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STUDENT´S TEXTBOOK ENGLISH
The English Village
Ana Manonellas Balladares
5básicoº
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN
STUDENT´S TEXTBOOK ENGLISH
The English Village
Ana Manonellas Balladares
Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University, Melbourne, Australia.
Nombre:
Curso:
Colegio:
Este libro pertenece a:
TelohahechollegargratuitamenteelMinisteriodeEducaciónatravésdelestablecimiento
educacionalenelqueestudias.
Esparatuusopersonaltantoentucolegiocomoentucasa;cuídaloparaquetesirvadurantetodoelaño.
Sitecambiasdecolegiolodebesllevarcontigoyalfinalizarelaño,guardarloentucasa.
5básicoº
two2
DISCOVER YOUR BOOKUnit1
THE PEOPLE, THE SCHOOL,
THE CLASSROOM
9nine8 eight
LEARNING OBJECTIVES
Listening
• Identify topic and
general ideas.
• Make predictions based on
previous knowledge.
Reading
• Identify cognates.
• Show comprehension of
explicit information.
• Identify purpose of a text.
• Identify key words and
expressions.
Oral expression
• Greeting.
• Give and follow
instructions.
• Describe everyday activities.
Writing
• Write personal information.
• Write an e-mail.
• Describe everyday activities.
Getting into it!
1. Look at the pictures on Page 9. Have you ever been in a similar situation? When?
2. Do you remember your first day of school? Did you enjoy it? Explain.
3. Complete the dialogues on Page 9 with the following expressions.
• Fine, thanks • How are you? • Where are you from?
4. Copy this dialogue in your notebook and complete it with your information. Then, practice it
with your partner and change roles.
A: Hello, what’s your name?
B: … .
A: … ?
B: I’m … .
A: … are you from?
B: I’m from … .
I’m
Gonzalo
Hello, what’s your name?
?
I’m from Chile.
Hi, children.
?
, and you?
At the beginning of each unit, a big picture will show you the
characters, the places and the situations you will find in it.You
can read the objectives of the unit there, and also answer some
questions about the topic and the learning objectives of the unit.
Unit1
VOCABULARY IN CONTEXT
11eleven
Unit1
10 ten
1 Study each card. Use a dictionary to verify the meaning of the words. 2 Read the text about the English Village. Find and highlight the words you studied. Would you
like to go to the English Village?
3 Complete the dialogue with the expressions in the box. Then practise and role-play it with
your partner.
• Hello... • What’s... • Where are you... • Hi! • I'm from • Nice to meet you!
Brittany: … , I’m Brittany. … your name?
Kevin: … ! I’m Kevin.
Brittany: … !
Kevin: … from?
Brittany: … the USA.
Accommodation
1
The program includes
accommodation for
the students.
Students
4
In Chile, students in
elementary and
secondary schools wear
uniforms.
Facilities
2
The local school has a
good sports field and
other recreational
facilities.
United Kingdom
(the UK)
5
The United Kingdom
consists of four countries:
England, Scotland,Wales
and Northern Ireland.
School
3
There is a big school in
my city.
Tutors
6
Tutors help children
with their homework.
The EnglishVillage is a special place in Chile.
Students live three weeks there and practise English
with children from different Chilean schools. All the
activities are in English. The tutors are from the
USA and the UK. The village has accommodation
and many recreational facilities: computer room,
gym, cafeteria, swimming pool, etc.
This section includes vocabulary in a specific context.The
words are presented in use, in small, illustrated flashcards
with sentences, and they are connected to a reading text.
There is also a permanent activity to practice speaking.
7seven6 six
the
english village
welcome to
I’m in the
swimming pool
Hello, how
are you?
Let’s sing a
happy song!
Football is my
favourite sport!
This vegetable garden
is so beautiful!
I love coming to
the cafeteria.
Farm animals
are lovely!
The English Village.This is a big picture to introduce the place where lots of things will
happen – The English Village – and the characters that will help you to learn English: the
tutors Susan andTony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo.
Listening,re
adingandspeakingactivitiesa
rerecorded.
Liste
ntothe CD with yourteach
er.
3three
LANGUAGE FORM
Analysis and discovery of a key grammatical item.
Collaborative work to help you to
put into practice the language you
have learnt.
P R O E C TJ
29twenty-nine
Unit1
The tutors are from
English-speaking countries.
For example:
The English Village Students Tutors
It is located in Santiago.
Facilities in the Village:
A pool
A football field
A gym
A cafeteria
An animal farm
A fruit and vegetable
garden
Cabins
Parks
The students are from all
over Chile. They are here
to practise English.
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chillán.
Pablo; he is from
Coyhaique.
IN THIS LESSON YOU WILL:
• read and show comprehension
of a brochure describing
The EnglishVillage.
• listen and identify English sounds.
• completedialoguesinwriting.
• produce dialogues to
introduce people.
Before reading
1 Look at the illustration on the
left. What activities are the
people doing? Are they having
fun? Why?
2 Find the following places in
the picture. Are there any
similar places in your school?
Discuss.
a cafeteria
accommodation
a fruit and vegetable garden
a pool
a football field
3 Work with your partner. Cross
out (✗) the words that are not
facilities (Facilities: buildings
and services).
a.A cafeteria.
b.A pool.
c. A computer.
d.A football field.
e.An animal.
f. A gym.
4 Do you think all schools have
the same facilities? Do you think
they are necessary? Explain.
5 You are going to read a text on
Page 29.Take a look at the
picture on the left and the
questions in Exercise 4 again.
Can you guess what type of
text it will be? Why?
6 Read the text and check your prediction in Exercise 5.
7 Read the text again. Copy this chart in your notebook, find the information in the texts and
classify it in the chart.
a.
The English Village
Location
Facilities
b.
Students
Country
Cities
c.
Tutors
Countries
Reading
28 twenty-eight
This is Susan
Hardy; she is
from England.
This is Tony
Wilson; he is
from the USA.
This is Grace
Brown; she is
from Australia.
12
THE VILLAGE
Lesson 4
5
Reading lesson with activities to help you to understand a written text and learn English.
33thirty-three
Unit1
32 thirty-two
FINAL TESTFINAL TEST
Reading
1 Write true (T) or false (F). (4 marks)
a. The Sports School is in Europe.
b. The children do different types
of sports.
c. The teachers are not good at sports.
d. The facilities of the school include
two gyms.
2 Circle the words that are facilities. (3 marks)
a.gym
b.football field
c. children
d.athletics
e.tennis courts
f. professional
3 Mention one advantage and one
disadvantage of a Sports School. Explain.
(2 marks)
4 Complete the sentences. (3 marks)
a.Tony … from New York.
b.I … from Santiago.
c. Carolina … from Maipú.
5 Look at the pictures and copy the correct
answer in your notebook. (4 marks)
Open your books. Sit down.
Listen! Come to the board.
a.
c.
b.
d.
Listening
6 16 Listen to a conversation about a
Spanish Village in England. Fill in the blanks
(a - f). (6 marks)
A: Hello.
B: Hi!
A: (a) … ?
B: My name’s Paul and I’m a (b) …
at the (c) … in
Newcastle, in England.
A: (d) … are you from?
B: (e) … .
A: Can you describe the Spanish village?
B: Of course! The village has many
(f) … , such as an animal
(g) … , a (h) … , and
many (i) … . My favourite place
is the (j) … room, because I
can chat with my friends in Spanish!
A: (k) … !
B: You’re welcome. Total score:22marks
Speaking
7 Follow the model in Exercise 6, and create
a similar dialogue, using personal
information, such as your city, school, and
your house. Practice the dialogue in pairs.
Are you good at sports? Can you imagine a school
where the only thing students do is practise sports?
That is the case of the students at the Singapore
Sports School in Asia, a school specialised in sports.
The children do sports such as football, tennis,
athletics, etc.
The teachers are professional sportspeople, and the
children enjoy going to school every day.
The facilities of the school are:
· two olympic swimming pools.
· a multi-sport auditorium.
· a synthetic football field.
· a gym.
· a cycle track.
· two tennis courts.
Singapore Sports School
15
I can give personal information 4 8
I can use predictions to understand a text 4 8
I can count to 10 4 8
I can write an e-mail 4 8
I can mention five places in my school 4 8
I can give and follow instructions 4 8
I can participate in dialogues 4 8
Reflect on what you have achieved so far.
Unit 1Unit 1 SELF EvALuATIoNSELF EvALuATIoN
Check with your teacher and find your level
0 to 7 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again.
8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.
19 to 22 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work!
If you are not sure about something, revise the contents with your teacher.
Finaltest:Attheendofeveryunit,thereisaformaltestthatincludesthecontentsofthewhole
unit,assessingreadingandlisteningcomprehension.Italsoincludesarubricthatwilltellyouin
detailwhatyouhavedonewellandwhatyouneedtoimprove.Atthebottomofthepage,you
willfindaSelf-Evaluationchart,sothatyoucanreflectonyourperformancethroughouttheunit.
23twenty-three
Unit1
1 2
3
4
6
5
IN THIS LESSON YOU WILL:
• listen and show
comprehension of instructions.
• read instructions and relate
them to images.
• completeinstructionsinwriting.
• organise and reproduce a
dialogue in a classroom.
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - g) to the pictures (1 - 7).
a.Close your books.
b.Come to the board.
c. Can I come in?
d.Listen.
e.Close the door.
f. Stand up.
g.Silence.
1 2 3 4
5 6 7
Listening
6 8 Listen and check your answers in Exercise 5.
7 8 Listen and point at the actions in the pictures (1 - 7).
8 8 Listen and mime the actions.
Before listening
1 Work in your group. Can you
find these objects in the
picture and in your classroom?
board book
desk door page
2 Discuss with your class.
a.Are there any specific rules
in your classroom? Which
are they?
b.Why do you think teachers
give instructions?
3 Look at the pictures on the left
with your partner. Match the
numbers to the following
classroom instructions.
Come to the board.
Listen.
Silence.
Open your books.
Sit down.
Stand up.
4 You are going to listen to a
text. Predict what it is going to
be about, by looking at the
previous activities.
22 twenty-two
CLASSROOM LANGUAGE
Lesson 3
STRATEGIES!
Focus on the visual aids to predict the topic
of a text!
Listening lesson with activities to help you to understand a spoken text and learn English.
ICONS AND SECTIONS
Reading lesson
Reading
Listening lesson
Listening
All the material for
the listening tasks.
1
It indicates the connection
with complementary work
in theWorkbook
1
G U E S S A
R I D D L E !
A short brain-teaser that will
test your logic!
Useful expressions
Phrasesthatwillhelpyoucreatedialoguesofyourown.
STRATEGIES!
Useful tips to help you complete some tasks.
4 four
INDEX
I’m
Gonzalo
Hello, what’s your name?
?
I’m from Chile.
Hi, children.
?, and you?
Unit1
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 1 – The participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 2 – The competition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 3 – Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 4 – The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
The people, the school, the classroom.................................. 8
Unit2
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 1 – Accommodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 2 – Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 3 – Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson 4 – Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Unit3
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Lesson 1 – The weekly menu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 2 – Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 3 – Healthy food / junk food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 4 – At the English Village kiosk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
At home ...................................................................................34
Food and health.......................................................................56
,
brother, ?
Come on, , let’s
get into the .
and
with me, grandpa!
I’d and
?
will you.
?
