The New Learning Plus 6 by Maya Educación

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TNLP6

Esta obra fue concebida y producida por el equipo pedagógico de la Editorial. General Direction: Patricio Bustos P. Program and Series Author: Flavio Muñoz Mejía Graphic Design: Javier Cañas B., Impresionarte Electronic Design: Javier Cañas B. Cover Design: Javier Cañas B. Illustration: Maya Ediciones Archive Photos: Maya Ediciones Archive, Flavio Muñoz M. © MAYA EDICIONES CÍA. LTDA., 2020 Av. 6 de Diciembre N52-84 y José Barreiro Teléfono: 02 510 2447 coordinacion@mayaeducacion.com www.mayaeducacion.com Quito, Ecuador ISBN: 978-9978-52-243-1 Digital version MayaClick – Quito, Ecuador Este libro no podrá ser reproducido total o parcialmente por ningún medio electrónico, mecánico, fotocopia o cualquier otro método de reproducción sin previa autorización de la Editorial.

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Dirección: Teléfono: Institución educativa:

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Año lectivo:

Nombre:

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Docente:

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Contents

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GRAMMAR

KEY VOCABULARY

• Basic sentences: Affirmative, Negative, Wh - questions

ECUADOR

• The country in the middle of world • Ecuadorian traditions • Writing practice • Ecuadorian food

• Reading about history. • Identifying the regions of the country. • Identifying main parts of paragraphs. • Recognizing relevant information in a text. • Answering information questions. • Respecting our culture and traditions. • Writing short paragraphs about a topic. • Talking about typical food. • Understanding cultural values of the country. • Asking for and giving information about our country. • Sharing information with others.

• Personal pronouns: • Nouns: inhabitants, Andes, coast, Amazon, I, you, he, she, it, we, you, they Galápagos, traditions, • Regular and irregular food verbs • Verbs: • Simple present tense BE; am, is, are was, were DO: established, • Simple past tense • Passive voice: is + p.p. introduced, arrived, • Information questions fought, based, play, give, with: What, where, when, feel, have, has, visit, clean, make, find who • Values: respect, equality • Personal pronouns: I, you, he, she, we, they

GOING SHOPPING

• Going to the supermarket • Expanding your closet • Asking for prices

• Discussing preferences. • Describing clothing. • Talking about supermarkets grocery stores, stores. • Asking for prices. • Making a shopping list. • Classifying clothes by materials.

THE SOLAR SYSTEM

• The Earth • The solar system

• Describing the earth. • Identifying continents, and oceans. • Reading short paragraphs. • Identifying the planets.

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ma ya ® E PROGRESS TEST 1

DISCOVERING • Raw materials OUR WORLD • Materials and textures • Everything is plastic

• Basic vocabulary • Verb: like to… like cooking • Numbers: 1-1,000,000 • Days of the week, subjects • Plurals

• Reviewing of prior. Knowledge from year 5. • Talking about likes / dislikes. • Giving information. • Making timetables. • Making plurals.

FUNCTIONS

MY FIRST DAY • Review OF CLASS

THEMES

TITLE

• Expression: I’d like a… • Nouns: Containers: box, bag, • Adjectives & nouns: big jacket bottle, package, can. Quantities: gallon, • Expressions: I’m wearing…; too short, dozen, liter, kilo, pound too much Fruits, vegetables, meat, poultry • Questions: How much…? Clothes: jacket, jeans, pants, shirt, shoes, skirts How many…? How much does the… Materials: leather, cost? rubber, cotton, silk Countable / uncountable Nouns: cookies / coffee

UNIT

• Simple present tense: BE and Do verbs • Questions: What are…? Which planet…? How long…?

• Nouns: sky, moon, land, oceans, water, stars • Continents: America, Asia, Europe, Australia, Africa • Planets: Mercury, Venus, Earth, Mars, Jupiter… • Verbs: BE: am, is, are DO: see, belong, have

• Evaluation and revision of learning process. • Evidence of learning for all skills. • Identifying raw materials. • Simple present tense: • Associating raw materials and BE and Do verbs processed products. • Questions: • Describing objects by their materials, What’s a book made of? textures and shapes. • Identifying real objects around us. • Reading information. • Following instructions. • Recycling old paper.

