Colegio Primario Santa Rosa

6to Grado – 2022

STUDENT: _____________________________
HELLO
CHILDREN!

TEACHER: Noelia Massini

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REMEMBER!

• No adelantarse en casa ni en el aula.

Siempre seguimos las indicaciones de
la Teacher.

• En el aula, no abrimos el cuadernillo

hasta que la Teacher lo indique
(“Open your books”). Primero
escuchamos las explicaciones y las
consignas con atención.

• Traer el cuadernillo todas las clases.

• Cuando faltamos pedimos la tarea y

completamos el cuadernillo para no
atrasarnos.

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ACTIVITY 1: Look and find:
Dog F - 2 Hat ______ Bag ______
Snake ______ Trousers ______ Pencil ______
Plane ______ Tomato ______ Bed ______
Boat ______ Juice ______ Kitchen ______
Jacket ______ Egg ______ Wardrobe ______

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ACTIVITY 2: Write the correct number.

ACTIVITY 3: Choose and write the food.

ACTIVITY 4:

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 ACTIVITY 5: Write. Then read and match.

ACTIVITY 6:

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ACTIVITY 7: Crossword.

ACTIVITY 8:

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UNIT 1: PHYSICAL DESCRIPTIONS

ACTIVITY 2: Read and UNDERLINE the parts of the body.

REMEMBER!
I’ve got one eye.
I haven’t got two eyes.

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LET’S PRACTICE!
ACTIVITY 1:

ACTIVITY 2: Read and match.

1) I’ve got two eyes. I haven’t got legs.

2) I’ve got one nose and one eye.

3) I haven’t got a nose or a mouth. I’ve got two eyes.

4) I’ve got two arms and three eyes.

5) I’ve got big teeth and four eyes.

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ACTIVITY 3: Write.

ACTIVITY 4: Find 9 parts of the body.

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 DESCRIPTIONS

ACTIVITY 2: Read and write.

Bob is short.
Peter is tall.

Bob’s got glasses.

Bob’s got a moustache.

Peter’s got a beard.

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ACTIVITY 3: Complete the chart.

ACTIVITY 4: Read and draw.

1) Lucy’s got long, curly, ginger hair.

2) Tim’s got short, straight, blond hair. He’s got a beard.

3) Peter’s got short, curly, black hair. He’s got glasses.

4) Amy’s got __________, __________, __________ hair.

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 ACTIVITY 5: True or False? Correct the False ones.

1) Alice is tall. __________

2) Pablo’s got straight hair. ________
3) María’s got blond hair. ________
4) Alice’s got curly hair. __________
5) David is short. __________
6) María is short. __________
7) Pablo’s got long hair. __________

ACTIVITY 6:

ACTIVITY 7:

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 ACTIVITY 8:

ACTIVITY 9: Yes or No?

ACTIVITY 10:

Listen to the

teacher

and circle.

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 UNIT 2: Food and Drinks

PART 1: Review

ACTIVITY 2: Match.

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 ACTIVITY 3: Tick the food you can see in the picture.

SALAD

APPLE

BISCUITS

CHEESE

SANDWICH

PIZZA

BREAD

EGGS

CAKE

FISH

CHICKEN

ACTIVITY 4:

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 Let’s read!

1) Read and listen to the teacher. What is the text about?

2) Read again and underline with BLUE the food the girls LIKE and with RED the
food the girls DON’T LIKE.

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 PART 2: Meals of the day

ACTIVITY 1:

ACTIVITY 2: Listen and match.

ACTIVITY 3: Read and number.

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 ACTIVITY 4:

ACTIVITY 5: Read and underline the FOOD with GREEN, the DRINKS with BLUE and the meals
of the day with RED. Then complete the sentences.

My name is Mike. I have breakfast at 7 o’clock. I drink tea

nad I eat biscuits. I have lunch at one-thirty. I drink water.
My favourite food for lunch is pasta but I don’t like salad. I
have dinner at 9 o’clock. I drink soda. My favourite food
for dinner is chicken but I don’t like pizza.

1) His name is ________.

2) His favourite drinks are ________________________________________________.

3) His favourite food is ________________________________________________.

4) He doesn’t like ________________________________________________.

