Lengua

Adicional 3
Docente: Luciana Aranda

Ciclo Lectivo: 2024

Class 1 - March 11th

Objetivos de la clase:
- Reconocer los nombres de las letras en inglés.
- Pronunciar el alfabeto.
- Deletrear sus nombres y el de sus compañeros.
- Reconocer preguntas personales.

Activity 1 – Ask and answer.

1. How do you spell your name?

2. How do you spell your surname?

Activity 2 – Ask and answer

a. What’s your name?

b. What’s your surname?
c. How old are you?
d. Where are you from?
Class 2 - March, 18th

Objetivos de la clase:
- Reproducir el alfabeto deletreando palabras conocidas.
- Recordar los números del 1 al 100.
- Reconocer y reproducir preguntas personales.

Activity 3 - Listen and repeat. Activity 4 – Ask and answer.

1. How do you spell 18 in English?

2. How do you spell 47 in English?
3. How do you spell 63 in English?
4. How old are you?
5. How old is your teacher?
6. How old is your classmate?
7. How old is your best friend?

Activity 5 - In pairs, ask and answer.

a) What’s your name?

b) How do you spell your surname?
c) Where are you from?
d) What’s your phone number?
e) What’s your postcode?
f) What’s your address?
g) What’s your email address?
h) Are you married?
i) Are you single?
j) How old are you?
Class 3 - March, 25th

Objetivos de la clase:
- Reconocer palabras claves para dar información personal.
- Recordar miembros de la familia.
- Reconocer y recordar el verbo have y el verbo to be.

Activity 6 - Activity 7

Activity 8 - Members of the family – Complete the chart.

MALE FEMALE
HUSBAND
SON
CHILDREN
UNCLE
MOTHER
GRANDFATHER
COUSIN
Activity 9 – Study the chart Activity 10 – Read the paragraph about your teacher and write about you.
I have I am I’m Luciana. I’m 46. I’m a teacher. I’m married. My husband is Fernando and he
You have You are is 42. I have a son, Facundo, he’s 6. He’s tall and thin. He has short blond hair.
She has She is
He has He is _____________________________________________________________
It has It is _____________________________________________________________
We have We are
They have They are
_____________________________________________________________
Class 4 - April, 8th

Objetivos de la clase:
- Reconocer y recordar ítems lexicales de tiempo libre.
- Reconocer y recordar adverbios de frecuencia.
- Reconocer y recordar la estructura oracional en el presente simple

Activity 11

Activity 12

Activity 13 - Adverbs of frequency – How do you say these words in Spanish?

Activity 14 – Read the conversation again. Transcribe a sentence with an adverb of frequency and the verb to be (am-is-
are)

______________________________________________________________________________________________

Activity 15 – Read the conversation again. Transcribe a sentence with an adverb of frequency and a verb in the present
simple tense.

______________________________________________________________________________________________

Activity 16 – Transcribe a question and a negative sentence.

______________________________________________________________________________________________
Class 5 - April, 15th

Objetivos de la clase:
- Recordar ítems lexicales de tiempo libre.
- Recordar adverbios de frecuencia.
- Reconocer y recordar la estructura oracional en el presente simple.

Activity 17 – Answer the questions about you orally.

1. How often do you surf the internet?

2. How often do you listen to music?
3. How often do you watch TV?
4. How often do you spend time with friends?
5. How often do you play sports?
6. How often do you read books?
7. How often do you go to the gym?
8. How often are you late for school?

Activity 18
Activity 19 – Write sentences about you. Use adverbs of frequency.

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

5. __________________________________________________________
Class 6 - April, 22nd

Objetivos de la clase evaluadora:

- Recordar ítems lexicales de tiempo libre.
- Recordar adverbios de frecuencia.
- Reconocer y recordar la estructura oracional en el presente simple.
- Formular preguntas sobre actividades de tiempo libre y responder.
- Hablar sobre un compañero y sus actividades.

Activity 20 - Ask a classmate

How often do you …

1. play football?
2. Spend time with friends?
3. Surf the Internet?
4. Read a book?
5. Listen to music?
6. Watch TV?
7. Go to the gym?

Activity 21 – Talk about your classmate.

EXAMPLE: Paul never plays football.

Class 7 - April, 29th

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida.
(verbos y sustantivos)

Activity 22

Activity 23 -
Activity 24 - Complete the sentences about you.

A) I have ________________________ for breakfast.

B) I have ________________________ for lunch.
C) I eat _________________________ for dinner
D) I never have ___________________________ for breakfast.
E) I never have ___________________________ for lunch.
F) I never have ___________________________ for dinner.

