English 3rd



                                Explorer 3

Cool kids 3 Digital

EDULAND

INCREDIBLE ENGLISH 3

 BUGS 3


EXPLORER 3  

STARTER UNIT 

THE ALPHABET

THE NUMBERS

• Numbers:
  • 1-10: one, two, three, four, five, six, seven, eight, nine, ten.
  • 11-20: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.
  • 10-100: ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, a hundred.

Numbers
Numbers
Numbers 

 

 THE MONTHS OF THE YEAR

THE DAYS OF THE WEEK

 

 

  Explorer 3

UNIT 1: IN THE COUNTRY

HAVE GOT  

  Affirmative

Sujeto	Presente Simple	Forma corta	Español
I	have got	I've got	yo tengo
you	have got	you've got	tú tienes/vosotros tenéis
he	has got	he's got	él tiene
she	has got	she's got	ella tiene
it	has got	it's got	animal o cosa tiene
we	have got	we've got	nosotros tenemos
they	have got	they've got	ellos tienen

 Negative

Sujeto	Presente Simple	Forma corta	Español
I	have not got	I haven't got	yo no tengo
you	have not got	you haven't got	tú no tienes/vosotros no tenéis
he	has not got	he hasn't got	él no tiene
she	has not got	she hasn't got	ella no tiene
it	has not got	it hasn't got	animal o cosa no tiene
we	have not got	we haven't got	nosotros no tenemos
they	have not got	they haven't got	ellos no tienen

Interrogative

Presente Simple	Español
Have I got?	¿Yo tengo?
Have you got?	¿Tú tienes?
Has he got?	¿Él tiene?
Has she got?	¿Ella tiene?
Has it got?	¿Animal o cosa tiene?
Have we got?	¿Nosotros tenemos?
Have they got?	¿Ellos tienen?

  

 Short Answer  

  Yes, I have   Si, tengo       No, I haven't     No, no tengo

  Yes, he has   Si, él tiene     No, he hasn't       No, no tiene

  Yes, she has  Si, ella tiene  No, she hasn't     No, ella no tiene

VOCABULARY

                                                                                                                          

A camera

A compass

A rucksack

A torch

A notebook

A map

A watch

Binoculars

 

  I can see: Yo puedo ver / Veo

  I can't see: Yo no puedo ver / No veo

Insects: insectos

Bettle: escarabajo

Bee: abeja

Ant: hormiga

Butterfly: mariposa

Grasshopper: saltamontes

Exercises:

1 ) Make sentences (haz frases cambiando la palabra subrayada)

Example:
1-  torch
 I have got a torch (tengo una linterna)
 I haven't got a torch (no tengo una linterna) 

2- map
3- notebook
4- rucksack
5- watch
6- compass
7- camera
8- binoculars

2) Answer the questions (contesta)


Example:

1- Have you got a rucksack? (¿Tienes una mochila?)


Yes, I have 
                                                      
 No, I haven't

2- Have you got a notebook?
3- Have you got a map?
4- Have you got a torch?
5- Have you got a camera?
6- Have you got a compass?
7- Have you got a watch?
8- Hae you got binoculars?

3) Make sentences (haz frases cambiando la palabra subrayada) 

Example:

1- bee
I can see a bee (veo una abeja)
I can't see a bee (no veo una abeja)

2- grasshopper
3- beetle
4- ant
5- butterfly

4) Answer the questions. (Contesta)

Example:

1- Can you see a beettle? Yes, I can (¿Ves un escarabajo? Si)
    Can you see a butterfly? No, I can't (¿Ves una mariposa? No)

2-  Can you see a bee?
     Can you see a grasshopper?

3- Can you see  an ant? 
    Can you see a beetle?

4- Can you see a butterfly?
    Can you see an ant?

5- Can you see a grasshoppper? 
    Can you see a butterfly?




Reinforce activities
have got
have got
have got
have got
have got

Project
Write about your favourite insect and draw a picture or paste a photo.
Example.
My favourite insect is a......................................
(ant, grasshopper, bee, beetle, butterfly...)
It has....................................................................
(legs, wings, head, tail, eyes, antennas...)
It is......................................................................
(big, small, ugly, beautiful, funny, dangerous, green, black...)
It can...................................................................
(jump, climb, run, walk, swim, fly......)

Example:
                                   BEETLES

My favourite insect is the beetle. It has six legs and a big body.
It is black and brown. It can run.

