1

ENGLISH FOR PRIMARY.

PRACTICE BOOKLET
(SECOND PART)

NAME: ______________________________
TEACHER: __________________________
 2

Malvinas Islands (The Falklands)

1) Lets think How much do you know about the Malvinas Islands.

2) Brainstorm your ideas!!!

3) Read about The Islands. Check your predictions

Brief History of Falkland Islands (Islas Malvinas): The Falkland Islands were first discovered
in 1592, but it wasn't until 1690 when Captain John Strong of the British ship Welfare was
driven off course and reached the Falkland Islands on accident, landing at Bold Cove. The
first settlement on the islands was established by the French over 100 years later in
1764. In 1766, the colony was turned over to Spain. For some time, Britain and Spain disputed
as to who owned the islands. In 1820, when Spain left South America, Argentina and Britain
would dispute the rights to the islands. In 1830 Buenos Aires’s government invaded the
islands and they were expelled in 1833 by the British soldiers. In April of 1982, Argentina
invaded the island in hopes of capturing it from the British. The British under the leadership
of Prime Minister Margaret Thatcher responded and drove the Argentine army from the land
in what is called the Falkland Islands War. Today the islands are considered a self-governing
British Overseas Territory.
Read more at: https://www.ducksters.com/geography/country.php?country=Falkland%20Islands%20(Islas%20Malvinas)
This text is Copyright © Ducksters. Do not use without permission.

4) After reading, say True or False.

a) The Malvinas Islands were first discovered in 1770.

b) Captain John Strong reached the Islands accidentally.

c) The first settlement on the islands was established by the British in 1764.

d) The Malvinas Islands War was in 1982.

 3

2. Malvinas Islands location

1) Look at the maps and choose an option:

a)Malvinas Islands are in

● The Atlantic Ocean
● The Pacific Ocean
● The Artic Ocean
b) Malvinas Islands are in
● America
● Africa
● Asia

c) British called the 2 main

Islands:
● West and East Falkland.
● North and South Falkland,
● West and coast Falkland.
d)The Capital city of the
Falkland Islands is:
● Puerto Argentino
● Stanley
● Port Howard
 4

3. MALVINAS ISLANDS more info!

A) Do you know the names of these places in Spanish?

1) Falkland Islands
2) East Falkland
3) West Falkland
4) Port Stanley
5) Falkland Sound

B) You are going to read an encyclopaedia entry for Malvinas

Islands. What information do you expect to find. Brainstorm your
ideas!!!!!

C) Now, read the text and check if your predictions were true.

The Malvinas Islands (also known as Falkland Islands) are located 480 km east of Argentina and 1,400
km north of the Antarctic Circle. The archipelago consists of two main Islands (Soledad and Gran
Malvina, also known as East and West Falkland) and 778 smaller islands, with a total land area of
approximately 12,000 square kilometers. The terrain is mainly hilly to mountainous grassland. Shrubs
abound, but there are no native trees. The climate is cool, damp and often windy. An impressive
diversity of animal life includes elephant seals, sea lions, blue whales and killer whales,
penguins, gulls, bustards, cormorants, pigeons, petrels, ducks, geese and skuas.
There is a resident population of 2,478 of whom 2,115 live in the capital, Stanley. The majority are of
British descent, although there are a few immigrants from South America, Chile in particular. There
are also about 2,000 military and civilians based at Mount Pleasant Complex.
English is both the official language and the language of daily life. The vast majority of the population
identify with Anglican religion.
The currency is the Falkland Island Pound (FIP). There is no unemployment, but much of the work is
seasonal, such as peat cutting and sheep rearing, and many islanders supplement their incomes with
small-scale mechanical or agricultural projects. Apart from working with sheep by-products (wool,
hides and meat), the settlers grow vegetables such as cabbages, potatoes and cauliflower.
Until recently, sheep rearing and wool processing was the major industry. The fishing industry has
grown rapidly and so has tourism. Oil has been discovered near the islands lately. The primary products
produced for export are wool, hides and meat. The main imports are food, drink, building materials
and clothing.
Except for defence, the islands are self-sufficient.
Education is free and compulsory from the age of six through fifteen. There is a primary school and a
secondary school in Stanley, as well as three settlement schools on farms in rural areas. Students who
do not attend these schools are home-schooled with the aid of travelling teachers, and radio and
telephone lessons. There are not any institutes of higher education, but citizens are eligible to receive
funding for vocational and higher education classes in Great Britain.
The King Edward VII Hospital in Stanley is the only hospital. It was destroyed by a fire in 1984 and
rebuilt in 1987. The care provided is free, with the exception of eyeglasses, dentures and cosmetic
dentistry.