Activity 25
Class 8 - May, 6th

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida.
(verbos y sustantivos)
- Seleccionar información de un texto escrito para responder
preguntas.
- Dar opiniones.
- Escuchar información específica y seleccionar para completar cuadro.

Activity 26

Activity 27
Class 9 - May, 13th

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida.
(verbos y sustantivos)
- Dar opiniones: gustos y preferencias.

Activity 28

Activity 29 -
Class 10 – May, 20th

En esta clase se evaluarán los contenidos relacionados con la comida que los alumnos han adquirido hasta el momento.

Objetivos evaluativos de la clase:

- Reconocer y recordar ítems lexicales relacionados con la comida. (verbos y
sustantivos)
- Dar opiniones: gustos y preferencias.
- Identificar información general y específica sobre el tema en un texto escrito.

Assignment

Activity 30

Activity 31
 Activity 32

Activity 33 – Answer about you

1. What do you eat for breakfast?

2. What do you have for lunch?
3. Do you like vegetables?
4. Do you like pasta?
Class 11 - May, 27th

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida. (verbos y
sustantivos)
- Reconocer ítems lexicales relacionados a la nutrición.
- Reconocer ítems lexicales en las tablas nutricionales de los empaques de
comida.
- Identificar información específica en las tablas nutricionales.

NUTRITION FACTS

Activity 34 - Read the following texts: ¿Dónde se pueden encontrar las siguientes tablas nutricionales?

Activity 35 - Lea las tablas nutricionales, escriba el equivalente en inglés de los siguientes términos:

1) Sodio: 5) Calcio:
2) Grasas saturadas: 6) Calorías:
3) Carbohidratos: 7) Hierro:
4) Azúcar: 8) Porción:
Activity 37 - Read the following nutrition facts. ¿Qué debemos mirar al comenzar a leer la tabla?

Activity 38 - ¿Qué nutrientes debemos restringir en las comidas?

Activity 39 - ¿Qué nutrientes debemos considerar ingerir más?

Activity 40 - Aproximadamente, ¿cuántas calorías se deben ingerir diariamente?

Activity 41 - Read the nutrition facts below and answer the questions.
Class 12 - June, 3rd

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida. (verbos y
sustantivos)
- Reconocer ítems lexicales relacionados a la nutrición.
- Reconocer y recordar la estructura oracional usando el presente simple.

Activity 42 – Read
the text My Family Eating Habits. Encuentre y escriba ejemplos de los
siguientes tipos de comidas.
Meat: _______________________________________________________
Dairy Products: ______________________________________________
Drinks: ______________________________________________________
Vegetables: ___________________________________________________
Carbohydrates: ________________________________________________
Fruit: ________________________________________________________

MY FAMILY'S EATING HABITS

In my family, we love good food. Every day my mum cooks delicious breakfast,
lunch and dinner for everyone. She cooks very well.
In the morning, my mother cooks sandwiches with eggs and ham for me
and my brothers. We drink milk too. My older brother usually drinks orange juice.
My father drinks coffee with milk. He never drinks orange juice. We usually eat
toasts and butter, too.
At noon, we have lunch. We sit around the table and we eat chicken with
chips, tomato and lettuce salad and bread. We always have cheese on the table but
my little sister never eats cheese and tomato. I like eating cheese very much! We
sometimes eat apples and oranges. I love fruit!
In the evening, my family and I have dinner. I sometimes help my mother
cook tasty burgers. I like cooking in the kitchen! I can cook burgers, potatoes and
salad. Then, we usually eat kiwis or bananas. We always eat around the table. Then,
we sit on the sofa and we watch TV in the living room.
Activity 43 - Read and complete
GRAMMAR – Presente simple.
My mum cooks delicious breakfast. (Al verbo le agrego S cuando el sujeto del verbo es HE – SHE – IT)

My sister _______________ (eat) vegetables.

We drink milk too. (si el sujeto del verbo es I – WE – YOU – THEY no agrega S)

I _________________ (eat) vegetables.

Activity 44 - Read and answer about you and your family.

EXAMPLE: What do you wat for lunch? I eat vegetables and apples for lunch.

What does your friend eat for lunch? She eats cheese and ham sandwiches for lunch.

1. What do you eat for lunch? ____________________________________________________

2. What do you eat for breakfast? _________________________________________________
3. What does your friend eat for lunch? ____________________________________________
4. What does your friend eat for breakfast? _________________________________________

The food Pyramid

Activity 45 - Write three types of food in each step of the pyramid.