5five
Unit4
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 1 – What’s the weather like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 2 – My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 3 – Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Lesson 4 – I’m sorry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Unit5
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Lesson 1 – Plants and trees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson 2 – Starting a garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Lesson 3 – National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lesson 4 – Our pets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Visual Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
No matter the weather! ...........................................................78
Nature....................................................................................100
I love this garden. It's full of
plants and flowers.
Yes, I love the trees and
watching the leaves move
with the wind.
I love !
And I love swimming!
Me too, it’s cold
but it’s fun.
I love .
is beautiful!
is my favourite season.
I love the smell
of flowers.
Yes, but we have
a lot of work.
6 six
I’m in the
swimming pool
Hello, how
are you?
Let’s sing a
happy song!
7seven
THE
ENGLISH VILLAGE
WELCOME TO
Football is my
favourite sport!
This vegetable garden
is so beautiful!
I love coming to
the cafeteria.
Farm animals
are lovely!
Unit1 THE PEOPLE, THE SCHOOL,
THE CLASSROOM
8 eight
LEARNING OBJECTIVES
Listening
• Identify topic and
general ideas.
• Make predictions based on
previous knowledge.
Reading
• Identify cognates.
• Show comprehension of
explicit information.
• Identify purpose of a text.
• Identify key words and
expressions.
Oral expression
• Greeting.
• Give and follow
instructions.
• Describe everyday activities.
Writing
• Write personal information.
• Write an e-mail.
• Describe everyday activities.
Getting into it!
1. Look at the pictures on Page 9. Have you ever been in a similar situation? When?
2. Do you remember your first day of school? Did you enjoy it? Explain.
3. Complete the dialogues on Page 9 with the following expressions.
• Fine, thanks • How are you? • Where are you from?
4. Copy this dialogue in your notebook and complete it with your information. Then, practice it
with your partner and change roles.
A: Hello, what’s your name?
B: … .
A: … ?
B: I’m … .
A: … are you from?
B: I’m from … .
9nine
I’m
Gonzalo
Hello, what’s your name?
?
I’m from Chile.
Hi, children.
?
, and you?
Unit1
VOCABULARY IN CONTEXT
10 ten
1 Study each card. Use a dictionary to verify the meaning of the words.
Accommodation
1
The program includes
accommodation for
the students.
Students
4
In Chile, students in
elementary and
secondary schools wear
uniforms.
Facilities
2
The local school has a
good sports field and
other recreational
facilities.
United Kingdom
(the UK)
5
The United Kingdom
consists of four countries:
England, Scotland,Wales
and Northern Ireland.
School
3
There is a big school in
my city.
Tutors
6
Tutors help children
with their homework.
11eleven
Unit1
2 Read the text about the English Village. Find and highlight the words you studied. Would you
like to go to the English Village?
3 Complete the dialogue with the expressions in the box. Then practise and role-play it with
your partner.
• Hello... • What’s... • Where are you... • Hi! • I'm from • Nice to meet you!
Brittany: … , I’m Brittany. … your name?
Kevin: … ! I’m Kevin.
Brittany: … !
Kevin: … from?
Brittany: … the USA.
The EnglishVillage is a special place in Chile.
Students live three weeks there and practise English
with children from different Chilean schools. All the
activities are in English. The tutors are from the
USA and the UK. The village has accommodation
and many recreational facilities: computer room,
gym, cafeteria, swimming pool, etc.
12 twelve
Before listening
1 Write the number of the
picture next to the
corresponding place.
a. Big Ben, London,
England.
b. Buoy marking where
the Esmeralda sank,
Iquique, Chile.
c. Chillán Cathedral,
Chillán, Chile.
d. Statue of Liberty, New
York, the USA.
e. Maipú Temple,
Santiago, Chile.
f. Shepherd’s Monument,
Coyhaique, Chile.
g. Opera House, Sydney,
Australia.
2 What do you know about
English speaking countries? In
which ways are they similar or
different to your country?
Discuss.
3 You are going to listen to some
people talking. Take a look at
the pictures here. Predict what
you think the text is going to
be about.
1
2
3
4
5
6
7
IN THIS LESSON YOU WILL:
• find and show comprehension
of information about different
people and places.
• show comprehension of short
written texts.
• complete dialogues and cards
with specific information.
• produce and reproduce dialogues
to share personal information.
THE PARTICIPANTS
Lesson 1
Listening
4 2 Listen and check your prediction in Exercise 3.
5 2 Look at the pictures of the participants and listen again.
Number them 1 - 4, in the order they speak
Susan
Gonzalo
Tony
Macarena
6 2 Listen and complete the conversation.
Tony: Hello, I’m Tony Wilson, I’m a … . I’m from
… in the United States and this is Susan Hardy, a tutor too.
Susan: Hello, I’m Susan. I’m from … .
Gonzalo: Hello. I’m Gonzalo. I’m from … . … is in the
north of Chile. I’m in fifth grade at the George Washington School.
Macarena: I’m Macarena Henríquez. I’m from … . I’m also in 5th grade,
at The International School.
Tony and
Susan: … , children!
Macarena and
Gonzalo: Goodbye, Tony and Susan!
13thirteen
Unit1
STRATEGIES!
Predicting can help you improve your
comprehension of difficult listening
segments!
14 fourteen
After listening
8 3 First only listen and then listen and repeat.
I’m
I’m a student
I’m a student at the Lord Cochrane School.
I’m
I’m in fifth
I’m in fifth grade.
What’s
What´s your name?
Hello
Hello, I’m Gonzalo.
Goodbye!
I’m
I’m from
I’m from Santiago.
7 2 Copy the cards in your notebook, listen once more and complete them with the
information you hear. (a - d).
NAME: Gonzalo
SCHOOL: George Washington
School
CITY:
MAIL: gonso@&themail.&com
NAME: Macarena
SCHOOL: International School
CITY:
MAIL: macahe@mymail.com
a. b.
c. d.
NAME: Tony
SCHOOL:
CITY:
MAIL: tonyw@mailcity.com
NAME: Susan
SCHOOL:
CITY:
MAIL: susanh@mailcity.com
15fifteen
Unit1
LANGUAGE FORM
1. Notice these sentences from the text.
a. I’mTony. I’m Susan. I’m Gonzalo.
b. I’m from Iquique. I’m from London. I’m from Chillán.
2. What information can you find in a. and in b.?
3. Find more examples of each type in this lesson.
I’m
9 Follow the model on Page 13, and practice a dialogue with your partner, using the
information in these cards. Can you spell the children’s names?
NAME: Pablo
Fuentes
COUNTRY: Chile
GRADE: Fifth grade
SCHOOL: Liceo Regional, Coyhaique
NAME: Carolina
González
COUNTRY: Chile
GRADE: Fifth grade
SCHOOL: Lincoln School, Maipú,
Santiago
10 Have you ever had any classmates from a different city in your school? Was his/her life similar
or different to yours? Explain.
11 2 Copy the tables in your notebook and follow the instructions:
a.Invent information about yourself and complete card 1.
b.Follow the model on Page 13 to create a dialogue with your partner, and complete card 2
with his/her information.
NAME:
NICKNAME:
ADDRESS/CITY:
COUNTRY:
GRADE:
SCHOOL:
SCHOOL ADDRESS:
NAME:
NICKNAME:
ADDRESS/CITY:
COUNTRY:
GRADE:
SCHOOL:
SCHOOL ADDRESS:
1. 2.
16 sixteen
12 4 Listen to some fiction characters introducing themselves. Answer the questions.
a.Which of these characters is NOT in the recording?
1
Batman
2
Leela
3
Homer Simpson
4
Stewie
5
Goku
b.Who is your favorite fictional character? Why? What do you think about these characters?
c. Imagine you are a superhero. Invent a name and an imaginary place of origin and
introduce yourself to the rest of your class.
13 Copy this chart in your notebook and complete it with English names you know. Compare in
your group.
Friends’ names Places in Chile Schools
Johnny Cochrane Saint Patrick
14 2 In your notebook, write sentences with the names in the chart.
Example: I’m Johnny, I’m from Cochrane, I’m a student at Saint Patrick School.
17seventeen
Unit1
15 Read this letter and put the sentences in the correct order (1 - 6).
I’m from Munich, in Germany.
I study art at the University of London, and now I live in London, UK.
My nickname is “Russ”
I like watching TV, playing video games, and I love my job.
My name is Russell Hillmann, and I’m a cartoon drawer.
Hello
Writing
16 Write a short paragraph to introduce yourself. Follow the model in Exercise 15. Consider
these points.
Write the sentences one by one.
Remember to use capital letters, commas, and full stops.
P R O E C TJ
Role play
1. Get in groups of 4.
2. Write the names of your partners on four
separate bits of paper.
3. Pick one name that is not you, and
introduce yourself as if you were
him / her, to the rest of your group.
G U E S S A
R I D D L E !
What is yours, but other people
use it more than you?
18 eighteen
Before reading
1 Take a look at the map of the
school. Is it similar or different
to your school? Discuss with
your partner.
2 Notice.
COGNATES Words in English
that are similar in Spanish. If
you identify them in a text, they
can help you understand better.
Examples:
invitation = invitación
participate = participar
vacations = vacaciones
3 Similar in Spanish? (✓or ✗).
____ Cafeteria
____ Classroom
____ Computer lab
____ Director’s office
____ Playground
____ School
____ Teachers’room
____ Toilet
4 Point to the places in this map
and say the names. Use the
words in Exercise 3.
5 Have a quick look at the text
on Page 19. Find and circle
four cognates. Check their
meaning in a dictionary.
IN THIS LESSON YOU WILL:
• Identify cognates
• Show comprehension of a short
written text
• Identify and repeat English sounds
• Produce a short written text
THE COMPETITION
Lesson 2
19nineteen
Unit1
6 Read the text and check if there are any more cognates. Did they help you understand the
text better?
7 Read the text again and then write true (T) or false (F).
a. Carolina is a student. c. Carolina is in 6th grade.
b. The competition is in Maipú. d. The visit is for three weeks.
8 Read the text again and answer in your notebook.
a. Type of text b. From c. To
9 What is your favorite place in your school? Why? Discuss your ideas with a friend, and then
share with the class.
Reading 5
The English Village
Carolina Gonzalez, 5th grade student
Competition
Hello, I am a student at the Lincoln School Maipú, Santiago
(photo of school attached).
I am in 5th grade A and I want to participate in the competition
to visit the English Village in Santiago for three weeks, to
practise English.
Thank you.
Carolina González.
5th grade A student.
20 twenty
After reading
10 6 First only listen and then listen and repeat.
b.These numbers.
1 one 2 two
5 five 6 six
11 eleven 12 twelve
3 three 4 four
9 nine 9 ten
7 seven 8 eight
13 thirteen 14 fourteen
a.These pairs of words.
three tea
threw two
throne tone
c. These places
A classroom
Classroom 3
The boys’toilet
The cafeteria
The computer lab
The Director’s office
The girls’toilet
The playground
The school entrance
The teachers’room
11 4 Complete this dialogue with numbers and places in a school. Then, practice it with
your partner.
Gonzalo: Is your school big or small?
Mark: It’s quite big. There are … , … and … big … .
Gonzalo: That’s nice! My school is very small, so there’s only … and … .
Mark: Small schools are usually very friendly.
Gonzalo: Yes, I love my school.
LANGUAGE FORM
1. Study these examples.
I am (I’m) a student.
It is (It’s) a classroom.
2. Find and underline more examples
in the e-mail on Page 19.
