5 Ingles

COLEGIO GIMNASIO PANAMERICANO
FAMOUS PEOPLE
AREA: INGLES TEMA PRINCIPAL: FAMOUS PEOPLE
DOCENTE: _______________________________ I.H.: 2 HORAS * SEMANA HORAS: 2
CICLO: 5 TIPO DE EVALUACIÓN: ESCRITA

ESTANDARES CURRICULARES
Lectura:
 Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto.
Escritura:
 Escribo diferentes tipos de textos de mediana longitud y con una estructura sencilla (cartas, notas,
mensajes, correos electrónicos, etc.).
METAS DE APRENDIZAJE
METODOLOGÍA
 Reconocimiento de los diferentes adjetivos
para describir una persona. Será activa, con talleres individuales y en grupo
 Utilización del verbo to be y del auxiliar y Has (GUIA-TALLER), vídeos, exposiciones, etc.
para realizar una descripción física.
 Uso de las diferentes preguntas para hablar
de una persona.
 Realización de descripciones orales y escritas
acertadas.
 Producción de textos sencillos con cierta
propiedad.
Desde el largo y color del pelo, hasta los rasgos en la cara o en el cuerpo, todos estos puntos
podemos desarrollarlos en inglés. En alguna situación cotidiana vamos a necesitar describir
físicamente a una persona. Para ello, te brindamos algunas herramientas prácticas, veamos
algunos ejemplos:
Algunos adjetivos:
 attractive (atractivo) Describe el pelo en cuanto al largo:

 beautiful (hermoso)
 good-looking (guapo)  long (largo)
 old (viejo)  Short (corto)
 tanned (bronceado)
Describe el pelo en cuanto al estilo:
 pretty (bonito para mujeres)
 ugly (feo)  striaght (lacio)
 young (joven)  Wavy (ondeado)
 unattractive (poco atractivo)  curly (frisado)
A continuación, podrás ver cómo se aplican
Describe el color de la piel: estas descripciones en las siguientes
oraciones:
 Dark / black (Oscuro / negro)
 Polly has white skin and long straight
 White fair (blanco)
hair.
 Olive skin (Piel trigueña)
 Sally has dark skin and black curly hair.
 moustache (bigote)
 Harry has a mustache.
 Beard (barba)
 Billy has a long beard.
 My father has a long beard.
Para describir el aspecto físico, debes incorporar en la oración las formas verbales HAS
o HAVE, dependiendo de la persona.
Por último, presta atención a estas oraciones que resultan un poco más difíciles, ya que se
agregan las características del pelo: largo, corto, blanco, negro, lindo, etc.:
 Jeff is white and has a beard.

 Suzanna has white skin long blond hair and is pretty.
 Dick has long brown hair and a mustache.
 Caroline has long hair and is very tall.
FAMOUS PEOPLE
 Choose three well-known famous people.

1 ___________________________________________
2 ___________________________________________
3 ___________________________________________
 Now describe each person using the prompts below:
Famous 1 Famous 2 Famous 3

Nationality
Age
Face
Skin colour
Hair colour
Height
Famous
for…..??
 Describe your famous people. Can your partner guess who are they?
 Pick a famous person you’d like to be friends with. Why?
 Pick another famous person you like and answer:
1. Where does s/he live?

2. What does s/he do?
3. How does s/he look like?
4. Why do you like this person?
5. Do you know what does s/he like doing?
6. Why do you like this person?
7. Do you think you could be friends? Why?
8. Do you remember his or her last performance?
9. If your famous person acts, what kind of movie would you like to film with
him/her?
Describing Famous People

Born: March, 21st, 1960
Died: May, 1st, 1994
Job: Brazilian Race Driver
Championship: 3 times Formula One World
Champion (in 1988, 1990, and 1991)
Who´s this famous person? _________________________________

When was he born? _______________________________________
What did he do? __________________________________________
How many championships did he win? _____________________
Did you see his races on TV? _______________________________
When did he die? _________________________________________
Did you feel sad when he died? ____________________________
How do you describe him? ________________________________
Born: January, 16th, 1938

Job: Brazilian TV host, writer and comedian
Languages: English, French, Italian, Spanish,
German and Portuguese
Books written: 7
Do you like him? Do you watch his program?

Did you ever read any of his books?
Do you think he´s a nice person?
Can you describe him?
What can you say about him?

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Born: October, 2nd, 1869
Killed: January, 30th, 1948
From: India
Job: Lawyer and Indian Pacifier
Languages: English and Hindi
What do you know about this man?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________________________________________
Born: June, 23rd, 1905

Died: July, 19th, 2008
Job: Brazilian actress, comedian and singer
Movies: 25
First movie: “Samba em Berlim”, in 1943
Last movie: “Nossa vida não cabe num Opala”, in 2008
Guiness Book 2012: 86 years´ career (the longest career
of the world)
How old was she when she died_________________________
Did you ever see any of her movies? _____________________
Was she funny in your opinion? ________________________
Can you describe her?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
RECURSOS
GUIAS CUADERNO CARTELERAS BIBLIOTECA DICCIONARIO OTROS
WEBGRAFÍA:
www.busyteacher.com
http://www.wordreference.com
FEELINGS
AREA: INGLES TEMA PRINCIPAL: FEELINGS

