine? Can you
describe it?
Is this your favorite weather?
Weather. Objects & activities
Gather in small groups.
Draw the objects and write words such as clothes you associate
to the season or weather you imagined. (e.g. sunny, rainy,
etc.) If you do not know a word ask the teacher for help.
What activities do you do in that weather or season?
What clothes do you wear?
Can you list eco-friendly activities?
15. Now enjoy this board game.
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UNIT 6
Summer
Time Fun
START
what can
you see?
what do you
want
to eat?
you feel
too hot! Go
back two
spaces
you are
going to the
beach. Go
forward four
spaces
what do
you have?
what can
you see?
what can
you make?
what do
you want
to
drink?
what do
you have?
you see a
shark! Go
back five
spaces
what can
you see?
what do
you have?
what can
you do?
you build a
sandcastle.
Go
forward two
spaces
what can
you do?
where do you
want to go?
a crab bites
your toe! Go
back to the
START!
FINISH
16. Best place in town for the season. Where in town do you like
to be in the type of weather or season you imagined? Where
is that place?
17. A Day in town. You will be role-playing a day in town,
performing different activities based on the day of the week,
month, and season.
1. Gather in small groups as instructed by your teacher.
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NEW ROADS TO ENGLISH
2. Each group takes a different day of the week, month,
and season. For example, one group could be “Monday
in January during winter,” another could be “Friday in
July during summer.”
3. Plan the Day
4. Each group will plan their day in town. You should decide
on at least three activities that match the assigned day,
month, and season and the places in town where they
take place. Provide the location of the place and a short
description.
5. Prepare the Role-Play (10 minutes):
6. You can use simple costumes or props to make their roleplay more engaging.
7. Perform the Role-Play
Group 1: Monday in January during winter
Activity 1: Going to school (e.g., We go to school on Monday.)
Activity 2: Visiting the library (e.g., In the afternoon, we visit
the library.)
Activity 3: Playing in the snow (e.g., After school, we play in
the snow because it is winter.)
Group 2: Friday in July during summer
Activity 1: Going to the park (e.g., On Friday, we go to the
park.)
Activity 2: Having a picnic (e.g., “We have a picnic in the
park because it is summer.”)
Activity 3: Going to the beach/river (e.g., In the evening, we
go to the swimming pool.)
Time to read
18. Before reading. What are your favorite places in your town?
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UNIT 6
19. According to the title. A week in our town, what words and
ideas could you find in the text?
20. While -reading. As you read complete the following chart
with information from the text.
Month
Day Time
Home /family
Activity
School
activity
Town activity
Text A week in our town1
New Email
Dear friend,
In our town, there are many exciting things to do every day of the week.
In this email, I am describing a typical week in town.
On Monday, I go to school by bus. My school is on Seven Sisters Street.
At 8.00 am I have Math and then at 10.00 pm after morning break I have
Science lessons. At 12.30 I go home to have lunch. After lunch I do the
homework and rest. On Tuesday, I have art class in the morning. We use
paper, crayons, paints and brushes. And in the afternoon, we visit the
Art Gallery. I love to see the exhibitions.
After the visit, I go to the library because it is next to the Art Gallery. I
love reading books about animals. On Wednesday, after school, I play
soccer with the community team. Then I walk home because the stadium
is close to my house. In the evening, I help my parents to prepare
dinner. At about 9.00, I go to bed. Thursday is a special day. There are
different activities in the Community house and in the sports center. We
play chess, tennis, listen to music and dance. Friday is the last school day
of the week. In the early morning assembly in the gymnasium our
principal talks about future activities. After school, I go by train with my
family to visit my grandparents for the weekend. Saturday is a fun day!
My grandparents live on a farm. I ride on horseback with my cousins...
1Generated and adapted by Copilot ChatGPT
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NEW ROADS TO ENGLISH
New Email
and eat fresh fruits and vegetables.In the evening we all sit in the living
room to tell family stories. Sunday is family time outside. We go camping
to enjoy nature. We swim in the river and rest under trees to have our
sandwiches and drinks. Every month in our town, we have different
celebrations. In January, we celebrate New Year´s Day with fireworks. In
May there is a flower festival. In July, there is a summer festival with
games and music.