I am / It is
21twenty-one
Unit1Unit1
12 7 Follow this model to play Memory Game in groups of four students.
a.Student A: Look at the school map for a minute. Memorise the rooms and the numbers.
b.Student B, C or E: Say a number between 1 and 14.
c. Student A: Say the corresponding place.
CAFETERIA
SCHOOL
ENTRANCE
P L A Y G R O U N D
DIRECTOR’S
OFFICE 1
2
3
4
5
6 7
11
10
9
8
BOYS’
TOILET
GIRLS’
TOILET
COMPUTER
LAB
CLASSROOM
1
CLASSROOM
2
CLASSROOM
3
TEACHER’S
ROOM
CLASSROOM
6
CLASSROOM
5
CLASSROOM
4
12
13
14
Number
14.
It’s the playground.
Writing
13 a. Read this description of a school.
My school is very small, and very beautiful. It has ten classrooms,
one cafeteria, one big playground, and two big vegetable
gardens. It also has a new laboratory, with fifteen computers.
b.Complete the sentences in your notebook, using information about your own school.
i. My school is…
ii. It has…
iii.It also has…
P R O E C TJ
My school
1. Work in groups of four.
2. Draw a map of your school on a piece of
colour cardboard.
3. Number and label the places.
4. Add illustrations.
5. Display it in the classroom.
6. Describe it to your classmates.
Example: Number 1 is the school entrance.
G U E S S A
R I D D L E !
What is black when it is clean
and white when it is dirty?
1 2
3
4
6
5
IN THIS LESSON YOU WILL:
• listen and show
comprehension of instructions.
• read instructions and relate
them to images.
• completeinstructionsinwriting.
• organise and reproduce a
dialogue in a classroom.
Before listening
1 Work in your group. Can you
find these objects in the
picture and in your classroom?
board book
desk door page
2 Discuss with your class.
a.Are there any specific rules
in your classroom? Which
are they?
b.Why do you think teachers
give instructions?
3 Look at the pictures on the left
with your partner. Match the
numbers to the following
classroom instructions.
Come to the board.
Listen.
Silence.
Open your books.
Sit down.
Stand up.
4 You are going to listen to a
text. Predict what it is going to
be about, by looking at the
previous activities.
22 twenty-two
CLASSROOM LANGUAGE
Lesson 3
23twenty-three
Unit1
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - g) to the pictures (1 - 7).
a.Close your books.
b.Come to the board.
c. Can I come in?
d.Listen.
e.Close the door.
f. Stand up.
g.Silence.
1 2 3 4
5 6 7
Listening
6 8 Listen and check your answers in Exercise 5.
7 8 Listen and point at the actions in the pictures (1 - 7).
8 8 Listen and mime the actions.
STRATEGIES!
Focus on the visual aids to predict the topic
of a text!
24 twenty-four
After listening
LANGUAGE FORM Imperatives
1. Read these sentences from the text.
Close your books.
Open the door.
Sit down.
2. How can we make these orders more polite? (Find the magic word).
3. Find and copy two more examples from this lesson. Make them polite.
9 9 Complete this dialogue with words from the box. Then, check the words with
the recording.
• Stop the noise, please • Close the window, please
• Go back to your desk • Listen to the music
Teacher: Martin, (1) … , it’s a bit cold.
Martin: Of course, miss.
Teacher: Julie, (2) … , and sit down.
Julie: OK, miss.
Teacher: OK, children, we are going to (3) … now, so (4) … .
Children: Yes, miss.
10 10 Listen and put this dialogue in order.
a. Teacher: Do Exercise 10, please. f. Students: Goodbye, Miss Taylor.
b. Teacher: Goodbye, children. g. Students: Good morning, Miss Taylor.
c. Teacher: That’s all. Close your books. h. Students: Thank you, Miss Taylor.
d. Teacher: Good morning, children. i. Students: Yes, Miss Taylor.
e. Teacher: Sit down, please.
11 Listen and repeat the dialogue. Then role-play it in your group.
25twenty-five
Unit1
12 4 Discuss with your partner.
a.Are all instructions at school necessary? Why?
b.Can you think of any other instructions? Share with your partner.
13 Practice this dialogue with your partner. Then, replace the underlined expressions with
information of your own.
Tutor: Good morning, children!
Students: Good morning, miss!
Tutor: Open your books on Page 15, please.
Student: Which page, miss?
Tutor: Page 15. Diego, close the door, please.
Diego: Yes, miss.
Tutor: Thank you very much, Diego.
14 11 Listen and repeat this rap.
The school rap
1, 2, 3, 4,
Please come in and close the door!
5, 6, 7, 8,
It’s time for school, you’re really late!
9, 10, 9, 10,
Don’t be late for school again!
26 twenty-six
15 Complete the sentences (a - f) with instructions from the box.
• stop the noise • sit down, please!
• make your bed • come to the board, please
• close the window, please • do your homework
a.Tom! … before going to school!
b.Children, … ! This is a test!
c. Boys, … , it’s 2 am!
d.Marcelo, it’s cold! Can you … ?
e.Junior, you can’t watch TV. … first.
f. Exercise 1, Gonzalo, can you … ?
1 2
16 Match these instructions to one of the pictures (1 or 2).
a.Close the door.
b.Come to the board.
c. Listen to music.
d.Make your bed.
e.Open your book.
f. Read the lesson.
g.Silence.
h.Watch TV.
27twenty-seven
Unit1
17 Play Instructions Game in your group.
a.One student is the teacher.
b.The teacher gives an instruction.
c. If the teacher says please, the students obey. If the teacher does not say please, the students
do not obey.
18 In your notebook, write a list with five instructions you receive in your house. Then, practice
them with your partner.
19 Mime the actions in Exercise 18, not making any sounds. Ask your partner to guess the
instructions. Then, change roles.
20 Create a short dialogue using the house instructions on your list. Follow the model in
Exercise 13 and replace tutor for one of your family members. Practice it with your partner.
21 What’s the difference between school instructions and house instructions? Discuss.
P R O E C TJ
Classroom instructions
1. Work in groups.
2. Cut out a piece of cardboard and draw a
sign and a picture, representing one of
these classroom instructions:
a. Sit down.
b. Stand up.
c. Silence, please!
d. Listen!
e. Come to the board.
3. Write the instruction on your poster and
stick it on the wall at the back of the
classroom.
G U E S S A
R I D D L E !
What has two hands, a round face,
always runs, but stays in place?
IN THIS LESSON YOU WILL:
• read and show comprehension
of a brochure describing
The EnglishVillage.
• listen and identify English sounds.
• completedialoguesinwriting.
• produce dialogues to
introduce people.
Before reading
1 Look at the illustration on the
left. What activities are the
people doing? Are they having
fun? Why?
2 Find the following places in
the picture. Are there any
similar places in your school?
Discuss.
a cafeteria
accommodation
a fruit and vegetable garden
a pool
a football field
3 Work with your partner. Cross
out (✗) the words that are not
facilities (Facilities: buildings
and services).
a.A cafeteria.
b.A pool.
c. A computer.
d.A football field.
e.An animal.
f. A gym.
4 Do you think all schools have
the same facilities? Do you think
they are necessary? Explain.
5 You are going to read a text on
Page 29.Take a look at the
picture on the left and the
questions in Exercise 4 again.
Can you guess what type of
text it will be? Why?
28 twenty-eight
THE VILLAGE
Lesson 4
29twenty-nine
Unit1
The tutors are from
English-speaking countries.
For example:
The English Village Students Tutors
It is located in Santiago.
Facilities in the Village:
A pool
A football field
A gym
A cafeteria
An animal farm
A fruit and vegetable
garden
Cabins
Parks
The students are from all
over Chile. They are here
to practise English.
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chillán.
Pablo; he is from
Coyhaique.
6 Read the text and check your prediction in Exercise 5.
7 Read the text again. Copy this chart in your notebook, find the information in the texts and
classify it in the chart.
a.
The English Village
Location
Facilities
b.
Students
Country
Cities
c.
Tutors
Countries
Reading
This is Susan
Hardy; she is
from England.
This is Tony
Wilson; he is
from the USA.
This is Grace
Brown; she is
from Australia.
125
30 thirty
After reading
8 Create a dialogue, using the information you classified in Exercise 7, and practice it with your
partner. Complete this model as a start, then, expand it.
A: Where is The English Village?
B: It’s in … .
A: Are there many facilities at the English village?
B: Yes, there is … .
A: … .
B: … .
9 13 Listen.
a.Listen and repeat these words. Pay attention to the final sound.
brush cash crush English finish fish flash push splash wash
b.Listen to ten words and tick those with the same final sound.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
c. Listen and repeat this rhyme.
Poor old English turtle
Poor old English turtle,
He has got no cash,
Fishing with no shell on,
He will get a rash.
LANGUAGE FORM Pronouns
1. Personal pronouns in this lesson: I / you / he / she / it / they.
2. Notice:
· The English Village – It is located in Santiago.
· Students are from all over Chile – They are here to practise English.
· This is Tony Wilson – He is from the USA.
· This is Susan Hardy – She is from England.
3. Find, say and copy more examples from the text. Use the same colours as in the example.
Useful expressions
How many...?
Are there any...?
There is also...
That's amazing!
These expressions can be used in dialogues.
11 Complete, and then practise in pairs.
A: Who is she?
B: She is … .
A: Where is she from?
B: … from … .
A: Oh, right! And who is … ?
B: This is … .
A: And where is … from?
B: … ’s … .
12 In pairs, create a short dialogue about your favourite artist. Use the model in Exercise 11,
and explain why you like him/her.
31thirty-one
Unit1
Nicole Kidman Australia Rihanna the USA
PrinceWilliam England
10 14 Listen, repeat, and then practise in your group.
Where is Avril
Lavigne from?
She’s from
Canada.
Where are
you from?
I’m from
Chile.
Where is Lil’
Chris from?
He’s from
England.
P R O E C TJ
Famous people
1. In pairs, stick a world map in the centre of
a big piece of colour cardboard.
2. Choose famous people from different
countries, and stick them all around the map.
3. In pairs, the students match the people to
their countries.
4. The students show the poster to the class
saying:
Student: This is … .
Class: Where’s he from?
Student: He / She’s from … .
G U E S S A
R I D D L E !
They come out at night and are
lost in the day. What are they?
32 thirty-two
FINAL TESTFINAL TEST
Reading
1 Write true (T) or false (F). (4 marks)
a. The Sports School is in Europe.
b. The children do different types
of sports.
c. The teachers are not good at sports.
d. The facilities of the school include
two gyms.
2 Circle the words that are facilities. (3 marks)
a.gym
b.football field
c. children
d.athletics
e.tennis courts
f. professional
3 Mention one advantage and one
disadvantage of a Sports School. Explain.
(2 marks)
4 Complete the sentences. (3 marks)
a.Tony … from New York.
b.I … from Santiago.
c. Carolina … from Maipú.
5 Look at the pictures and copy the correct
answer in your notebook. (4 marks)
Open your books. Sit down.
Listen! Come to the board.
Are you good at sports? Can you imagine a school
where the only thing students do is practise sports?
That is the case of the students at the Singapore
Sports School in Asia, a school specialised in sports.
The children do sports such as football, tennis,
athletics, etc.
The teachers are professional sportspeople, and the
children enjoy going to school every day.
The facilities of the school are:
· two olympic swimming pools.
· a multi-sport auditorium.
· a synthetic football field.
· a gym.
· a cycle track.
· two tennis courts.
