6STUDENT’S BOOK
Título de la obraHi, Peter! Student's Book 6
AutoraNataly Llacza Becerra
Consejo editorialCésar Guerrero Rodríguez
Responsable de ediciónMónica Caycho Trevejos
Asesoría pedagógicaPatricia Alvarado López
Corrección de estiloIván Julca Anticona
IlustraciónYehoshua Silva JaureguiRicardo Quio Zamora
Diseño de carátula y diagramaciónAngie Alberdi OrlandiniJorge Guzmán Mujica
©Derechos de autor reservadosCorporación Editora COREDISE S. A. C.
©Derechos de arte gráfico reservadosCorporación Editora COREDISE S. A. C.
©Archivo fotográficoGalería de Derechos Reservados de la Editorial
©Derechos de edición reservadosCorporación Editora COREDISE S. A. C.Jr. Azángaro N.° 658, Int. 103, Lima-Lima-LimaTeléfono: (511) 719-8471, 719-8472Fax: (511) 719-8473E-mail: [email protected]ágina web: www.coredise.com.pe
Primera edición: mayo 2019Tiraje: 4000 ejemplaresISBN: 978-612-4409-45-5Registro de Proyecto Editorial N.° 31501011900385
Hecho el Depósito Legal en la Biblioteca Nacional del Perú N.° 2019-04637Impreso en:SERVIDIVERSOS MARINA S. R. L.Calle Cueto Fernandini Mz. I, Lt. 23Urb. Covima, La Molina
Junio 2019
Impreso en Perú - Printed in Peru
Reservados todos los derechos. Queda prohibida, sin la autorización escrita de los titulares del copyright, la reproducción total o parcial de esta obra por cualquier medio o procedimiento, incluidos reprografía y el tratamiento informático, bajo sanciones establecidas en la ley.
3
IntroductionWelcome to Hi, Peter!, a new 6 level course for Primary Education which has as a big umbrella the communicative approach which is characterized by giving meaningful lessons and real-life situations. Thus, learners foster English language learning in a subtle way and develop the four skill: listening, reading, speaking and writing.Hi, Peter! was born because of the huge need of having a book which could involve different contents taken from the Peruvian DCN regarding the areas of Social Studies and cross-curricular contents as the environment, values and our Peruvian culture. One of the main targets is to acquire the grammar in a very subtle way through songs, chants, stories and games; rather than learn it by heart.Each book has been divided in eight units and each unit into two lessons. Each lesson develops the four skills: Listening, Speaking, Reading and Writing. Each unit finishes with a project, which gives the opportunity to apply what the students have learned in all the unit. Also, there is a storytelling time which involves students in Peter’s world and provides exposure to real English.To sum up, Hi, Peter! was thought considering the teacher’s commitment to contribute to our national education. Therefore, we highly believe that Hi, Peter! will be a great tool not only for teachers but also for students, because it teaches English considering the four integrated skills, and encouraging critical thinking and learning strategies.
Who is Peter?
Peter is a smart and friendly American vicuna who came to Peru to live with his mother and grandparents. Thus, he finds himself in a new country. Fortunately, he meets new friends at the school who help him. Together they live exciting adventures inside and outside the school, where they have a real language experience.
Why a vicuna?As we know, the vicuna is an emblematic animal of Peru and its image is used in our national emblem. However, it is considered endangered, so we need to teach our future generation to love, protect, be aware of this reality and extend this message to our society.
4
UNIT 5
4342
Lesson 1: A review for touristsLesson 1: A review for touristsReading
1 Read the following text. Use your dictionary to look for the keywords.
Writing
1 Open your notebook, copy and complete the following paragraph about your city.
When you visit ......................... , you see ......................... . In ......................... , there are .........................
and ......................... . If you come in ......................... , you ......................... , to wear a ......................... .