Escucha:
 Utilizo las imágenes e información del contexto de habla para comprender mejor lo que escucho.
Lectura:
 Identifico palabras clave dentro del texto que me permiten comprender su sentido general.
 Reconocimiento y uso de vocabulario METODOLOGÍA
relacionado con los sentimientos.
 Utilización de dicho vocabulario para expresar Será activa, con talleres individuales y en grupo
sus propios sentimientos. (GUIA-TALLER), vídeos, exposiciones, etc.
acertadas.
propiedad.
 Expreso mi opinión sobre asuntos de
interés general para mí y mis
compañeros.
PREGUNTA GENERADORA: Por qué son importantes las emociones y los sentimientos, cree que es
importante expresarlas?
CONCEPTUALIZACION:
FORMACIÓN PARA LA VIDA:
Los estudiantes deberán leer uno de los clásicos de la literatura, “El patito feo” y con base en
la historia y el tema visto: feelings, tendrán que hacer una lista de valores relacionando estas dos
temáticas. Con base en los sentimientos y en la historia, los estudiantes harán de manera creativa
una presentación en inglés a sus compañeros de colegio sobre la importancia de prevenir el bulling.
The Ugly Duckling. Cuento tradicional infantil en inglés
Once upon a time down on an old farm, lived a duck family, and Mother Duck had been sitting
on a clutch of new eggs. One nice morning, the eggs hatched and out popped six chirpy ducklings.
But one egg was bigger than the rest, and it didn´t hatch. Before she had time to think about it,
the last egg hatched.
A strange looking duckling with gray feathers that should have been yellow gazed at a worried
mother. The ducklings grew quickly, but Mother Duck had a secret worry.
- "I can´t understand how this ugly duckling can be one of mine!" she said to herself
Well, the gray duckling certainly wasn´t pretty. As the days went by, the poor ugly duckling
became more and more unhappy because his brothers didn´t want to play with him.
He felt sad and lonely. He secretly wept at night. He felt nobody wanted him.
-"Nobody loves me, they all tease me! Why am I different from my brothers?"
Then one day, at sunrise, he ran away from the farmyard. He stopped at a pond and began to
question all the other birds.
-"Do you know of any ducklings with grey feathers like mine?"
But everyone shook their heads in scorn.
- "We don´t know anyone as ugly as you."
The ugly duckling did not lose heart, however, and kept on making inquiries.
He fled as far away as he could, and at dawn, he found himself in a thick bed of reeds.
-"If nobody wants me, I´ll hid here forever."
There was plenty a food, and the duckling began to feel a little happier, though he was lonely.
One day at sunrise, he saw on a pond a group of beautiful birds. White, with long slender
necks, yellow beaks and large wings.
- "If only I could look like them, just for a day!" said the duckling, admiringly.
Finally he got the courage to fly to the pond, where the beautiful birds were swimming. That
was when the duckling saw himself mirrored in the water.
- "Goodness! How I´ve changed! I hardly recognize myself!"
When the beautilf birds saw him, they realized he was one of their kind, and soon made
friends.
-"We´re swans like you!" they said, warmly.
-"Where have you been hiding?"
-"It´s a long story," replied the young swan, still astounded.
Now, he swam majestically with his fellow swans.
One day, he heard children on the river bank exclaim: "Look at that young swan! He´s the
finest of them all!" And he almost burst with happiness.
WHAT MAKES YOU HAPPY?
THE ARTICLE
BNE: Australians are the happiest people in the world. This is according to a new survey from
the market research company GfK NOP. Interviewers asked 30,000 people in 30 different countries
about their levels of happiness. Forty-six percent of Australians said they were “very happy”. Following
them was the USA (40 percent), Egypt (36 percent), India (34 percent) and the UK and Canada (32
percent). Hungary finished top of the “miserable” list. Thirty-five percent of its citizens said they were
“very unhappy”. Second most miserable were Russians, at 30 percent.
The research showed that money and age affected how happy people are. The study did not
show that money can buy happiness, but it did reveal a link between a lack of money and
unhappiness. Unhappier people were in lower income groups or unemployed. The study also
suggested the older we become, the less happy we are. Globally, teenagers are the happiest people.
The least happy age group is 50-59 – only 16 percent of those in their fifties said they were very
happy. The things that make us happy include good health, financial security and a happy marriage,
not cars and clothes.
1. READING COMPREHENSION- TRUE / FALSE: Look at the article’s headline and guess
whether these sentences are true (T) or false (F):
a Interviewers carried out 30,000 telephone T/F

. interviews.
b Egyptians and Indians were among the top five T/F
. happiest populations.
c. Hungary was bottom of the happiness list. T/F
d The survey showed that money can buy T/F
. happiness.
e Unemployed people were shown to be very T/F
. happy.
f. The survey found that the older we become, T/F
the happier we are.
g Cars and clothes do not make us so happy. T/F
.
h A new study says Australians are the world’s T/F
. happiest people.
2. WHAT MAKES YOU HAPPY?

HAPPY- BRAINSTORMING.
Spend one minute writing down all of the different words you associate with the word “happy”.
3. HAPPY OPINIONS: Do you agree with these opinions on happiness? Talk about them with
your partner(s).
a. Money makes you happy.
b. The older you become, the happier you are.
c. You can take lessons on how to be happy.
d. Men are happier than women.
e. Married people are happier than single people.
f. People in warmer climates are happier than people in colder climates.
g. It’s hard to be happy in today’s world.
h. Every country should have a Minister of Happiness.
5. SYNONYM MATCH: Match the following

synonyms from the article:
a. interviewers unhappy
b. following 50-59-year-olds
c. miserable after
d. citizens show
e. showed study
f. reveal connection
g. link economic
h. those in their fifties residents
i. financial researchers
j. survey revealed
WHAT MAKES YOU HAPPY?

