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SERIE 1
LENGUAS EXTRANJERAS, INGLÉS
Quinto Grado. Segundo Ciclo. Educación Primaria
Este libro ha sido diseñado y concebido por la UNIDAD EDITORIAL del Ministerio de Educación de la República
Dominicana (MINERD) dirigida por MANUEL NÚÑEZ ASENCIO.
Asesoría pedagógica: Ancell Scheker Mendoza, Leónidas Germán, Carlos Geofrannys Vidal Pérez,
María Virtudes Núñez Fidalgo
Coordinadores de diagramación,
corrección y cierre: Félix Gómez y Josephine Vilorio
Asesor editorial: Lony Fernández Álvarez
Cierre de edición: Maia Terrero, Joanna Jiménez, Karla Taveras, Grecia Santos
Ilustración\ Fotografía
Diagramación y Diseño gráfico: U.S.Embassy Santo Domingo
Teacher Development Center,
Universidad Domínico Americano
Institute of collaborative Learning
CONTENIDOS Y TEXTOS
ISBN: 978-9945-646-35-1
Impreso por:
Este libro es propiedad exclusiva del Ministerio de Educación de la República Dominicana, MINERD. ESTÁ
PROHIBIDA SU VENTA PARCIAL O TOTAL y su uso se limita al sistema educativo público dominicano para
el beneficio de los estudiantes, bajo el acompañamiento de los docentes, padres y tutores.
Esta publicación no puede ser reproducida, ni en todo ni en parte, ni registrada o transmitida por un
sistema de reproducción de información, en ninguna forma ni por ningún medio; ya sea mecánico, foto-
químico, electrónico, magnético, electroóptico, por fotocopia, o cualquier otro, sin el permiso previo por
escrito y certificado del Ministerio de Educación de la República Dominicana, MINERD.
AUTORIDADES
Luis Abinader
Presidente de la República
Raquel Peña
Vicepresidenta de la República
Oscar Amargós
Viceministro de Supervisión y Control de la Calidad Educativa
La colección Libro Abierto tendrá dos presentaciones. Una impresa, integrada por dos
series, y la otra digital. En la primera, se publicarán aquellos textos que se orientan al
segundo ciclo del Nivel Inicial, los primeros tres grados de primaria y las áreas curri-
culares de primaria y secundaria: Ciencias Sociales, Lengua Española, Matemática y
Ciencias de la Naturaleza.
En la presentación digital se publicarán los libros de texto de todas las áreas y los ma-
teriales que sirvieron de base para la educación a distancia durante la pandemia. Para
ello, se dispone de una plataforma desde la cual, los estudiantes y docentes, podrán
descargar dichos materiales y hacer uso de ellos libremente. Fortalecemos así la edu-
cación bajo la modalidad híbrida, impresa y digital.
El Proyecto Libro Abierto es una iniciativa del Ministerio de Educación de la República Domini-
cana, (MINERD), que busca el desarrollo de contenidos y recursos didácticos, a través de diferen-
tes plataformas digitales e impresas, con la finalidad de ser utilizados en el proceso de enseñanza
y aprendizaje de los estudiantes dominicanos.
A partir de esta importante invención, el Ministerio de Educación presta especial atención a la ne-
cesidad de distribución de estos recursos y contenidos didácticos a las diferentes escuelas y liceos
que conforman el sistema público de educación de la República Dominicana.
Identificador
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.
de la unidad
We hope you enjoy this learning experience!
Introducción
didáctica Unit 1 Introducción a la Unidad
¡Bienvenido/a a esta nueva unidad! Esta vez, aprenderás sobre vocabulario, gramática, lectura y escritura relativas
a la Unidad
a dar y pedir información sobre habilidades. En ese sentido, se hará énfasis en el tema de talentos y habilidades.
Asking for and giving information about abilities Además, podrás evaluar tus conocimientos antes y después de completar la unidad. Antes de hacer los ejercicios,
Autoevaluación
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!