(a place)
(a noun)
(a place)
(a verb)
(a noun)
(a piece of clothes)
(a touristic place)
(a season)
Listening
1 Listen to the audio and answer the question: Who has been to Cuzco? Track 9 .
Speaking
1 Role-play with a friend.
PACIFICOCEAN
COAST
RAINFOREST
HIGHLANDS
Miss Lucy: Children, this is our beautiful country. As you know, it is divided in coast, highlands and rainforest.Peter: Oh, Miss Lucy, I’ve been to Cuzco once. That’s highlands.Miss Lucy: If you go to the highlands, you see high mountains.Liz: Yes, and if you go there in March, you need a raincoat.Miss Lucy: When you travel by the coast, you see the sea.Luis: Yes, Miss Lucy, also the desert.Miss Lucy: If you visit the rainforest, you see forest and rivers.Diego: Yes, teacher. There are long rivers there.
Peru’s tourist information
Peru is an extremely diverse country, it has three main regions according to the traditional method of dividing the country by altitude: coast, highlands and rainforest, so it gives you the possibility to do different activities.
The coast: When you visit the coast, you see long beaches and the desert, the most beautiful beaches are in the north. If you know how to surf, you can surf there.
The highlands: If you travel to the highlands, you need to carry warm clothes because the weather is colder than the coast. You have to try pachamanca, it’s delicious.
The rainforest: It’s beautiful and very exciting. If you like extreme sports, this is a good place to practice them. As soon as you are in the rainforest, you see a lot of vegetation and incredible landscapes.
KEYWORDS altitude (n.) desert (n.) carry (v.) landscape (n.)
If you go to the highlands, you see high mountains.If you visit the rainforest, you see forest and rivers.
gRAMMAR: ZERO CONDITIONALAffirmative
I see wild animals.
What do you see if you go to the
rainforest?
UNIT
2
17
People who inspire
• Talk about your favorite celebrity’s achievements.
• Talk about your personal achievements with your classmates.
Objectives• Use the present perfect continuous
in affirmative sentences.• Use the present perfect continuous
in negative sentences.
In this unit I’ll learn to
Structure
ListeningGrammar and new vocabulary are introduced by using meaningful conversation and situations for kids.
Speaking
The target language is provided to encourage students to make up their own conversation.
Grammar
Grammar charts help students to have a better performance in class.
Opening
Each unit provides objectives and what students will learn to effectively practice the target language.
5
1312
UNIT 1Lesson 2: My mom’s biography Reading
Read the following text. Use your dictionary to look for the keywords.1Listening
1 Listen to the audio and answer the question: How long has Peter lived in Lima? Track 2 .
Speaking
1 Role-play with a friend.
Peter: Mom, how long have you lived in Lima?
Mom: I’ve lived in Lima since I finished high school.
Peter: Have you lived in the same house since you arrived?
Mom: No, I haven’t. I’ve lived here for 7 years. At the beginning, I lived with my relatives.
Peter: I’ve lived in Lima for 6 years and I love this city so much.
KEYWORDS support (n.) background (n.) face (v.) persistence (n.)
My mom
My mom was born in Ayacucho, but after that she finished high school, she moved to Lima to study at the university. She left home very young, but she
had all the support of my grandparents. So she became an English teacher and she has taught since 1995. She has had the chance to work with students from diverse backgrounds including international students for 10 years.
In the last years, she has completed master studies in Education. During the course of her education
and career development, she has faced many obstacles that she has solved with hard work, positive attitude and persistence.
Writing1 Open your notebook, copy and answer the following questions. Then based on your answers, write
a short biography about your mom or dad.
a) Where was your father/mother born?b) Where did he/she study primary and high school?c) Where does he/she work now?d) How long has he/she worked there?e) Why do you admire him/her?
She has worked as a teacher since 1995.I’ve lived in Lima for 6 years.
gRAMMAR: SINCE AND FORAffirmative
I’ve lived there for 5 years. How
about you?
How long have you lived in your house?
I’ve lived there since I
was born.
UN
IT 2
Project
22
1 Create a poster about your favorite celebrity’s achievements and explain it to the class.
Nouns
achievement
anniversary
costume
musician
promoter
Verbs
compose
develop
practice
take lessons
tour
Adverbs
almost
anyway
enough
very well
yet
Vocabulary
Lucho Quequezana
P�omoter of P�ruvian
�ulture
One of the �est � usicians and �omposers
He plays
� ore �han 25
�nstruments.
