AETG Workbook Primary 5th Grade (ALL)

American English Workbook
for Dominican Students

in the 5th grade of Primary School
Cuadernillo de American English

para los Estudiantes Dominicanos
del 5to grado del Nivel Primario
Elaborado por:
Teacher Development Center
Universidad del Domínico-Americano
Institute for Collaborative Learning
Con la colaboración de la Dirección General de Currículo del

Ministerio de Educación de la República Dominicana
Con el apoyo financiero de la

Embajada de los Estados Unidos en Santo Domingo
Santo Domingo, D.N., 2021

5th Grade • Primary School
Asking for & giving information about abilities
Primary School • 5th Grade

Asking for and giving information about abilities
(Dar y pedir información sobre habilidades)
Posible situación en la que se puede utilizar lo aprendido:

Estás en un campamento de verano en un país de habla inglesa. El instructor te ha asignado formar diferentes
equipos con tus compañeros, de acuerdo con las habilidades que tiene cada uno de ellos. Para esto es necesario
que sepas cómo hacer y responder preguntas sobre habilidades.
Introduction to the Unit

Welcome to this new unit! This time, you will work with vocabulary, grammar, reading comprehension and writing
related to asking for and giving information about abilities. In this sense, the focus will be on personal talents and
abilities. You will have an opportunity to assess your knowledge before and after you complete this unit. Before
starting with the exercises, use the flashcards on pages 12-13 to learn this unit’s vocabulary. You can also access
www.bit.ly/PRIM5_CARDS_1 to study this unit’s vocabulary and expressions.
We hope you enjoy this learning experience!
Introducción a la Unidad
¡Bienvenido/a a esta nueva unidad! Esta vez, aprenderás sobre vocabulario, gramática, lectura y escritura relativas
a dar y pedir información sobre habilidades. En ese sentido, se hará énfasis en el tema de talentos y habilidades.
Además, podrás evaluar tus conocimientos antes y después de completar la unidad. Antes de hacer los ejercicios,
utiliza las tarjetas que se incluyen en las páginas 12-13, para aprender el vocabulario de esta unidad. También
puedes ingresar al sitio www.bit.ly/PRIM5_CARDS_1 para practicar el vocabulario y expresiones de esta unidad.
¡Esperamos que disfrutes esta experiencia de aprendizaje!
Initial Self-Assessment
Complete the following table with an emoji based on your current knowledge.
(Completa la siguiente tabla con un emoticón, de acuerdo con tus conocimientos actuales.)
STATEMENT
YES! SO-SO… NO
I can name and write 8-10 actions related to talents and abilities.
(Puedo nombrar y escribir 8-12 acciones relativas a talentos y habilidades.)
I can use “can” and “can’t” to talk and ask about abilities.
(Puedo usar “can” y “can’t” para hablar y preguntar sobre habilidades.)
I can show understanding of a text by choosing the pictures that

represent detailed meaning.
(Puedo demostrar comprensión de un texto seleccionando las ilustraciones que
representan su significado.)
1
Learning New Vocabulary!
Exercise #1
Look at the pictures of the different actions and say the ones you know in English. Circle the actions
you want to learn.
(Observa las ilustraciones de las diferentes actividades y pronuncia el nombre de las que te sabes en inglés. Encierra en
un círculo las actividades cuyo nombre en inglés quieres aprender.)
Exercise #2
Use the flashcards to check your answers and to learn how to say the words you circled. Then, use the
following words to label the pictures.
(Utiliza las tarjetas de vocabulario para comprobar tus respuestas y para aprender las palabras que encerraste en un
círculo. Luego, usa las palabras siguientes para completar los nombres de actividades que faltaron en el ejercicio #1.)
Speak English Speak Creole Speak French Dance

Play baseball Play soccer Ride a bike Do karate
Play the guitar Run fast Swim Sing
2
Exercise #3
Use the cut-out to make two dice. Roll them and count the number you get. Look at the pictures of
actions from Exercise #1. Say the action that corresponds to the number you got. Repeat until you can
say all the actions without reading their name. For example, if you get number 6 on the dice, you should say
“Play the guitar”.
(Recorta la figura siguiente para hacer dos dados. Tira los dados y cuenta el número que sale. Observa las ilustraciones
del Ejercicio #1 y di la actividad que corresponde al número que salió con los dados. Repite esto hasta que puedas
mencionar todas las actividades sin leer su nombre. Por ejemplo, si te sale un número 6 con los dados, tu debes decir
“Play the guitar”.)
Optional activity: play another round of the dice game. This time you need to make sentences with “I like to” or “I
don’t like to” + the action you got. For example, if you get number 3, you can say “I like to run fast” or “I don’t like to
run fast”.
(Actividad opcional: juega otra ronda con los dados. Esta vez debes hacer oraciones con “I like to” o “I don’t like to”
+ la actividad que te tocó. Por ejemplo, si sale un número 3, puedes decir “I like to run fast” o “I don’t like to run fast”.)
3
Exercise #4
Write sentences with “I like to” or “I don’t like to” about 6-8 actions you learned.
For example, “I like to ride a bike. I don’t like to run fast.”
(Escribe oraciones con “I like to” o “I don’t like to” sobre 6-8 actividades que aprendiste.
Por ejemplo: “I like to ride a bike. I don’t like to run fast.”)
I like to I don’t like to
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Practicing Grammar!
Exercise #1
Read about these superheroes’ talents and abilities. What word do you use to talk about abilities?
Circle the words you think are used to talk about abilities.
(Lee sobre los talentos y habilidades de estos superhéroes. ¿Qué palabras utilizas para hablar sobre habilidades?
Encierra en un círculo las palabras que tú consideras que se utilizan para hablar sobre habilidades.)
- What can you do? - What can you do?
I can do karate and play baseball. I can run fast, swim and fly.
I can’t fly. I can’t do karate.
-Can you play the guitar? -Can you sing and dance?
Yes, I can. Yes, I can.
-Can you speak Spanish? -Can you ride a bike?
No, I can’t. I can speak English. No, I can’t. I can play baseball.
Exercise #2
Complete this chart with “Can” or “Can’t” to talk about abilities.
Completa esta tabla con “Can” o “Can’t” para hablar sobre habilidades)
4
Affirmative Negative
I _______ play baseball. I _________ fly.

I ______ swim. I _________ do karate.
Question and answer
_______ you play the guitar?

_______ you ride a bike?
Yes, I _____. / No, I ________.
Exercise #3
Use the following cut-outs to make sentences, questions and answers. Use the blank pieces to create
your own. Paste the cut-outs for the sentences, questions and answers you created on a piece of
paper. Attach it to this page, please.
(Recorta las siguientes palabras y forma oraciones, preguntas y respuestas sobre habilidades. Usa los espacios en blanco
para poner las actividades que desees. Pega los recortes para las oraciones, preguntas y respuestas que creaste sobre una
hoja de papel. Añádela a esta página, por favor.)
Can you dance? Yes, I can No, I
can’t I can dance. swim. sing?
swim? run fast.
Keep in mind!
In affirmative and negative sentences, “can” or “can’t” come after words like “I”.
For example: I can run fast. You can’t swim.
In questions, “can” comes before words like “you”

For example: Can you swim?
5
Exercise #4
Look at the pictures and make sentences about what you can and can’t do.
For example: “I can dance”, “I can’t dance”.
(Observa las ilustraciones y haz oraciones sobre lo que puedes o no puedes hacer.
Por ejemplo: “I can dance”, “I can’t dance”).
Exercise #5
Create questions and answers with “can” for these pictures. For example: “Can you swim? Yes, I can.”
(Escribe preguntas y respuestas usando “can” que se correspondan con las siguientes ilustraciones)
Reading Practice: Got Talent

Exercise #1
Think about a superhero you like. Put a check next to the talents and abilities of your favorite
superhero. Draw other abilities or talents in the blank boxes.
(Piensa en un superhéroe que te guste. Pon una marca al lado de las habilidades que tiene tu superhéroe favorito.
Dibuja otras habilidades o talentos en los cuadros que están en blanco.)
6
My favorite superhero is _____________________________. He/She can:
Exercise #2
Write sentences about your favorite superhero’s name, talents and abilities. You can add a picture or
drawing if you want.
(Escribe oraciones sobre el nombre, habilidades y talentos de tu superhéroe favorito. Si deseas, puedes poner una foto
o dibujo en el cuadro en blanco.)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Exercise #3
Read the text “Got Talent” and circle the correct option.
(Lee el texto “Got Talent” y encierra en un círculo la opción correcta. )
What is the text about?
(¿Sobre qué trata el texto?)
(You can find the audio file for this reading here: www.bit.ly/PRIM5_AUDIO_01)
7
On today’s special of Got Talent, we present two of our favorite superheroes.