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.)
EXERCISES
Indicador de la
doble página
5th Grade • Primary School
5th Grade • Primary School Título de la
Título de la
Asking for & giving information about abilities
Asking for and giving information about abilities Asking for
Asking for andinformation
& giving giving about
information
abilities about abilities
Vocabulary un círculo las actividades cuyo nombre en inglés quieres aprender.) (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
Caja de
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”.)
contenidos
Contenidos
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.)
UNIT FLASHCARDS
Indicador de la
doble página 5th Grade • Primary School
Asking
Askingfor
for &and giving information
giving information about abilities about abilities 5th Grade • Primary School
Asking
Asking forfor andinformation
& giving giving about
information
abilities about abilities
Unit Flashcards
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.)
5th Grade • Primary School
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
SING
Asking for & giving information about abilities PLAY THE GUITAR
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.)
Flashcards
SWIM DANCE
Flashcards
vocabulary. 5th Grade • Primary School
(Para practicar en línea: En el Internet, entra al enlace www.bit.ly/PRIM5_CARDS_1 para estudiar este
vocabulario.)
SING
Asking for & giving information about abilities PLAY THE GUITAR
de la Unidad
.
13
SPEAK CREOLE SPEAK FRENCH
PLAY BASEBALL SPEAK ENGLISH
SWIM DANCE
13
SPEAK CREOLE SPEAK FRENCH
PLAY BASEBALL SPEAK ENGLISH
ANSWER KEY
Indicador de la SPEAK CREOLE
13
SPEAK FRENCH
Respuesta de
Asking forforand
Asking giving
& giving information
information about abilities about abilities 5th Grade • Primary School
Asking for & giving information about abilities
Asking for and giving information about abilities
ejercicios
Answer Key
Exercise #5 13
Learning New Vocabulary!
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
Exercise #3
10. Speak Creole 11. Speak French 12. Play baseball
Reading Practice: Got Talent
Exercise #1
Respuesta de
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.
Answers will vary according to the superheroes the students choose.
Exercise #2
ejercicios
Exercise #4
Answers will vary according to the superheroes the students choose to write about. Just make sure they get
Answers will vary according to what students like to do or don’t like to do. Just make sure that the spelling of the vocabulary from this unit mostly right and that they use “can” to talk about abilities.
new words from this unit is correct.
Exercise #3
Practicing Grammar!
Exercise #1
Answers will vary according to which word students guess. Ideally, they would circle “can” and “can’t”.
Exercise #2
Exercise #6
I can speak Spanish./
I can’t speak French. Answers will vary according to the superheroes the students choose. Just make sure students use the
vocabulary and grammar from this unit correctly.
Página 58
Página 10
2 DESCRIBING PHYSICAL
APPEARANCE & PERSONALITY
5 DESCRIBING HOUSES
Página 76
Página 26
Página 42
Unit 1
Asking for and giving information about abilities
Fuente:
Unit 1
5th Grade • Primary School
Asking for & giving information about abilities
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.)
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.)
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”.)
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.”)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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.)
I can do karate and play baseball. I can run fast, swim and fly.
-Can you play the guitar? -Can you sing and dance?
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)
Affirmative Negative
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.)
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.
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)
6
16 Ministerio de Educación de la República Dominicana ©
5th Grade • Primary School
Asking for
Asking for andinformation
& giving givingabout
information
abilities about abilities
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
© Ministerio de Educación de la República Dominicana 17
5th Grade • Primary School
Asking
Askingfor
for &and
giving giving
informationinformation
about abilities about abilities
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.)
_____ What he can and can’t do _____ What she can and can’t do
_____ His family members _____ One or more activities she likes
8
5th Grade • Primary School
Asking for
Asking for and
& givinggiving information
information about abilities about abilities
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.”)
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.)