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ACTIVITY 6: Add FOOD and DRINKS for each meal using the words from previous pages.

BREAKFAST

FOOD DRINKS

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

LUNCH AND DINNER

FOOD DRINKS

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

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ACTIVITY 6: Read and underline the food.

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 PART 3: Days of the week

ACTIVITY 1:

ACTIVITY 2: Cover the top of the page.

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ACTIVITY 3:

ACTIVITY 4:

ACTIVITY 5:

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ACTIVITY 6: Look at the menu and complete the sentences.

1) On Mondays I have rice and apples.

2) On Tuesdays I like ____________ and bananas.

3) On ____________ I have fish with ____________.

4) On Thursdays I have hot dogs with ____________.

5) On ____________ I eat a burger with ____________ and I drink a soda.

6) I love ____________ and a cupcake on Saturdays.

7) On ____________ I prefer ____________ and ice cream.

ACTIVITY 7: Look at the chart and complete.

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 PROJECT:
My restaurant

OBJECTIVE:
Imagine you have your own restaurant. Think of a name, a logo, and
the meals you want to serve. Create a menu.

IMPORTANT!
▪ Individual or pair work.
▪ In English.
▪ All the activities must be completed.

ACTIVITIES:
1) Van a inventar su propio restaurant. Para esto, deben pensar en un nombre y
un logo que lo represente. Pueden ayudarse buscando en internet.

2) Una vez decidida la identidad del restaurant, piensen en un menú que incluya:
BREAKFAST, LUNCH and DINNER. Pueden dividir el menú en los distintos días
de la semana.

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UNIT 2: My town
PART 1: Places in town

ACTIVITY 1: What do they sell? Write.

Meat – bread – chicken – fruits - cakes – vegetables

ACTIVITY 2: What are the girls buying in the supermarket?

RICE yes no
MEAT yes no
MILK yes no
APPLES yes no
CHEESE yes no
BREAD yes no
CHICKEN yes no

ACTIVITY 3: Number the places.

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1) LIBRARY 5) SWIMMING POOL

2) HOSPITAL 6) RESTAURANT

3) PARK 7) POLICE STATION

4) SCHOOL 8) CINEMA

ACTIVITY 4: Write the name of the place.

1) Teachers work at ________________.

2) Doctors work in ________________.

3) In the ________________ you can buy food.

4) Police officers work in the ________________.

5) If you need a book, go to the ________________.

ACTIVITY 5: Listen and match.

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 ACTIVITY 6: Look at the chart. Complete the sentences with the correct words.

1) On Mondays I go to the ____________. I buy food and drinks for the week. I cook
everyday, except on _____________ because I have dinner in a restaurant.

2) I love nature, so I go to the _____________ on Fridays.

3) I like sports. I go to the swimming pool on _____________.

4) I read lots of books, so I go to the _____________ on _____________.

5) I’m a doctor. I work in a hospital on ______________.

ACTIVITY 7: True or False? Correct the false ones.

In picture 1, Matt is in the library.

In picture 2, Matt and his mum are in the police station.

In picture 3, Kathy is in the supermarket.

In picture 4, Matt and Polly are in a restaurant.

In picture 5, Matt and Polly are at the swimming pool.

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 Part 2: Where’s the supermarket?
ACTIVITY 1: Look at the picture and read the sentences. Then complete.

1. The BAKERY is NEXT TO the RESTAURANT.

2. The RESTAURANT is BETWEEN the BAKERY and the SCHOOL.

3. The SCHOOL is OPPOSITE the SUPARMERKET.

4. The HOSPITAL is ____________ the SWIMMING POOL.

5. The SUPERMARKET is ____________ the SCHOOL.

6. The BUTCHER’S is ____________ the GREENGROCER’S.

7. The GREENGROCER’S is __________ the __________ and the __________.

REMEMBER!

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ACTIVITY 2: Match.

ACTIVITY 3: Write the names of the places. Then complete the sentences.

1) The bus stop is ____________ the restaurant

2) The ____________ is next to the supermarket.
3) The ____________ is opposite the library.
4) The ____________ is ____________ the library and the restaurant.
5) The pet shop is ____________ the cinema.

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 ACTIVITY 4: Look at the map and make sentences.