Singapore Sports School
15
33thirty-three
Unit1
a.
c.
b.
d.
Listening
6 16 Listen to a conversation about a
Spanish Village in England. Fill in the blanks
(a - f). (6 marks)
A: Hello.
B: Hi!
A: (a) … ?
B: My name’s Paul and I’m a (b) …
at the (c) … in
Newcastle, in England.
A: (d) … are you from?
B: (e) … .
A: Can you describe the Spanish village?
B: Of course! The village has many
(f) … , such as an animal
(g) … , a (h) … , and
many (i) … . My favourite place
is the (j) … room, because I
can chat with my friends in Spanish!
A: (k) … !
B: You’re welcome. Total score:22marks
Speaking
7 Follow the model in Exercise 6, and create
a similar dialogue, using personal
information, such as your city, school, and
your house. Practice the dialogue in pairs.
I can give personal information ✔ ✘
I can use predictions to understand a text ✔ ✘
I can count to 10 ✔ ✘
I can write an e-mail ✔ ✘
I can mention five places in my school ✔ ✘
I can give and follow instructions ✔ ✘
I can participate in dialogues ✔ ✘
Reflect on what you have achieved so far.
Unit 1Unit 1 SELF EVALUATIONSELF EVALUATION
Check with your teacher and find your level
0 to 7 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again.
8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.
19 to 22 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work!
If you are not sure about something, revise the contents with your teacher.
Unit2
AT HOME
LEARNING OBJECTIVES
Listening
• Show comprehension of
descriptions.
• Identify topic and general
ideas.
• Make predictions based on
previous knowledge.
• Use visual support.
Reading
• Show comprehension of
descriptions of people and
objects.
• Identify purpose of a text.
• Identify key words and
expressions.
• Identify family members.
Oral Expression
• Reproduce and produce
sentences and dialogues.
• Describe objects, people
and places.
Writing
• Identify and express
quantity.
• Give specific information.
• Describe position of objects.
• Complete short dialogues.
Getting into it!
1. Look at the picture on Page 35. Who are they? Where do you think they are?
2. Do you live with your family? Do you live in a house or a flat? Share with the class.
3. Complete the texts on Page 35 with the words in the box.
• Hello • house • children
• play • come • how are you?
4. Copy this short dialogue in your notebook, complete it with your information and practice it
with your partner. Then, change roles.
A: … do you live?
B: I live in a … ?
A: I live in a … .
B: Do you like it?
A: …, and you?
34 thirty-four
35thirty-five
,
brother, ?
Come on, , let’s
get into the .
and
with me, grandpa!
36 thirty-six
Unit2
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
Bungalow
1
The bungalows are new
and they have a small
garden.
Flats
4
My uncle Bill lives in a
block of flats
downtown.
Cabin
2
The cabins are
comfortable. They all
have a bedroom,
bathroom and kitchen.
Garden
5
This is a beautiful
garden.
Cottage
3
The cottage is near the
mountains.
Semi- detached
6
There are many semi-
detached houses in this
area.
37thirty-seven
Unit2
2 Work in pairs. Read the text and compare the types of houses in England and Chile.
Types of houses in England
England has different types of homes. In small cities and towns, people live in
houses. There are many types of houses.
Some houses are joined together by a common wall. These are called
semi-detached houses. Detached houses are separated from other houses.
They often have a garden and a garage.
In large cities, people often live in flats. A block of flats is a large building
divided into flats.
A bungalow is a big, one-storey house. All the rooms are on the ground floor.
A cottage is a small house in the countryside. Cabins are also small houses in
the forest. They are made of wood.
3 Work with your partner. Read the dialogue and match the names and the pictures.
Tracy: Tell me about your house, Ben.
Ben: I live in a big house. It has two storeys, a garage
and a beautiful garden. How about you?
Tracy: My house is very nice! It has only one storey. It
does not have a garage, but it has a small garden.
4 Tell your partner about your house. Follow the model in Exercise 3.
Useful expressions
Tell me about…
How about you?
These expressions can be used in dialogues.
big window
small window
bedroombathroom
kitchen
garden
terrace
living room dining room
38 thirty-eight
1 Look at the picture and tick
your favourite room.
2 6 Write the correct room
next to the furniture.
Furniture Room
Sofa
Table
Bed
TV
Chair
3 Look at the picture and tick the
places you have in your house/
flat. Are they similar or different
to yours? Explain.
4 You are going to read a text.
What do you think it is about?
Look at the pictures and tick (✓).
a. Houses at the seaside.
b. Rooms in a school.
c. Cottages at The English
Village
Before reading
IN THIS LESSON YOU WILL:
• identify furniture and places in a house.
• show comprehension sentences and short dialogues.
• show comprehension of short written texts.
• completedialogues,paragraphsandchartswithspecific
information about furniture and places in a house.
• produce and reproduce dialogues to share information
about furniture and places in a house.
ACCOMMODATION
Lesson 1
Hi kids!
Here is a description of the cottages in the village. There are
many cottages for all our participants. They are not too big,
but there is a living room, dining room and kitchen in each
one of them.
There are two small bedrooms for four participants and
one for the tutor. There is also a bathroom. There are two
beds in the participants’ rooms. In the tutor’s room, there is
a bed, a stereo, and a notebook.
In the living room, there is a sofa, a TV /DVD set, and a
computer with Internet connection. There is also Wi-Fi
Internet connection.
in the dining room, there are six chairs and a table.
For recreation, there is a terrace with a pool and
barbecue area.
Jack Wales
General Coordinator
THE
ENGLISH
VILLAGE
5 Read the note and check your prediction in Exercise 4.
6 Read the note again and decide which map corresponds to the description.
39thirty-nine
Unit2
Reading
7 Read the note once more, and circle the objects that are in the map and the text. Then, draw
the missing objects.
21
a.
b.
STRATEGIES!
Skimming is reading only the parts that
help you understand the text.You can use
this strategy to guess the topic.
40 forty
After reading
LANGUAGE FORM There is / there are
1. Notice these examples from the text.
There is a living room. / There are three small bedrooms.
2. Which of the sentences is singular and which is plural? What’s the difference?
3. Read the text again and underline all the cases of there is / there are.
8 6 Complete with there is or there are.
Tony: Hi, Gonzalo. Welcome! This is going to be your
cottage during your stay at The English Village.
Gonzalo: Hi, Tony. That’s great! It’s beautiful!
Tony: Well, inside … five bedrooms. … also a bathroom.
… a big living room with a TV and … a small
garden with many flowers.
Gonzalo: Really? That’s cool! Is there a pool too?
Tony: Yes, … one next to the gym.
9 22 First only listen and then listen and repeat.
a.These words.
living-room dining-room bedroom bathroom
b.These sentences.
This is my house. This is my bedroom. This is the living room.
This is the dining room. This is my bathroom.
10 Your house.
a.Circle the correct alternatives for your house or flat.
b.Exchange notebooks with a partner. Write your name and circle the correct alternatives.
You Your partner
Location Santiago – a region Santiago – a region
Size Big - medium sized - small Big - medium sized - small
Bedrooms One - two – three – four One - two – three – four
Bathrooms One – two – three One – two – three
Objects in living-room sofa - small table – lamps – chairs – pictures sofa - small table – lamps – chairs – pictures
41forty-one
Unit2
11 In your notebook, complete this paragraph with information from Exercise 10.
My house is in (location). It is (size). There are (number) bedrooms, there are
(number) bathrooms. In the living room, there are (number and furniture) and
(number of furniture).
I like it, because … .
12 Guessing game.
a.Choose two of the objects in the box and draw them. Don’t let your partner see them.
Bed Chair Computer Lamp Picture
b. 23 Listen and practise this model dialogue. Imitate it to play the guessing game with
your partner.
Example.
A: Is it a sofa? B: No, it isn’t.
A: Is it a chair? B: No, it isn’t.
A: Is it a lamp? B: Yes, it is.
13 Pick two different objects from Exercise 12, and describe them to your partner. Do not
mention the name.
P R O E C TJ
My house and my family
1. Cut out a piece of cardboard.
2. Draw a map of your house / flat.
3. Write a description of your house / flat.
4. Add photos of your family and tag them.
5. Display your work in a visible place in
your classroom.
G U E S S A
R I D D L E !
It loses its head in the morning and
gets it back at night. What is it?
42 forty-two
1.
2.
4.
5.
Before listening
1 Match the names to the
pictures.
A two-storey house
A big house
A flat
A small house
A semi-detached house
2 Look at the pictures. Are they
any similar to the houses in
your city/town? Which is your
favourite one? Why?
3 Answer in your group.
Is your house big, small or
medium-sized ?
What colour is your house?
4 Look at the flowers and houses
in the pictures. How many of
the colours can you name?
5 Look at the pictures and
predict what the text is about.
a. Houses
b. Flats
c. Schools
IN THIS LESSON YOU WILL:
• listen and show comprehension of instructions.
• identify key vocabulary in a text.
• identify and recognise some colours in English.
• identify and repeat English sounds.
• write and reproduce a short dialogue about houses.
HOUSES
Lesson 2
3.
43forty-three
Unit2
Listening
6 24 Listen and check your prediction in Exercise 5.
7 24 Listen and circle the correct alternative.
Age of the house Size Colour
Susan’s new / old small / medium / big white / grey / green
Tony’s new / old small / medium / big white / grey / green
Susan
Tony
8 24 Who said the sentences, Susan or Tony? Listen again, and tick the corresponding box.
Susan Tony
a.What colour is your house?
b.What colour is it?
c. Wow! That’s really big.
9 24 Listen again and put the sentences in the order you hear them.
a. I live in a medium-sized flat in London. What colour is your house, Tony?
b. I live in a big old house near New York. And you, Susan?
c. Yes, there are five bedrooms and four bathrooms in it.
d. White, and the door and windows are green. Susan, what colour is your flat?
e. It’s white and grey. So your house is big, Tony.
10 24 Complete this dialogue using words from the text. Then, practice it.
Juan: Where do you …, Lucía?
Lucía: I live in a …, and you?
Juan: … .What … is your …?
Lucía: It’s … and … .
Juan: That’s beautiful! Mine is … and … .
44 forty-four
After listening
11 25 First only listen, and then listen and repeat these sentences.
There is a garden.
There are flowers in the garden.
There isn’t a garden.
There aren’t any flowers in the garden.
12 26 Listen and circle the correct answer. Then, practise with a partner.
A: Is your house big?
B: Yes, it is / No, it isn’t.
A: Is there a garden in your house?
B: Yes, there is. / No, there isn’t.
A: What colour is your house?
B: It is white / black / grey / green / blue / red / etc.
13 7 Copy this text in your notebook and complete it with information about your own
house. Then, draw and colour a map of your house.
I live in a… (house / flat). It is a… house / flat (size), and it is (colour).
In my house / flat, there are… bedrooms and… bathroom(s).
14 What kind of houses do you see in your neighbourhood? Why do you think people prefer
this kind of house in your area? Explain.
15 Play Draw and guess in your group.
a. Write the names of different types of houses.
b. Get together with another group.
c. Give one of your cards to a member of the other group.
d. That student must draw the house on a piece of paper.
e. The other members of his / her group guess the type.
Unit2
45forty-five
16 Write a short paragraph about the house in the pictures below. Describe objects and colours,
and explain why you like it or not. You can start your paragraph like this, and write it in your
notebook.
This house is… (size, color, opinion). There is/are … , and … (number of
rooms). I like it because … (opinion).