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
20 Ministerio de Educación de la República Dominicana ©
Asking for and giving information about abilities
11
5th Grade • Primary School
Asking
Askingfor
for &and giving information
giving information about abilities about abilities
Unit Flashcards
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.)
SWIM
5th Grade • Primary School DANCE
SING
Asking for & giving information about abilities PLAY THE GUITAR
13
5th Grade • Primary School
Asking forforand
Asking giving
& giving information
information about abilities about abilities
Answer Key
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
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:
Exercise #5
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.
Introducción a la Unidad
¡Bienvenido/a a esta nueva unidad! Esta vez, aprenderás sobre vocabulario, gramática, lectura y escritura relativas
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!
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 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
© Ministerio de Educación de la República Dominicana 27
5th Grade • Primary School
Describing physical appearance & personality
Describing physical appearance & personality
Body parts
*You can use these words to help you: Funny Nice Serious Generous
2
28 Ministerio de Educación de la República Dominicana ©
5th Grade • Primary School
Describing physical
Describing physical appearance
appearance & personality & personality
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.)
A D
Long, black hair
2 Long legs and arms
Tall
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
© Ministerio de Educación de la República Dominicana 29
5th Grade • Primary School
Describing physical
Describing physical appearance
appearance & personality & personality
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”?)
Exercise #2
Use the words in the box to complete the sentences below.
(Usa las palabras en el cuadro para completar las siguientes oraciones.)
Keep in mind!
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
5th Grade • Primary School
Describing physical
Describing physical appearance
appearance & personality & personality
Picture Description
This is me
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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.)
6
32 Ministerio de Educación de la República Dominicana ©
5th Grade • Primary School
Describing physical
Describing physical appearanceappearance
& personality & personality
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:)
(You can find the audio file for this reading here: www.bit.ly/PRIM5_AUDIO_02)
Family Portrait
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.)
Final Self-Assessment
Complete the following table with an emoji based on your current knowledge.
(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
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.)
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
5th Grade • Primary School
Describing physical
Describing physical appearance
appearance & personality & personality
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
10
5th Grade • Primary School
Describing physical
Describing physical appearance
appearance & personality & personality
5th Grade • Primary School
Describing physical appearance & personality
Unit Flashcards
You
5th can
Gradeuse the following
• Primary School flashcards in different
Unit ways:
Flashcards
Describing
(Puedes physical
utilizar appearancetarjetas
las siguientes & personality
de vocabulario de diferentes formas:)
You can use the following flashcards in different ways:
To test your memory: cut the cards and fold the words. Then, check if you remember them.
(Puedes utilizar las siguientes tarjetas de vocabulario de diferentes formas:)
(Para poner a prueba tu memoria: Recorta las tarjetas y dobla hacia atrás las palabras. Verifica si las recuerdas.)
Unit Flashcards
To test your memory: cut the cards and fold the words. Then, check if you remember them.
To play a matching game: cut the cards and the names. Then, match the correct ones.
You(Para
can ponerthe
a prueba tu memoria:
un use following flashcards
Recortain different
Recorta las tarjetas y ways:
dobla hacia atrás las palabras. Verifica si las recuerdas.)
(Para juego de correspondencia: cada tarjeta por la línea punteada. Luego, empareja cada figura con
(Puedes
su utilizar las siguientes tarjetas de vocabulario de diferentes formas:)
nombre)
To play a matching game: cut the cards and the names. Then, match the correct ones.
(Para un
testjuego de correspondencia:
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línea punteada. Luego, emparejathem.
cada figura con
play memory game:cut
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pictures and the cardscheck if the
with you remember
names. Put them face-
su nombre)
(Para poner a prueba tu memoria: Recorta las tarjetas y dobla hacia atrás las palabras. Verifica si las recuerdas.)
down, and turn around 1 picture card and 1 name card at a time. If they match, you get a point!