You can vote for one of them to enter the Sing and Dance competition next week.
Captain America’s real name is Steven Rogers. He is from

the USA and he likes to help people. He has many special
super powers. He can run fast and he can do karate. He
can also play baseball and other sports. He can’t speak
French or Spanish. He loves to do exercise and he can
train for many hours. He can’t dance or sing very well but
he wants to learn.
Wonder Woman is from Themyscira, an island in the

middle of the ocean. Her real name is Princess Diana of
Themyscira. She is very strong and has many super
powers. She can fly and do karate. She can speak many
languages like English and French. She can’t play baseball
or tennis but she can play soccer. She loves to dance! She
can play the guitar but she can’t sing very well.
Exercise #4
Read the text again and put a check next to the information that is in the text.
(Lee el texto de nuevo y pon una marca al lado de la información que está en el texto.)
_____ Captain America’s name _____ Wonder Woman’s name
_____ Where he is from _____ Where she is from
_____ What he can and can’t do _____ What she can and can’t do
_____ His family members _____ One or more activities she likes
_____ One or more activities he likes _____ Her friends
8
Exercise #5
Write CA (Captain America) and/or WW (Wonder Woman) next to the correct pictures, according to
the reading text in Exercise #3.
(Escribe CA (Captain America) y/o WW (Wonder Woman) al lado de la figura que corresponda, de acuerdo al texto del
Ejercicio #3)
Exercise #6
Imagine you are a superhero. What abilities and talents would you have? Draw and write.
For example: “My name is Flash and I can fly and run fast.”
(Imagina que eres un superhéroe. ¿Cuáles habilidades y talentos tendrías? Haz un dibujo y escribe sobre eso.
Por Ejemplo: “My name is Flash and I can fly and run fast.”)
9
Final Self-Assessment
Complete the following table with a smiley face based on your current knowledge.
(Completa la siguiente tabla con un emoticón, de acuerdo con lo que ahora sabes.)
STATEMENT
YES! SO-SO… NO!
I can name and write 8-10 actions related to talents and abilities.
(Puedo nombrar y escribir 8-12 acciones relativas a talentos y habilidades.)
I can use “can” and “can’t” to talk and ask about abilities.
(Puedo usar “can” y “can’t” para hablar y preguntar sobre habilidades.)
I can show understanding of a text by choosing the pictures that

represent detailed meaning.
(Puedo demostrar comprensión de un texto seleccionando las ilustraciones que
representan su significado.)
Learning Portfolio
Choose 3 superheroes to participate in the Got Talent Sing and Dance Show. Write about their names,
where they are from, what they like to do, their talents and abilities. You can include drawings or
pictures if you want.
(Selecciona 3 superhéroes para participar en el espectáculo de talento de baile y canto. Escribe sus nombres, de dónde son,
qué les gusta hacer y sus talentos y habilidades. Si deseas, puedes incluir dibujos o fotos.)
10
11
Unit Flashcards
You can use the following flashcards in different ways:

(Puedes utilizar las siguientes tarjetas de vocabulario de diferentes formas:)
 To test your memory: cut the cards and fold the words. Then, check if you remember them.
(Para poner a prueba tu memoria: Recorta las tarjetas y dobla hacia atrás las palabras. Entonces, verifica si las
recuerdas.)
 To play a matching game: cut the cards and the names. Then, match the correct ones.
(Para un juego de correspondencia: Recorta cada tarjeta por la línea punteada. Luego, empareja cada figura con
su nombre)
 To play a memory game: cut the cards with pictures and the cards with the names. Put them face-
down, and turn around 1 picture card and 1 name card at a time. If they match, you get a point!
(Para un juego de memoria: Recorta cada tarjeta. Coloca boca abajo, en dos grupos separados, las ilustraciones y
los nombres, y voltea una de cada grupo al mismo tiempo. Si hay correspondencia entre la ilustración y el nombre,
ganas un punto.)
 To practice online: go to the Internet and access www.bit.ly/PRIM5_CARDS_1 to study this

vocabulary.
(Para practicar en línea: En el Internet, entra al enlace www.bit.ly/PRIM5_CARDS_1 para estudiar este
vocabulario.)
DO KARATE PLAY SOCCER
RUN FAST RIDE A BIKE
12
SING PLAY THE GUITAR
SWIM DANCE
PLAY BASEBALL SPEAK ENGLISH
SPEAK CREOLE SPEAK FRENCH
13
Answer Key

Exercise #1
Answers will vary according to students’ background knowledge.
Exercise #2
1. Do karate 2. Play soccer 3. Run fast 4. Ride a bike
5. Sing 6. Play the guitar 7. Swim 8. Dance
9. Speak English 10. Speak Creole 11. Speak French 12. Play baseball
Exercise #3
This is a game for students to practice oral production. When possible, you can ask the students to record a
video of them playing the game and send it to you.
Exercise #4
Answers will vary according to what students like to do or don’t like to do. Just make sure that the spelling of
new words from this unit is correct.
Practicing Grammar!
Exercise #1
Answers will vary according to which word students guess. Ideally, they would circle “can” and “can’t”.
Exercise #2
Affirmative Negative Question and answer

Can you play the guitar?
I can play baseball. I can’t fly.
Can you ride a bike?
I can swim. I can’t do karate.
Yes, I can. / No, I can’t.
Exercise #3
Answers will vary according to what sentences, questions and answers students create. Some examples might
include: I can dance. I can’t swim. Can you sing? Yes, I can. No, I can’t.
Exercise #4
Answers will vary according to what students can/can’t do. These are some possibilities:
I can dance. / I can play baseball. /

I can’t dance. I can’t play baseball.
I can play soccer./ I can sing/play the guitar. /

I can’t play soccer. I can’t sing/play the guitar.
I can speak Spanish./

I can’t speak French.
14
Exercise #5
Reading Practice: Got Talent
Exercise #1
Answers will vary according to the superheroes the students choose.
Exercise #2
Answers will vary according to the superheroes the students choose to write about. Just make sure they get
the vocabulary from this unit mostly right and that they use “can” to talk about abilities.
Exercise #3
Exercise #4
_____ Captain America’s name _____ Wonder Woman’s name
_____ Where he is from _____ Where she is from
_____ What he can and can’t do _____ What she can and can’t do
_____ His family members _____ One or more activities she likes
_____ One or more activities he likes _____ Her friends
Exercise #5
CA CA WW
CA/WW WW WW
CA
WW WW
Exercise #6
Answers will vary according to the superheroes the students choose. Just make sure students use the
vocabulary and grammar from this unit correctly.
15
Describing physical appearance & personality

Describing physical appearance and personality
(Describir la apariencia física y forma de ser de las personas)
Posible situación en la que se puede utilizar lo aprendido:

Estás de visita en un país anglófono y te invitan a una fiesta, en la que te presentan a una persona agradable con la cual conversas
durante mucho tiempo sobre asuntos de interés para ti. Días después, le cuentas a un amigo que también estaba en la fiesta sobre
tu conversación con esa persona, el cual muestra interés en comunicarse con ella. Como no recuerdas el nombre de la persona,
debes usar palabras y expresiones para describir su apariencia física y forma de ser, a fin de poder identificarla .