1. The supermarket is ____________ the school.

2. The restaurant is opposite the ____________.

3. The bakery is ____________ the butcher’s and the ____________

4. The hospital is opposite the ____________.

5. The greengrocer’s is ____________ the bakery.

6. The school is ____________ the butcher’s.

ACTIVITY 5: Look at the map and write 4 sentences.

Example: The greengorecer’s

is next to the restaurant.

1.________________________________

_________________________________

2.________________________________

_________________________________

3.________________________________

_________________________________

4.________________________________

_________________________________

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 ACTIVITY 6: Cut the shops below and paste them on the map following the instructions.

1) The bakery is next to the greengrocer’s.

2) The police station is opposite the butcher’s.
3) The supermarket isbetween the school and the butcher’s.
4) The hospital is opposite the bakery.
5) The park is next to the school.
6) The cinema is between the hospital and the police station.

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 PROJECT:
Design your own neighborhood

Activities:

PART 1
1) Elijan un nombre para el barrio.

2) Siguiendo los ejemplos vistos en la unidad, diseñen un mapa

de su ciudad en una hoja.

PART 2
3) Armen el mapa que diseñaron en una cartulina. Dibujen o
peguen imágenes que representen los distintos lugares que
hay en el barrio que inventaron (8 lugares como mínimo).
Pongan el nombre del barrio arriba.

4) Muestren a la clase el póster del barrio que diseñaron.

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Part 3: Numbers

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 ACTIVITY 1: Count and write.

ACTIVITY 2:

ACTIVITY 3:

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ACTIVITY 4:

ACTIVITY 5:

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ACTIVITY 6:

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ACTIVITY 4: Look at the picture. Read and write the numbers IN LETTERS.

Clary: “I want pasta, please.”

Seller: “It’s ________________ pesos.”

John: “I’d like a hamburger and chips, please.”

Seller: “It’s ________________ pesos.”

Anne: “I want two ice-creams, please.”

Seller: “It’s ________________ pesos.”

Tommy: “I’d like a pizza, please.”

Seller: “It’s ________________ pesos.”

Sam: “I’d like pasta and an ice cream, please”

Seller: “It’s ________________ pesos.”
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 ACTIVITY 5:

ACTIVITY 6: Read and complete the price IN LETTERS.

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UNIT 3: Can and Abilities
PART 1: Abilities

ACTIVITY 1: Complete with the correct verb.

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ACTIVITY 3:

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 ACTIVITY 4:

ACTIVITY 5:

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 ACTIVITY 6:

PART 2: Verb CAN / CAN’T

ACTIVITY 1:

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 ACTIVITY 2:

ACTIVITY 3:

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ACTIVITY 4: What about you? Complete with CAN or CAN’T.

1. I ___________ swim.
2. I ___________ skate.
3. I ___________ play tennis.
4. I ___________ ride a bike.
5. I ___________ sing.

ACTIVITY 5: Match.

1. He can run.
2. She can sing.
3. They can dance.

ACTIVITY 6: Complete with CAN or CAN’T.

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ACTIVITY 7:

ACTIVITY 8: Make sentences using SHE/HE/THEY + CAN/CAN’T + VERB

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 ACTIVITY 9: Write the correct number. Then make sentences.

A) Ted can swim but he can’t ride a bike.

B) Sue can _______________ but she can’t _______________.
C) Lee ____________________ but he ____________________.
D) Liz ___________________________________________________.

ACTIVITY 10:

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Let’s read!

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 UNIT 4: My routine

PART 1: Routine activities and the time

ACTIVITY 1: Complete.

REMEMBER!

It’s seven o’clock. It’s nine fifteen. It’s _______ ________. It’s _______ __________.

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ACTIVITY 2:

ACTIVITY 3: Look at the time in ACTIVITY 2 and complete.

1) At six o’clock, I _____________________.

2) At eight twenty I _____________________.

3) At four o’clock I _____________________.

4) At ten fifteen I _____________________.

5) At seven thirty I _____________________.

6) At seven o’clock I _____________________.

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ACTIVITY 4: What time is it? Write in letters.

ACTIVITY 5: What time is it? Write in numbers.