CONVERSATION QUESTIONS HAPPINESS.
1. Are you a happy person?
2. What is happiness for you?
3. What do you think is the colour for happiness?
4. Do you think that happiness lies within you? Or does it depend upon other people and
external things?
5. Can money buy happiness?
6. Is happiness a state of mind?
7. What makes you feel happy?
8. What are the three most important things for you to be happy?
9. Is happiness relative, that is, does it have a different meaning for each person?
10. Are single people happy?
11. Would you be happier with a soul mate or single?
12. Does having an animal/pet make you happy?
13. What is the effect that animals/pets have on people to make them feel happy?
14. What makes you happy?
15. When was the happiest time of your childhood?
16. Can you be happy if you are rich?
17. Can you be happy is you are poor?
18. How can you become happy again when you are sad?
19. Is happiness a goal?
20. How often do you feel really happy?
21. Are the people in your country generally very happy?
22. Are you very happy most of the time?
23. What makes you unhappy?
24. What's the most miserable you've been?
25. How happy are you compared with your friends?
26. Do you wake up happy every morning?
27. Do you agree that older people are less happy?
28. What is there to be happy about in the world today?
29. What affects your levels of happiness?
30. Does your happiness change during different times of the day, week, month or year?
31. What is or was the happiest time of your life?
32. Do you need money to be happy?
33. What do you think of the idea of a government Happiness Minister who is responsible for
the happiness of the population?
34. Do you think some nations are happier than others?
35. What is missing in your life that would make you very happy?
36. Why are teenagers some of the happiest people in the world?
37. What was the happiest time in your entire life?
38. Do you feel that you have to work hard and be miserable now in order to be happy later?
RECURSOS: Guías, cuaderno, carteleras, biblioteca, diccionario, otros.

WEBGRAFÍA: www.busyteacher.com y http://www.wordreference.com
HEALTH AND CARE
AREA: INGLES TEMA PRINCIPAL: HEALTH AND CARE

Lectura:
Escucha:
 Identifico personas, situaciones, lugares y el tema en conversaciones sencillas.
 Identificación del vocabulario relacionado con METODOLOGÍA
las enfermedades.
 Utilización de dicho vocabulario para describir Será activa, con talleres individuales y en grupo
síntomas e identificar enfermedades. (GUIA-TALLER), vídeos, exposiciones, etc.
acertadas.
propiedad.
 Escribo un texto corto relativo a mí, a mi
familia, mis amigos, mi entorno o sobre
hechos que me son familiares.
PREGUNTA GENERADORA: Cree que es importante mantenerse saludable? Por qué?
CONCEPTUALIZACION:
Cómo digo “me duele la cabeza” en inglés? ¿Y si me pongo enfermo y no sé explicarle al doctor mis
síntomas?
No desesperes, Diana y yo queremos ayudarte para que puedas expresar tus dolencias en inglés y
por eso hemos desarrollado una nueva guía de aprendizaje. Esta vez se trata de un completo listado
de vocabulario en inglés sobre las dolencias y enfermedades más comunes.
Empecemos por alguna pregunta general:
How do you feel? - ¿Cómo te sientes?
I feel…
Sick - enfermo
Tired - cansado
Nauseated – tengo nauseas
Like I have a fever – como si tuviera fiebre
I’m burning up – estoy ardiendo
Like my head is going to explode – como si la cabeza fuese a explotar
Los tipos de dolores que puedes experimentar son:

Types of Pain – Tipos de dolores
Sharp - agudo
Dull – dolor leve, dolorcillo
Throbbing – dolor punzante
Tingling sensation – cosquilleo, hormigueo
Burning – quemando, ardiendo
Ache – dolor (en general)
FORMACION PARA LA VIDA: Escriba un texto donde se apoye con imágenes, en el que hable de lo
visto en clase y tenga en cuenta la siguiente afirmación: “Para mantener un estilo de vida saludable,
necesitamos cuidar nuestro cuerpo, mente y alma”.
RECURSOS
GUIAS, CUADERNO, CARTELERAS, BIBLIOTECA, DICCIONARIO, OTROS
WEBGRAFÍA:
www.busyteacher.com
HOBBIES
AREA: INGLES TEMA PRINCIPAL: HOBBIES
DOCENTE: __________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2
Escucha:
 Entiendo instrucciones para ejecutar acciones cotidianas.
Escritura:
METAS DE APRENDIZAJE METODOLOGÍA
 Aprendizaje del vocabulario relacionado con Será activa, con talleres individuales y en grupo
los hobbies y el tiempo libre. (GUIA-TALLER), vídeos, exposiciones, etc.
 Utilización de preguntas WH para responder
preguntas sobre la ocupación del tiempo
libre.
acertadas.
propiedad.
RECURSOS
GUIAS
CUADERNO
CARTELERAS
BIBLIOTECA
DICCIONARIO
OTROS
WEBGRAFÍA:
www.busyteacher.com
Complete the sentences with the correct verbs: play, paint, go, listen, go
snorkelling, dance, go rollerblading and ride.
Match the sentences with the pictures.
a b c d
e
John …………………… football every afternoon.
Mary …………………… a bike at the weekend.
Tom and Tina …………………… to the cinema on

Saturdays.
f
George …………………… the guitar every afternoon.
Mr Wilson …………………… pictures in his free time.
Joe …………………… in the sea in summer.

g
Mary, Mike and Nick …………………… cards on Fridays.
Robin …………………… to music in his free time.
Daniel …………………… at the weekend.
Martin and Richard …………………… chess on Fridays.