P R O E C TJ
House for rent
1. Invent a poster of a house or flat for rent.
2. Include location, size, number of rooms,
facilities and e-mail address.
3. Display it in your classroom.
G U E S S A
R I D D L E !
I have a head but never cry, I have 4
feet but never walk, you come to me
to get some sleep.
46 forty-six
Before reading
1 Who are the members of your
family? Write two sentences
describing each of them, and
compare with your partner.
2 Choose and underline the
members of a typical family.
father / brother sister / mother
sister / brother sister / brother
P
EDRO ANTONIA
JOSÉ MIGUELLUISA
3 Are the families in the picture
any similar to yours? Discuss
with your partner.
4 Read only the first sentence of
the text on Page 47. Can you
predict what the text is about?
IN THIS LESSON YOU WILL:
• read and demonstrate comprehension of a short letter.
• identify and recognise family members.
• complete a text about your family.
• visualize different aspects of a text.
• identify specific vocabulary.
FAMILIES
Lesson 3
47forty-seven
Unit2
Hello, English Village,
This is a picture of my family. This photo was
taken in the garden of our house in Quilicura.
My father’s name is Juan; he is a big man, nice
and gentle. My mother’s name is Francisca;
she’s beautiful and friendly.
I am in the middle there. The boy is my brother
Miguel, he’s eight years old, and the little girl
is my sister Margarita, she’s five years old. In
the picture, you can see a special member of
my family, my dog Fido; he is three years old
and I am twelve years old.
Greetings,
Lucía
Reading
5 Read the text and check your prediction in Exercise 4.
6 Tick (✓) the correct alternative.
a.The letter is from Lucía to
the director her friends The English Village
b.Margarita is Lucía’s
dog mother sister
7 Read Lucía’s letter and complete the family tree. Copy it in your notebook.
_______________
_______________
_______________
_______________
_______________
_______________8 years old
_______________
_______________Francisca
_______________
_______________
father
27
STRATEGIES!
You can predict the topic of a text by
focusing on pictures, titles, etc.
48 forty-eight
Richard (brother)
Tom (brother) father
mother
Jenny
(sister)
Mary
(sister)
After reading
8 28 First only listen and then listen and repeat these sentences.
My father’s name’s George.
My mother’s name’s Helen.
My brother’s name’s Michael.
My sister’s name’s Alice.
LANGUAGE FORM Possessive ‘s
1. Notice these examples from the text.
My father’s name is Juan. / He's eight years old.
2. Which of these indicates possession? Which of these indicates the verb to be?
3. Find more examples in this lesson.
9 Look at the picture and decide if the sentences are true or false.
a.Mary is Tom’s sister.
b.Mary is Jenny’s mother.
c. Mary is Richard’s sister.
d.Mary is Tom’s mother.
10 Complete the dialogue with words below. Then, practice it with your partner.
tall quiet short friendly slim serious
A: Do you live with your family?
B: Yes, my father, mother, and sister.
A: Can you describe them?
B: Well, my dad is … and very … . My mother is … and … ,
and my little sister is … and really … . Do you want me to
show you a picture of them?
A: Of course!
Useful expressions
well...
of course!
These expressions can be used in dialogues.
49forty-nine
Unit2
11 29 8 Read and listen to a description of a family. Then, change the underlined parts with
information about yourself. Practise saying the description to your partner.
My father’s name is Allan; he’s 40 years old.
My sister’s name is Susan. She’s 12 years old.
This is my brother Ben; he’s 5 years old, and this
is me! My name’s Dan and I’m 10 years old.
12 Make your own family tree including names, relationships, and descriptions (appearance and
personality). Copy this diagram in your notebook.
Family tree
1. Draw a family tree with your family.
2. Write their names and add
characteristics.
3. Get in pairs.
4. Create a dialogue with your partner,
using information from your respective
trees. Use Exercise 10 as a model.
P R O E C TJ
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
G U E S S A
R I D D L E !
My brother doesn’t have a brother.
Who am I?
Before listening
1 9 Look at the picture. Do
you know these jobs? Does
any member of your family
have one of these jobs?
2 Match the words and the
numbers. Use the colour code.
A B
twenty
fifty
seventeen
sixteen
fifteen
nineteen
thirty- five
forty
eighteen
15
16
17
18
19
20
35
40
50
3 Which of these jobs would you
like to have? Explain why.
Discuss with your partner.
50 fifty
IN THIS LESSON YOU WILL:
• identify and recognise occupations in English,
connecting them to images.
• show comprehension of specific information.
• listen and identify numbers in English.
• participate in a dialogue about occupations.
JOBS
Lesson 4
I'm a teacher.
I'm a constructor.
I'm a nurse.
I'm a doctor.
I'm a dentist.
I'm a police woman.
I'm a shop assistant.
51fifty-one
Unit2
4 You will hear some people talking. What type of text is it?
a.A face to face conversation.
b.A class.
c. A telephone conversation.
5 30 Listen to Susan and Tony and write the ages with words, in your notebook.
a.Susan’s brother Henry is … years old.
b.Susan’s sister Rita is … years old.
c. Tony’s brother Peter is … years old.
d.Tony’s brother George is … years old.
6 30 Listen to Susan and circle the correct information.
a.Susan is a future nurse / dentist.
b.Her father is a doctor / constructor.
c. Her mother is a teacher / doctor.
d.Her brother is in medicine / law school.
e.Her sister is in primary / secondary school.
7 30 Listen to Tony and complete the sentences with the information in the pictures.
a teacher a constructor an engineer
Tony’s father is … , his mother is … , his brother
Peter is in secondary school, and his brother George is … .
8 30 Listen again and number these sentences in the order you hear them.
a. ____ I also have a sister.
b. ____ I have a brother.
c. ____ It’s tea time now.
d. ____ That’s correct.
e. ____ What about your father?
f. ____ What’s her occupation?
Listening
STRATEGIES!
Think of what you already know about the
topic. Use your background knowledge.
52 fifty-two
After listening
LANGUAGE FORM Asking about occupations
1. Notice these questions from the text.
What’s your father’s job? What’s your mother’s job?
2. Discover how to ask about
a. your partner’s job. (his / her)
b. your partner’s sister’s job. (her job)
c. your partner’s brother’s job. (his job)
9 31 First only listen, then listen again and repeat.
actor
actress
artist
carpenter
doctor
dentist
engineer
guard
journalist
lawyer
miner
nurse
optician
policeman
receptionist
secretary
shop assistant
social worker
vet
writer
10 Write a sentence in your notebook, using the correct occupation for each place of work.
Theatre Shop Hospital
Hotel Workshop Office
11 32 Listen and repeat the dialogue below.
A:What’s your father’s occupation?
B:He’s a shop assistant.
A:What’s your mother’s occupation?
B:She’s a receptionist.
53fifty-three
Unit2
12 Complete this dialogue using information about the members of your family. Then, practice it
with your partner.
A:My father had an emergency today, he is a doctor. What’s your … job?
B:He is a … .
A:That’s cool! And what’s your … job?
B:She’s a … . Where does your father work?
A:He works in a … . How about your father?
B:He works … .
A:That sounds great!
13 Copy this family tree in your notebook and complete it with names and occupations of the
members of your family.
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
P R O E C TJ
My family
1. Bring a photograph of your family.
2. Stick it on a piece of colour cardboard.
3. Label the people with name, occupation,
age, etc.
4. Show it and introduce the people to
your class.
5. Ask and answer questions about the people,
including everything you have learnt in
the unit.
G U E S S A
R I D D L E !
My job is to be who I am not.
Who am I?
Useful expressions
That’s cool!
That sounds great!
These expressions can be used
in dialogues.
54 fifty-four
FINAL TESTFINAL TEST
Reading
1 Read the text and write true (T) or false (F).
(4 marks)
a.____ Family always love us.
b.____ Some children do not live with
a family.
c. ____ SENAME gives orphans a home,
food, and clothes.
d.____ Orphans have a family.
2 Find at least four cognates in the text and
write them down in your notebook.
(4 marks)
3 Think about your favourite member of your
family and write a short note about him/
her. Include name, occupation, and
personality features.
(3 marks)
Do you live with your family? Can you imagine a
life without them?
This is the case of many orphans in the world
and in our country.
People take family for granted, but it is a blessing,
a gift of life, even if you live just with your
mother, father, or grandparents. When we are
angry, sad, or happy, they will always be there to
support you and love you. In Chile, orphans and
abandoned children go to the SENAME centres,
where the government provides them with a
home, food, and clothes.However, what they
cannot give them is their real family. So, when
you get angry at your mum, dad, sister, or
grandparents, remember that they love you and
all they want is good things for you!
Family is a gift
33
Listening
4 34 Listen to the text about a house
description and fill in the missing words.
(6 marks)
Cody: Hello, Jenny!
Jenny: Hi, Cody! Is this
your (a.) … ?
Cody: Yes, it is.
Jenny: How many (b.) … are there?
Cody: There are four bedrooms,
(c.) … bathrooms, a kitchen, and
(d.) … pool in the garden.
Jenny: Really?
Cody: Yes! Here is a (e.) … .
Jenny: It is (f.) … ! Congratulations!
Cody: Thank you!
5 Write the name of the type of house in your
notebook. (5 marks)
Total score: 22 marks
Speaking
6 Work in pairs. Role-play a conversation with
pop star Cody Simpson. Ask information
about jobs, family, a description of his
house, etc. Then, change roles.
Check with your teacher and find your level
0 to 11 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again.
12 to 19 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.
20 to 22 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work!
I can locate and identify places in the house ✔ ✘
I can identify types of houses ✔ ✘
I can identify colours ✔ ✘
I can show comprehension of descriptions ✔ ✘
I can identify and name members of the family ✔ ✘
I can identify occupations ✔ ✘
I can count to fifty ✔ ✘
Reflect on what you have achieved so far.
SELF EVALUATIONSELF EVALUATION
If you are not sure about something, revise the contents with your teacher.
55fifty-five
Unit 2Unit 2
Unit2
LEARNING OBJECTIVES
Listening
• Identify frequently used
expressions and thematic
vocabulary.
• Show comprehension of a
specific topic.
• Make predictions
• Identify English sounds.
Reading
• Showcomprehensionof
frequentvocabularyandactions.
• Express likes and preferences.
• Show comprehension of
authentic texts.
• Relate texts to personal
experiences.
Oral expression
• Express likes and
preferences.
• Giveandaskforinformation.
• Participate in dialogues.
Writing
• Give and ask for
information.
• Add information.
• Show comprehension of
thematic vocabulary.
Unit3
56 fifty-six
FOOD AND HEALTH
Getting into it!
1. Look at the picture on Page 57. Where do you think the students are? Describe the place.
2. What’s your favourite food? How often do you eat it?
3. Complete the texts on Page 57 with the words in the box.
• eat • spaguetti • salad • What • like
4. Complete this short dialogue with your information and practice it with your partner.
Then, change roles.
A: What’s your favourite food?
B: I like … , what about you?
A: I like … .
B: Do you eat it at school?
A: … , and you?
B: … .
57fifty-seven
I’d and
?
will you.
?
Unit3
58 fifty-eight
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
Soft-drinks
1
I only drink soft-drinks
at the weekend.
Junk food
4
Junk food has a great
impact on children’s
obesity around the
world.
Snack
2
Fresh fruit and
vegetables make an
ideal snack.
Nutrients
5
A healthy diet gives all
the essential nutrients.