(Para
To unplay
juegoa de memoria:
memory
matching game:
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game: cut cada
cutthe tarjeta.
thecards
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and boca and
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a time. entre
If they match,
línea punteada. la ilustración
you
Luego, y el nombre,
get a point!
empareja cada figura con
ganas un punto.)
(Para
su un juego de memoria: Recorta cada tarjeta. Coloca boca abajo, en dos grupos separados, las ilustraciones y
nombre)
los nombres, y voltea una de cada grupo al mismo tiempo. Si hay correspondencia entre la ilustración y el nombre,
ToTopractice
play online: go
a memory to thecut
game: Internet andwith
the cards access www.bit.ly/PRIM5_CARDS_2
pictures and the cards with the names. Put to study.
them face-
ganas un punto.)
(Para
down,practicar en around
and turn línea: En el Internet,
1 picture cardentra name www.bit.ly/PRIM5_CARDS_2
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estudiar.)
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(Para practice
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ilustración y el nombre,
ganas un punto.)
HAIR EYES
HAIR EYES
HAIR EYES
NOSE EARS
NOSE EARS
NOSE EARS
ARMS LEGS
ARMS 11 LEGS
© Ministerio de Educación de la República Dominicana 37
11
ARMS LEGS
HAIR EYES
NOSE EARS
ARMS LEGS
11
MOUTH TALL
MOUTH TALL
SHORT BLACK HAIR
MOUTH TALL
SHORT BLACK HAIR
BLOND HAIR BROWN HAIR
12
NICE GENEROUS
SERIOUS FUNNY
12
SERIOUS FUNNY
12
5th Grade • Primary School
Describing physical
Describing appearance
physical appearance & personality& personality
Answer Key
Exercise #2
Eye(s)
Hair
Mouth Black Blond Brown
Ear(s) Short Tall hair hair hair
Arm(s)
Nose
Leg(s)
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
40 Ministerio de Educación de la República Dominicana ©
5th Grade • Primary School
Describing
Describing physical appearance
physical appearance & personality & personality
Exercise #3
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.
Exercise #1
Answers will vary according to students’ background knowledge.
Exercise #2
Answers will vary according to what students predict. All answers are acceptable at this point.
Exercise #3
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
© Ministerio de Educación de la República Dominicana 41
Unit 3
Asking for and giving information about family
Unit 3
5th Grade • Primary School
Asking for and giving
information about family
Asking for and giving information about family
Primary School • 5th Grade
Asking for and giving information about family
(Solicitar y ofrecer información sobre la familia)
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 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!
Introducción a la Unidad
¡Bienvenido/a a esta nueva unidad! Esta vez, aprenderás sobre vocabulario, gramática, lectura y escritura relativas
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.
¡Esperamos que disfrutes esta experiencia de aprendizaje!
Initial Self-Assessment
Complete the following table with an emoji based on your current knowledge.
STATEMENT
YES! SO-SO… NO
I can ask and answer questions with “Who” and “How many” when
describing family photos.
1
5th Grade • Primary School
Asking
Askingfor and
for and giving information about family
giving
information about family
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.
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
44 Ministerio de Educación de la República Dominicana ©
Asking for •and
5th Grade Primarygiving
School information about family
Asking for and giving
information about family
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.
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: _____________________________________?
Q: _______________________________? Q: _____________________________________?
Read the questions (Q) and find the answer (A) in the dialogue above. Write the answers in the
spaces provided.
A: ____________________________________ A: ________________________________________
A: _____________________________________ A: _________________________________________
4
5th Grade • Primary School
Asking
Askingfor and
for and giving information about family
giving
information about family
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
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 __________.
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.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Exercise #2
Task#1: study these words. What do they mean?
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:
2. Liana is:
A. Describing where her family is B. Describing a family celebration C. Describing a family photo
(You can find the audio file for this reading here: www.bit.ly/PRIM5_AUDIO_03)
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?
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.
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:
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.