h
Cliff …………………… computer games every evening.
Mr and Mrs Norton …………………… on Saturdays.
l k J i
6
2. Choose the correct option in each case.
a) I developed an interest in _______________ after my mother gave a diary. (reading /
writing / painting)
b) Mary loves plants and flowers, so ____________is the ideal hobby for her.
(fishing/dancing/gardening)
c) If I had a good camera, my favourite hobby would be _____________. ( cinema /
photography / cooking)
d) Tim decided to take up ____________ as a hobby because he loves working with clay.
( pottery / camping /fishing)
e) My father gave me a magnifying glass last Christmas. Since then I started collecting
________________. (stamps / autographs / cinema)

"La La La" Shakira World Cup 2014
1 Label the following pictures:
________ __________ __________ 5. Fill in the blanks with the words you hear
_________ ___________ Feel how the planet's
_____________ Become _____
Like a _________
2. Fill in the blanks using the words above Destiny's ________
La la la la la
I dare you German, ____________
___________ and French
Feel how the _________ ‘s Off the bench
Become one You gotta own it
Beats like a __________
To the same rhythm Down here we ___________
Like we dance
Hear the __________ It's _________
Kick the ___________ And now you __________ it
The entire world
Soars like an ____________ Sing along
In Rio we play Is it true that you want it

Like we _________ Then act like you mean it
Only today With everyone watching
There's no ___________ It's truth or dare can you feel it
La la la la la
3. Order the following lines I dare you (2)
___ For fear or sorrow

___ There's no space
___ In this place
___ Leave all behind
Sing along
Is it true that you want it

Then act like you mean it
With everyone watching
It's truth or dare can you feel it
La la la la la
I dare you
4. Unscramble the words

arrived / have / You _________________________
place/ It's /the _________________________
No / doubts / more _________________________
is /time / coming / The _________________________
INTERNET
AREA: INGLES TEMA PRINCIPAL: INTERNET
DOCENTE: ________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

Lectura:
 Comprendo variedad de textos informativos provenientes de diferentes fuentes.
Escritura:
 Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras disciplinas.
METAS DE APRENDIZAJE METODOLOGÍA

 Identificación del vocabulario relacionado con
Internet. Será activa, con talleres individuales y en grupo
 Comprensión de lectura. (GUIA-TALLER), vídeos, exposiciones, etc.
acertadas.
propiedad.
Read the following text carefully:
1 As an instructor at one of the top universities in the Asia-Pacific region, I have some
really smart students. One of my smartest students ever is in my current essay writing class. Her
name is Esther. Last week, the deadline for submission of final assignments for my essay was Friday,
and I was surprised and disappointed when, at five p.m., the only student who had not submitted her
5
assignment was Esther. I tried calling her, but she was out.
Next morning, I did what most Internet addicts do on first getting up – I checked my e-
mail. There was Esther’s assignment, sent as an e-mail attachment. Received at 11:59 p.m. She has a
great sense of timing, Esther. I used the ‘insert comment’ function of Microsoft Word to embed
1 extensive comments on her assignment, and, resisting the temptation to mark her down for the
0 anxiety she had caused, gave her a well-deserved ‘A’. I returned her assignment electronically, and an
hour or so later received a message from her thanking me for the comments and the grade.
A student in the same section, although not in the same grade as Esther, also submitted
his assignment as an e-mail attachment. This student (let’s call him Luke) is considerably weaker than
Esther. I was therefore astonished when I opened the e-mail attachment and found an essay far
1
5 more elegantly crafted than anything Luke had ever produced for me before. It was clear that
someone else had written the piece. However, when I confronted Luke he was adamant – of course it
was his own work! He even managed to look hurt at the implication that someone else had written it.
I showed the essay to a colleague who immediately recognised it as a piece from the
World Wide Web. He downloaded and printed a copy for me which I included, along with the URL, in a
2 message to Luke. Next morning, he was outside my office waiting, shamefaced, to apologise.
0 These two stories illustrate two of the ways that the Internet is transforming my
5
teaching. I’m sure that many readers have similar stories. If the Internet has not yet touched you on
your teaching, it’s a reasonable bet that it will do so in the not too distant future.
Source: David Numan, LATEFL ISSUES, vol. 157, October 2000
I
A) Who or what do these words refer to in the text?
1. my (l.2) 4. which (l.21)
2. her (l.5) 5. you (l.25)
3. it (l.20)
B) Go through the text and find words/ expressions that mean the same as:
1. clever
2. present
3. a date or time before which something must be done or completed.
4. surprised
C) Complete the sentences with information from the text:
1. Last week David was surprised and disappointed because ...
2. The first thing he did next morning after getting up was ...
3. Esther’s assignment ...
D) Answer the following questions on the text using your own words:
1. How did Luke react, when the teacher told him that it wasn’t his own work?
2. What happened next?
3. Did Esther and Luke prepare their assignments in the same way? Justify your answer.
II
Rewrite passive or active sentences:
1. An article about Internet Security has been written by Peter and Ralph.
2. He sent John an e-mail alert about a new Internet virus.
3. Esther had submitted the assignment.
4. The teacher gave Esther a good grade.
5. Students could send the assignment by e-mail.
6. The Internet is transforming David Nunan’s teaching.
7. Someone else has written Luke’s piece.
8. Is the Internet influencing our lives?
III
Write a short essay (100-120 words) on the following topic:
‘Nowadays, anyone who cannot speak English and is incapable of using the Internet is
regarded as almost illiterate’
 Do you agree/ disagree with this statement?
 For what purposes do teenagers use the Internet?
 Is the Internet always a useful tool? Account for your answer.
RECURSOS
WEBGRAFÍA:
www.busyteacher.com
MUSIC
AREA: INGLES TEMA PRINCIPAL: MUSIC