Healthy
3
A healthy diet helps
prevent illnesses.
Meals
6
Experts recommend to
eat, at least, three meals
a day.
59fifty-nine
Unit3
2 Are your habits healthy? Read the text and answer the question. Share opinions with
your partner.
HEALTHY EATING HABITS
Your body is a machine. It needs different materials for energy. If you usually eat
different types of food, your body is healthy. If you only eat junk food, you’re in trouble!
Here are some tips that can help you develop healthy habits.
Eat breakfast
Eating breakfast helps the body maintain energy throughout the day.
Choose healthier snacks
Chips or biscuits are low in nutrients and high in calories.
Try to eat healthy snacks such as fruit, popcorn, unsalted nuts and unsweetened yoghurt.
Drink water
Drink water at meal times. Keep juice and sweet soft-drinks as occasional treats.
Eat regular meals
Eat regular meals, it helps reduce snacking.
Eat colourful
All the vibrant colours in fruit and vegetables come from natural plant elements
that have healthy effects on our body. Different colours have different effects, so
it’s good to eat a variety of different colours each day.
3 Cody and Phil are talking about their snacks. Complete the dialogue giving examples of
healthy food. Work with your partner.
Look, Cody! My
snack is very …
today! I have …,
… and … .
What about you?
It’s very … too! I
have … , … and … .
I don’t like … .
4 Practise and act out the dialogue in front of your classmates.
1 Find 5 words related to food in
this crossword puzzle. Then,
complete.
S P A G U E T T I
V C Z K Z Z P T R
O L E Q S A P R Q
M T B L N O X Y Q
Y L A C E T U L D
B M A M D R B P V
P K D T O R Y Q Y
E P L J B T D Y Y
a.s …
b.p …
c. t …
d.c …
e.s …
2 What's your favourite food?
Draw it on the picture.
3 What’s the most common
food in your city/country?
Is it included in the picture?
Do you like it? Discuss with
your partner.
4 What kind of text do you see
on Page 61? What kind of
information does it show?
Before reading
60 sixty
IN THIS LESSON YOU WILL:
• show comprehension of information in a menu
• identify days of the week
• identify vocabulary related to food
• produce and reproduce dialogues related to food
• classify vocabulary
THE WEEKLY MENU
Lesson 1
5 Read the menu and check your prediction in Exercise 4.
6 Read the text again. Write in your notebook the day on which they will serve this food.
a. Pizza b. Chicken and rice c. Beef and baked potatoes
7 Read the menu again and circle the correct answer.
a. Main course on Thursday? Roast chicken and rice. / Beef and baked potatoes.
b.Roast turkey served? On Wednesday. / On Friday.
c. Fresh vegetables? On four (4) days. / On five (5) days.
d.To drink with your lunch? Milk. / Milk or fruit juice.
8 Answer the questions.
a.Where can you find this kind of text?
b.What day, in the menu, do you like the most?
61sixty-one
Unit3
Reading
CHICKEN SOUP MIXED SALAD
VEGETABLE
SOUP
CELERY AND
AVOCADO
SALAD
MIXED SALAD CHICKEN SOUP
TOMATO
SALAD
BEEF AND
BAKED
POTATOES
SPAGHETTI
WITH MEAT
SAUCE
FISH FINGERS
AND CHIPS
ROAST
CHICKEN AND
RICE
ROAST TURKEY
AND CREAM
CORN
PIZZA
HAMBURGER
AND RICE
BANANA FRUIT SALAD RICE PUDDING BAKED APPLE PANCAKE
KIWI AND
ORANGE
QUARTERS
ICE CREAM
Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included.
39
62 sixty-two
After reading
9 Classify the food into different categories: fruit, meat types, vegetables and others. Then,
compare with your classmates.
10 40 First only listen and then listen and repeat.
a.The days of the week.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
b.These sentences.
There's ice cream for dessert on Sunday.
There's broccoli salad on Monday.
There are chips on Wednesday.
LANGUAGE FORM The days of the week
1. Read the days of the week as they appear on the menu.
2. Notice these examples related to the menu.
There's banana for dessert on Monday.
There are fish fingers on Wednesday.
3. What word do we use before the day of the week?
fish milklettuce pancakes
banana avocadobeef  chicken
kiwi tomatoesrice oranges
63sixty-three
Unit3
11 10 Choose food from this lesson to create your ideal menu. Copy this model in your
notebook and complete it.
My ideal weekend menu My partner's ideal weekend menu
Saturday Sunday Saturday Sunday
Starter
Main course
Dessert
12 41 Listen and repeat this dialogue. Then, practice it with a partner, changing the underlined
parts with your own preferences. After that, complete the chart in Exercise 11.
A: What's your starter on Saturday?
B: Celery and avocado salad.
A: What's your main course on Sunday?
B: Pizza. And beef and rice on Saturday.
A: And what's for dessert?
B: Baked apple on Saturday and pancakes on Sunday.
13 Complete the crossword puzzle, following the clues below.
Across:
1. You can make a sweet salad with it.
4. It comes from a cow.
5. It includes different types of vegetables.
7. A green, creamy fruit
Down:
1. The day before the weekend.
2. The second day of the working week.
3. Meat, vegetables and sauces inside two pieces
of bread.
6. The food group including beef, chicken, pork, etc.
1 2
3 4
5
6
7
P R O E C TJ
Our school menu
1. Prepare a three-day menu for your school.
2. Make sure your menu includes healthy
food and is balanced.
3. Use colour cardboard and illustrations.
4. Display the menu in your class, and explain
your choices of food. Make sure you use
vocabulary related to food, days of the
week, and useful expressions.
Useful expressions
I love...
Good!
Again?
I don´t like...
These expressions can be used in dialogues.
G U E S S A
R I D D L E !
I grow underground, have eyes,
but can’t see. What am I?
64 sixty-four
IN THIS LESSON YOU WILL:
• showcomprehensionoffoodexpressionsand
collocations.
• Identifyspecificinformationassociatedtofood.
• produceandreproduceshortdialoguesabout
lunchtime.
• askforfoodandmakerequests.
• expresslikesanddislikesinwriting.
Before listening
1 Answer these questions in
your group.
a.Is there a cafeteria in your
school?
b.What food do you normally
order there?
2 Classify these words into
breakfast, lunch or dinner. Are
there any similarities between
these meals in your country?
Toast Salad
Milk Coffee
Rice Bread
3 What do you think the listening
text is going to be about?
a.Tutors talking about their
favourite food.
b.Tutors talking about today's
menu.
c. Tutors organising the
school menu.
4 Take a look at the pictures on
Page 65. Tick the group of
expressions you think will
appear in the conversation.
a.I'm starving.
I'm not very hungry.
Here is your tray.
b.Today is Tuesday.
A glass of coke, please.
I love spaghetti.
c. Hamburger and rice.
Beef and baked.
potatoes, please.
Pizza, please.
LUNCH
Lesson 2
The salad looks
delicious!
What is there
for lunch?
65sixty-five
Unit3
Listening
5 42 Listen and check your predictions in Exercises 3 and 4.
6 42 Listen again and circle the best alternative.
a.The conversation is between
i. a student and a tutor. ii. two students. iii. two tutors.
b.The dessert looks
i. delicious. ii. fantastic. iii. great.
7 42 Number the pictures according to the conversation.
b.
MIXED SALAD
a. c.
d. e. f.
8 42 Who said these sentences, Susan (S), Tony (T), or the waitress (W)?
a.I'm starving.
b.Here is your tray.
c. Here you are: salad, spaghetti and your fruit salad.
d.Thank you.
e.What is there for lunch today?
f. The fruit salad looks delicious.
g.I love spaghetti.
66 sixty-six
9 11 42 Listen again and count the number of times you hear please and thank you in the
conversation. Write them down in your notebook.
After listening
10 43 Listen and repeat.
a.These pairs of words.
thank sank
thing sing
thick sick
thaw saw
thigh sigh
b.These sentences.
Can I...? Any
Can I have...? Anything
Can I have the menu? Anything else?
Can I have the menu, please?
LANGUAGE FORM Ordering food
1.Read these sentences:
a. Can I have today’s menu, please?
b. I like spaghetti.
2.Which sentence expresses:
preference?
a request?
11 44 Listen and repeat this conversation.
Waiter: Good afternoon! Can I help you?
Ed: Hello! Can I have a cheese sandwich, please?
Waiter: Sure. Anything to drink?
Ed: Fruit juice, please. And you, Cathy?
Cathy: I don’t like fruit juice. Can I have the pizza and milk, please?
Waiter: Sure, just a second.
Cathy: Thanks.
Useful expressions
I’m hungry!
I’m thirsty
I like…
I don’t like...
These expressions can be used in dialogues.
Unit3
67sixty-seven
12 Form collocations with words from A and B. Write them in your notebook.
A B
fruit jelly
strawberry juice
tuna salad
13 Complete this dialogue. Then, practice it with your partner.
A:Mm, … . What’s for lunch today, do you know?
B:I think there are two options, mash potatoes and … , or … and salad.
A:Oh, that’s good! I love … .
B:I’m … now, I want a drink.
A:I think we can drink water o … .
B:I don’t like … very much. I prefer … .
P R O E C TJ
My favourite food
1. Find colourful magazine illustrations
of food.
2. Draw a weekend menu on a piece of
cardboard and make a poster showing
your favourite and non-favourite food at
the weekend.
3. Make sure you include starters, main
courses, and desserts.
4. Display your poster in your classroom.
G U E S S A
R I D D L E !
What’s orange and sounds like
a parrot?
REJECTED
APPROVED
IN THIS LESSON YOU WILL:
• show comprehension of no literary texts.
• identify word families
• give information about a specific topic.
• write about a well-known topic.
68 sixty-eight
Before reading
1 Answer these questions.
a.Do you like any of the snacks
in the picture?
b.What consequences do these
snacks have on your health?
2 Use a dictionary to find the
meaning of junk food and
healthy food. Classify the food
from the kiosks into the
categories of Healthy Food
and Junk Food.
3 Find the meaning of these
words in a dictionary. How are
they related to food?
Cavities
Environment
Fats
Flavour
Fibres
Nutrients
Additives
Flavour
4 Underline the cognates in the
text on the next page.
5 Take a quick look at the text on
Page 69. What do you think it
will be about?
HEALTHY FOOD V/S JUNK FOOD
Lesson 3
The children will love
this healthy food!
69sixty-nine
Unit3
Reading
6 Read the magazine article and check your prediction in Exercise 5.
7 Read the article again and tick the correct information.
a.Healthy food contains
fats and sugar. fibres. food additives.
nutrients. vitamins. water.
b.Junk food can produce
dental problems. diabetes. food problems.
heart problems. school problems. weight problems.
8 Read the magazine article again and circle the correct option.
a.Junk food requires a lot / a little preparation.
b.A healthy diet is high / low in sugar, fat, salt and additives.
c. Junk food is / isn’t associated with diabetes, obesity and heart problems.
THE ENGLISH VILLAGE MAGAZINE
Junk food is food with poor nutritional value. Junk
food contains large amounts of fat, salt, or sugar and
food additives; it does not have proteins, vitamins or
fibre. It is popular because it is easy to buy; it requires
little or no preparation and has lots of flavour.
Consumption of junk food is associated with obesity,
heart problems, Type 2 diabetes, and dental cavities.
Healthy food improves or maintains good health.
A healthy diet has nutrients from all the food
groups, especially fruits and vegetables, and it
includes an adequate quantity of water. A healthy
diet contains vitamins and fibre. It is important to
eat healthy food to maintain good health.