related to describing physical appearance and personality. In this sense, the focus will be on describing people we
know. You will have an opportunity to assess your knowledge before and after you complete this unit. Before starting
with the exercises, use the flashcards on pages 11-12 to learn this unit’s vocabulary. You can also access
www.bit.ly/PRIM5_CARDS_2 to study this unit’s vocabulary and expressions.
We hope you enjoy this learning experience!
a describir la apariencia física y forma de ser de las personas. En ese sentido, se hará énfasis en el tema de describir
personas que conocemos. Además, podrás evaluar tus conocimientos antes y después de completar la unidad. Antes
de hacer los ejercicios, utiliza las tarjetas que se incluyen en las páginas 11-12, para aprender el vocabulario de esta
unidad. También puedes ingresar al sitio www.bit.ly/PRIM5_CARDS_2 para practicar el vocabulario y
expresiones de esta unidad. ¡Esperamos que disfrutes esta experiencia de aprendizaje!
(Completa la siguiente tabla con un emoticón, de acuerdo con tus conocimientos actuales)
STATEMENT
YES! SO-SO… NO
I can name and write at least 8 words to describe physical appearance
and/or personality.
(Puedo nombrar y escribir por lo menos 8 palabras para describir la apariencia física
y/o la forma de ser de una persona.)
I can write sentences with “I am/I have”, “She is/ She has”, “He is/ He
has” to describe myself and people I know.
(Puedo escribir oraciones con “I am/I have”, “She is/ She has”, “He is/ He has” para
describirme y describir a otras personas que conozco.)
I can match pictures to descriptions to demonstrate specific
understanding of a written text about a family photo.
(Puedo asignar ilustraciones a las descripciones que le corresponden, para
demostrar que comprendo un texto escrito sobre una foto de familia.)
1

Exercise #1
Look at the pictures and think about the words you know in English. Use a pencil to write the words
you know. Don’t worry about the words you don’t know; you will learn them in this unit.
(Observa las ilustraciones y piensa sobre las palabras en inglés que tú conoces, que corresponden a las ilustraciones.
Escribe con un lápiz las palabras que tú conoces. No te preocupes si hay palabras que no conoces, ya que las aprenderás
en esta Unidad.)
Body parts
Words to describe physical appearance
__________ hair ___________hair ___________hair

(color) (color) (color)
Words to describe personality
*You can use these words to help you: Funny Nice Serious Generous
2
Exercise #2
Use the flashcards to check your answers in Exercise #1. Label all the pictures with the correct words.
Play the “Cover, Say, Uncover” game. Point at a picture and cover the word, say the word and then
uncover to check if you got it right. Repeat until you get all the words right.
(Utiliza las tarjetas de vocabulario para comprobar tus respuestas del Ejercicio #1. Pon las palabras correctas a las
ilustraciones que faltaron por nombrar. Señala una ilustración y cubre la palabra, pronuncia esa palabra y descúbrela
para confirmar si dijiste la palabra correcta. Repite el procedimiento hasta que te aprendas todas las palabras.)
Exercise #3
Match the description to the right picture.
(Indica cuál descripción corresponde a cada una de las ilustraciones.)
Short, black hair

1 Big mouth and nose
Short. Serious
A D
Long, black hair
2 Long legs and arms
Tall
Small eyes, nose and mouth

3 Short, blond hair
Tall
B
Long legs and arms E
4 Short, red hair
Big eyes
Short, white hair

5 Big nose and ears
C Serious
Short, brown hair F

6 Big eyes, small nose
Short. Nice
Exercise #4
Look at the pictures and write words to describe physical appearance and personality (if possible).
(Observa las ilustraciones y escribe palabras que describan la apariencia física y la forma de ser, cuando sea posible.)
A. B. C. D. E.
3
Optional activity: find pictures in magazines or any other printed material you have at home. Cut pictures and create a
picture dictionary for words to describe physical appearance and personality.
(Actividad opcional: Busca fotos o ilustraciones en revistas. Recorta las fotos y elabora un diccionario de imágenes con
palabras que describen la apariencia física y forma de ser de las personas.)
Practicing Grammar!
Exercise #1
Read the descriptions and pay attention to the underlined words. When do we use “is”, “am”, “have”,
“has”?
(Lee las descripciones y presta atención a las palabras subrayadas. ¿Cuándo se usan “is”, “am”, “have”, “has”?)
This is me. This is my sister. This is my little

I am short She is tall. brother.
and funny. She is serious. He is short and
I have long, She has brown nice.
brown hair. hair and a small He has big eyes and
I have big eyes nose. She has long small ears. He has
and small ears. legs and arms. short, brown hair.
Exercise #2
Use the words in the box to complete the sentences below.
(Usa las palabras en el cuadro para completar las siguientes oraciones.)
I am/ She is/ He is I have/ She has/ He has
We use _____________________________________ with words like “short”, “tall”, “nice”,

“generous”, “serious”, “funny”.
We use ______________________________________ with parts of the body, like

“long/short legs”, “black hair”, “big eyes”, etc.
Keep in mind!
4
Exercise #3
Circle the correct option to complete each sentence.
(Encierra en un círculo la opción correcta para completar cada oración.)
1. I am/have a small mouth and a big nose. 4. I am/have tall.
2. She is/has nice and funny. 5. He is/has short.
3. He is/has black hair and blue eyes. 6. She is/has long, brown hair.
Exercise #4
Draw and write a description about you, a family member and/or a friend. Make sure you use “I
am/have”, “She is/has”, “He is/has” to talk about physical appearance and personality.
(Dibuja y escribe una descripción sobre ti, un miembro de tu familia o un amigo. Asegúrate de usar “I
am/have”, “She is/has”, “He is/has” para describir la apariencia física y forma de ser.)
Picture Description
This is my____________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Picture Description
This is my____________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
5
Picture Description
This is me
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Reading Practice: Family Portrait
Exercise #1
Write and/or draw as many words that come to your mind when read the following word:
(Escribe o dibuja las palabras que vienen a tu mente cuando leas la siguiente palabra:)
Family
photo
Exercise #2
You are going to read a text about someone describing a family photo. What information do you think
they will mention? Put a check next to your guesses:
(Vas a leer un texto sobre alguien que está describiendo una foto de familia. ¿Qué información crees que se mencionará?
Pon una marca al lado de tus predicciones.)
______ names ______ what they like ______ physical appearance
______ hair color ______ personality ______ abilities
______ animals ______ where they live ______ other?
6
Exercise #3
Read the text to check your predictions. Circle the options of information mentioned in the text:
(Lee el texto para comprobar tus predicciones. Encierra en un círculo la información que se menciona en el texto:)
Names What they like Physical appearance Animals
Hair color Personality Abilities Where they live
Family Portrait
7
Exercise #4
Read the text again and pay attention to the numbers 1-4. Which numbers describe a girl/woman?
Which numbers describe a boy/man? Write the numbers in the boxes below.
(Lee el texto de nuevo y presta atención a los números del 1 al 4. ¿En cuáles números se describen un niño/hombre?
¿En cuáles números se describen una niña/mujer?)
Exercise #5
Read the text one more time to write numbers 1-4 next to the person they describe in the photo. For
example, if number 1 describes the girl, write “1” in the box next to her.
(Lee el texto una vez más y escribe un número del 1 al 4 según corresponda en la persona descrita en la foto. Por
ejemplo, si el número 1 describe a la niña, escribe “1” en la cajita al lado de la niña.)
Exercise #6
Who is in your family? Make a drawing of your family members. Write their names, and other
information about them that you want to share.
(¿Quienes son los miembros de tu familia? Dibuja a los miembros de tu familia. Escribe sus nombres y otra
información que quieras compartir sobre ellos.)
8
(Completa la siguiente tabla con un emoticón, de acuerdo con lo que sabes ahora.)
STATEMENT
YES! SO-SO… NO
I can name and write at least 8 words to describe physical appearance
and/or personality.
(Puedo nombrar y escribir por lo menos 8 palabras para describir la apariencia física
y/o la forma de ser de una persona.)
I can write sentences with “I am/I have”, “She is/ She has”, “He is/ He
has” to describe myself and people I know.
(Puedo escribir oraciones con “I am/I have”, “She is/ She has”, “He is/ He has” para
describirme y describir a otras personas que conozco.)
I can match pictures to descriptions to demonstrate specific

(Puedo asignar ilustraciones a las descripciones que le corresponden, para
demostrar que comprendo un texto escrito sobre una foto de familia.)
Learning Portfolio
Find your favorite family photo and paste it in this frame. If that is not possible, you can draw the photo
in the frame instead. Write a description of the people in the photo. Include information about their
names, what they like to do, their physical description, their personality and any other information
you want to share.
(Escoge tu foto familiar favorita y pégala en este marco. Si no es posible, puedes hacer un dibujo. Escribe una descripción
de las personas que están en la foto. Incluye información sobre sus nombres, qué les gusta hacer, su apariencia física, su
forma de ser y cualquier otra información que quieras compartir.)
9
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
10
Unit Flashcards
(Para poner a prueba tu memoria: Recorta las tarjetas y dobla hacia atrás las palabras. Verifica si las recuerdas.)
su nombre)
ganas un punto.)
 To practice online: go to the Internet and access www.bit.ly/PRIM5_CARDS_2 to study.