Activity 46 - What do you usually eat? I usually eat __________________________________________________

Activity 47 - What don’t you eat? I don’t eat _______________________________________________________

Class 13 – June, 10th

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida. (verbos y
sustantivos)
- Reconocer ítems lexicales relacionados a la nutrición.
- Reconocer y recordar la estructura oracional usando el presente simple.
(forma negativa)

Activity 48 - GRAMMAR - PRESENT SIMPLE - NEGATIVE

I don’t eat fish. You don’t eat butter. They don’t eat pasta. We don’t eat tomatoes.

She doesn’t eat lettuce. John doesn’t eat fish. The cat doesn’t eat chicken.

1. ¿Cuándo se usa DON’T?

2. ¿Cuándo se usa DOESN’T?

Activity 49 - Write 5 sentences about the food you don’t eat.

EXAMPLE: I don’t eat tomatoes.

1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________

Activity 50 - Write 5 sentences about the food you friend doesn’t eat.

EXAMPLE: Tomás doesn’t eat bread.

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
Class 14 – June, 24th

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida. (verbos y
sustantivos)
- Reconocer ítems lexicales relacionados a la nutrición.
- Reconocer y recordar la estructura oracional usando el presente simple.

Activity 51 – Look at the picture. What do you eat? What don’t you eat? Write sentences.

1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________
5. _____________________________________________________________________________
6. _____________________________________________________________________________
7. _____________________________________________________________________________
8. _____________________________________________________________________________

Activity 52 - Reading comprehension

1. Lea el texto y marque qué tipo de texto es:

a. Afiche informativo ___

b. Aviso publicitario ___
c. Menú ___
d. Folleto ___
e. Carta ___
f. Artículo de enciclopedia científica ___
2. ¿Cuántas sugerencias hay listadas en el texto?

3. Lea el recuadro en verde. Identifique la oración con la idea principal del texto.

a. Use las ideas de esta lista para elegir qué cocinar. ___
b. Use las ideas en esta lista para balancear sus calorías. ___
c. Use los alimentos en esta lista para obtener ideas y cocinar mejor. ___

4. Lea la sugerencia 2. ¿Qué puede pasar si uno come muy rápido?

5. Lea la sugerencia 8. Nombre 3 comidas que debemos reducir su ingesta.
6. Lea la sugerencia 10. ¿Por qué no deberíamos tomar gaseosas?
7. De todas las sugerencias, ¿cuáles les parece más útil? ¿Por qué? ¿Hay algún dato que no conocía?
¿Cuál?
Class 16 – July, 1st

En esta clase se evaluarán las estrategias que los alumnos aplican para la comprensión lectora.

Objetivos de la clase:
- Reconocer y recordar ítems lexicales relacionados con la comida. (verbos y
sustantivos)
- Reconocer ítems lexicales relacionados a la nutrición.
- Utilizar estrategias de comprensión lectora para identificar información
general y específica.

Activity 53 - Read the article and the nutrition facts. Find the English words for the following in Spanish:

a. Azúcar _____________
b. Porción ____________
c. Vitamina ___________
d. Calcio: _____________
e. Grasa saturada __________
f. Colesterol ______________
g. Sodio _________________
h. Proteínas ______________
i. Grasas totals ___________

Activity 54 – Read the text and answer the

questions below.
Class 17 – July, 15th
Objetivos de la clase:
- Reconocer pronunciación de ciertos ítems lexicales.
- Identificar las palabras en una canción.

Activity 55 - Home – by Michael Bublé

Listen and complete the blanks

Another summer (1) __________

Has come and gone away
In Paris and Rome
But I wanna (2) __________ home
Mmm

Maybe surrounded by
A (3) __________ people, I
Still feel all alone
I just wanna go home
Oh, I miss you, you (4) __________

And I've been keeping all the letters that I (5) __________ to you
Each one a line or (6) __________
'I'm fine, baby, how are you?'
Well, I would send them, but I know that it's just not enough
My words were (7) __________ and flat
And you deserve more than that

Put them in order.

______ I'm lucky I know

______ Mmm, I've got to go home
______ Another sunny place
______ Another aeroplane
______ But I want to go home

Let me go home
I'm just too far from where you are
I want to come (8) __________
Another winter day has come
And (12) __________ away
And even Paris and (13) __________
And I want to go home
Let me go home

And I'm surrounded by

A million people, I
Still feel (14) __________
Oh, let me go home
Oh, I (15) __________ you, you know

Let me go home
I've had my (16) __________
Baby, I'm (17) __________
I gotta go home
(18) __________ me go home
It will all be alright
I'll be home tonight
I'm (19) __________ back home

And I feel just like I'm living someone else's life

It's like I just stepped (9) __________
When everything was going right
And I know just why you could not
Come along with me
But this was not your (10) __________
But you always (11) __________ in me