DOCENTE: _____________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

Lectura:
 Valoro la lectura como un medio para adquirir información de diferentes disciplinas que amplían mi
conocimiento.
Escritura:
 Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras disciplinas.
METODOLOGÍA
 Aprendizaje del vocabulario de los
instrumentos y los géneros musicales. Será activa, con talleres individuales y en grupo
 Utilización de diversos adjetivos para hablar (GUIA-TALLER), vídeos, exposiciones, etc.
de música.
 Identificación de los comparativos y
superlativos para hacer oraciones con los
diferentes adjetivos.
propiedad.
Instruction I: Write the name for each musical instrument
TROMBONE
ACOUSTIC GUITAR
DRUMS |
PIANO
BASS
VIOLIN
FLUTE
KORA
HARP
MARIMBA
PERCUSSIONS
ELECTRIC GUITAR
TRUMPET
DJEMBE
KEYBOARD
Instruction II: In turns, ask your partner(s) what instruments are common in what type of
music. For example:
A: What instruments are common in rock music?
B: Electric guitar is very common in rock music. Drums are also common.
Instruction I: Write the name for each musical instrument.
Types of music: jazz, salsa, pop, traditional music, classical music.

I. Write one or two adjectives per type of music. You can
II. use the adjectives more than one time.
Adjectives
1.Loud; 2.Vulgar; 3.Romantic; 4.Violent;
5.Boring; 6.Old; 7.Modern; 8.Good for a party; 9.Good
to dance to; 10.Traditional; 11.Slow; 12.Fast; 13.Sad;
14. Happy; 15.Quiet
Metal Rap Classical Pop
Ballad Fandango Regueton Reggae
Bolero Techno Bachata
Salsa
II. Write sentences about the types of music using comparatives (5 sentences) and superlatives (5
sentences).
Examples:
(Comparative) Classical music is quieter than rock music.
(Superlative)Rap is the most violent type of music
Comparatives
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
Superlatives
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
RECURSOS
WEBGRAFÍA:
www.busyteacher.com
NATURAL RESOURCES
AREA: INGLES TEMA PRINCIPAL: NATURAL RESOURCES
DOCENTE: ________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

Lectura:
Escritura:
 Identificación y utilización de vocabulario METODOLOGÍA
relacionado con el medio ambiente.
 Comprensión de lectura sobre dicho tema. Será activa, con talleres individuales y en grupo
 Realización de descripciones orales y escritas (GUIA-TALLER), vídeos, exposiciones, etc.
acertadas.
propiedad.
1-Use the words in the box to complete this newspaper article about an environmental problem:
blood chemicals spray mixture
holidays agricultural pesticides
CHEMICALS MAKE BLOOD-RED SEA

The valley of the river Po in Northern Italy is an important ………………………..area. The
farmers in this region produce a lot of very good food but they use a lot of …………………….. to
help them. They …………………….the fields with ………………………. and chemicals to feed and
protect the crops.
Unfortunately , when it rains, a lot of these chemicals are washed away from the
earth into streams and eventually into the River Po. This river carries the chemicals into the
Adriatic Sea. In 1989, parts of the Adriatic sea became as red as ………………..: an algae, a type
of sea weed, was growing in the rich ………………………..of chemicals in the water. Tourists
didn’t want to swim in the red water and cancelled their ……………………….. .
2-Complete the text below by inserting the words/ phrases in the box:
Pesticides Rush hour Wind Food chain Exhaust
fumes Polluting Power stations Chemicals Dangerous
Traffic jams
Every day during the ______________________you can see cars stuck in ________________sending
their ______________________ up into the atmosphere, _____________________our environment. It is not
only in town that the quality of life is being threatened. Although farmers say they have to spray
_____________
on their crops, some experts believe that these ___________________could get into the
_______________,
which will result in a dramatic increase in the number of people affected by cancer and various
allergies.
Potentially the most _________________ threat to the environment is nuclear waste from
_____________.
By developing alternative sources of energy, such as _________________and wave power , we can
make our world much safer to live in.
3-Complete the text below by inserting the words in the box:
Recycling Toxic Dirty Dumping
Poisons Smoke Waste Chimney
The main reason for pollution
is ________________-- something which is no longer needed. Waste can be many things: it can be yesterday’s
newspaper, an old car, your _____________bath water, or _____________ from a factory ________________.
Some waste is dangerous, because it contains ____________________.This kind of waste is called
__________________ waste and it is worrying many governments today.
If you want to do something better than _________________, you can change waste into something
different. You can sort your waste so that paper, metal and clothes, for example, can be sold to dealers for
_____________________ .
4 -Complete the text below by inserting the words/ phrases in the box:
Cut down Droughts Rubbish Soil (2x)
Rainforests Plastic Species Land
Tropical _________________ in South America and in Africa are being cleared away for
_________________ and to use the ________________ for farming. In the last 30 years , more than 80% of
Africa’s Ivory Coast rainforest has been ____________________. But the loss of trees is leading to
____________erosion, mud slides and _________________. Many plants and animals no longer have a home
and 48 ____________of plants and animals are wiped out every day.
Another great threat to animals is __________________as many animals are strangled or choke on
____________________ bags, since plastic is not biodegradable.
5-Complete the text below by inserting the words in the box:
pollution problem food feed agricultural forests
distribution degradation
6-
Less food, more people Complete the
text below by
inserting the
A world Bank report warns that ………………………………….practices are destroying our
words in the
ability to produce ………………… in the future. The ………………………………… of soil, the
box:
…………………… of water resulting from farming and the destruction of …………………………. are
endangering future food supplies. ( … ) Solutions to the …………………………. include better
……………………………… of the food we produce, integrated farming –that is sustainable and
environmentally-friendly – and bio-engineering. By 2020 there will be another one-and-a-
half million people to ………………in the world( … )
produce save buy recycle waste throw away too afterwards
rubbish products factories plates handkerchiefs tins people aluminium
In the wealthy …………………..of the world people……………………….a lot. They ……………a