UNIT 2: LET'S PLAY

VOCABULARY

 

Usamos play para jugar o tocar un instrumento. 

(colocamons siempre the delante del instrumento)

 play the drums: tocar los tambores 
 play the violin
 play the piano play the recorder: tocar la flauta

(Aquí no hay que colocar the) play football
play basketball
play tennis 
play computer games: jugar a la consola

(estos verbos no llevan play delante)

swim: nadar

dive: bucear o tirarse al agua

ride a horse: montar a caballo

ride a bike: montar en bici

skateboard: montar en monopatín

skate: patinar sobre hielo

rollerblade : patinar sobre ruedecillas

draw: dibujar

paint: pintar

sing: cantar

dance: bailar

STRUCTURES

 

Saber o no saber hacer algo
CAN / CAN'T - saber o poder (hacer algo).


Examples:
I can draw: (Yo sé dibujar) 
Carla can play football. (Carla sabe jugar al fútbol)
Nick can't skateboard.(Nick no sabe montar en monopatín)

Preguntar si alguien sabe hacer algo
CAN + PERSONA + ACCIÓN?
Examples: 
Can you play the guitar? (¿Sabes tocar la guitarra?)

Yes, I can : Si, sé.  /  No, I can't: No sé.

Can Mike skate?  (¿Sabe Mike patinar?) 

Yes, he can /No, he can't (Si, él sabe / No, él no sabe)

Vocabulario

 

Play computer games: jugar a videojuegos.                      
Play football: jugar al fútbol.

Play basketball : jugar al baloncesto.                           
Play tennis: jugar al tenis.

Play the drums : tocar la batería o los tambores.       
Play the recorder: tocar la flauta.

Play the violin : tocar el violín.                          
Play the piano: tocar el piano.

Skate : patinar sobre hielo                       
Skateboard: montar en monopatín

Ride a horse: montar a caballo                 
Dive : tirarse de cabeza al agua

Draw: dibujar                                 
Paint: pintar

Estructuras

Hablo de mí mismo/a.

Can you play the violin? (¿Sabes o puedes tocar el violín?)

Yes, I can (Si)           No, I can’t (No)

I can ride a horse. (Sé montar a caballo).      
I can’t skate. (No sé patinar)

 

Hablo de él o ella

Can he/she draw? (¿Sabe él/ella dibujar?)

Yes, he/she can.                    No, he/she can’t.

He can paint. (Él sabe pintar).    
She can’t dive (Ella no sabe tirarse al agua)

Practice with these exercises:

Exercise 1 
Exercise 2 
Exercise 3 
Exercise 4
Exercise 5
Exercise 6

CHRISTMAS

UNIT 3 - CLOTHES

 

VOCABULARY

Repaso

 

CLOTHES (ropa): hat, trousers, dress, skirt, T-shirt, jacket, socks, shoes, shirt, jumper, coat .

Nuevas

sunglasses: gafas de sol

swimsuit: bañador

sandals: sandalias

scarf: bufanda

gloves: guantes

woolly hat: gorrito de lana 

raincoat: chubasquero

jeans: pantalones vaqueros

STRUCTURES

Para decir la ropa llevo puesta: I'm wearing + ropa.

Para decir la ropa lleva èl/ella puesta: He's/She's wearing+ropa

Para decir el color de la prenda, poner primero ADJETIVO y después la PRENDA DE VESTIR.
Ej.: I'm wearing a blue shirt.

Para unir varias prendas de vestir en la descripción, usar AND (y).
Ej.: She's wearing a green T-shirt and a red jacket.

Con las palabras que van en plural, TROUSERS, SOCKS , SHOES, BOOTS, JEANS, GLOVES, SUNGLASSES, no se pone A(un/una).
Ej.: I'm wearing black trousers.

Con las palabras que van en singular, a scarf, a raincoat, a jacket, a hat, a wooly hat, a t-shirt, si se pone A (un/una) .

Ej.: He's wearing a red scarf.

Para preguntar y contestar: 
 Is he wearing sunglasses? Yes, he is/ No, he isn't    ¿Lleva él gafas de sol? Si/
 Is she wearing s swimsuit? Yes, she is/ No, she isn't  ¿Lleva ella un bañador? Si/ No
 What is he/she wearing?  He/she is wearing a raincoat.   ¿Qué lleva él/ella puesto? Él/ella lleva puesto un chubasquero.