(Para practicar en línea: En el Internet, entra al enlace www.bit.ly/PRIM5_CARDS_2 para estudiar.)
HAIR EYES
NOSE EARS
ARMS LEGS
11
MOUTH TALL
SHORT BLACK HAIR
BLOND HAIR BROWN HAIR
NICE GENEROUS
SERIOUS FUNNY
12
Answer Key

Exercise #1
Exercise #2
Eye(s)
Hair
Mouth Black Blond Brown
Ear(s) Short Tall hair hair hair
Arm(s)
Nose
Leg(s)
Nice* Generous Serious Funny

*
*These two concepts are very similar. It is fine if students write “generous” instead of “nice” or vice versa.
Exercise #3
A. 2 B. 5 C. 3 D. 4 E. 6 F. 1
Exercise #4
Answers may vary, but some options might include:
A. Short, black hair. Big eyes. Small nose. Generous
B. Long, brown hair. Big eyes. Small mouth and ears. Nice
C. Short, blond/red hair. Small eyes and ears. Long arms. Nice
D. Long, blond hair. Big eyes. Serious. Tall
E. Short, blue hair. Long arms and legs. Tall. Funny
Practicing Grammar!
Exercise #1
Answers will vary according to students’ guesses. This activity is meant to have students thinking and not so
much answering the questions.
Exercise #2
We use I am/ She is/ He is with words like “short”, “tall”, “nice”, “generous”, “serious”, “funny”.
We use I have/ She has/ He has with parts of the body, like “long/short legs”, “black hair”, “big eyes”, etc.
13
Exercise #3
1. I am/have a small mouth and a big nose. 4. I am/have tall.

2. She is/has nice and funny. 5. He is/has short.
3. He is/has black hair and blue eyes. 6. She is/has long, brown hair.
Exercise #4
Answers will vary according to what students draw and write. Just make sure they use the grammar point from
this unit mostly right.
Reading Practice: Family Portrait
Exercise #1
Exercise #2
Answers will vary according to what students predict. All answers are acceptable at this point.
Exercise #3
Names What they like Physical appearance Animals

Hair color Personality Abilities Where they live
Exercise #4
1 4 2 3
Exercise #5
2
4
1
3
Exercise #6
Answers will vary according to what students draw and write about their families.
14
Asking for and giving
information about family

Asking for and giving information about family
(Solicitar y ofrecer información sobre la familia)
Pauta para la elaboración de la Situación de Aprendizaje:

Durante un intercambio con un grupo de estudiantes de habla inglesa que visitan el país, conversas con algunos del grupo sobre el
tema de la familia. Tú quieres contarles de tu familia y aprender de la de ellos. Para eso es necesario que puedas formular y
responder preguntas sobre los miembros de la familia.
related to asking for and giving information about family. In this sense, the focus will be on describing family photos.
You will have an opportunity to assess your knowledge before and after you complete this unit. Before starting with
the exercises, use the flashcards on page 13 to learn this unit’s vocabulary. You can also access
www.bit.ly/PRIM5_CARDS_3 to study this unit’s vocabulary. We hope you enjoy this learning experience!
a solicitar y ofrecer información sobre la familia. En ese sentido, se hará énfasis en el tema de describir fotos de mi
familia. Además, podrás evaluar tus conocimientos antes y después de completar la unidad. Antes de hacer los
ejercicios, utiliza las tarjetas que se incluyen en la página 13, para aprender el vocabulario de esta unidad. También
puedes ingresar al sitio www.bit.ly/PRIM5_CARDS_3 para practicar el vocabulario y expresiones de esta unidad.
STATEMENT
YES! SO-SO… NO
I can identify and write 7-9 family members.
I can ask and answer questions with “Who” and “How many” when
describing family photos.
I can label a photo with people’s names to demonstrate detailed

1

Exercise #1
This is Joe and his family. Look at Joe’s family tree and write the family members you know in English.
Exercise #2
Use the words in the box to complete the family tree with all of Joe’s family members. Then, use the
flashcards on page 13 to check your answers.
Mother (mom) Father (dad) Brother Sister Grandfather (x 2)

Grandmother (x 2) Aunt (x 2) Uncle (x 2) Cousin (x 3)
Go over the pictures and the words one more time. Point at a picture and try to say the word without
reading it. Repeat until you can say all the words without reading them.
Exercise #3
Read Joe’s family members’ names and complete with the missing letters.
This is Marta. She is Joe’s This is Jorge. He is Joe’s This is Linda. She is Joe’s
m ___ t ___ er f ___ ___ h ___ r s ___ s ___ e ___
2
This is Mario. He is Joe’s This is Maria. She is Joe’s This is Lucas. He is Joe’s
br ___ t ___ er gr ___ ___ dm___ ___ h___ r gr ___ n ___ f ___ the ___
This is John. He is Joe’s This is Carla. She is Joe’s This is Liam. He is Joe’s
u ___ c ___ e a___ ___ t c___ ___ s ___ n
Exercise #4
Draw and label your family tree. Use the words in the box to label people in your family.
Mother Father Brother Sister Grandfather Grandmother Aunt Uncle Cousin
3
Practicing Grammar!
Exercise #1
Joe is describing a photo of his family to a friend. Read the dialogue and pay attention to how they are
asking for and giving information about family.
Joe: These are photos of my family. This is my father; his name is Jorge. He loves coffee!
Julia: Nice! Who is this?
Joe: This is my mother, Marta.
Julia: How many brothers and sisters do you have?
Joe: I have 1 brother and 1 sister. This is a photo of my brother and my sister.
Julia: How many grandparents do you have?
Joe: I have 2 grandmothers and 2 grandfathers.
Julia: Who is this?
Joe: This is my uncle John. He is married to my aunt Lily.
Julia: How many cousins do you have?
Joe: I have 3 cousins: 2 boys and 1 girl.
Exercise #2
Read the answers (A) and find the questions (Q) in the dialogue above. Write the questions in the
spaces provided.
Q: _______________________________? Q: _____________________________________?
A: This is my aunt Carmen. A: I have 2 sisters and 1 brother.
Q: _______________________________? Q: _____________________________________?
A: This is my brother Alberto. A: I have 15 cousins.
Read the questions (Q) and find the answer (A) in the dialogue above. Write the answers in the
spaces provided.
Q: Who is this? Q: How many grandmothers do you have?
A: ____________________________________ A: ________________________________________
Q: Who is this? Q: How many cousins do you have?
A: _____________________________________ A: _________________________________________
4
Keep in mind!
When we ask: “Who is this?”, we want to know about a person’s name and
relationship to us. For example, I see a photo and I ask you: Who is this? You can
answer: This is my mother, Maria.
When we ask: “How many…. do you have?”, we want to know the number of people
in your family. For example, if I want to know the number of uncles you have, I ask:
How many uncles do you have? You can answer: I have 5 uncles.
Exercise #3
These are Anabel’s family photos. Look at the numbers and complete the questions and answers.
1 2 4 7
6
5
8
1. __________ __________ this? 6. __________ __________ this?