45
70 seventy
After reading
9 12 Complete the dialogue with the words below.Then, practice it with your partner, taking turns.
additives cheeseburger fat salt
vegetables vitamins sugar fruits
Mark: Hey, Marie! Do you want to have a … ?
Marie: Mm, I’m not sure; I’m trying to eat healthy food.
Mark: What do you mean“healthy”?
Marie: Well, food like … and … .
Mark: Yeah, I understand, healthy food has a lot of … .
On the other hand, junk food has too much … and too many … .
Marie: Yes, and usually junk food has a lot of … and … too, which make you fat.
Mark: I have an idea, then. Let’s have a sweet fruit salad!
Marie: I like that!
10 46 Listen and repeat.
a.These words.
health healthy unhealthy
b.This tongue twister.
Thelma and Theo eat healthy, not unhealthy food.
11 47 Learn and say this poem.
Peter, Peter, Pizza-Eater
by Bruce Lansky
Peter, Peter, pizza-eater,
How I wish that you were neater.
Half the pizza's on your shirt.
Clean the mess, or no dessert.
LANGUAGE FORM Simple Present (3rd person)
1. Read these examples from the text.
a. Affirmative sentences
Healthy food contains nutrients It requires preparation.
2. Find more examples in the reading text.
Useful expressions
I love...
I only eat...
Let’s have...!
These expressions can be used in dialogues.
71seventy-one
Unit3
12 Put the words in order to form correct sentences.
a. lots of / a chocolate bar / has / sugar.
b. has / vitamins / Fruit / fibres / and
c. eats / Michelle / healthy / a variety of / food.
d. contains / Milk / nutrients
13 12 Complete this summary of the reading text on Page 69.
Junk food is not good because it has fats, … , or … .
Healthy food is balanced because it contains vitamins from all the … groups.
14 AN EMAIL ABOUT FOOD.
a.Read this email and complete it with words from the unit.
Dear director
We are writing about the food in the school kiosk. They offer a lot …,
which is bad for our health and contains … .
We want to have more … food in our kiosk, like … and … .
Thanks very much.
Pablo and Carolina.
b.Write a similar email to your school, asking them to change the food they serve in the
cafeteria or kiosks. Use a dictionary, if necessary.
c. Send your message to your teacher by email or in writing.
P R O E C TJ
Junk v/s healthy
1. Prepare a poster for your school.
2. Divide it into two parts, junk food and
healthy food. Represent each part with an
interesting illustration.
3. Draw some food and write a sentence
below each one of them. Describe them
and say if they are healthy or unhealthy.
4. Display the poster in your school.
G U E S S A
R I D D L E !
You can either eat me or give
me to your teacher! What am I?
Before listening
1 Look at the illustration.
a.Who are the people in
the picture?
b.Who is speaking?
c. Where are they?
d.What are they doing?
2 13 Read the items in this chart.
a.Find them in the picture.
b.Tick the food you usually
buy at the kiosk.
c. Tick the healthy food.
The food I
usually buy
Healthy
food
biscuits
cakes
celery and
carrot sticks
chocolate
crisps
dips
fresh cheese
fresh fruit
fruit juice
hot-dogs
ice cream
milk
sandwiches
soft-drinks
sweets
yoghurt
3 Take a look at the picture. What
do you think the text is going
to be about?
72 seventy-two
IN THIS LESSON YOU WILL:
• show comprehension of an
interview extract about a
new healthy food kiosk.
• show comprehension of a
dialogue about a healthy
food kiosk.
• complete charts to classify
vocabulary.
• take part in dialogues and
express quantity and prices.
AT THE ENGLISH VILLAGE KIOSK
Lesson 4
72 seventy-two
Welcome, kids. Here you have
a selection of healthy food!
I’d like some fresh
cheese. I love it!
73seventy-three
Unit3
4 48 Listen to the text. Was your prediction in Exercise 3 correct? What elements helped you
to make a good guess? Explain.
5 48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick the
food you hear.
6 48 Listen again. Cross out the items that you can't find in the kiosk.
7 48 Listen again and answer the following questions.
a.What of the items mentioned do you have in your fridge, at home?
b.What of the items do you usually eat at school?
c. Do you think it is possible to have a healthy diet? How? Discuss.
8 48 Copy this short paragraph in your notebook, listen and fill in the blanks with one of
these words.
convenient healthy normal products students
This is not a … kiosk, this is a … food kiosk. We only sell healthy … to our …
and the prices are very … .
9 48 Answer the following questions in your notebook.
a.Listen once more and complete with your own ideas.
1.The idea of the healthy kiosk is to … .
2.Some of the products sold at the kiosk are … .
3.The children at the English Village … .
b.Would you like to have a healthy kiosk in your school? Why?
Listening
74 seventy-four
After listening
LANGUAGE FORM Offering and ordering food
Notice
Offering food: What do you want?
Ordering: I want a sandwich, please. Can I have a sandwich, please?
Saying the price: Sure, it's $250. Thanks.
10 49 First only listen. Then listen and repeat.
a.These numbers.
50 fifty
51 Fifty - one
52 Fifty - two
53 Fifty - three
54 Fifty - four
55 Fifty - five
56 Fifty - six
57 Fifty - seven
58 Fifty - eight
59 Fifty - nine
60 sixty
65 sixty - five
70 seventy
75 seventy - five
80 eighty
85 eighty - five
90 ninety
95 ninety - five
100 one hundred
150 one hundred and fifty
b.These words.
waiter want warm what would
c. These dialogues.
i. A: What do you want? iii. A: What would you like?
B: A glass of orange juice, please. B: A cheese sandwich, please.
ii. A: What do you want, please? iv. A: Would you like a yoghurt?
B: A fruit salad, please. B: Yes, please.
75seventy-five
Unit3
11 50 Listen to this model dialogue and then listen and repeat.
A: What do you want, please?
B: I want a yoghurt, please.
A: It's $150. Here you are.
B: Thank you.
12 13 Now practise the dialogue with your partner. Use the healthy food in the pictures and
invent the prices. Add other expressions to complete your dialogue, such as thank you, please,
can I have…) etc.
Writing
13 Take a look at the image, and write four sentences in your notebook, using all the vocabulary
seen in the unit.
P R O E C TJ
A kiosk poster
1. Make a list of your favourite healthy food.
2. Make a list of your favourite junk food.
3. Make a kiosk poster with these categories
on a piece of cardboard.
4. Add the real prices in Chilean pesos.
5. Display in your classroom.
Useful expressions
Sure!
Thanks!
Here you are!
These expressions can be used in dialogues.
G U E S S A
R I D D L E !
What’s green or yellow, and
sound like a chair?
76 seventy-six
FINAL TESTFINAL TEST
1 Are these statements true (T) or false (F)?
(5 marks)
a. It is important to eat healthy food.
b. We have to eat a lot of salt.
c. We must not drink water.
d. We must never skip breakfast.
e. We only have to eat healthy
food in summer.
Language
2 Circle the words that are fruits. (3 marks)
a. orange
b. strawberry
c. tuna
d. apple
e. tomato
f. potato
8 tips to stay healthy!
To prefer healthy food and have a balanced diet is important
to keep healthy, and it can help you to feel great. It is easy.
Just follow these fabulous eight rules to start off with.
• Base your meal on starchy food, like bread and pasta.
• Include a lot of fruit and vegetables.
• Add more fish to your diet.
• Cut down on the excess of fat and sugar.
• Cut down on the salt.
• Get active and avoid obesity.
• Always drink water, never get thirsty.
• Never skip breakfast.
So, keep in shape and look great for summer! It’s advisable to
start eating healthy food as soon as possible, so, when
summer comes, you’ll be ready for the beach!
Reading 51
Writing
3 In your notebook, write a restaurant menu
that contains junk food and healthy food.
(3 marks)
Listening
4 52 Listen to this dialogue in a restaurant
and fill in the blanks. (6 marks)
Karen: Hi, … I have the … , …?
Waiter: Yes, of course.
Justin: Wow! They … a special …
Mondays!
Karen: That’s today!
Waiter: And today we have … , so
it … have so much … .
Justin: I … a tuna … .
What do … want?
Karen: I’ll have the tuna … , and dessert.
Waiter: Ok, I’ll go and get your order.
Would you … something to … ?
Justin: An … juice, please.
Karen: … for me, please.
Waiter: I’ll be right back.
Total score: 17 marks
Speaking
5 Work in pairs. Discuss with your partners the
advantages of following a healthy diet. Why
is it good? Is it cheap or expensive? etc.
Check with your teacher and find your level
0 to 5 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again.
6 to 12 correct answers: You have been able to understand an important part of the contents, but you can do much better!
Revise the contents and correct the wrong answers.
13 to 17 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work!
Unit3
I can express likes and preferences ✔ ✘
I can ask for food at a restaurant ✔ ✘
I can offer food ✔ ✘
I can say the days of the week ✔ ✘
I can participate in dialogues about food ✔ ✘
I can identify vocabulary related to food ✔ ✘
I can write short notes concerning food ✔ ✘
Reflect on what you have achieved so far.
Unit 3Unit 3 SELF EVALUATIONSELF EVALUATION
If you are not sure about something, revise the contents with your teacher.
77seventy-seven
LEARNING OBJECTIVES
Listening
• Show comprehension of a
weather forecast.
• Identify frequent
expressions.
• React to audio texts,
connecting them to
personal experiences.
Reading
• Show comprehension of
non-literary texts about
weather.
• Show comprehension of
explicit information about
weather.
• Show comprehension of key
expressions in a text.
• Identify thematic
vocabulary.
Oral expression
• Participate in dialogues
describing the weather.
• Show knowledge of
frequently used thematic
vocabulary.
• Show knowledge of
everyday expressions.
• Reproduce chants about a
particular topic.
Writing
• Write sentences and short
paragraphs about weather.
• Write a weather report.
• Write short texts about
everyday activities.
Getting into it!
1. Look at the pictures on Page 79. Can you recognize the seasons? Which is your favourite
season? Why?
2. Discuss with your partner.
a. Do you like cold or hot weather? Why?
b.What activities can you do in each season?
3. Take a look at the pictures on Page 79 again. Fill in the bubbles with the vocabulary in the box.
• autumn • winter • spring • summer
4. Complete this chart with information from the pictures on Page 79 and your own ideas. Use
a dictionary, if necessary. Then, compare with your partner.
Season Your favourite activities
A …
W …
S …
S …
Unit4
78 seventy-eight
NO MATTER THE WEATHER!
79seventy-nine
I love !
And I love swimming!
Me too, it’s cold
but it’s fun.
I love .
is beautiful!
is my favourite season.
I love the smell
of flowers.
Yes, but we have
a lot of work.
80 eighty
Unit4
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
Cold
1
In winter, it is cold and
snowy. Children love
making snowmen!
Warm
4
These gloves are nice
and warm.
Hot
2
I love hot and sunny
days!
Wear
5
On 18th September,
Chilean children usually
wear traditional clothes.
Weather
6
I’m listening to the
weather report for next
week.
Seasons
3
There are four seasons in
a year: autumn, winter,
spring and summer.
81eighty-one
Unit4
2 What is the weather like in your region? Read the text and check.
The climate of Chile includes different weather conditions
along the country. There are four seasons: summer
(December to February), autumn (March to May), winter
(June to August), and spring (September to November).