The seasons
Spring: primavera
Summer: verano
Autumn: otoño
Winter: invierno
Cuando hablo de las estaciones uso it como sujeto. 

Is it winter? Yes, it is (¿Es invierno? Si)
Is it summer? No, it isn,t (¿Es verano? No)

Click here and practice.
Exercises 1

Exercises 2

Exercises 3 

Exercises 4

Exercises 5 

ACTIVIDADES DE REFUERZO

 

The green king (story)	Dress the king	Dress Leo
Half Chick - Part 1 (parts of the body)	Half Chick - Part 2	Old man Winter (Adapted from a Cherokee legend) Seasons story	The raindrops(song)
King memory	King game (drag and drop)	Rebuild the story (matching game)	Colour the crown
Chick's memory(drag and drop)	Who said...?(drag and drop)	Find the hats(drag and drop)
Colour the king (vocabulary - labels)	King's crosswords(vocabulary - labels)	Chick's story(vocabulary - labels)

UNIT 4 . MY BEDROOM

VOCABULARY

New: 

mirror: espejo

plant: planta

bookcase: estantería

wardrobe: armario

bin : papelera

radio: radio

phone: teléfono

cooker: hornilla 

fridge: nevera

television: televisor

picture, lamp

 

 

HOUSE - roof, chimney, window, door, wall, floor, ceiling

ROOMS: bedroom, bathroom, living room, kitchen, garden (repaso de 2º).



FURNITURE :  

• Repaso de cursos anteriores: bed, chair, table, sofa,sink, bath, armchair, cupboard, shower, toilet.

PREPOSITIONS : in, on, under, behind, next to, between, in front of

STRUCTURES
Para preguntar y contestar acerca de dónde se encuentran los objetos de la casa.
Where is the plant? It's on the table.(¿Dónde está la planta? Está sobre la mesa)
Is the phone next to the sofa? Yes, it is.(¿Está el teléfono cerca del sofá? Si, está)

Is the bin under the chair? No, it isn't.(¿Está la papelera debajo de la silla? No, no está) 

 

ACTIVIDADES DE REFUERZO

 

 

Parts of the house and furniture. Selecciona la palabra que describe cada imagen.
My house. Escribe el nombre de las partes de la casa más importantes.
Furniture revision. Escribe el nombre de algunos muebles de la casa.

 

PROYECTOS

 

 

Projects
Our house. 

Portfolio
My bedroom. Hacer un o varias fotos de la propia habitación y luego describirla. 

OBJETIVOS

 

 

OBJETIVOS DIDÁCTICOS:

• Aprender vocabulario y expresiones relacionadas con las habitaciones y el mobiliario de la casa.
• Conocer y usar adecuadamente las preposiciones de lugar IN, ON, UNDER, BEHIND.

CONCEPTOS:

• Las habitaciones de la casa y su mobiliario.
• Las preposiciones de lugar.

FUNCIONES LINGÜÍSTICAS:

• Expresar situación (localización).
• Hacer y responder a preguntas de localización.

UNIT 5: WILD ANIMALS

VOCABULARY

 

 

ANIMALS:

• WILD ANIMALS: 
• NEWS: crocodile, parrot, zebra, python, monkey, gorilla, lion, flamingo.
• Revision: elephant, tiger, hippo, rhino,  giraffe, snake, whale, dolphin, shark.
• Pets (revision): dog, cat, mouse, rabbit,
• Farm animals(revision): horse, hen, pig, cow, chicken

BODY PARTS (animals):
News: feathers (plumas), whiskers (bigotes),                claws(garras), scales (escamas) 

• HEAD:  a mouth, a nose, a beak (pico), a trunk(trompa), ears, eyes, hair, teeth (a tooth),horns(cuernos)
• BODY: a neck, a tail(cola), fins(aletas),wings, arms,feet(a foot),legs

ADJETIVES: big, small, long, short.

ACTIONS / ABILITIES:

• Jump, walk, run, fly, swim, climb, wriggle(reptar), hunt(cazar), bite(picar).
• Live, eat.

HABITAT:

• Jungle, desert, river, ocean, sea, lake, mountain, forest(bosque), savannah, Pole North, farm, home.
• Classification: Terrestial (on land), aquatic (in water), aerial (in air).

FOOD:

• Carnivours: small animals, insects, fish, meat.
• Herbivours: plants, grass, leaves, fruit, flowers.