D) Read the text again and complete this chart.

Territory: Islas Malvinas. Also called Falkland Islands in English speaking

countries. Status: British overseas territory, claimed by Argentina.
Population: ............................................. Capital: .............................................
Area: ............................................. Major language: .............................................
Major religion: ............................................. Monetary unit: .............................................
Industries:
......................................................................................................................................................................
Main exports:
.................................................................................................................................................................
 5

E) Working with language.

1) Write a title for the text.
2) Read the first paragraph again and underline cognates (words that are similar in spelling and meaning in English and
your language).
3) Find examples of the following items in the text. Then, add two more (in each word list).

Plants

Animals

Climate
words
Religion

Language

Industries

Vegetables

4) Final task.

a) Read the text again and investigate on the web about wild animals in the island.
b) Make a list with those animals.
c) Create a crossword with them.
d) Ex:

Across words:

O: It has 8 tentacles
ST: It has 5 arms
C: It has an exoskeleton, 10
legs and two strong claws.

Down words:

D: It’s grey, it can swim, it is

a mammal.

S: It is a big and ugly fish. It has

Big teeth and eat other animals

W: It is the biggest mammal in

the sea.
 6
Lesson 2 Date: ________________________

Reading. This is Chen’s e-mail to you. Let’s meet his family members!!
KEY WORDS (ADJECTIVES) : TALL , SHORT, THIN, FAT, THIRSTY, HUNGRY,
CLEAN, DIRTY

En el e-mail (correo electrónico) que acaban de leer de Chen, él describe a una parte de su familia. El año
pasado vimos vocabulario específico para realizar descripciones, hoy nos enfocaremos en los
ADJETIVOS que también son útiles a la hora de presentar y realizar descripciones de uno y de otros.

Otra estructura que utiliza Chen a la hora de referirse a cada miembro en particular es THIS IS y THAT
IS … (esta/e es – ese/a es)
La diferencia radica en la proximidad o lejanía de la persona o ser que está hablando.

THIS IS para quienes están cerca.

THAT IS para quienes están lejos.

TASK 1 : Match the adjectives which you think are opposites. Then check with your
teacher
 7
TASK 2 : Find the adjectives. Read the sentences and complete.

TASK 3: Read. Look and Tick!

TASK 4: Order the adjectives and match with the pictures

 8
Lesson 3 Date: ___________________

Writing!!
Final Task. Write and e-mail to Chen. Use his e-mail as a model for yours.

Pueden recurrir a la clase pasada para poder crear su propio escrito en format e-mail. La
esritura requiere lectura y práctica, no tengan miedo a los errores  We are learning step by
step!
 9
Lesson 4 Date: _______________

Superlatives.

KEY WORDS: STRONG, SMALL, DANGEROUS, BIG, COLOURFUL, LARGE

TASK : Complete the crosswords with ocean animals vocabulary.

 10
LESSON 5 Date: __________________________

Superlatives. Part 2
La clase anterior nos introdujimos al mundo de los superlativos. Ya habíamos visto comparativos,
pero este año toca este otro tipo de adjetivos.
Vamos a enfocarnos en las diferencias que tienen ambos:

COMPARATIVES:

Compara dos elementos.