4 ____________________________________________ 9 ____________________________________________
5 ____________________________________________ 10 ____________________________________________
Exercise #6
5th Grade • Primary School
HowAsking
is your
for family similar or different from Liana’s family? Make a drawing to show the similarities
and giving
andinformation
differences. about family
Final Self-Assessment
Complete the following table with an emoji based on your current knowledge.
STATEMENT
YES! SO-SO… NO
I can ask and answer questions with “Who” and “How many” when
describing family photos.
10
5th Grade • Primary School
Asking forand
Asking for and giving information about family
giving
information about family
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.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
© Ministerio de Educación de la República Dominicana 53
11
5th Grade • Primary School
Asking
Asking for and
for and giving information about family
giving
information about family
Unit Flashcards
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.)
FATHER
FATHER
FATHER
FATHER (DAD)
(DAD)
(DAD)
(DAD) MOTHER
MOTHER
MOTHER (MOM)
(MOM)
(MOM)
SISTER
SISTER
SISTER
SISTER BROTHER
BROTHER
BROTHER
GRANDFATHER
GRANDFATHER GRANDMOTHER
GRANDMOTHER
1313
1313
Exercise #3
Exercise #3
Exercise #3
© Ministerio de Educación de la República Dominicana 55
This is Marta. She is Joe’s This is Jorge. He is Joe’s This is Linda. She is Joe’s
This is Marta. She is Joe’s This is Jorge. He is Joe’s This is Linda. She is Joe’s
Asking for and giving information about family
Exercise #3
Exercise
#3 #3 #3
Exercise
Exercise
Exercise #3
Exercise #3
Exercise #3
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m _o_ t _h_ er f _a_ _t_ h _e_ r s _i_ s _t_ e _r_
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br _o_ t _h_ er gr _a_ _n_ d m_o_ _t_ h_e_ r gr _a_ n _d_ f _a_ the _r_
ThisThis This
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is Joe’s is Joe’s
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This is Maria.
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She is Joe’s
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This is Lucas.
isLucas.
Lucas. HeisHe
He is Joe’s
isJoe’s
Joe’s
5th Grade • Primary School
This
This isisMario.
Mario. He
He isis Joe’s
Joe’s ThisisisMaria.
This Maria.She
SheisisJoe’s
Joe’s This
This is Lucas.
is Lucas. HeHe is Joe’s
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14141414
14
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Exercise
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family tree.
Answers will vary according to students’ families and how they draw their family tree.
Practicing
Practicing Grammar!
Grammar!
Practicing Grammar!
Practicing Grammar!
Exercise
Exercise #1#1
Exercise #1
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#2#2 to have students notice and think about the grammar structure. They don’t need to write
Exercise #2
any answers.
Q: Q:
WhoWho is this?
is this?
Q: Who is this? Q: How
Q: How many
Q: many
How brothers
brothers
many andandsisters
and sisters
brothers do you
sistersdo you
you have?
dohave? have?
A: A: This
This isA:my
is my aunt
aunt
This myCarmen.
isCarmen.
aunt Carmen. A: I A:
A: I have have 2 sisters
2I sisters
have 2 and 1and
sisters and1 1brother.
brother.brother.
Exercise #2
Q: Q:
WhoWho is this?
is this?
Q: Who is this? Q: How
Q: How many
Q: Howmany cousins
cousins
many dodo
do you
cousins you
youhave?
have? have?
Q: WhoA:isA:this?
This
This isA:my
is my brother
brother
This Alberto.
is myAlberto.
brother Alberto. A: I A:
A: I have 15Q:
have How
15 many
cousins.
cousins.
I have 15 cousins.
brothers and sisters do you have?
A: This is my aunt Carmen. A: I have 2 sisters and 1 brother.
Q: Q:WhoWho is this?
is Q:
this?
Who is this? Q: How
Q: How many
Q: many
How grandmothers
grandmothers
many dodohave?
do you
grandmothers you
youhave?
have?