__________ __________ my father, Antonio. __________ __________ my grandmother, Ana.
How __________ grandmothers _______ you __________?
2. __________ __________ this?
I __________ 1 __________________.
__________ __________ my mother, Fabiola.
3. __________ __________ this? 7. __________ __________ this?
__________ __________ my brother, Victor. __________ __________ my grandfather, Angel.
How __________ brothers and sisters _______ you __________? How __________ grandfathers _______ you __________?
I __________ 2 ________________.
4. __________ __________ this?
__________ __________ my aunt, Tita. 8. __________ __________ this?
How __________ aunts _______ you __________? __________ __________ my cousin, Julia.
I __________ 4 __________. How __________ cousins _______ you __________?
I __________ 7 __________________.
5. __________ __________ this?
__________ __________ my uncle, Tony.
How __________ uncles _______ you __________?
I __________ 2 __________.
5
Exercise #4
Draw 5-8 family members. Write numbers for each person you draw. Write 1-2 sentences about each
number (each family member). Please use “I have…” and/ or “This is my…” in your sentences.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
6
Reading Practice: My Big Family Photo!
Exercise #1
When was last time you took a family photo? Answer the following questions about the last time you
took a family photo. You don’t need to answer with full sentences; words or phrases are enough.
1. Who is in the photo?
_____________________________________________________________________________________________
2. Where are you? What are you doing?
_____________________________________________________________________________________________
Exercise #2
Task#1: study these words. What do they mean?
BENCH ON THE LEFT IN THE MIDDLE ON THE RIGHT
NEXT TO BEHIND SITTING STANDING
Task #2: play the “read-cover-say-uncover” game. Read the word and look at the picture, then cover
the word and say it. Uncover to check your answer. Repeat until you can say all the words without
reading them.
Exercise #3
Read the text and circle the option that best completes the following ideas:
1. This photo shows Liana’s:
A. Family and friends B. Family C. Parents and friends
2. Liana is:
A. Describing where her family is B. Describing a family celebration C. Describing a family photo
7
You might be asking: Who are all these people? Are they from the same family? Yes, they
are. Meet my wonderful people! My name is Liana and I want to tell you about my family.
A In this photo, you can see my parents, siblings, aunts, uncles and cousins. My
grandparents are not in the photo because it is their anniversary and we are going to
surprise them after taking this photo!
I am the girl in the red pants, sitting on the floor with the rest of the kids. My mom Lorena
is the one sitting on the left of the bench, holding my baby brother Liam. My dad Luis is
B the one wearing glasses, a green, yellow and pink shirt. He is standing behind my mom.
My little sister Yamila is sitting right next to me, on the left. I have two brothers and one
sister. My brother Lucas is not in the photo because he is the one taking it!
My mom has two sisters, Natalia and Melisa. My aunt Natalia is sitting in the middle of the
bench, holding my cousin Santiago. My aunt Melisa is sitting on the right of the bench.
She is next to my cousin Lisa. My dad has two brothers, Johnny and Mauricio, and one
sister, Lucia. My uncle Johnny is standing next to my dad. My uncle Mauricio is the short
C man on his right who is wearing sun glasses. My aunt Lucia is sitting next to my mom. The
other two men are my aunts’ husbands, uncle Robert and uncle Tony. The woman
wearing glasses and holding a baby is my aunt Sonia. She is uncle Johnny’s wife. The rest
of the kids you see in the photo are my cousins. I have a lot of cousins.
I love my family! We usually get together to celebrate important family events or just to
D spend time together. We like to play games and dance in our family meetings. How
about you? Who is in your family? What do you like to do with them?
8
Exercise #4
Read the text from Exercise #3 again to label parts A-D. What is each part of the text about? Match the
labels in the boxes to the letters below.
Aunts, uncles Family in Parents and Family

and cousins general siblings activities
(brothers and sisters)
A _________________________________
B _________________________________
C _________________________________
D _________________________________
Exercise #5
Read the text from Exercise #3 one more time to label people in the picture. Write the
missing names next to the following numbers:
1 _ Liana ___________________ 6
____Natalia ___________________________
2 ____________________________________________ 7 ____________________________________________
3 ____________________________________________ 8 ____________________________________________
4 ____________________________________________ 9 ____________________________________________
5 ____________________________________________ 10 ____________________________________________
Exercise #6
How is your family similar or different from Liana’s family? Make a drawing to show the similarities
and differences.
9
STATEMENT
YES! SO-SO… NO
I can identify and write 7-9 family members.
I can ask and answer questions with “Who” and “How many” when
describing family photos.
I can label a photo with people’s names to demonstrate detailed

10
Learning Portfolio
Make a copy (drawing) of your family photo below. Imagine you are showing the photo to a new friend.
Your friend wants to know more about your family. Create a dialogue between you and your friend
where he/she is asking questions about people in the photo and you are answering with information
about your family. Make sure you include 4-6 questions and answers.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
11
Unit Flashcards

recuerdas.)
su nombre)
ganas un punto.)

vocabulary.
vocabulario.)
12
FATHER (DAD) MOTHER (MOM)
SISTER BROTHER
GRANDFATHER GRANDMOTHER
AUNT UNCLE
COUSIN PARENTS
13
Answer Key

Exercise #1
Answers will vary according to students’ background knowledge. There is no right or wrong answer since the
idea is to have the students thinking about what they already know.
Exercise #2
Exercise #3
This is Marta. She is Joe’s This is Jorge. He is Joe’s This is Linda. She is Joe’s
m _o_ t _h_ er f _a_ _t_ h _e_ r s _i_ s _t_ e _r_
This is Mario. He is Joe’s This is Maria. She is Joe’s This is Lucas. He is Joe’s
br _o_ t _h_ er gr _a_ _n_ d m_o_ _t_ h_e_ r gr _a_ n _d_ f _a_ the _r_
14
This is John. He is Joe’s This is Carla. She is Joe’s This is Liam. He is Joe’s
u _n_ c _l_ e a_u_ _n_ t c_o_ _u_ s _i_ n
Exercise #4
Answers will vary according to students’ families and how they draw their family tree.
Practicing Grammar!
Exercise #1
This activity is meant to have students notice and think about the grammar structure. They don’t need to write
any answers.
Exercise #2
Q: Who is this? Q: How many brothers and sisters do you have?
A: This is my aunt Carmen. A: I have 2 sisters and 1 brother.
A: This is my brother Alberto. A: I have 15 cousins.
Q: Who is this? Q: How many grandmothers do you have?

A: This is my mother. A: I have 2 grandmothers.
A: This is my uncle. A: I have 3 cousins.
Exercise #3
15
Exercise #4
Answers will vary according to students’ families and the family members they include in their drawings. Some
examples of sentences might include:
I have 2 sisters and 1 brother. My mother is Lucia and My father is Antonio. This is my grandfather Julio and…
Reading Practice: My Big Family Photo!

Exercise #1
Answers will vary according to students’ background and the photo they choose to talk about. This activity is
meant to help students activate their prior knowledge of the topic of the reading.
Exercise #2
The purpose of this activity is to help students clarify /review the meaning of key words and phrases from the
text they are going to read later on. They don’t need to write any answers.
Exercise #3
1. This photo shows Liana’s:
A. Family and friends B. Family C. Parents and friends
2. Liana is:
A. Describing where her family is B. Describing a family celebration C. Describing a family photo
Exercise #4
Exercise #5
1. Liana 6. Natalia
2. Lorena 7. Melisa
3. Liam 8. Johnny
4. Luis 9. Mauricio
5. Yamila 10. Lucia
Exercise #6
Answers will vary according to what students draw.
16
Asking for and giving information
about likes and dislikes

Asking for and giving information about likes and dislikes
(Dar y pedir información sobre gustos y preferencias)

Te encuentras en un país anglófono y vas a un restaurante con un grupo de amigos. Tienen que decidir qué van a
ordenar para comer. Para eso es necesario que utilices vocabulario y expresiones relativas a gustos y preferencias.
related to asking for and giving information about likes and dislikes. In this sense, the focus will be on food you like
and dislike. You will have an opportunity to assess your knowledge before and after you complete this unit. Before
starting with the exercises, use the flashcards on pages 14-15 to learn this unit’s vocabulary. You can also access
www.bit.ly/PRIM5_CARDS_4 to study this unit’s vocabulary. We hope you enjoy this learning experience!
a dar y pedir información sobre gustos y preferencias. En ese sentido, se hará énfasis en el tema de comidas que te
gustan y no te gustan. Además, podrás evaluar tus conocimientos antes y después de completar la unidad. Antes de
hacer los ejercicios, utiliza las tarjetas que se incluyen en las páginas 14-15, para aprender el vocabulario de esta
unidad. También puedes ingresar al sitio www.bit.ly/PRIM5_CARDS_4 para practicar el vocabulario y
expresiones de esta unidad. ¡Esperamos que disfrutes esta experiencia de aprendizaje!
STATEMENT
YES! SO-SO… NO
I can name and write 9-16 words related to food and drinks, such as
meats, fruits, vegetables, among others.
I can ask and answer questions and make affirmative and negative
sentences about likes and dislikes.
I can demonstrate understanding of a dialogue about foods and drinks by

filling in the blanks with specific information.
1

Exercise #1
Look at the numbers and the pictures. Say the words you know in English and label the pictures in
the space provided below.
Fruits and Vegetables