Grammy �omination
Lucho Quequezana has been working on a project that develop Peruvian Music.
Storytelling
71
21
Bye
, bye
pri
mar
y sc
hool
Whe
n Pe
ter s
tart
ed sc
hool
, he
coul
d sp
eak
a lit
tle
bit o
f Spa
nish
and
his
frie
nds c
ould
n’t u
nder
stan
d hi
m w
ell b
ecau
se h
e us
ed to
spea
k m
ore
Engl
ish
than
Spa
nish
.
Pete
r and
his
frie
nds a
re a
bout
to fi
nish
the
prim
ary
scho
ol. I
t’s b
een
a lo
t of f
un fo
r all
of th
em. Th
ey
have
lear
ned
so m
any
thin
gs a
bout
Pet
er a
nd h
e ha
s le
arne
d a
lot a
bout
his
own
cultu
re.
Reading
Interesting readings are given to reinforce the topic, as well as different pictures to stimulate critical thinking. The keywords represent target vocabulary for each reading.
Writing
Students apply what they have read in order to produce a little piece of writing or answer questions related to the reading.
Project
Students have the opportunity to apply what they have learned in the unit.
Vocabulary
Students get the essential words they had learned in the unit.
Storytelling
Storytelling time involves students in Peter's world and provides exposure to real English.
6
Unit and theme Lesson Communication objectives
Culture and facts
1Someone you
admire
1: I admire my parents • Talk about someone you admire. • The most
important diary worldwide2: My mom’s
biography • Talk about someone’s biography.
2People who
inspire
1: Amazing people • Talk about your favorite celebrity’s achievements.• Malala Yousafzai
2: Look what I’ve done!
• Talk about your personal achievements with your classmates.
3Skills
1: I’m very skillful • Talk about your abilities in the present.• Handball
2: I could dance ballet • Talk about your abilities in the past.
4A bright
future
1: A mayor’s agenda • Talk about plans in a short future. • Technologies that
will change the world!
2: The future of children’s education
• Imagine and describe the future.
5A
breathtaking country!
1: A review for tourists • Analyze true facts. • Reduce, reuse and
recycle to protect your environment!
2: Taking care of our environment
• Explain possibilities.
6Home, sweet
home
1: Eco-friendly houses • Describe materials.
• Solar panels2: Saving energy • Give recommendations.
7Be ready!
1: Natural disasters • Talk about natural disasters in Peru.• Tornadoes
2: Calm down! • Discuss about how to prevent disasters.
8Love
learning
1: I’m good at Science • Talk about what you like learning.
• Summer camps2: Something new
to learn • Plan your vacation.
7
Vocabulary Grammar Values
Nouns: Background, biography, culture, etc.Verbs: Achieve, admire, be born, etc.Adjectives: Easy, excelent, hard, etc.
He has worked very hard to achieve all his dreams.She has worked as a teacher since 1995.
Admiration
Nouns: Achievement, anniversary, costume, etc.Verbs: Compose, develop, practice, etc.Adverb: Almost, anyway, enough, etc.
She has been singing for most of her life.I haven’t been practicing enough.
Perseverance
Nouns: Challenge, harvest, knowledge, etc.Verbs: Consider, fluctuate, grow, etc.Adjectives: Difficult, individual, noble, etc.
What can you do?I can sing, but I can’t dance.When I was 7 years old, I could play the flute.
Healthy life
Nouns: Agenda, mayor, network, etc.Verbs: Bring, debate, dig, etc.Adjectives: Busy, essential, free, etc.
What are you going to do as the new mayor of the school?We’re going to plant seeds outside our school next week.The online content will be the most used.
Teamwork
Nouns: Coast, earth, environment, etc.Verbs: Burn, carry, commit, etc.Adjectives: Diverse, exciting, fresh, etc.
If you go to the highlands, you see high mountains.If we burn trash on the street, the smoke will pollute the air.