lot of unnecessary things and often ………………………good food. In order to make everyday life
simpler, we ……………………….millions of things like paper…………………….. and throw away cups
and ………………………….. In the USA you can buy special TV dinners, which the ………………….have
packed in …………………………containers. No washing-up: you simply throw the container away
…………………………. . Think how many materials we could …………………..if we didn’t manufacture
these ……………………… .We might save a lot in other ways, …………….. .If people sorted their
………………………, for example, and kept separate dustbins for paper, glass, ……………..and left-
over food. Then we would be able to use a lot of things again – or …………………………them.
RECURSOS
GUIAS
CUADERNO
CARTELERAS
BIBLIOTECA
DICCIONARIO
OTROS
WEBGRAFÍA:
www.busyteacher.com
PERSONAL INFORMATION
AREA: INGLES TEMA PRINCIPAL: PERSONAL INFORMATION
DOCENTE: _____________________________ I.H.: 2 HORAS * HORAS: 2

SEMANA

Escritura:
 Escribo diferentes tipos de textos de mediana longitud y con una estructura sencilla (cartas,
notas, mensajes, correos electrónicos, etc.).
Conversación:
 Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto.
 Identificación de la información necesaria METODOLOGÍA
para hablar de los datos básicos de una
persona. Será activa, con talleres individuales y en grupo
 Utilización de las diferentes expresiones (GUIA-TALLER), vídeos, exposiciones, etc.
para preguntar y contestar sobre la
información personal.
 Realización de descripciones orales y
escritas acertadas.
propiedad.
Hello people. Nice to see you round here! Today we will learn how to give and ask for personal
information. Let’s start now.
Activity 1: Application forms

a) These people are applying for a job in a bank. Read their application forms.
EFFECTIVE BANK EFFECTIVE BANK

APPLICATION FORM APPLICATION FORM
SURNAME: Queen
SURNAME: Moscatelli NAME: Elizabeth
NAME: Michael AGE: 28
AGE: 45 NATIONALITY: American
NATIONALITY: British
ADDRESS: 389 Madison St.
ADDRESS: 47 Kingston Av
PHONE: 4089 2200
PHONE: 4759 2345
JOB: receptionist
JOB: accountant
E-mail: mimosca@hotmail.com.uk E-MAIL: pretty_smart@aol.com
Activity 2: questions and answers
Susan works in Effective Bank. She’s interviewing Michael and Elizabeth. Read the
conversations. Then practise the conversations in pairs.
Conversation 1
Michael: - Good morning. I’m Michael.
Susan: Nice to meet you, Michael. My name’s Susan Fox. What’s your surname?
Michael: -My surname’s Moscatelli.
Susan: -Can you spell that, please?
Michael: M-O-S-C-A-T-E double L-I.
Susan: And… What do you do?
Michael: I’m an accountant.
Susan: What’s your telephone number?
Michael: It’s 4089 double 2 double 0
Susan: Thank you, Michael.
Conversation 2
Susan: -so…how old are you, Elizabeth?
Elizabeth: -I’m twenty-eight years old.
Susan: -Where are you from?
Elizabeth: -I’m from USA.
Susan: -Oh, so you’re American. What’s your address?
Elizabeth: -my address is 389 Madison Street.
Susan: -and what do you do?
Elizabeth: -I’m a receptionist.
Susan: -Finally, What’s your e-mail address?
Elizabeth: -It’s pretty underscore smart at aol dot com
Susan: -Ok, Elizabeth. Thanks a lot.
Elizabeth: -Goodbye.
Activity 3: Applying for a job.

Imagine you want to work in Effective Bank. Complete the application form using your
personal information.
EFFECTIVE BANK
APPLICATION FORM
YOUR SURNAME:
PICTURE NAME:
AGE:
NATIONALITY:
ADDRESS:
PHONE:
JOB:
E-mail:
Now work in pairs. Imagine you work in Effective Bank. Ask questions to your partner. Then
change roles and answer the questions your partner asks you.
Activity 3: Fill in the blanks.

1) My _______________ is Moscatelli.
2) ____ ________ ___________ is mimosca@hotmail.com
3) ____ _____ accountant.
4) _____ ________ Britain.
5) ______ ___________ number _____ 4759 2345.
6) _____ address ______ 47 ___________ AV.
Activity 4: the English alphabet
Do you know the letters of the English alphabet?

Is there any difference with the Spanish one?
Do you think it is important to know how to pronounce the letters of the alphabet?
ABCDEFGHIJKLMNOPQRSTUVWXYZ
Now practise the letters in groups.
Activity 5: Spelling
Now that you know the English alphabet you can spell surnames and other words.
a) Read and practise these dialogues.
1)
Sally: -What’s your surname?
Mark: -My surname’s Griffiths
Sally: -Can you spell that, please?
Mark: -G-R-I- double F-T-H-S
2)
Charley: -What’s your first name?
Nick: -My name is Charley.
Charley: How do you spell your name?
Nick: C-H-A-R-L-E-Y
b) Work in pairs. Say similar dialogues using the names below.
1) Eldrick Tiger Woods