• Verbs: use, have, has, make, cut • Nouns: Raw materials: wheat, metal, meat, wood, wool • Materials: glass, paper • Adjectives: light, heavy, soft, hard, dry, wet

GRAMMAR

TALKING ABOUT SCIENCE

• The origin of life • The origin of human beings • Being a scientist

OUR WORLD

• Countries of • Recognizing countries in a map. the World • Reading information. • It’s time • Associating famous monuments to travel and places. • Writing info about a specific place. • Interacting in real life dialogues. • Talking about how to travel to a place. • Sequencing events and time.

• Talking about directions in a city. • Asking and giving information to tourists. • Reading maps. • Reading advices. • Identifying places in a city. • Talking with friends. • Writing short dialogues. • Giving advice to tourists. • Identifying and respecting traffic signs on a street.

• Evaluation and revision of learning process. • Evidence of learning for all skills

PROGRESS TEST 2

• Passive voice: is+ past participle; Brazil is located… • Simple present tense: BE and DO verbs • Simple past tense: BE / DO verbs • Questions: Can I have your…? Would you like…? Do you have…? • Future: going to

WONDERS OF • Panama THE MODERN Canal WORLD • Latin American countries

• Identifying places in a text. • Reading short readings. • Extracting information from a reading. • Talking about Latin American Countries.

OUR CULTURE

• Identifying facts about our culture. • Simple past tense: • Reading information. BE / DO verbs • Identifying active and passive voices. • Passive voice: • Writing sentences with was + past participle; the passive voice. The window was broken • Discussing about The Incas. • Future: Going to / will • Planning future vacation. • Making future plans. • Talking about vacation activities.

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• The Inca empire • My future vacations

KEY VOCABULARY

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• Questions: How old is…? • Nouns: geologists, How was…? billion, cloud, rock, • Simple present tense: surface, sponges, BE / DO verbs jellyfish, solid, liquid, gas • Simple past tense: • Verbs: is, are, eat, live, BE / DO verbs move, begin, take, sink, • Expression: used to + plant, hunt, wear, walk infinitive verb • Transitions: first, next, then, after that, finally • Countries of the world • Continents • Famous world monuments; The Eiffel tower, Eastern islands states, the great wall • Polite expressions: Can I have your…? Please Would you like…? Thank you • Preposition: by

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FUNCTIONS

THEMES

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TITLE

• Simple past tense: Do verbs • Verbs: go - went, • Transition words: and, want - wanted, in addition, because, also, arrive-arrived… too, but, however, on the • Personal pronouns: other hand, first, second, I, you, he, she, we, they after, then, after that, finally, • Nouns: airport, hotel, in conclusion, indeed buildings, bus, ships

UNIT

PROGRESS TEST 3

• Evaluation and revision of learning process. • Evidence of learning for all skills.

SONGS

• Identifying English sounds. • Associating similar sounds. • Producing sounds. • Singing songs.

VOCABULARY

• Inferring meaning of words. • Using a dictionary to learn the meaning of unknown words.

• Verbs: was, were, located, found, called, founded • Nouns: mountains, deserts, rainforests • Vacation activities: skateboarding, sunbathing, swimming, kayaking

My First Day Of Class

UNIT

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1. Look, and write sentences.

Review jump

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play

Janet’s

We’re

run

swim

She’s

They’re 2. Change these sentences into negative. I like to play cards.

______________________________________

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He likes to play chess.

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She likes cooking.

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We like dancing.

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I like astronomy.

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3. Look and answer.

What is he doing?

What is she doing?

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4. Write the following amounts.

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26,437 415,908

2,439 5. Answer the following questions:

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• Where are you from? _____________________________________________________________ • Where do you live? _______________________________________________________________ • What is the capital of your province? ______________________________________________

• Who founded the city where you live? ______________________________________________ • What will be the future of your city? _______________________________________________

6. Make your timetable for today.

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Today

7. Answer.

What’s your favorite subject? ________________________________________________________ How often are you tired? ____________________________________________________________ How often do you brush your teeth? _________________________________________________ Will you go to the beach this year? ___________________________________________________

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8. Solve the puzzle.

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Plurals 1

2 3 5

9 10 11

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Across

Down

1. 4. 7. 8. 9. 11. 13. 15. 16. 17. 18.

2. 3. 4. 5. 6. 10. 12. 14. 15.