Respect
Nouns: Carbon emission, climate, construction, etc.Verbs: Increase, reduce, save, etc. Adjectives: Eco-friendly, incandescent, recyclable, etc.
An eco-friendly house is made of materials that increase the efficiency of energy. What should we do to save energy? We should unplug the TV when we don’t use it.
Love
Nouns: Bank, earthquake, epicenter, etc.Verbs: Avoid, destroy, feel, etc.Adjectives: Approximately, before, during, etc.
There was a landslide in Chosica and some people lost their homes.Keep the halls clear of obstacles.Don’t throw trash to the rivers.
Prudence
Nouns: Definition, language, lesson, etc.Verbs: Be bad at, be good at, cheer up, etc.
I’m interested in learning a new language.Joel is good at looking for new words.I will be taking guitar lessons at the National Conservatory of Music.
Determination
8
Someone you admire .......................... 09 Lesson 1 I admire my parents ......................... 10 Lesson 2 Mymom’sbiography ........................... 12 Project ...................................................... 14 Storytelling .............................................. 15
A breathtaking country! ................... 41 Lesson 1 A review for tourists ......................... 42 Lesson 2 Taking care of our environment ... 44 Project ..................................................... 46 Storytelling ............................................. 47
People who inspire .............................. 17 Lesson 1 Amazing people .................................. 18 Lesson 2 Lookwhatwe’vebeendoing! .......... 20 Project ..................................................... 22 Storytelling ............................................. 23
Home, sweet home ............................. 49 Lesson 1 Eco-friendly houses ......................... 50 Lesson 2 Saving energy .................................... 52 Project ..................................................... 54 Storytelling ............................................. 55
Skills .......................................................... 25 Lesson 1 I’mveryskillful................................. 26 Lesson 2 I could dance ballet .......................... 28 Project ..................................................... 30 Storytelling .............................................. 31
Be ready! ................................................. 57 Lesson 1
Natural disasters ............................. 58 Lesson 2 Calmdown! .......................................... 60 Project ..................................................... 62 Storytelling ............................................. 63
A bright future .................................... 33 Lesson 1 Amayor’sagenda .............................. 34 Lesson 2 Thefutureofchildren’seducation ... 36 Project ..................................................... 38 Storytelling ............................................. 39
Love learning ......................................... 65 Lesson 1 I’mgoodatScience ......................... 66 Lesson 2 Something new to learn .................. 68 Project ..................................................... 70 Storytelling ............................................... 71Extra bonus ................................................ 73
Unit 1 Unit 5
Unit 2 Unit 6
Unit 3 Unit 7
Unit 4 Unit 8
Index
UNIT
1
9
• Talk about someone you admire.• Talk about someone’s biography.
Objectives• Use the present perfect.• Use since and for.
In this unit I’ll learn to
Someone you admire
Lesson 1: I admire my parents
10
Listening
1 Listen to the audio and answer the question: Whose photo is it? Track 1 .
Speaking
1 Role-play with a friend.
Welcome to the class!
Miss Lucy: What a surprise! I haven’t seen you in a long time. How have you been?Peter: Pretty good. I’ve been very busy doing sports, but now I’m ready to start 6th grade.Miss Lucy: I can’t believe it. I’m so proud of you.Peter: Miss Lucy, who is she?Miss Lucy: She is my grandmother. I admire her.Peter: Why do you admire her?Miss Lucy: Because she has worked very hard to fulfill her dreams as a teacher. She has studied a lot and traveled to different countries.
Who do you admire? I admire my
mom because she has achieved all her dreams in
her life.
UNIT 1
11
Reading
1 Read the following text. Use your dictionary to look for the keywords.
He has worked very hard to achieve all his dreams.
It hasn’t been easy for him to live in a different country.
gRAMMAR: PRESENT PERFECT
Writing1 Open your notebook, copy the following sentences and answer true or false according to the text above.
a) Peter admires his aunt.b) Peter’s dad has worked in the marketing area.c) Peter’s dad speaks only Spanish.d) Peter’s dad has worked in different cities around Peru.e) Peter’s dad has learned different languages.