El adjetivo llevará ER al final.

Necesitamos agregar THAN luego del adjetivo comparativo.

Existen comparativos irregulares (GOOD/BAD)

Tenemos comparativos compuestos con LESS / MORE

Los adjetivos terminados en Y la intercambian por una I (hungry = hungrier)

SUPERLATIVES:

Solo destaca un elemento en comparación a otros.

El adjetivo llevará EST al final.

Necesitamos agregar THE antes del adjetivo comparativo.

Existen superlativos irregulares (the BEST/ the WORST)

Tenemos comparativos compuestos con the LEAST / the MOST

Los adj. terminados en Y la intercambian por una I (hungry = hungriest)

¡Pongamos todo esto que sabemos en acción!

TASK 1: Identifica las oraciones si se trata de COMPARATIVE o SUPERLATIVE

señalando la parte de la oración que lo evidencia. EJEMPLOS:

1. The whale is bigger than the seal. (COMPARATIVE)

2. The seahorse is the smallest animal in the aquarium. (SUPERLATIVE)

3. The shark is more dangerous than the crab. _________________

4. I think the crab is the hungriest of the ocean animals. _____________
5. Squids are the dirtiest animal in the aquarium. ___________________
6. The seahorses are more colourful than the seals. _________________
 11
TASK 2: Completa con la partícula “EST” para formar los SUPERLATIVES.

TASK 3: Sharing opinions. Expresa tu opinión (I think…)

EXAMPLE: The hungriest?

ATENCIÓN : en inglés podemos hablar de los animales plural para referirnos a

todo el grupo, pero también anteponer “the” si vamos a mencionarlos de forma
singular. ¿En qué nos importa esto? En que si usamos plural necesitamos ARE y si
usamos singular vamos a necesitar IS. Todo depende cómo redacten su opinión.

1. The smallest? _________________________________________________.

2. The fastest? __________________________________________________.
3. The strongest? _________________________________________________.
4. The slowest? __________________________________________________.
5. The biggest? __________________________________________________.

TASK 3: Complete using the correct form of the adjectives.

 12
LESSON 6 Date: __________________________

Compound Superlatives.
Listen and follow the reading from the following text:

KEY WORDS: SCORPION, SPIDER, SNAKE,

Analysing our text: estamos ante un proyecto escolar de un alumno que escribió sobre animales
peligrosos (dangerous animals)
Vamos a tomar una porción de este escrito para entender lo que es “compound superlatives”

Let’s see the sentence order:

Subject + verb to be + the most + long adjective

¿Recuerdan el significado de long? Lo habíamos visto el año pasado con las características
físicas. Si no te acordás, pedile a tu profe que te lo recuerde.
Esta oración es un poco diferente a las que vimos en las clases anteriores, ¿notas la diferencia?

Usamos THE MOST delante de adjetivos largos que no agregarán la partícula “EST” al final.

Task 1 : Marcar las estructuras con THE MOST en el texto y presta atención al orden.
Ahora lee las siguientes oraciones y marcá la que es correcta:
 13
Task 2: Find the animals and match with the pictures

Task 3: Put the words in order. Ordená las palabras para armar las oraciones. Ayudate
con el texto que leímos de Dangerous animals.
 14
LESSON 7 Date: __________________________

Let’s practice!!
Task 1: Use the correct form of superlatives adjectives

Task 2: Choose a word and complete the sentence using the adjective given.
 15
LESSON 8 Date: __________________________

Reading a blog entry.

KEY WORDS: ENDANGERED , SPECIES, QUIET, EXTINCTION, WILD,
GOVERNMENT, PROTECTION MEASURES.
Hablar sobre el significado que creen que tienen estas palabras.

Task 1: Read Chen’s blog entry.