I love my town.
Best regards
Paul
Send
21. After-reading. In pairs, role play a conversation about your
favorite day of the week or town celebration.
With a little help from my…
Situation
This is a brochure of a town. It is in Spanish, but the visitor
does not understand it.
Use simple words in English for him.
Vivo en una ciudad hermosa. Hay un lugares bellos
e interesantes. Este es el museo y al lado está
la galería de arte, frente al centro comunitario.
Esta es la escuela donde estudiamos todos los niños.
En verano hay un festival de flores. A todos nos
gusta el festival de las flores en el verano.
Qué bella es mi ciudad.
116
UNIT 6
In black and white
Step 1. Warm up. Read the email and write an answer to Paul
describing a typical week in your life. Complete the chart with
your own personal information.
Month
Day Time
Home /family
Activity
School
activity
Town activity
Step 2. Guided writing. Write connected sentences
Step 3. Model text. Read the email again
Step 4. Independent writing. Write an email to Paul:
a. Describe yourself (name, age, family,
likes, dislikes, etc.)
b. Describe a typical week in your life.
Step 5. Sharing and revision.
Step 6. Editing.
Step 7. Publishing. Create a class newspaper
With a little help from my…
22. Project work. Create a model, a poster of the town celebrations.
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NEW ROADS TO ENGLISH
My personal English booklet. Reflecting
on learning
Unit 6
Ask and tell about parts of the house
and furniture.
Ask and tell about home activities.
Ask and tell about school activities.
Ask and tell about places and
activities in town
Read and understand the main idea
of very short texts
Listen to and understand my teacher
and classmates when they speak
English
Understand and sing a song
with appropriate patterns of
pronunciation
Use the bilingual dictionary
Help others understand a piece of
information in Spanish using simple
words in English.
118
Now I can
I need more
practice to
UNIT 7
All in all
•
•
•
•
•
The activities in this unit will help you to:
Ask and tell about the topics studied in primary:
- personal information,
- school objects and activities.
home, family and jobs.
- time, weather and seasons. - likes and dislikes.
- places in the community.
Communicate in English about the previous topics using the
appropriate vocabulary, grammar structures and patterns of
pronunciation and intonation.
Read and understand the main ideas in a text and/or a story
Use learning strategies to understand and communicate basic
messages in English
Demonstrate politeness and a collaborative attitude during
interactive activities and independent tasks.
Breaking the ice
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NEW ROADS TO ENGLISH
Relaxing Breathing Activity: Days of the week breathing
Sit comfortably, breathe deeply and visualize and imagine a
typical day of the week
Follow the teacher´s instructions and enjoy the learning journey.
Let’s practice
1. Friends around the world. English is an international language to communicate with friends from different countries, so
it is important to learn about some of these countries.
a) Fill in the blanks based in the pictures in Column A.
b) Color the flag accordingly.
c) Use the information from the previous chart to create
mini dialogues. Use the incomplete dialogue as a guide.
120
He is Carlos
Country: _______________
Nationality: ____________
Official language:_______
The flag is blue
and white with a
red triangle.
He is Hans
Country: _______________
Nationality: ____________
Official language:_______
The flag is red,
yellow and black.
He is Pierre
Country: _______________
Nationality: ____________
Official language:_______
The flag is red,
white and blue
He is Joao
Country: _______________
Nationality: ____________
Official language:_______
The flag is green,
yellow and black
UNIT 7
2. Many people around the world use English for
communication. So, it is important to know basic
information about these countries.
FINISH
121
NEW ROADS TO ENGLISH
A: What´s his/her name?
B: ____________
A: Where __________?
B: From ____________
A: What language does he/she speak?
B: ________________
A: What about you?