KEYWORDS achieve (v.) dream (n.) understand (v.) culture (n.)
Affirmative Negative
I admire my dad
I admire my dad because he is an excellent professional and he has worked very hard to achieve all his dreams. My grandparents always encourage him to never give up. So he has worked for many years in the marketing area for a large company
here in Peru. He has lived in different cities around Peru such as Trujillo, Arequipa and Lima.
In the past six years, he has learned different languages, but the most important and necessary was English since he has started to work as a manager of the sales department of an international
auto parts company in USA. It hasn’tbeen easy for him to live in a different country, understand a new culture and learn its language.
12
Lesson 2: My mom’s biography
Listening
1 Listen to the audio and answer the question: How long has Peter lived in Lima? Track 2 .
Speaking
1 Role-play with a friend.
Peter: Mom, how long have you lived in Lima?
Mom: I’ve lived in Lima since I finished high school.
Peter: Have you lived in the same house since you arrived?
Mom: No, I haven’t. I’ve lived here for 7 years. At the beginning, I lived with my relatives.
Peter: I’ve lived in Lima for 6 years and I love this city so much.
I’velivedtherefor 5 years. How
about you?
How long have you lived in your house?
I’velivedthere since I
was born.
13
UNIT 1Reading
Read the following text. Use your dictionary to look for the keywords.1
KEYWORDS support (n.) background (n.) face (v.) persistence (n.)
My mom
Mymomwasborn inAyacucho,butafterthatshefinishedhighschool,shemoved to Lima to study at the university. She left home very young, but she
had all the support of my grandparents. So she became an English teacher and she has taught since 1995. She has had the chance to work with students from diverse backgrounds including international students for 10 years.
In the last years, she has completed master studies in Education. During the course of her education
and career development, she has faced many obstacles that she has solved with hard work, positive attitude and persistence.
Writing1 Open your notebook, copy and answer the following questions. Then based on your answers, write
a short biography about your mom or dad.
a) Where was your father/mother born?b) Where did he/she study primary and high school?c) Where does he/she work now?d) How long has he/she worked there?e) Why do you admire him/her?
She has worked as a teacher since 1995.I’ve lived in Lima for 6 years.
gRAMMAR: SINCE AND FORAffirmative
UN
IT 1
Project
14
1 Create a poster about your mom or dad. Use a brainstorming to talk about his or her biography.
Nouns
background
biography
culture
dream
high school
persistence
support
Verbs
achieve
admire
be born
face
give up
move
understand
Adjectives
easy
excellent
hard
large
necessary
positive
young
Vocabulary
Teacher
LimaMove
Ayacucho
Master studies
She is an English teacher and she has worked as a teacher
since 1995.
Storytelling
15
21
Wai
ting
for a
cal
l...
Pete
r is t
hink
ing
abou
t his
first
day
at sc
hool
. He
is in
6t
h gra
de n
ow. I
t mea
ns h
e’s g
oing
to fi
nish
prim
ary
scho
ol th
is ye
ar.
Pete
r is v
ery
exci
ted
abou
t it,
so h
e’s w
aitin
g fo
r his
dad’s
pho
ne c
all t
o te
ll hi
m e
very
thin
g th
at h
appe
ned
on h
is fir
st d
ay at
the
scho
ol.
UNIT 1
16
34
Whe
n Pe
ter h
angs
out
the
phon
e, he
feel
s sad
. H
owev
er, h
e kn
ows a
nd u
nder
stan
ds th
at h
is da
d
is w
orki
ng a
broa
d fo
r his
fam
ily.
Pete
r’s d
ad is
sad
too.
They
hav
en’t
been
toge
ther
for
a lo
ng ti
me,
but t
hing
s are
goi
ng to
chan
ge. H
e ha
s go
od n
ews f
or h
is fa
mily
.
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ET
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23 B23 B
23 B
23 B
AIR
TIC
KET
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TIC
KET
EE
UU
P
ER
U
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UU
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