Task 2: Reading comprenhension. Lean las afirmaciones y negaciones sobre la

información del texto y decidan si es verdadero o falso: TRUE or FALSE.
1 - The panda bear eats only meat. _________________
2 - The most common panda bear is brown. ___________
3 - Panda bears are quite animals. ___________________
4 - The Siberian tiger doesn’t run fast. ______________
5 - Nobody is protecting these animales in China. ____________

Task 3: Homework! Investigar sobre parques nacionales o reservas naturales de Argentina.

Intentar reunir la siguiente información:
 16
LESSON 9 Date: __________________________
Project!! A flier about national parks and nature reserves.

KEY WORDS: WETLAND, ANIMAL SPECIES, RODENT, FEMALES, MALES, FOREST.

TASK 1. Read the following flier about “Esteros del Iberá Reserve”

“A flier” es lo que conocemos como folleto. Hoy vamos a leer uno y a reunir ideas y escribir borradores
para poder crear el nuestro la próxima clase.

TASK 2: Organize your information in a draft. Con la información que reunieron en casa
pedida en la clase anterior, comiencen a escribir en su carpeta siguiendo estas guías:

Your teacher will help you. Con ayuda de la profe, nuestro borrador quedará listo. Solo
deberán pasarlo una vez corregido y agregar imágenes para diseñar sus fliers (folletos)
 17
LESSON 10 Date: __________________________

VOCABULARY: BIG NUMBERS

The thousand family

TASK : Complete the name of the numbers and match.

 18
NOTE: Thousand es la unidad de los miles, ocupa ese espacio, si nuestro número tiene
otras cifras en las unidades de los cienes o los dieces, debemos agregarlas en orden.

DEBEMOS escribir todos los números que componen al 1545

Eso sería de la siguiente forma: ONE THOUSAND FIVE HUNDRED AND FORTY - FIVE

Task 2: Write the following numbers:

1200 = __1000+200 ONE THOUSAND TWO HUNDRED________________________

2500 = _____________________________________________________________

3280 = _____________________________________________________________

1005 = _____________________________________________________________

10300 = ____________________________________________________________

9999 = _____________________________________________________________

5450 = _____________________________________________________________
 19
Lesson 11 Date : _________________________

Reading a magazine.

Task 1: Read with your teacher. Lean el artículo de revista junto a la

profe.

TASK 2: READING COMPRENHENSION:

Write the title of the magazine article _____________________________________
Can you tell what this article is about withour reading it? ______________________
Why social media uses K for thousand? ___________________________________
Name the place where “kilo” word originated ________________________________
 20
Lesson 12 Date: ______________________

READING LESSON.

Task 1. Read the following text:

Task 2. Vocabulary: Match

 21
Lesson 13 Date: ______________________

Task 3. Reading comprehension: Sarmiento’s biography.

Choose the correct option:

1- The text type is ____

A- Poem
B- Biography

2- Sarmiento was born in ____

A-1811
B-1911

3- He was a teacher at the age of ____

A- Fifteen
B- Thirteen

4- As President he encouraged… ____

A- Public education
B- Private education

5- He died in ____

A- Paraguay
B- Argentina

Task 4. Analysing our text. Let’s have a look at the following sentence:

In 1839, he worked as a writer and journalist.

The highlighted word represents an action occuring in the past. We are narrating an
event in the past (1839) and not in the present.
Now, concentrate on this chart. Can you notice the difference?

Work Worked
Die Died
 22
Pay attention to this examples:

• I work as a teacher. (present)

• I worked as a secretary in 2015. (past)

Task 5. READING TIME: Look at the following text. Underline the verbs in the
past.

Task 6. FINAL TASK

Write 3 sentences using some of the verbs you underlined in the text.

Example: I started Primary school in 2010.

1- ………………………………………………………………………………………………………………………
2- ………………………………………………………………………………………………………………………
3- ………………………………………………………………………………………………………………………
 23
Lesson 14 Date: ___________________________

THE ADVENTURES OF PINOCCHIO.