2) Shirley Jane Temple
3) Michael Kirk Douglas
4) Jennifer Lynn Aniston
Family Name /Last
Name
Second/ Surname
FIRST Middle Name
NAME
Marie Theresa
Smith
Good job! You’ve worked hard
again.
Now it’s time to relax. See you
later!
PERSONAL INFORMATION
Answer the questions about you and then ask your partner to complete the chart.
Question me My partner
What’s your name?
What’s your
surname?
Where are you
from?
How old are you?
When were you
born?
Where do you live?
What’s your
address?
What’s your
telephone number?
What are your
parents’ names?
What do you do?
Where do you
study?
How many brothers
or sisters have you got?
What are your
hobbies?
Have you got many
friends?
Who is your best
friend?
Who is your
favourite pop star?
Who is your
favourite sportsman?
Have you got any
pets?
What’s your
favourite food?
PLACES
AREA: INGLES TEMA PRINCIPAL: PLACES
DOCENTE: __________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

Lectura:
 Identifico palabras clave dentro del texto que me permiten comprender su sentido general. Escritura:
Escritura:
 Adquisición del vocabulario necesario para METODOLOGÍA
hablar de lugares importantes y describir la
ciudad. Será activa, con talleres individuales y en grupo
 Realización de descripciones orales y escritas (GUIA-TALLER), vídeos, exposiciones, etc.
acertadas.
propiedad.
DESCRIBING A CITY / TOWN
BEFORE YOU SOLVE THIS WORKSHEET, THINK OF A CITY YOU WOULD LIKE TO DESCRIBE TO
YOUR CLASSMATES. WRITE ITS NAME: _____________________
1. What’s a city like? Pair the adjectives and write them in the right place.
Big – expensive - small – calm – cheap - busy – traditional – horrible - modern – old – new – dirty –
clean lovely – packed with tourists – cosmopolitan - lively – boring – noisy - touristy
POSITIVE NEGATIVE
WHAT’S YOUR CITY LIKE? _________________ IS ______________________________

______________________________________________________________________.
2. Important places – Translate the names.
Streets – Avenues – factories – university – parks – gardens – zoo – buildings – skyscrapers – city centre
– suburbs – hotel – hostel – shopping centre
In ________________ there is / are _______________________________________________
____________________________________________________________________________.
3. Places of interest to visit in towns and cities – translate the names.
Bridge – fountain – church – chapel – mosque – river bank – market – statues – castle – palace –
cathedral – temple – monuments – museum – art gallery – discos/ night clubs – restaurants – bars – tourist
shops – cinema – theatre
In _______________ people can visit _____________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
.
4. Arrange the information and write in your portfolio a text about this city, say: WHERE
TO STAY; WHAT TO DO; WHAT TO EAT; HOW TO SEE.
5.
RECURSOS
 GUIAS
 CUADERNO
 CARTELERAS
 BIBLIOTECA
 DICCIONARIO
 OTROS
WEBGRAFÍA
 www.busyteacher.com
 http://www.wordreference.com
PLANS
AREA: INGLES TEMA PRINCIPAL: PLANS
DOCENTE: _________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

Escucha:
 Identifico personas, situaciones, lugares y el tema en conversaciones sencillas.
Lectura:
 Utilización de las estructuras will y would para METODOLOGÍA
expresar planes y deseos
 Realización de descripciones orales y escritas Será activa, con talleres individuales y en grupo
acertadas. (GUIA-TALLER), vídeos, exposiciones, etc.
propiedad.
USO DE WILL
"Will" es un modal auxiliar. Significa que combina con el infinitivo de los verbos no-modales
(en muchos casos para expresar el futuro). "Will" no es variable. No cambia con las distintas
personas.
Tiene una forma contraída " 'll ", la cual se utiliza en los textos escritos menos formales y en
el inglés hablado:
Sujeto + will + infinitivo (sin "to").
Ejemplos:
I will see my friends next week. (Veré a mis amigos la semana que viene.)
He will get ill if he doesn't eat properly. (Se pondrá enfermo si no come bien.)
John and Mary will get married soon. (John y Mary se casarán pronto.)
USO DE WOULD
Uno de los usos de would es para expresar deseos, cosas que nos gustaría que ocurrieran.
Para ello, pondremos un infinitivo precedido de ‘to’ justo detrás de ‘would like’.
Sujeto + would/wouldn’t + like + infinitivo con ‘to’ + (Complemento)
Ejemplos
 He would like to be a doctor – A él le gustaría ser médico
 I woud like to have a bigger flat– Me gustaría tener un apartamento más grande
New Year's
Resolutions
for Teens
I will do my homework in time.
I will sleep in time.
I will choose non-violent television shows and video

games, and I will spend only one to two hours each
day - at the most - on these activities.
I will be nice to my parents, teachers and elders

and show respect to them.
When faced with a difficult decision, I will talk with

an adult about my choices.
I will be careful about whom I choose to date, and

always treat the other person with respect and
without coercion or violence.
I will try to find a sport (like basketball or soccer) or

an activity (skipping rope, dancing or horse riding)
that I like and do it at least three times a week!
I'll be nice to other kids. I'll be friendly to kids who

need friends - like someone who is shy, or is new to
my school
1. Una las oraciones con los respectivos dibujos y haga las oraciones que faltan usando
will.
The Someday List
Ask your partner about what he would like to do someday.
What country or place would you like to visit? Why?