3. Group the words from the box accordingly.
notebook – January - August - open the window - dining
room - brother - yard – schoolbag - July - pen - kitchen grandpa - Wednesday- Monday - aunt - Friday - raise your
hand – Sunday - be quiet - March
school
objects
family
members
days
of the
week
parts
of the
house
months
of the
year
classroom
instructions
4. Work in groups. What would you say to…?
a) To introduce two friends at the party.
b) To talk about what you like and dislike.
c) To describe your house and your favorite room at home.
d) To talk about the activities you do at school, at home and
on weekends.
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UNIT 7
5. Who are they? Find the members of the family.
6. Let´s read! Carolina is writing an e-mail to a friend in Jamaica.
New Email
Dear Rick,
I am Carolina Rivero and I am twelve years old. I live in Cienfuegos and
my school´s name is Mariana Grajales. I’m a sixth grade student. I like to
listen to music and write on my diary. I go to school from Monday to
Friday in the mornings and I practice sports in the afternoons every day.
I love gymnastics. I speak Spanish and I am learning English at school.
My family is great! My father is Juan and he is a good plumber. He is
thirty - seven years old. Lisa is my mother. She is thirty – nine years old.
Robert is my uncle. Jane is my aunt. She is my mother´s sister and she
lives in Havana City. She is an architect. Jane is forty – one. Elsa is my
grandmother and Alfred is my grandfather. He is fifty-four. He is a
doctor. My brother´s name is Gerardo. He is twenty - nine and his
address is 606 Continental Street, El Cerro, Havana City. He works in a
hospital but he is not a doctor. He is a nurse. Mary is my sister. She is a
teacher in a Secondary School. She is thirty-two.
Well, write me back from Jamaica as soon as possible,
Yours,
Carolina
Send
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NEW ROADS TO ENGLISH
a)
Tick in the right box according to Carolina and her
family´s information.
Statement
true
false
not said
Alfred is Carolina´s brother.
Carolina lives in Cuba.
Lisa´s brother lives in Artemisa.
It´s 2 pm and Carolina is practicing sports.
Her sister is a teacher.
Carolina´s friend lives in Santa Clara.
Carolina´s mother is older than Jane.
Robert´s birthday is in August.
•
b) Read Carolina´s letter and complete the information below.
Carolina
Province
Name of the school
Age
Grade
Languages
Activity in the mornings
Activity in the afternoons
•
Carolina´s family
Family member
Name
Age
Occupation
Plumber
54
Gerardo
Sister
Jane
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UNIT 7
7. Family Tree Interview. Work with your partner. Interview
each other about your family members and their jobs to fill
in the family tree with the information you gather. Present
your partner’s family tree to the class.
8. Match column A and B.
A
Where do you live?
Can you help me, please?
How do you spell your name?
What time is it?
How old are you?
May I go to the bathroom?
What´s today´s date?
What language do you speak?
B
- I live in Ceballos.
- I speak Spanish.
- I am fine.
- It is twelve o´clock.
- Sunday, August 24.
- C-A-R-O-L-I-N-A.
- Sure.
- I am 11.
- Yes, you may.
9. Complete and practice.
A: Where do you live?
B: ________________________________
A: Where do you study?
B: At____________________________________________ school.
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NEW ROADS TO ENGLISH
A: What do you do at school?
B: _____________________________________________________
A: Do you love your family? What´s your family like?
B: _____________________________________________________
A: What sports do you like to practice?
B: _____________________________________________________
10. Complete the mini-conversations using the list below and
then write the question for A.
A: (1) _________________________________________________?
B: My name is _____________________.
A: (2) _________________________________________________?
B: I´m __________________ years old.
A: (3) _________________________________________________?
B: I´m from __________________, the capital of ______________
A: (4) _________________________________________________?
B: It´s big and ____________________________.
A: (5) __________________________________________________
B: I _____________ and help my parents with the housework.
A: (6) _________________________________________________?
B: I like _________________, ___________________ and guava.
Time, Weather, and Seasons
11. Part 1: Time. What time do you do these activities?
I wake up at ______.
I go to school at ______.