Computer Wife Child Knife Inch Dog Foot Glass Ox Tree Umbrella

Tooth Dish Woman Party Man Box Leaf Deer Goose

ECuador

UNIT

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Lesson 1: The country in the middle of the world 1. Listen and read. Esmeraldas

Esmeraldas

Carchi Ibarra

Imbabura

Pichincha

Napo

Bolívar Los Ríos

Guayaquil

Macas

Azogues

Machala

Morona Santiago

Azuay

i co

Pastaza

Riobamba

Chimborazo

Cuenca

cíf

Puyo

Guayas

Cañar

oP a

Orellana

Ambato

Tungurahua

Babahoyo Guaranda

Océan

Sucumbíos

Fco. de Orellana (El Coca)

Tena

Cotopaxi

Manabí

Santa Santa Elena Elena

Quito

Latacunga

Portoviejo

Nueva Loja (Lago Agrio)

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Sto. Domingo

Sto. Domingo de los Tsáchilas Pto. Baquerizo Moreno

Colombia

Tulcán

Galápagos province

El Oro

Zamora Chinchipe

Loja

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Loja

Zamora

Perú

Source: http://www.turismo.gob.ec

Ecuador's first inhabitants settled along the coast and central highlands. Human presence in Ecuador existed as far back as 20,000 BC, with hunter-gatherer populations living along the Pacific around 10,000 BC. Permanent agrarian cultures established fixed settlements, developed metallurgy and navigation, as well as distinct art and religion, and relied on maritime trade, which reached as far north as Central America. The Inca arrived in Ecuador in the mid-15th century and imposed their culture. The Inca introduced their language, Quechua. They also introduced new crops, agricultural methods. They built cities and a network of roads.

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The Spanish fought and defeated the Inca, taking control of Ecuadorian territory. editorialthe territory. In 1532, Francisco Pizarro and his men came to Ecuador, seekingdetolaconquer Atahualpa was captured by the Spanish and was held for ransom. He was executed in 1533. Fighting between the Inca and Spanish continued. In 1534, The Inca, led by Rumiñahui, destroyed Quito rather than let it fall to the Spanish. The Spanish captured and killed Rumiñahui, and Quito was refounded.

The Spanish based themselves in Lima, Peru, and later, Colombia, governing from Cali, Colombia to Paita, Peru. In 1563, the Spanish named their conquered territory the Audencia de Quito and it was governed by Pizarro's brother.

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The Spanish influence was both positive and negative. The Spanish introduced their language, cattle, crops and Roman Catholicism; architecture became a blend of colonial and indigenous artistic influences. The indigenous people were subjected into a forced labor system, and illnesses brought by the Spanish ravaged the population. African slaves were brought to Ecuador to work on cocoa and sugar plantations in the coastal province of Esmeraldas.

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Andes

2. Match and color Ecuadorian’s regions.

The Spanish were eventually deposed. On May 24,1822, Antonio José de Sucre defeated Spanish royalists on the flanks of Pichincha Volcano, in the Battle of Pichincha. Ecuador briefly joined Simón Bolívar's Gran Colombia with Colombia and Venezuela before achieving complete independence in 1830, when it became the Republic of Ecuador, with Quito as the capital.

Amazon

Coast

Galápagos

Explore: http://maps.google.es to see where is located your city or town.

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3. Answer the questions.

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Where the first inhabitants of Ecuador settled down? _______________________________ __________________________________________________________________________________

When did the Incas arrive to our country? __________________________________________ __________________________________________________________________________________

What did they introduce to our culture? ____________________________________________ __________________________________________________________________________________

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Who was Atahualpa? _____________________________________________________________ __________________________________________________________________________________

Name some positive influences from Spaniards ____________________________________

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4. Match these Must-see Ecuadorian destinations.

Imbabura lakes

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Galápagos islands

Equinoccial Line and the Middle of the World monument Chimborazo volcano

The Amazon rainforest

Quito Historic centre

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Lesson 2: Ecuadorian traditions

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1. Listen and read.