1
2 3 5 6 7
4
8 9 10
11 12 13 14 15 16
1. ______________________________ 9. ______________________________
2. ______________________________ 10. ______________________________
3. ______________________________ 11. ______________________________
4. ______________________________ 12. ______________________________
5. ______________________________ 13. ______________________________
6. ______________________________ 14. ______________________________
7. ______________________________ 15. ______________________________
8. ______________________________ 16. ______________________________
2
Exercise #2
Use the flashcards on pages 14-15 to check your answers and to label all the pictures. Practice the
words by pointing at a picture, reading the word and then saying it. Repeat until you can name all the
pictures without reading the word.
Exercise #3
Solve the crossword puzzle. Then, write and draw the word that is missing in the crossword puzzle.
What word is missing?
_____________________
3
Exercise #4
Use the cutouts at the end of this page to classify them into favorites, least favorites or neutral. First,
draw a picture for each word. Then, cut and paste the words into the chart according to your
preferences.
Favorite Neutral Least favorite
Beef Pork Chicken Fish
Lettuce Tomato Carrot Plantain
Orange juice Water Coffee Tea
Watermelon Pineapple Rice Beans
Optional activity: before pasting the cutouts, play a Pictionary game with someone in your house. Put the
cutouts inside a bag or a cup. Take turns to pick a card, read the word and make a drawing on a piece of paper
for the other person to guess. You have 1 minute to guess.
4
Practicing Grammar!
Exercise #1
Carla and Tom are at the supermarket buying ingredients to make dinner for their friends. Read their
conversation and pay attention to how they ask and give information about likes and dislikes.
Tom: Let’s make lasagna. Do you like beef?

Carla: Yes, I do. Let’s make beef lasagna. Does Maria like beef?
Tom: No, she doesn’t
Carla: Does she like chicken?
Tom: Yes, she does. Let’s make chicken lasagna for her.
Carla: Let’s also make a salad. Do you like vegetables?
Tom: Yes, I do. I like lettuce, tomato and carrots.
Carla: Perfect! What about drinks? Do you like fruit juice?
Tom: No, I don’t. I prefer tea or coffee.
Carla: Does Martin like coffee?
Tom: No, he doesn’t. He likes tea.
Carla: I don’t like coffee but I like tea. Let’s make tea.
Exercise #2
Read the dialogue above again to fill in the blanks.
Question and answer Sentence
_______ you like chicken?

I _______ lettuce and tomato.
_______ you _______ beef?
______ ______ ______ vegetables?

I ________ ________ coffee.
Yes, I _________
No, I _________
_________ Maria (she) like beef? She ___________ chicken.

________ he _________ tea? He ____________ tea.
_______ ______ _________ chicken?

He _______ ________ coffee.
She _______ _______ beef.
Yes, she/he ___________
No, she/he ___________
5
Keep in mind!
When we talk about likes and dislikes for SHE or HE, we add an S to LIKE in a sentence. For example,
“She LIKES vegetables”. When we make a negative sentence, we use DOESN’T and remove the S from
LIKE. For example, “She DOESN’T LIKE beef”.
We use: “DOES he/she LIKE…?” in the question.
Exercise #3
Task 1: use the prompts to create questions and answers. Don’t forget to add “Do” or “Does” in the
questions and “Do/Don’t, “Does/Doesn’t” in the answers. The first one is an example.
1. like / she / pineapple? _Does she like pineapple? ________________________

she / yes _Yes, she does____________________________________
2. you / like / coffee? __________________________________________________
no / I __________________________________________________
3. he / tomato / like? __________________________________________________
no / he __________________________________________________
4. like / you / pork? __________________________________________________
I / yes __________________________________________________
5. she / fish / like? __________________________________________________
she / yes __________________________________________________
Task 2: use the prompts to create affirmative and negative sentences. Don’t forget to add “don’t” or
“doesn’t” when making negative sentences. The first one is an example.
6. I / like / fried chicken I like fried chicken._______________________________
I / like / sushi I don’t like sushi._________________________________
7. likes / she / beans _________________________________________________
8. like / he / carrots _________________________________________________
9. I / fish / like _________________________________________________
10. I / coffee / like _________________________________________________
6
Exercise #4
Imagine you and a friend are organizing a birthday party for another friend. You are at the
supermarket buying food for the party. Create a dialogue (at least 6 lines long) about what food you
and your friends like/dislike. You need to include at least 3 questions and answers. Decide what food
to make and/or buy for the party.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________
Reading Practice: Birthday Lunch
Exercise #1
What is your favorite lunch food? When you go to a restaurant for lunch, what do you usually order?
You can write or draw your answers.
My favorite lunch food is: For lunch, I usually order:
7
Exercise #2
Task #1: Study the underlined word. What does it mean?
Buy coffee
Task #2: What foods and/or drinks did your mom or dad buy last time they went to a restaurant with
you? Make a list.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Exercise #3
Read the text and write “T” for true and “F” for false next to these statements:
1. It is a family member’s birthday. _____
2. Eli and Jay want to buy lunch for their friends. _____
3. They are at a supermarket. _____
4. They are talking about food they like and don’t like. _____
5. Eli and Jay are buying food and drinks. _____
8
9
Exercise #4
Read the text from Exercise #3 again and order the pictures according to how they are mentioned in
the dialogue. Write numbers 1-6 in the box next to each picture. The first one has been done as an
example.
10
Exercise #5
Read the text from Exercise #3 one more time to fill in the blanks with the names: Eli, Jay, Rose
and/or Tom.
1. _______________ doesn’t like
2. _______________ doesn’t like
3. _______________ likes
4. _______________ and _______________ don’t like
5. _______________ and _______________ like
6. _______________ and _______________ don’t like
Exercise #6
Imagine you and your friend go to the restaurant where Eli and Jay bought lunch from. What foods
and drinks from the menu do you like and don’t like? What would you choose to eat for lunch?
Foods and drinks from the menu I like:

_____________________________________________________________________________________________
Foods and drinks from the menu I don’t like:

_____________________________________________________________________________________________
For lunch, I would order:

_____________________________________________________________________________________________
STATEMENT
YES! SO-SO… NO
I can name and write 9-16 words related to food and drinks, such as
meats, fruits, vegetables, among others.
I can ask and answer questions and make affirmative and negative
sentences about likes and dislikes.
I can demonstrate understanding of a dialogue about foods and drinks by

filling in the blanks with specific information.
11
Learning Portfolio
You and your family or friends want to order food and drinks from your favorite restaurant. You have
to agree on what to order based on what you and they like and don’t like. First, create a menu with
foods and drinks. Then, write a dialogue about how you would all decide what to order from the menu.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
12
Unit Flashcards

recuerdas.)
su nombre)
ganas un punto.)

vocabulary.
vocabulario.)
13
BEEF PORK
CHICKEN FISH
LETTUCE TOMATO
CARROT PLANTAIN
14
PINEAPPLE WATERMELON
COFFEE TEA
WATER ORANGE JUICE
BEANS RICE
15
Answer Key