I go to bed at ______.
12. Part 2: Weather and Seasons What are your likes and dislikes?
My favorite season is ______ because ______.
I like it when the weather is ______.
During ______, I like to ______.
I don´t like ______.
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UNIT 7
Days, Months, and Places in Town
13. Part 1: Days and Months What is your favorite day and month?
My favorite day of the week is ______ because ______.
My favorite month is ______ because ______.
14. Part 2: Places in Town. What is your favorite place in town?
My favorite place in town is ______ because ______.
I like to visit the ______ on weekends.
The ______ is near my house.
15. Find Someone Who…. Walk around the classroom asking
each other questions to find someone who:
is 11 years old.
has a pet at home
goes to school by bus.
loves birds
likes sports very much.
reads at night.
likes pasta
practices music after school.
16. Create a story and tell your class. Use the words in the box
below.
Name
Red
Monday
Ice-cream
living
room
brother
House
Yard
and
seek
Bananas
car
Family
Mother
tall
School
Friend
Blue
Black
Animals
Small
Bus
Big
Brave
Travel
Dining-room
Jamaica
Friday
Thin
play football
Hide
Marbles
handsome
love
Intelligent
Favorite
like
On foot
Belt
cats
Baseball
Yellow
Example:
I have a friend. His name is Barry . His favorite…
My friend´s name is Steve…
127
NEW ROADS TO ENGLISH
Self Evaluation. Reading
17. Read the following email.
Dear María Fernanda,
Hello! My name is Carl. I am 12 years old. I live in a small
house with my family. My father is a doctor, and my mother
is a teacher. I have one brother and one sister. I like playing
soccer and reading books. I don’t like eating broccoli. At
school, I have a blue backpack and many books. My favorite
subject is math. I usually go to school at 8 o’clock in the
morning. My favorite season is summer because I love the
warm weather. On weekends, I like to visit the park and
play with my friends. My favorite place in town is the library
because I love reading new books.
Best regards
Carl
128
UNIT 7
18. Answer the questions based on the previous text.
Questions
Personal information
Carl´s family
Carl´s likes
Carl´s dislike
Weekend activities
In black and white
Step 1. Warm. Work in pairs to ask and answer these.
a) What´s your name?
b) How old are you?
c) Where are you from?
d) Where do you study?
e) How do you go to school?
f) What do you do on weekends?
g) Where do you live?
h) What´s your mother like?
i) What does your house look like?
j) What do you do at home?
k) What sports do you like to play?
l) What is your favorite game?
m) What animals do you like?
n) What do you like to eat?
Step 2. Model text. Read the email again.
Step 3. Guided writing. Connect the sentences in the warm
up activity.
Step 4. Individual writing. Write an email to a friend: Include name, age, family, likes, dislikes, etc. Describe what you
do in a typical week.
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NEW ROADS TO ENGLISH
Step 5. Sharing & Revision. After writing the paragraphs,
exchange papers with a partner.Partners read each other’s
work and provide feedback using a checklist. For example:
- Are all the sentences about the same topic?
- Are there any grammar mistakes?
- Are there spelling mistakes?
- Are the ideas in logical order?
- Are there connectors to link ideas and sentences (such as
and, but, so, because, etc.)?
Step 6. Editing. Now, it´s your turn to make corrections to
improve your text.
Step 7. Publishing. Activity: Class newspaper.
• Gather in small groups as organized by your teacher.
• Create a class newspaper with your paragraphs and
illustrations.
• Display the newspapers around the classroom.
• Walk around, read the newspapers, and give comments
or ask question.
Speaking. Gather in small groups and create dialogues
based on these situations.
A: You are at an International Pioneers Camp and you are
meeting new friends.
B: You are in a new city. You are in the park now. There are
many children playing.
C: There is a party next Sunday. You want to invite your friends.
D: There is a family exhibition in your school. There are
many photos and everybody wants to know about other
classmates´ families.
The end
130
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m:
My
va
ca
tio
ns
To
:
Position: 309 (138 views)