My friend would like to visit ________________________ because
_________________________________________________________
_________________________________________________________
What have you always wanted to do, but have not done yet? Why?
My friend would like to try ___________________________ because
_________________________________________________________
_________________________________________________________
What skills do you want to learn? Why?
My friend would like to learn to ________________________because
_________________________________________________________
_________________________________________________________
Which famous person do you want to meet? Why?
My friend would like to meet __________________________ because
_________________________________________________________
_________________________________________________________
What hobby would you like to try? Why?
My friend would like to try ___________________________ because
_________________________________________________________
_________________________________________________________
RECURSOS
GUIAS
CUADERNO
CARTELERAS
BIBLIOTECA
DICCIONARIO
OTROS
WEBGRAFÍA:www.busyteacher.com

RECIPES
AREA: INGLES TEMA PRINCIPAL: RECIPES
DOCENTE: _________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

Escucha:
 Entiendo instrucciones para ejecutar acciones cotidianas.
Escritura:
 Identificación de vocabulario relacionado con METODOLOGÍA
la cocina, los alimentos, y recetas.
 Utilización del vocabulario aprendido para de Será activa, con talleres individuales y en grupo
seguir y dar instrucciones al hacer una receta. (GUIA-TALLER), vídeos, exposiciones, etc.
acertadas.
propiedad.
RECURSOS
WEBGRAFÍA:
www.busyteacher.com
T.V. SHOWS
AREA: INGLES TEMA PRINCIPAL: T.V SHOWS

Escucha:
 Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema.
Escritura:
 Valoro la escritura como un medio de expresión de mis ideas y pensamientos, quién soy y qué sé del
mundo.
 Identificación de vocabulario relacionado con METODOLOGÍA
cine y televisión.
 Realización de descripciones orales y escritas Será activa, con talleres individuales y en grupo
sobre los diferentes géneros de cine. (GUIA-TALLER), vídeos, exposiciones, etc.
propiedad.
adventure animated film/ biography/
action documentary
film cartoon biopic
TYPES OF FILMS
1. Fill in the gaps with the type of the film.
1. A movie that makes you laugh is a ____________________.

2. A movie that makes you scream is a ___________________.
3. A movie that is exciting with lots of guns and explosions is an _____________ movie.
4. Movies about the future or space are known as __________________ films.
5. A movie about real life is a _______________________.
6. An __________________ film has cartoon characters.
7. A film about lots of travelling and exciting or dangerous events is _______________ .
8. A film about love is ________________ .
romance/
science fiction
horror love story/ thriller western
(sci-fi)
soap opera
2. Match the words:

alien horror
laugh fantasy
explore romance
kiss adventure
monster action
wizard science fiction
cowboy comedy
explosion western
2. Make up sentences with the pairs of words.
RECURSOS
WEBGRAFÍA:
www.busyteacher.com

5 Ingles

Cargado por

Información del documento

Descripción original:

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

5 Ingles

Cargado por

Copyright:

Formatos disponibles

COLEGIO GIMNASIO PANAMERICANO

AREA: INGLES TEMA PRINCIPAL: FAMOUS PEOPLE

DOCENTE: _______________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

CICLO: 5 TIPO DE EVALUACIÓN: ESCRITA

 attractive (atractivo) Describe el pelo en cuanto al largo:

 old (viejo)  Short (corto)

 Jeff is white and has a beard.

 Choose three well-known famous people.

 Now describe each person using the prompts below:

Famous 1 Famous 2 Famous 3

1. Where does s/he live?

Describing Famous People

Who´s this famous person? _________________________________

Born: January, 16th, 1938

Do you like him? Do you watch his program?

What can you say about him?

What do you know about this man?

Born: June, 23rd, 1905

Can you describe her?

GUIAS CUADERNO CARTELERAS BIBLIOTECA DICCIONARIO OTROS

AREA: INGLES TEMA PRINCIPAL: FEELINGS

DOCENTE: _______________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

CICLO: 5 TIPO DE EVALUACIÓN: ESCRITA

The Ugly Duckling. Cuento tradicional infantil en inglés

a Interviewers carried out 30,000 telephone T/F

2. WHAT MAKES YOU HAPPY?

5. SYNONYM MATCH: Match the following

WHAT MAKES YOU HAPPY?

RECURSOS: Guías, cuaderno, carteleras, biblioteca, diccionario, otros.

AREA: INGLES TEMA PRINCIPAL: HEALTH AND CARE

DOCENTE: _______________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

PREGUNTA GENERADORA: Cree que es importante mantenerse saludable? Por qué?

Empecemos por alguna pregunta general:

How do you feel? - ¿Cómo te sientes?

Los tipos de dolores que puedes experimentar son:

AREA: INGLES TEMA PRINCIPAL: HOBBIES

DOCENTE: __________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

CICLO: 5 TIPO DE EVALUACIÓN: ESCRITA

 Entiendo instrucciones para ejecutar acciones cotidianas.

METAS DE APRENDIZAJE METODOLOGÍA

Mary …………………… a bike at the weekend.

Tom and Tina …………………… to the cinema on

George …………………… the guitar every afternoon.

Mr Wilson …………………… pictures in his free time.

Joe …………………… in the sea in summer.

Robin …………………… to music in his free time.

Daniel …………………… at the weekend.

Martin and Richard …………………… chess on Fridays.

Mr and Mrs Norton …………………… on Saturdays.

c) If I had a good camera, my favourite hobby would be _____________. ( cinema /

( pottery / camping /fishing)

________________. (stamps / autographs / cinema)

In Rio we play Is it true that you want it

___ For fear or sorrow

Is it true that you want it

4. Unscramble the words

AREA: INGLES TEMA PRINCIPAL: INTERNET

DOCENTE: ________________________________ I.H.: 2 HORAS * SEMANA HORAS: 2

METAS DE APRENDIZAJE METODOLOGÍA

Read the following text carefully:

AREA: INGLES TEMA PRINCIPAL: MUSIC

CICLO: 5 TIPO DE EVALUACIÓN: ESCRITA

WHAT’S YOUR CITY LIKE? _ IS ______________