Q: WhoA:isA:
this?
This
This isA:my
is my Thismother.
mother.
is my mother. 2IQ:
A: I A:
A: I have have 2How many
grandmothers.
grandmothers. cousins
have 2 grandmothers. do you have?
A: This is my
Q: Q:
Who brother
Who is this?
is this?
Q:
Alberto.
Who is this? Q: How
Q: How A:many
many
Q: How
Icousins
have
many
15you
cousins
do cousins.
do
cousins you
do youhave?
have? have?
A: A: This
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is my Thisuncle.
A: uncle.
is my uncle. A: I have
A: I have 3 cousins.
A:3I cousins.
have 3 cousins.
Q: Who is this? Q: How many grandmothers do you have?
isExercise
A: ThisExercise #3 #3
my mother.
Exercise #3 A: I have 2 grandmothers.
Q: Who is this? Q: How many cousins do you have?
A: This is my uncle. A: I have 3 cousins.
Exercise #3
56 Ministerio de Educación de la República Dominicana ©
Exercise
A: This #2
is my aunt Carmen. A: I have 2 sisters and 1 brother.
Q:Q:Who
Whois isthis?
this? Q:Q:How
Howmany
manybrothers
cousins and sisters
do you do you have?
have?
A:A:This
Thisisismy
myaunt Carmen.
brother Alberto. A:A:I have
I have2 15
sisters and 1 brother.
cousins.
Q: Who is this? Q: How many cousins do you have?
Q: Who is this? Q: How many grandmothers do you have?
A: This is my brother Alberto. A: I have 15 cousins.
A: This is my mother. A: I have 2 grandmothers.
Q:Q:Who
Whoisisthis?
this? Q:Q:How
Howmany
manygrandmothers dohave?
cousins do you you have?
A:A:This
Thisis ismy
mymother.
uncle. A:A:I have
I have2 3grandmothers.
cousins.
Asking foris this?
Q: Who and giving information about family
Q: How many cousins do you have?
Exercise
A: #3uncle.
This is my A: I have 3 cousins.
Exercise #3
Exercise #5 Exercise #6
Exercise #5 Answers will vary according to what students draw.
1. Liana
Exercise #5 6. Natalia
1. Liana 6. Natalia
2. Lorena 7. Melisa
1.2.Liana
Lorena 6.7.Natalia
Melisa 16
3. Liam
2.3.Lorena
Liam 8. Johnny
7.8.Melisa
Johnny
Exercise #5 57
3.4. Luis
4.Liam
Luis 9. Mauricio
8.9.Johnny
Mauricio
5.
1.
4. Yamila
Liana
5.Luis
Yamila 9.10. 10.Natalia
6.
Lucia
MauricioLucia
5.
2. Yamila
Lorena 10. Lucia
7. Melisa
Exercise #6
Exercise #6
3. Liam 8. Johnny
Exercise
Answers#6
Answers will vary according to what students draw.draw.
4. Luis will vary according to what students
9. Mauricio
Answers will vary according to what students draw.
Unit 4
Asking for and giving information about likes and dislikes
Unit 4
5th Grade • Primary School
Asking for and giving information
about likes and dislikes
Asking for and giving information about likes and dislikes
Primary School • 5th Grade
Asking for and giving information about likes and dislikes
(Dar y pedir información sobre gustos y preferencias)
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 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!
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 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!
Initial Self-Assessment
Complete the following table with an emoji based on your current knowledge.
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.
1
5th Grade • Primary School
Asking
Askingfor and
for and giving
giving information about likes and dislikes
information
about likes and dislikes
2 3 5 6 7
4
8 9 10
11 12 13 14 15 16
1. ______________________________ 9. ______________________________
2
60 Ministerio de Educación de la República Dominicana ©
Asking for
5th Grade andSchool
• Primary giving information about likes and dislikes
Asking for and giving information
about likes and dislikes
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.