BIRTH:
   · Mammals
   · Birds
   · Reptiles 

STRUCTURES

 

Colour Verb to be (ser)

• The snake is green.
• It's black and white.
• Is it brown? Yes, it is/ No, it isn't

Size

• It's long.
• It's very small.
• It isn't big.
• It isn't very short.
• Is it log? Yes, it is / No, it isn't

Body / Description Verb to have got (tener)

• It's (has) got big ears.
• It's got a short tail.
• It hasn't got legs.
• It hasn't got a yellow head.
• Has it got four legs? Yes, it has/ No, it hasn't

Actions/Abilities Verb can: poder o saber

It can fly
It can't swim
Parrots can talk but they can't run 
Can it run? Yes, it can/ No, it can't

Habitat Verb to live: vivir

• Whales live in oceans.
• Do they live in water? Yes, they do/ No, they don't

Food Verb to eat: comer / like: gustar

• Gorillas eat bananas.
• They like green leaves.
• They don't eat meat.
• Do they eat plants? Yes, they do/ No, they don't

ANIMALS DESCRIPTIONS

  

  It is big. It can swim but it can't fly. It has got big teeth and a long tail. It lives in water and on land. It eats meat.

REINFORCE ACTIVITIES

 

Activities online

• Animals 01. What is it? Elige la opción correcta.
• Animals 02.
• Wild animals 01. Wild animals and exercises with "can" and verbs fly, run, jump, swim etc.
• Wild animals 02.
• Animals for young learners. Animals for young learners: 1. What is in the picture? 2. Write the missing letters 3. Write the words.
• ABC at the Zoo. Basic Vocabulary for beginners.
• 2 exercises Kindergarten Children. This material consists of 2 exercises. 1 Answer the questions 2. What animal is it?
• Where do they live? Animals and habitats. First of a serie of exercises on animals and their habitats and what they can or can´t do.

Songs
Noah's Ark.

Stories:

• Who's eating who in the cruel jungle?
• Brown Bear, Brown Bear, What Do You See?. The story introduces a series of animals asking the same question, "What do you see?"

EXTENSION ACTIVITIES

 

 

Wild Animals 1 - Reading. Wild Animals - Vocabulary is the first of a group of activities to practice different vocabulary about wild animals. This exercise let you learn the names of wild animals with reading activities. The second part has got writing activities. Following activities are about: 2. Wild Animals - Body Parts, 3. Wild Animals - Food & Habitat, 4. Wild Animals - Abilities.
Wild Animals 1 - Writing. Wild Animals - Vocabulary is the first of a group of activities to practice different vocabulary about wild animals. This exercise let you learn the names of wild animals with writing activities. The previous part has got reading activities. Following exercises in this series are: 2. Wild Animals - Body Parts, 3. Wild Animals - Food & Habitat, 4. Wild Animals - Abilities.
Fearsome Creatures 1 (Dangerous Animals Vocabulary). Comprehensive online reading and writing exercise featuring 10 dangerous animals. Students read the text, click on the correct answers (multiple choice and True/False) or write the answer themselves. It also introduces new vocabulary in an interesting way (e.g. mammal, gills, venous etc.).
Fearsome Creatures 2 (Beware: Dangerous Vocabulary). Comprehensive online reading and writing exercise featuring 10 dangerous animals. Students read the text, click on the correct answers (multiple choice and True/False) or write the answer themselves. It also introduces new vocabulary in an interesting way (e.g. mammal, gills, venomous etc.).
Going To The Zoo. Online Activities for a fun, amusing song about the family going to the zoo. Thank you for your comments and suggestions.
Animals.
Wild Animals 02. Online exercise consisting of 3 parts: how to spell animal names (16 animals), where animals live (continents) and what they eat. Can be used with both young leaners and older students (level elementary, pre-intermediate).
The Animals. Para revisar tu conocimiento sobre los animales.

PROJECTS Made by students in 3rd B.

   

Projects made by students in 3rdC

UNIT 6: CAMPING (MEALS)

VOCABULARY

 

  New: (nuevo)
salad: ensalada 
toast: tostadas

water: agua

jam: mermelada

ham: jamón

sandwiches

pasta

vegetables: verduras

juice: zumo

rice: arroz

eggs: huevos

  Review (repaso de cursos anteriores): 
Fruits: apple, banana, orange, pear, peach, melon, kiwi...
Dairy (lácteos): milk, cheese, icecream, yoghurt, milkshake...
From animals: chicken, fish, honey, eggs, bacon, sausages, ham, meat....