Exercise #1
Answers will vary according to students’ background knowledge. This activity is meant to elicit students’ prior
knowledge of vocabulary words. There is no right or wrong answer.
Exercise #2
1. Beef 9. Watermelon
2. Fish 10. Plantain
3. Pork 11. Coffee
4. Chicken 12. Tea
5. Lettuce 13. Orange juice
6. Tomato 14. Water
7. Carrot 15. Beans
8. Pineapple 16. Rice
Exercise #3
16
Exercise #4
Answers will vary according to students’ preferences and creativity.
Practicing Grammar!
Exercise #1
Answers will vary according to students’ background knowledge. This activity is meant to raise students’ curiosity
towards the grammar point. There is no right or wrong answer.
Exercise #2
Exercise #3
Task #1 Task #2
17
Exercise #4
Answers will vary according to students’ creativity. This is an example of what the conversation could be. The
teacher can focus feedback on the structure of the questions and answers with “do” and “does”:
A: Hello! Let’s make hamburgers.
B: Ok. Do you like tomato?
A: No, I don’t. Do you like lettuce?
B: Yes, I do. Does Maria like lettuce?
A: Yes, she does.
B: Do you like beef?
A: Yes, I do. Let’s buy beef.
Reading Practice: Birthday Lunch

Exercise #1
Exercise #2
Answers will vary according to what students write. The teacher can focus feedback on the spelling of vocabulary
from this unit.
Exercise #3
1. It is a family member’s birthday. __F__ [False]
2. Eli and Jay want to buy lunch for their friends. __T__ [True]
3. They are at a supermarket. __F__ [False]
4. They are talking about food they like and don’t like. __T__ [True]
5. Eli and Jay are buying food and drinks. __T__ [True]
Exercise #4 Exercise #5
4 5
3 2
6 1
Exercise #6
Answers will vary according to what students like/don’t like and what they choose from the menu.
18

Describing houses
(Describir viviendas)

Tus padres quieren poner un anuncio para alquilar una casa amueblada que tienen cerca de la playa, a personas locales o
extranjeras. La publicación también se hará en inglés y te piden que los ayudes a escribir una descripción de la casa en ese idioma,
así como a dar información sobre la casa a los interesados que llamen. Para esto, necesitas saber vocabulario y expresiones para
describir viviendas.
related to describing houses. In this sense, the focus will be on describing a house to rent. You will have an
opportunity to assess your knowledge before and after you complete this unit. Before starting with the exercises,
use the flashcards on pages 14-15 to learn this unit’s vocabulary. You can also access www.bit.ly/PRIM5_CARDS_5
to study this unit’s vocabulary. We hope you enjoy this learning experience!
a describir viviendas. En ese sentido, se hará énfasis en el tema de describir una casa para alquilar. Además, podrás
evaluar tus conocimientos antes y después de completar la unidad. Antes de hacer los ejercicios, utiliza las tarjetas
que se incluyen en las páginas 14-15, para aprender el vocabulario de esta unidad. También puedes ingresar al sitio
www.bit.ly/PRIM5_CARDS_5 para practicar el vocabulario y expresiones de esta unidad.
STATEMENT
YES! SO-SO… NO
I can name and write 6 rooms of a house and 8-10 objects you can find
inside a house.
I can use “There is/ There are” to describe and ask about rooms and
objects in a house.
I can take notes with specific information to demonstrate understanding

of a description of a beach house for rent.
1

Exercise #1
Task 1: Look at the rooms in this house and think about how to say them in English. Write the names
of the rooms you know in English.
10
6 7 8
5
9
2
3
4
Image adapted from: http://www.freepik.com">Designed by Freepik</a>
Task 2: Look at the objects inside the house and point and say the ones you know in English.
Exercise #2
Use the flashcards on page 14-15 to check your answers for Exercise #1. Then, label all the rooms in
the house and write the name of the objects next to the numbers below.
1. ___________________________ 6. ___________________________
2. ___________________________ 7. ___________________________
3. ___________________________ 8. ___________________________
4. ___________________________ 9. ___________________________
5. ___________________________ 10. ___________________________
2
Exercise #3
What do you see? Look at the picture and check the words that correspond to what you see.
*Optional: add words you know in English for others things you see in each picture.
Bedroom
Living room
Desk
Sofa
Plant
Kitchen
Bathroom
Table
Stove
Bed
Taken from https://www.freepik.es
Bed
Bathroom
Bedroom
Fridge
Desk
Office
Shower
Bathroom
Chair
Toilet
Taken from http://www.freepik.com
3
Exercise #4
Draw your house and label the rooms and the objects in each room that you know in English.
Optional activity: on separate pieces of paper, write words related to the house that you know in English. For
example, bedroom, bathroom, kitchen, bed, table, etc. You should have one word per piece of paper. Walk around
your house saying the names of rooms and objects and pasting the word cards to label the rooms and objects you
see.
4
Practicing Grammar!
Exercise #1
Natalia wants to rent her house at the beach. She is texting with a person who is interested. Read the
dialogue and pay attention to how Natalia describes the house.
The house is in Playa Rincon
Can you describe the house, please?
It’s a big house. There are 3 bedrooms, a

kitchen, a dining room and a living room. There
are 2 bathrooms with showers. There is 1
double bed in each bedroom. There is a stove
in the kitchen and a TV in the living room.
Is there a fridge?
Yes, there is 1 big fridge.
Are there chairs?
Yes, there are 8 chairs and a long table.
Exercise #2
Read the dialogue again to circle the correct option: “There is” or “There are”.
1. There is / There are in the house.
2. There is / There are in the bedroom.
3. There is / There are in the house.
4. There is / There are in the kitchen.
5
Keep in mind!
When we describe a house, we can use “There is” or “There are” to talk about rooms or object you
can find in the house. For example, “There is a big kitchen in my house.”, “There are 2 beds in my
bedroom.”
We use There is when we are talking about 1 room or object. For example, “there is a (1) desk in the
office.” We use There are when we are talking about 2 or more rooms or objects. For example, “There
are 3 sofas in the house.”
Exercise #3
Look at the pictures and fill in the blanks with “There is” or “There are”.
_____________________ a sofa. _____________________ 2 chairs.

_____________________ 2 windows. _____________________ a table.
_____________________ 1 TV set. _____________________ a stove.
_____________________ 6 toys. ____________________ 3 bottles.

_____________________ 2 computers. ____________________ a toilet.
_____________________ 1 desk. ____________________ 2 rugs.
Exercise #4
Play a board game. You can play this game by yourself or with someone in your house. Use a small
object (a coin for example) as a counter. Roll the dice and move the counter the number of spaces
indicated by the dice. When you land on a space, you have to make as many sentences with there is/
there are as you can. For example, if you land on “Your bedroom”, you can say: “There is a bed; there are 5
books”. If you land on “Chairs in your house”, you can say: “There are 10 chairs in my house; there is 1 chair in my
bedroom; there are 3 chairs in the kitchen”.
When you finish, write 5-8 sentences about your house with “There is” and “There are” here:
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
6
7
Reading Practice: For Rent!

Exercise #1
Imagine you have a house
at the beach. What does it
look like? How many
rooms does it have? How
many people can sleep
there? What objects are
there?
Draw and/or write your
answers here:
Exercise #2
Study these words. What do they mean?
= THE SAME = # DIFFERENT #
Complete these sentences with “the same” or “different”.

My name is Lucas. My father’s name is Lucas too. We have _______________________ name.
My name is Lucia. My mother’s name is Linda. We have ______________________ names.
Exercise #3
Read the text and circle the correct option(s) to answer these questions.
1. Are the houses the same or different?
A. Same B. Different C. I don’t know
2. Which of the following information is mentioned about each house? Circle the correct answers.
? ?
? ?
Number of people Rooms Objects inside the house Contact information
My name My name
is Jorge is Lisa
Price Size People’s names Location
8
Describing houses
HOUSE #1 HOUSE #2
For rent! For rent!