_____________________
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.
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
Asking for•and
5th Grade Primarygiving
School information about likes and dislikes
Asking for and giving information
about likes and dislikes
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.
Exercise #2
Read the dialogue above again to fill in the blanks.
Yes, I _________
No, I _________
5
© Ministerio de Educación de la República Dominicana 63
5th Grade • Primary School
Asking
Asking for and
for and givinggiving information about likes and dislikes
information
about likes and dislikes
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”.
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.
no / I __________________________________________________
no / he __________________________________________________
I / 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._________________________________
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.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________
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.
7
© Ministerio de Educación de la República Dominicana 65
5th Grade • Primary School
Asking
Asking forfor
and and giving information about likes and dislikes
giving information
about likes and dislikes
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:
2. Eli and Jay want to buy lunch for their friends. _____
4. They are talking about food they like and don’t like. _____
(You can find the audio file for this reading here: www.bit.ly/PRIM5_AUDIO_04)
66
8 Ministerio de Educación de la República Dominicana ©
Asking for and giving information about likes and dislikes
9
Asking for and giving information
5th Grade • Primary School
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
5th Grade • Primary School
Asking for and giving information
Asking
aboutfor and
likes and giving information
dislikes about likes and dislikes
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.
3. _______________ likes
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?
Final Self-Assessment
Complete the following table with an emoji based on your current knowledge.
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.
11
© Ministerio de Educación de la República Dominicana 69
5th Grade • Primary School
Asking for
Asking for andand
givinggiving
informationinformation about likes and dislikes
about likes and dislikes
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
5th Grade • Primary School
Asking forandand
Asking for givinggiving information about likes and dislikes
information
about likes and dislikes
Unit Flashcards
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.)
5th5th
Grade • Primary
Grade School
• Primary School
5th 5th Grade
Grade • Primary
• Primary School
School
Asking forfor
Asking andandgiving information
giving information
Asking
Asking
about To
likes
about
for and
forpractice
and
andand
likes
giving
giving information
information
online:
dislikes
dislikes
go to the Internet and access www.bit.ly/PRIM5_CARDS_4 to study this
about
about likeslikes
vocabulary.and and dislikes
dislikes
(Para practicar en línea: En el Internet, entra al enlace www.bit.ly/PRIM5_CARDS_4 para estudiar este
vocabulario.)
BEEF
BEEF
BEEF
BEEF PORK
PORK
PORK
PORK
CHICKEN
CHICKEN
CHICKEN
CHICKEN FISH
FISH
FISH
FISH
© Ministerio de Educación de la República Dominicana 71
13
BEEF PORK
CARROTCARROT PLANTAIN
PLANTAIN
CARROT PINEAPPLE
PINEAPPLE
PLANTAIN WATERMELON
WATERMELON
PINEAPPLE
PINEAPPLE WATERMELON
WATERMELON COFFEE
PINEAPPLE
COFFEE COFFEE
WATERMELON
TEA TEA
14 14
14
COFFEE
COFFEE TEA
TEA
COFFEE
COFFEE TEA TEA WATER OR
COFFEE
WATER WATERTEA JUICE
ORANGE ORANGE JUICE
WATER
WATER ORANGE
ORANGE JUICE
WATER
WATER ORANGE
ORANGE JUICE
JUICE BEANSJUICE
WATER
BEANS BEANS
ORANGE JUICE
RICE RICE
15
72 Ministerio de Educación de la República Dominicana ©
15 15
BEANS BEANS RICE
BEANS RICE RICE
BEANS RICE
BEANS RICE
5th Grade • Primary School
Asking for and giving information about likes and dislikes
Asking for and giving information
about likes and dislikes
Answer Key
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
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
5th Grade • Primary School
Asking forandand
Asking for givinggiving
informationinformation about likes and dislikes
about likes and dislikes
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.
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
Welcome to this new unit! This time, you will work with vocabulary, grammar, reading comprehension and writing
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!