1) It’s five thirty-five ___________

2) It’s three o’clock ___________

3) It’s six forty-five ___________

4) It’s ten fifteen ___________

5) It’s nine fifty ___________

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 ACTIVITY 6: Answer about YOU. Write the time in the clocks and in letters.

Example:

What time do you have breakfast? I have breakfast at six o’clock

1) What time do you get up? _______________________________

2) What time do you have breakfast? ____________________________

3) What time do you go to school? _______________________________

PART 2: After school

What activities do you do after school?

ACTIVITY 1: Listen and repeat.

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ACTIVITY 2:

ACTIVITY 3:

ACTIVITY 4:

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 ACTIVITY 5: Write.

ACTIVITY 5:

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 PART 3: I don’t watch TV.

ACTIVITY 1:

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 ACTIVITY 2:

ACTIVITY 3: Write.

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ACTIVITY 4:

ACTIVITY 5: Look at the pictures and make sentences.

1) On Monday, I visit grandma. I don’t go swimming.

2) On Tuesday, I _______________. I don’t _______________.

3) On Wednesday, ___________________________________
_________________________________________________.

4) _________________________________________________
_________________________________________________.

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 ACTIVITY 6: Look at the pictures and complete the sentences.

1) On __________________ I visit my grandma at __________________.

2) On Thursdays I __________________ at four thirty.
3) On __________________ I help my mum at __________________, and I
__________________ at two o’clock.
4) I do my homework on __________________ and __________________.

ACTIVITY 7: Look at ACTIVITY 6. True or False? Correct the false ones.

1) I have a music lesson on Monday and Tuesday.

2) I don’t visit my grandma on Wednesday.

3) I don’t do my homework on Tuesdays.

4) I go swimming every day.

5) I help my mum on Thursdays.

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 UNIT 5: Animals

ACTIVITY 3:
What animal is it?
Write.

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ACTIVITY 5:

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ACTIVITY 6: Read about the desert. Underline the animals.

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ACTIVITY 7: Match the animals with the habitat.

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ACTIVITY 8: Read and underline the animals.

ACTIVITY 9: Read again. True or False?

1) Antelopes have got sharp teeth.

2) Lions have got flat teeth.
3) Monkeys have got sharp and flat teeth.
4) Birds haven’t got teeth.

ACTIVITY 10: Complete the sentences.

1) Omnivores eat _______________________________________.

2) Carnivores eat _______________________________________.
3) Omnivores eat _______________________________________.

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 ACTIVITY 11: What do animals eat? Write the animals in the correct place.

LION – HAMSTER – MONKEY – FROG – WOLF – CAMEL – DOLPHIN -

ELEPHANT – COW – BAT – HORSE – TORTOISE – BIRD – SHARK –
SPIDER – GORILLA – TIGER – BEAR – GIRAFFE – ZEBRA

ACTIVITY 8: Find the food.

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 ACTIVITY 12: Follow and make sentences.

ACTIVITY 13: Choose the correct option.

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ACTIVITY 14: Match.

ACTIVITY 15: Make sentences. Follow the example.

1. This is the SHARK. They live in the OCEAN. They eat FISH.

2. This is the ___________. They live in the ____________. They eat ___________.

3. This is the ___________. ________________________. ___________________.

4. ____________________. ________________________. ___________________.

5. ____________________. ________________________. ___________________.

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ACTIVITY 16: Read the texts. Underline with RED the habitats and with GREEN the food.

ACTIVITY 14: Read again. Colour the correct option. More than one can be right.

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 PROJECT:
ANIMAL RESEARCH

Activities:

PART 1
1) Elijan un animal.

2) Investiguen y completen la siguiente ficha de información, usando las

palabras aprendidas en la unidad:

NAME: ________________________
COLOUR: ______________________
HABITAT: ______________________
FOOD: _________________________
ABILITIES: ______________________

3) Armen la ficha en una cartulina. Dibujen o peguen imágenes del

animal.

PART 2
4) Completen el siguiente texto con la información de la ficha:
This is the ______________. They are ______________. They eat
______________. They live in the ______________. They can
______________ but they can’t ______________.

5) Lean el texto a sus compañeros sin mencionar el nombre del animal

para que intenten adivinarlo. Luego, compartan el póster que
realizaron.

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