From plants: chips, rice, cereal, toast, jam ...
Drinks: orange juice, water, coke...

Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

Meals: 

breakfast (desayuno)

lunch (almuerzo)

dinner (cena)

STRUCTURES

 

I LIKE + ALIMENTO
Example: I like chicken. (Me gusta el pollo)

I DON'T LIKE + ALIMENTO.
Example: I don't like tomatoes.(No me gustan los tomates)

DO YOU LIKE? (¿Te gusta?)
- YES, I DO.  (Si)
- NO, I DON'T. (No)
Examples:
Do you like fish? Yes, I do. (¿Te gusta el pescado? Si ).
Do you like pears? No, I don't.(¿Te gustan las peras? No).

I LOVE + ALIMENTO
Example: I love chocolate. (Me encanta el chocolate)

WHERE'S THE + ALIMENTO?
- IN/ON/UNDER/BEHIND + MUEBLE.
Example: Where's the orange juice? In the fridge.
                (¿Dónde está el zumo de naranja? En la nevera). 

I HAVE + ALIMENTO
Example: I have chicken and rice for lunch. (Tomo pollo y arroz para almorzar)

WHAT DO + YOU + HAVE + COMIDA? 
I HAVE + ALIMENTO + FOR (COMIDA)
I LIKE + ALIMENTO + FOR (COMIDA)
Examples:
What do you have for lunch? (¿Qué tomas para almorzar?) 
For lunch, I have salad. (Para almorzar tomo ensalada)
I like salad for lunch.(Me gusta la ensalada para almorzar)

ON + DÍA DE LA SEMANA (el nombre del día de la semana con mayúscula)
I HAVE + ALIMENTO + ON (DÍA DE LA SEMANA)
Examples:
On Tuesday, I have salad. (Los martes tomo ensalada).
For lunch, I have pizza on Monday. (Para almorzar tomo pizza los martes).
On Monday, I have pizza por lunch.(Los lunes tomo pziza para almorzar).
I have pizza for lunch on Monday. (Tomo pizza para almorzar los lunes).

WHAT'S FOR (COMIDA)? - ALIMENTOS.
Ej.: What's for lunch? - Rice and chicken. (¿Qué hay para almorzar? Arroz y pollo.

Exercises
1)Complete (Completa)

I like................., ........................... , .............................
but I don't like........................
I have.................... and .............................for breakfast.
I have ....................and..............................for lunch.
I have.....................and..............................for dinner.

2) Answer (Contesta)

Do you like salad?
Do you like vegetables?
Do you like toast?
Doyou like jam?
Do you like pasta?
Do you like ham?


3) Make a menu.(Haz un menú)

Breakfast               Lunch                  Dinner
-                             -                           -
-                             -                           -
-                             -                           - 

 

Reinforce Activities

				Food  Food
				Food

   Food

   Food 

   Food

    Food

    Food

Vocabulary: What´s the word?

Vocabulary and structures: Look and read. Choose True or False.

Projects

Healthy Food vs. Fast Food. Realizar un mural sobre qué alimentos se consideran saludables y cuáles no, y analizar cuáles son las consecuencias de una alimentación poco equilibrada.


My Meals in the week. El libro personal de lo que tomo cada día de la semana. Cada alumno, de forma individual, prepara un mini-book. Cada hoja del libro tiene una función: la primera hoja, para hacer la propia presentación; y el resto, está dedicada a un día de la semana, en donde se explica lo que desayuna, come y cena(intentamos que lo que esté escrito sea real, pero si alguna de las comidas es un poco complicada, se puede cambiar por otra más sencilla). Después, nos lo lee y muestra en clase, para compartirlo con todos. Se puede aprovechar la presentación para realizar una evaluación de su lectura. 

OBJETIVOS

 

 

OBJETIVOS DIDÁCTICOS:

• Aprender vocabulario y espresiones relacionadas con los alimentos y las comidas.
• Ser capaz de expresar gustos en relación con la comida: I like / I don't like.
• Diferenciar y usar adecuadamente la forma verbal en singular o plural: is /are.

CONCEPTOS:

• Los alimentos y las comidas.
• Las horas de las comidas.

FUNCIONES LINGÜÍSTICAS:

• Expresar gustos y preferencias en relación con los alimentos.