Sources: www.quito.com.ec and http: //www.turismo.gob.ec

Ecuadorian people are joyful and creative. Our country is full of customs and traditions. Some of them are:

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Carnival.- In some Ecuadorian cities, people play with flowers, water, and paper ribbon. We celebrate throughout the country usually by throwing buckets of water or water balloons at passers-by. So Don't be surprised if a water balloon hits you. Don't feel offended; it's just a game. Holy week.- Ecuadorian's Holy Week has historically been one the most colorful and popular events since the 16th century. Throughout the week, from Palm Sunday to Easter Sunday, processions would be scheduled with participating neighborhoods. Ecuadorians also eat “La fanesca”. This soup of incomparable flavour is made up of all the grains and legumes that our generous Andean land proffers to its children. To this heady mix we add fish (remember, we're abstaining from red meat), flour dumplings and boiled eggs, served alongside a special kind of Andean mashed potatoes. The day of the Dead.- It is celebrated throughout Ecuador. Families visit the graves of loved ones to clean tombs, place flowers, and share a meal. Ecuadorians also eat colada morada, a thick blackberry and fruit-based drink, and guaguas de pan, which are pieces of bread shaped like babies. The old man.- On December 31, Ecuadorian families make an “Old man” this is done by taking some old pants and a shirt, sowing them together and then stuffing them with old cloth or newspaper and finally adding a face mask. It generally represents special domestic facts about politics, sports or social activities which took place during the year. “Something to burn and forget”.

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2. Learn about it!

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The fundamental unit of composition is the paragraph. A paragraph consists of several sentences that are grouped together.

Paragraphs have three principal parts:

Ecuador's first inhabitants settled along the coast and central highlands.

Supporting sentences They "support," or explain, the idea expressed in the topic sentence.

Human presence in Ecuador existed as far back as 20,000 BC, with hunter-gatherer populations living along the Pacific around 10,000 BC.

Permanent agrarian cultures established fixed settlements, developed metallurgy and navigation, as well as distinct art and religion, and relied on maritime trade, which reached as far north as Central America.

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The concluding sentence This summarizes the information that has been presented.

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The topic sentence The sentence introduces an overall idea that you want to discuss later in the paragraph.

3. Re-read the reading on pages 8 and 9. 4. Underline: The topic sentence The supporting sentences The concluding sentence

The Inca arrived in Ecuador in the mid-15th century and imposed their culture. The Inca introduced their language, Quechua. They also introduced new crops, agricultural methods. They built cities and a network of roads. The Spanish fought and defeated the Inca, taking control of Ecuadorian territory. In 1532, Francisco Pizarro and his men came to Ecuador, seeking to conquer the territory. Atahualpa was captured by the Spanish and was held for ransom. He was executed in 1533. Fighting between the Inca and Spanish continued. In 1534, The Inca, led by Rumiñahui, destroyed Quito rather than let it fall to the Spanish. The Spanish captured and killed Rumiñahui, and Quito was refounded.

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Lesson 3: Writing practice

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1. Write a small composition about your city or town.

The topic sentence

________________________________________________________________________________

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The supporting sentences

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The concluding sentence

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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2. Illustrate your story. You may use pictures or drawings.

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3. Read your story to your classmates.

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Lesson 4: Ecuadorian food

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1. Look and listen.

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Ecuador is well known for its wide variety of fruits, world class seafood such as jumbo shrimp, and an incredible mixture of Andean products with coastal products across the country. Such a mixture is also available in the Amazon rainforest. Across Ecuador you’ll find delicious menus from which you can select national and regional recipes. This includes one of the secrets of Ecuador, lemon-marinated shrimp with, toasted corn, known as Ceviche. One of the most unusual dishes you will find is the roasted cuy (guinea pig) or cow - stomach stew, guatita. Both of these are Andean delights. The Coast has its own amazing dishes. Soups are without a doubt Ecuador’s specialty. Potato locro soup made with cheese, avocado and potato, sounds a bit different, but is a delightful recipe. Yaguarlocro is really similar to locro but includes sprinklings of fried cow blood. This looks weird, but has a great flavor and you might love it. Ecuadorian typical food, recipes and cuisine offer an array of novel tasty dishes to try. While the general gastronomy of the country varies by region, rice - accompanied by beef, chicken, pork, legumes, and potatoes - is a staple everywhere. Ají, a spicy sauce, is served with most dishes.

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2. Look and write a short description of each typical food. Search on internet to find more de la editorial information. Visit: http://www.ecuadorexplorer.com

Fritada

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Ceviche

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3. Paste a picture or draw the favorite typical food from your region. 4. Write a short recipe.