Introducción a la Unidad
¡Bienvenido/a a esta nueva unidad! Esta vez, aprenderás sobre vocabulario, gramática, lectura y escritura relativas
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.
¡Esperamos que disfrutes esta experiencia de aprendizaje!
Initial Self-Assessment
Complete the following table with an emoji based on your current knowledge.
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.
1
5th Grade • Primary School
Describing
Asking for andhouses
giving information
about likes and dislikes
10
6 7 8
5
9
2
3
4
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. ___________________________
2
5th Grade • Primary School
Describing
Asking for andhouses
giving information
about likes and dislikes
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
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.
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.
Is there a fridge?
Exercise #2
Read the dialogue again to circle the correct option: “There is” or “There are”.
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”.
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:
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
7
5th Grade • Primary School
Describing houses
Asking for and giving information
about likes and dislikes
Exercise #2
Study these words. What do they mean?
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.
? ?
? ?
My name My name
is Jorge is Lisa
(You can find the audio file for this reading here: www.bit.ly/PRIM5_AUDIO_05)
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.
85
5th Grade • Primary School
Describing houses
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.
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:
Rooms: Rooms:
Objects: Objects:
10
86 Ministerio de Educación de la República Dominicana ©
5th Grade • Primary School
Describing houses
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
Final Self-Assessment
Complete the following table with an emoji based on your current knowledge.
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.
11
© Ministerio de Educación de la República Dominicana 87
5th Grade • Primary School
Describing houses
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!
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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88 Ministerio de Educación de la República Dominicana ©
5th Grade • Primary School
Describing houses
Describing houses
Unit Flashcards
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)
5th Grade • Primary School 5th Grade • Primary School
Describing houses Describing houses
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.)
*2
*2
LIVING
LIVING ROOMROOM BATHROOM
LIVING ROOM OFFICE
OFFICE
BATHROOM BEDROOM
OFFICE BEDROOM
*2 *2
*2
BATHROOM
BATHROOM DININGBEDROOM
BATHROOM ROOM
BEDROOM KITCHEN
BEDROOM
DINING ROOM KITCHEN
Describing houses
5th Grade
5th Grade
• Primary
• Primary
School
School
Describing
Describing
houses
houses
5th Grade • Primary School
Describing houses COMPUTER S
COMPUTER
COMPUTER
5th Grade • Primary School
SHOWER
SHOWER CLOSET
Describing houses SHOWER
LIVING ROOM OFFICE
COMPUTER
COMPUTER *2
SHOWER
SHOWER CLOSET
CLOSET
CLOSET BED
BED CHAIR
BED LIVING ROOM OFFICE
LIVING ROOM BATHROOM
OFFICE BEDROOM
*2
*2
CLOSET
CLOSET BED
BED CHAIR
CHAIR
CHAIR TABLE
TABLE FRIDGE
TABLE
BATHROOM DINING ROOMBATHROOM KITCHEN
BEDROOM
chool BEDROOM
15
CHAIR
CHAIR TABLE
TABLE FRIDGE
FRIDGE
FRIDGE STOVE
STOVE
DININGSTOVE
ROOM SOFA
KITCHEN DESK
1515
14
15 FRIDGE
FRIDGE STOVE
STOVE
SOFA DESK
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90 14 Dominicana ©
Ministerio de Educación de la República
CHAIR TABLE
5th Grade • Primary School
Describing houses
Describing houses
Answer Key
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.
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.
Exercise #2
Exercise #3
Exercise #4
Number of people
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?
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CONSEJOS PARA CUIDAR TUS LIBROS
Los libros de textos deben de tener una larga vida. Si sigues estos consejos, los libros podrán ser usados
por tus hermanas, hermanos y otros estudiantes el próximo año escolar. De esta forma cuidamos el
medioambiente y el patrimonio público nacional. Con estas acciones demostramos ser responsables.
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