Special offer until December! Beautiful beach house in 20% discount until December! Come and spend some days
Bayahíbe. Spend some magical days by the ocean with your to relax and have fun with your family and friends.
family and friends.
Are you tired of being inside your house? Are you stressed out from Do you like the beach? How about spending some days in this
school or work? If your answer is yes, it is time for you to spend some beautiful house by the ocean? This is a medium-size, family house
family time at this paradisiac beach. This big, four-bedroom house is located 1 km south from Playa Publica Bayahíbe. This house is a great
located 500 meters north from Playa Publica Bayahíbe. It is a house place for 6 people. Pets are allowed so you can bring your dog or cat.
for 12 people. It has 2 bedrooms with a double bed, and 2 bedrooms The house has 2 big bedrooms, a kitchen with a small dining area and
with 4 single beds. There is also a sofa bed in the living room. The a small living room. There are 2 bathrooms inside the house and a
dining room and the living room areas are facing the ocean. There shower outside for when you come back from the beach. There is a
are 3 bathrooms in the house and an outside shower. There is a big double bed in one bedroom. There are 2 single beds and a sofa bed
fridge and stove in the kitchen. There are also essential utensils for in the other bedroom. You can use the surf board and the boat for no
cooking and eating. It is a perfect house for you and your family! additional cost. This is your opportunity to relax and enjoy!
There is a 20% discount until the end of December.
For more information, please call us or send us a text message.
For more information, please call us or send us a text message.
+928 7636-0981 +927 4490-4178
9
Describing houses
Exercise #4
Read the text again to order this information according to how they appear in each text. Use the cut-
outs to paste them in order in the box below.
Rooms and objects Contact information
Size and location Number of people
Exercise #5
Read the text one more time to take notes about important information for each house. You don’t
need to write full sentences, just words or phrases.
House #1 House #2
Size: Size:
Location: Location:
Number of people: Number of people:
Rooms: Rooms:
Objects: Objects:
Contact information: Contact information:
Extra information: Extra information:
10
Describing houses
Exercise #6
Imagine you want to spend a weekend at the beach so you want rent one of the houses you read about.
Which one would you choose, house #1 or #2? What questions would you ask? Create a text message
dialogue between you and the person who rents the house you chose. Make sure you ask at least 2
questions about the house: rooms, objects, etc.
House # ______
Conversation Part 1 Conversation Part 2
STATEMENT
YES! SO-SO… NO
I can name and write 6 rooms of a house and 8-10 objects you can find
inside a house.
I can use “There is/ There are” to describe and ask about rooms and
objects in a house.
I can take notes with specific information to demonstrate understanding

of a description of a beach house for rent.
11
Describing houses
Learning Portfolio
Imagine you are renting your house for tourists. First, write a description of your house with
information that tourists might need. Then, create a text message dialogue between you and a tourist
that is interested in renting your house. Make sure you include information about location, size,
number of people, rooms, objects and contact information in your description. Also, make sure you
have at least 3 questions with “Is there…?” and/or “Are there…?” in the dialogue.
For rent!
___________________________________________________________________________________
___________________________________________________________________________________
For rent!
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
12
Describing houses
Unit Flashcards

recuerdas.)
su nombre)
ganas un punto.)

vocabulary.
vocabulario.)
13
Describing houses
LIVING ROOM OFFICE
*2
BATHROOM BEDROOM
DINING ROOM KITCHEN
SOFA DESK
14
Describing houses
COMPUTER SHOWER
CLOSET BED
CHAIR TABLE
FRIDGE STOVE
15
Describing houses
Answer Key

Exercise #1
Exercise #2
Task 1
Task 2
1. Stove 6. Computer
2. Fridge 7. Shower
3. Chair 8. Closet
4. Table 9. Bed
5. Desk 10. Sofa
Exercise #3
Exercise #4
Answers will vary according to what students draw and label. Make sure the spelling of target language words
for this unit are accurate.
Practicing Grammar!
Exercise #1
This activity is meant to have students notice and think about the grammar structure. They don’t need to write
any answers.
16
Describing houses
Exercise #2
Exercise #3
Exercise #4
Answers will vary according to the sentences students create while playing the game. Some examples of sentences
might include:
There is a closet in my bedroom. There are 6 chairs in my kitchen. There is a shower in my bathroom. There are 3
TVs in my house.
Reading Practice: For Rent!

Exercise #1
Answers will vary according to what students draw and how they imagine a house at the beach.
Exercise #2
Exercise #3
17
Describing houses
Exercise #4
Size and location
Number of people
Rooms and objects

Contact information
Exercise #5
House #1:
Size: Big, (4-bedroom house)
Location: 500 meters north from Playa Publica Bayahibe
Number of people: 12
Rooms: 4 bedrooms, 1 living room, 1 dining room, 1 kitchen, 3 bathrooms
Objects: double bed, single bed, sofa bed, (outside) shower, fridge, stove, (utensils for eating and
cooking)
Contact information: +1 (829) 333- 9876
Extra information: 20% discount (until December)
House #2:
Size: medium size
Location: 1 km south from Playa Publica Bayahibe
Number of people: 6
Rooms: 2 bedrooms, 1 small living room, 1 small dining room, 1 kitchen, 2 bathrooms
Objects: double bed, single bed, sofa bed, (outside) shower
Contact information: +1 (829) 222- 5678
Extra information: 20% discount (until December), (pets allowed, surf board, boat)
Exercise #6
Answers will vary according to what students want to know about the house the choose. If students include
statements or questions that are not grammatically accurate, it should be fine. The purpose of this activity is to
give the students an opportunity to use the language they have to create a simple dialogue. Some examples of
questions might include:
Is there a table? Are there chairs? Is there a TV? Is there a computer? Are there closets?
18

AETG Workbook Primary 5th Grade (ALL)

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AETG Workbook Primary 5th Grade (ALL)

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American English Workbook

for Dominican Students

Cuadernillo de American English

Con la colaboración de la Dirección General de Currículo del

Con el apoyo financiero de la

Santo Domingo, D.N., 2021

Primary School • 5th Grade

Posible situación en la que se puede utilizar lo aprendido:

Introduction to the Unit

I can show understanding of a text by choosing the pictures that

Learning New Vocabulary!

Speak English Speak Creole Speak French Dance

I like to I don’t like to

- What can you do? - What can you do?

I can’t fly. I can’t do karate.

Yes, I can. Yes, I can.

-Can you speak Spanish? -Can you ride a bike?

I _______ play baseball. I _________ fly.

_______ you play the guitar?

Yes, I _____. / No, I ________.

Can you dance? Yes, I can No, I

can’t I can dance. swim. sing?

swim? run fast.

In questions, “can” comes before words like “you”

Reading Practice: Got Talent

My favorite superhero is _____________________________. He/She can:

On today’s special of Got Talent, we present two of our favorite superheroes.

Captain America’s real name is Steven Rogers. He is from

Wonder Woman is from Themyscira, an island in the

_____ Captain America’s name _____ Wonder Woman’s name

_____ Where he is from _____ Where she is from

_____ One or more activities he likes _____ Her friends

I can show understanding of a text by choosing the pictures that

You can use the following flashcards in different ways:

 To practice online: go to the Internet and access www.bit.ly/PRIM5_CARDS_1 to study this

DO KARATE PLAY SOCCER

RUN FAST RIDE A BIKE

SING PLAY THE GUITAR

PLAY BASEBALL SPEAK ENGLISH

SPEAK CREOLE SPEAK FRENCH

Learning New Vocabulary!

Affirmative Negative Question and answer

I can dance. / I can play baseball. /

I can play soccer./ I can sing/play the guitar. /

I can speak Spanish./

Reading Practice: Got Talent

Primary School • 5th Grade

Posible situación en la que se puede utilizar lo aprendido:

Introduction to the Unit

Learning New Vocabulary!

Words to describe physical appearance

__________ hair ___________hair ___________hair

Words to describe personality

Short, black hair

Small eyes, nose and mouth

Short, white hair

Short, brown hair F

This is me. This is my sister. This is my little

I am/ She is/ He is I have/ She has/ He has

We use _____________________________________ with words like “short”, “tall”, “nice”,

We use ______________________________________ with parts of the body, like

1. I am/have a small mouth and a big nose. 4. I am/have tall.

I _ play baseball. I ___ fly.

Yes, I _. / No, I ____.

_ Captain America’s name _ Wonder Woman’s name

_ Where he is from _ Where she is from

_ One or more activities he likes _ Her friends

____ hair _hair _______hair

names what they like __ physical appearance

hair color personality __ abilities

animals where they live __ other?

1. this? 6. this?

3. this? 7. this?

my brother, Victor. my grandfather, Angel.

2. 10.

3. 11.

4. 12.

5. 13.

6. 14.

7. 15.

8. 16.

__ vegetables?