Task 1. Before starting: Look at the cover. Can you identify the characters of
the story? Complete the missing information.

Task 2. Look at the cover again. Tick the characters you find. Then, complete the
sentences below.
 24
The characters on the cover are:
___________, _____________, _____________and _____________.

These two characters are not on the cover:

____________________and ____________________________ .

Lesson 15 Date: _______________________

Task 1. The Back Cover: What’s in the back cover? Can you read it?

Listen to the audio.

Task 2. Read the text again and complete the book fact file.
 25

Lesson 16 Date: _________________

PARTS OF A BOOK.

Task 1. Look at the front cover and back cover again. Match the 7 correct
options:

Task 2. Share your answers with your partners as in the example below:
 26
What’s on the front and back covers of the book?
Report your answers.

On the front cover there is the title, the subtitle, ...

On the back cover there is the title and ..

Inside the book there are the chapters, ...

Lesson 17 Date__________________

Task 1. Chapters I, II and III. Read the Index and order the sequence.

The Adventures of Pinocchio: The Story of a Puppet.

INDEX
Chapter I The Piece of Wood that Laughed and Cried Like a Child. Page 9
Chapter II Geppetto Takes the Piece of Wood Home. Page 12

Chapter III Geppetto Names His Puppet Pinocchio. Page 16

PINOCCHIO
 27
Task 2. Read One of the Chapters.

The Adventures of Pinocchio: The Story of a Puppet.

Once upon a Once upon a time there lived a poor

time... carpenter. His name was Gepetto.

One day, he found a piece of wood. But this

piece of wood could laugh and cry like a
child. It was extraordinary!

Geppetto went home with his block of wood.

And he started to make a marionette.

But first, a name. “What’s a good name?”

Geppetto thought. “Pinocchio! Pinocchio’s
Pinocchio a perfect name!” Now, Gepetto started to
work seriously. First, he made the hair.
Then, he made the forehead.

Next, the eyes… and the eyes moved and

looked at him fixedly!
“Don’t look at me!” said Gepetto in an angry
voice. No answer.

Geppetto continued his work. He made the nose… and the nose stretched,
stretched and stretched. It was so long! Geppeto cut it. And the nose stretched.
He cut it again and the nose stretched again. Once more, he cut it and the nose
stretched! The more he cut it, the longer it grew.
 28
Next, he made the mouth. And the mouth started
to laugh. “Ha, ha, ha!” said the mouth.

“Stop laughing!” said Geppetto. “Stop laughing, I

say!” And the mouth stopped. But it stuck out his
tongue.

After the mouth, he made the chin. Next, he

made the neck.

Then, he made the shoulders. After that, he

made the arms and the hands.

Finally, the legs and feet. And

Pinocchio started to walk and run.
“I can move! I can talk! I can walk!”
said Pinocchio. “I’m a real boy!”

“You’re not a real boy, Pinocchio” said Geppeto. “But

some day… if you’re good. Promise to be good?” asked
Geppetto. “I promise!”

Pinocchio came to the open door and he ran away!

“Pinocchio, Pinocchio!” shouted poor Geppetto. “Come back home!”

End of Chapter
 29
Task 3. After reading: Order Pinocchio’s body parts in the order Geppetto
made them.

Task 4. The puppet comes to life. Find the extraordinary moments in the
chapter.

Pinocchio comes to life

...that could laugh and cry like a

A piece of wood...
child. It was extraordinary.

Geppetto made the eyes... And the eyes ...

Geppetto made the nose... And the nose...

Geppetto made the mouth... And the mouth...

Geppetto made the legs and feet... And Pinocchio...

 30
Lesson 18 Date__________________

Task 1. Am I a real boy? Find Pinocchio’s phrases in the text and write them
down.

“ ! ! !

I’m !”

Task 2. Real girls and real boys.

Pinocchio is not a real boy: He can move, he can walk and he can talk. But he can’t
grow like a real boy. He's a puppet.

• What can real boys do? What can real girls do? Can they play sports? Can
they cook or dance? Can they play the same games?
 31
What can you do?

I can… but I can’t...

What can your classmate do?

She can ... but she can´t … He can… but he can´t ...

Can boys and girls do the same things? What do you think?

Task 3. Pinocchio over the years. Number the differences between the two
Pinocchios.
 32
FINAL TASK.

Writing. Describe the Modern Pinocchio by writing a short text. Use the
following example as a reference.
 33

Lesson 19 - part one

4.- HOW CAN WE- HELP THE ENVIRONMENT
https://www.youtube.com/watch?v=_u4TZJBhpbE

1.- How did Berni come out with the idea of Juanito Laguna?

2.- Why didn’t he paint it?

3.- What did he do to reproduce Juanito’s image?

4.- Where did Juanito live?

5.-
1-Classify the following words:
PAINTER- JUSTICE- REALITY- VILLAGE- WASTE- 76 YEARS OLD-
JUANITO- RUBBISH- MISERY- BOY- GARBAGE- ANTONIO BERNI-
ARTIST- SYMBOL- COLLAGE- MURALIST- ROSARIO-

THE ARTIST HIS WORK

Antonio Berni was born in 1905 in the city of Rosario, in the

Province of Santa Fe. He died in 1981 in the City of Buenos
Aires.
He was an Argentinian painter, engraver and muralist.
Berni belongs to the New Realism.
One of his most important murals is called: Juanito
Laguna. It is done with recycled material. (old wood, empty
bottles, iron, cardboard boxes, metal sheets )

2-
6.- Write T or F. Correct the false ones.

a.- Berni was an Argentinian writer. __________________________________

b.- Berni was born in Buenos Aires Province. __________________________

c.- Berni died in 1981. ________________________________________________

e.- Berni used recycled material to produce his works of art. ___________

f.- One of his collages is called Juanito Rio. ___________________________

_______________________________
 34
Lesson 19  - part two

1.- Juanito Laguna going to the

factory
2.- Juanito.
3.- El mundo prometido a
Juanito Laguna.

1.- Read the lyrics.

Picking up litter- planting a tree-

wasting water- helping animals.
Burning much oil- recycling- riding a
bike
2.- Complete the chart about the song.

Good actions for the planet Bad actions for the planet

_______________________________
 35
Lesson 20

THE 3 R’S : REDUCE, REUSE AND RECYCLE

1.- Match with the right meaning.

reduce we use the same thing to make

something new.

reuse we make less waste: we only buy

things that we really need.

recycle we use the same thing again.

waste to energy a place where trash is buried

landfill burn waste to generate energy

_______________________________
 36

1,. Write:

1.- Three items you can Recycle: _____________________________________

______________________________________________________________________

2.- Two items you can Reuse: _________________________________________

3.-One item you can Reduce: _________________________________________

_______________________________
 37

REDUCE: Which family is better at reducing waste?

REUSE:

1. Write down your ideas: How can I reuse:

a.- EMPTY SODA BOTTLE: _____________________________________
b.- OLD MAGAZINES: __________________________________________
c.- EMPTY COFFEE CAN________________________________________

_______________________________
 38

1.- Classify

Cereal box Steel can Newspaper Cardboard box

Milk jug

Envelope Garden waste

Soda bottle Aluminum can Motor oil

Reduce Reuse Recycle

3.- Complete the chart: Things you can recycle

cars, glass bottles, plastic bottles, cans, newspapers, birthday cards,

computers, plastic boxes.

For plastic For paper For glass For metal

__________________________________
 39

“THE THREE R ARTISTS”

1.- Get elements for recycling: cardboard, newspaper, envelopes, cans,

yoghurt pots, tins.

2.- Think about a situation you want to show.

3.- Produce a mural as “ Juanito Laguna”.

4.- Tell your friends the elements your reused.

5.- Write a name to your collage.

__________________________________