In summer, the weather is hot and sunny. People wear light
clothes. They usually go to the beach and practise water
sports. In autumn, it is cloudy and cool. People wear sweaters
and jackets.
In winter, it rains a lot. The weather is cold and in some
places it snows. People wear thick clothes and children play
in the snow. In spring, the weather is warm and sunny.
Sometimes it is windy. People wear light sweaters and shoes.
Summer is coming again!
3 Work in pairs. Complete the dialogue with your own ideas.
A: Which is your favorite season?
B: I love … !
A: What do you do in … ?
B: I … , … and … . How about you?
A: I like … . I … and … .
4 Practise and act out the dialogue with your partner.
82 eighty-two
Before listening
1 Why are these pictures
different? What do they show?
2 Take a look at the picture on
the left. Match these words
with the pictures.
1.Snowy
2.Windy
3.Rainy
4.Sunny
3 Write the name of the
corresponding season.
a. It’s very cold, it
rains, and it snows.
b. Trees and flowers
start to grow.
c. It’s hot and sunny.
People go on holiday.
d. It’s cool and
cloudy. Leaves fall from
the trees.
Autumn Winter
Spring Summer
4 What’s the weather like in your
city? Do you enjoy it? Why?
IN THIS LESSON YOU WILL:
• show comprehension
of explicit information
about weather.
• identify specific
information associated
to weather.
• identify key vocabulary
• participateinadialogue
describingtheweather.
• write short sentences
• describing the weather
in specific places.
WHAT’S THE WEATHER LIKE?
Lesson 1
83eighty-three
Unit4
Listening
5 57 You are going to listen to a weather forecast for South America. Pay attention to the
information, and focus only on the weather conditions (rain, snow, wind, etc.) Draw the
weather symbols on the map, according to what you hear.
Santiago
Bogotá
BuenosAires
Montevideo
Asunción
Lima
wind snow rain sun cloudy
Sao Paulo
6 57 Listen again and write the temperatures for each city in the corresponding boxes.
7 57 Listen again. Tick (✓) the correct information and cross (✗) the incorrect information.
a. It’s snowy in Colombia.
b. It’s rainy in Lima.
c. It’s hot and sunny in the north of Chile.
d. It’s rainy in Montevideo.
e. It is sunny in Bogotá.
84 eighty-four
After Listening
8 Answer these questions:
a. Which place in South America is the hottest and which place is the coldest?
b. Why do you think temperatures are so different in each place?
c. Which places do you prefer? Why?
9 Put these letters in order to form weather words. Write them in your notebook.
a. n s u y n d. d w i y n
b. l o c d e. d c y o u l
c. t o h f. t e w
10 14 Look at this map of Europe. Can you name the countries? Write them in your notebook.
Use the internet or an encyclopedia, if necessary.
Write sentences in your notebook to create your own weather forecast, using the vocabulary
in the lesson.
Eg. In… , it’s going … .
85eighty-five
Unit4
11 58 First listen and then listen and repeat.
a weather report windy sunny cloudy snowy rainy
12 59 Listen and complete the telephone conversation in your notebook.
Linda: Hello, Mum!
Mum: … .
Linda: What is the … like at the seaside today?
Mum: It’s … and … here.
Linda: That’s nice! Here in Santiago, it’s … and rainy.
Mum: Keep … !
Linda: Enjoy the … !
Mum: Yes! … you, Linda!
Linda: Love you … , Mum! Bye.
Mum: Bye, … .
13 Practise the dialogue with your partner, changing the information.
14 In groups, go on the internet or use an encyclopedia, and find out about the weather in the
United Kingdom and Chile (considering weather in the north, center and south), and create a
poster comparing both countries, writing full sentences. Then, compare with your partners.
P R O E C TJ
Radio forecast
1. In groups, choose five towns or cities in Chile.
2. Find information about the weather in those
places at the moment.
3. Make a report, writing simple sentences and
using all the expressions in the unit.
4. Record your report and add music, to create a
radio weather forecast.
5. Play your forecast to the rest of the class.
LANGUAGE FORM Formation of adjectives
1. We can form adjectives adding y to words like
sun → sunny, cloud → cloudy, snow → snowy
2. Rewrite the following sentences using adjectives.
a. It’s going to rain tomorrow.
It’s going to be … tomorrow.
b. It’s going to snow next Tuesday
It’s going to be … next Tuesday.
G U E S S A
R I D D L E !
What goes up when the rain
comes down?
Useful expressions
That’s nice!
Yes!
Enjoy...!
These expressions can be used in dialogues.
86 eighty-six
Before reading
1 What sports are the people in
the picture practising? Match
the names (a - d) to the
pictures (1 - 4). Write them in
your notebook.
a. bodyboarding
b. swimming
c. ice skating
d. snow boarding
2 Make a list of four sports you
practise in winter and summer
and write it in your notebook.
3 Take a look at the pictures on
the left. Then, take a quick look
at the texts on Page 87. What
do you think the texts are
going to be about?
a.School.
b.Holidays.
c. Olympic sports.
1
2
3
4
MY HOLIDAY ACTIVITIES
Lesson 2
IN THIS LESSON YOU WILL:
• readandshowcomprehensionofweatherdescriptions.
• identify purpose of written texts.
• identify and repeat English sounds.
• write a brief paragraph following a model.
87eighty-seven
Unit4
Reading
4 Answer these questions.
a.Where is Florencia, at the moment?
b.What’s the weather like in Arica?
c. Do you think Florencia and Jack enjoy their weather? Explain.
5 Read the blogs. Are these statements true (T) or false (F)?
a. Canada is warm in winter.
b. In Canada, there is a lot of snow in winter.
c. In the north of Chile, you can swim and practise ice-skating.
d. In Canada, people don’t do too many things.
e. Jack is taking swimming lessons.
f. Rodrigo practises summer sports.
60
Jack’s blog.
18/02/2013
This is my second post
from the north of this
amazing country. Chile
is a very long country,
so the weather is
different, depending on where you live.
In Arica, the weather is usually warm; it’s
generally sunny and people go to the
beach to practise surfing and
bodyboarding. I am taking swimming
lessons! I don’t go running because I
don’t have much time, but many people
do, and they usually wear T-shirts, shorts,
and trainers. I love this city!
Florencia’s blog.
10/01/2013
Hello, friends at the
English Village! I’m in
Canada at the moment!
Canada is a very cold
country in winter.
Winter is very long, and there’s a lot of
snow. People wear boots, hats, scarves,
and jackets when they go out. People can
do lots of things in Winter. Some people
go skiing or practise snowboarding, and
some people go ice-skating. They don’t
go swimming, because the water is very
cold. Children usually play in the snow
and make snowmen.
88 eighty-eight
6 15 In your notebook, write sentences about each picture. Use expressions from the text as
a model.
bodyboarding swimming skiing ice - skating surfing snowboarding
After reading
7 61 a. Listen and repeat the following words.
snow run ski eat
surf do swim play
b. Listen and repeat this tongue twister.
Six small slick seals with six crisp snacks and slick silk.
LANGUAGE FORM The Simple Present
1.Notice these examples.
Affirmative sentences.
a.People wear boots.
b.Chileans go to the beach.
Negative sentences.
a.I don’t go running.
b.They don’t go swimming.
2.Write more affirmative and negative sentences.
8 Put the words in order to form correct sentences. Then, write them in your notebook.
a. don’t / in /running / like /snow / the / I
b. love / I/chocolates / eating / winter / in
c. running / summer / don’t / in / like / I / don’t
d. In / I / winter / playing / love / basketball
They are practicing…
Useful expressions
It’s very hot/cold
I wear... in summer
I enjoy... in winter
I definitely prefer...
These expressions can be used in dialogues.
Unit4
89eighty-nine
9 62 a. Listen and fill in the blanks in this dialogue.
Mathew: I … winter in Chile. It is … , but I drink … chocolate and feel much better.
Sally: What can you … in Santiago?
Mathew: I can … snowboarding and … .
Sally: I don’t like … because it’s too … and the streets are wet.
Mathew: In Chile, children usually do indoor … , and people generally eat … , but they
don’t often … roasted marshmallows.
b. Create a similar dialogue, using vocabulary and expressions from the lesson. Then,
practice it with your partner.
10 15 Read Paulo's blog entry about his activities. Then, in your notebook, write your own
blog post about your favourite holiday activities.
Paulo’s blog. 14/03/14
Hello, everybody!
My name is Paulo, and I’m living in Brazil, at the moment.
This country is amazing, because the weather is very good,
most of the time. I love running on the beach, riding my
bike along the coast and swimming in the sea. People here
go out a lot, and I like to meet new people on the street.
I love it here!
P R O E C TJ
Winter sports around the world.
1. Work in groups.
2. Cut a piece of cardboard, and make a big blog note.
3. Look up information, on the internet or an
encyclopedia, about winter sports in different
countries. Include details such as:country,
equipment, number of players, etc.
4. Check with your teacher and display your work
in your classroom.
G U E S S A
R I D D L E !
I prefer to ride waves, rather than
horses. What am I?
90 ninety
Before listening
1 16 Match the pictures with
their corresponding actions.
a.Listen to music
b.Have a videoconference
c. Look for information
d.Play video games
e.Click on a link
f. Talk to friends online
g.Write
h.Watch videos and photos
i. Print documents and photos
2 How do you communicate
with your friends and family?
Make a list in your notebook.
3 Look at the pictures again.
What do you think the text is
going to be about?
a.Computers.
b.Technology.
c. Shopping for computers.
IN THIS LESSON YOU WILL:
• listen and demonstrate comprehension of a
dialogue about technological resources.
• show comprehension of short written texts.
• complete dialogues and chat conversations
with specific information.
• produce and reproduce chat dialogues to
stay in touch with other people.
Internet
Webcam
Chat
Screen
Keyboard
CD
Computer
Mouse
TECHNOLOGY AT HAND
Lesson 3
Printer
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015
English Village 5°, 2015

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English Village 5°, 2015

  • 1. STUDENT´S TEXTBOOK ENGLISH The English Village Ana Manonellas Balladares 5básicoº EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN
  • 2. STUDENT´S TEXTBOOK ENGLISH The English Village Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University, Melbourne, Australia. Nombre: Curso: Colegio: Este libro pertenece a: TelohahechollegargratuitamenteelMinisteriodeEducaciónatravésdelestablecimiento educacionalenelqueestudias. Esparatuusopersonaltantoentucolegiocomoentucasa;cuídaloparaquetesirvadurantetodoelaño. Sitecambiasdecolegiolodebesllevarcontigoyalfinalizarelaño,guardarloentucasa. 5básicoº
  • 3. two2 DISCOVER YOUR BOOKUnit1 THE PEOPLE, THE SCHOOL, THE CLASSROOM 9nine8 eight LEARNING OBJECTIVES Listening • Identify topic and general ideas. • Make predictions based on previous knowledge. Reading • Identify cognates. • Show comprehension of explicit information. • Identify purpose of a text. • Identify key words and expressions. Oral expression • Greeting. • Give and follow instructions. • Describe everyday activities. Writing • Write personal information. • Write an e-mail. • Describe everyday activities. Getting into it! 1. Look at the pictures on Page 9. Have you ever been in a similar situation? When? 2. Do you remember your first day of school? Did you enjoy it? Explain. 3. Complete the dialogues on Page 9 with the following expressions. • Fine, thanks • How are you? • Where are you from? 4. Copy this dialogue in your notebook and complete it with your information. Then, practice it with your partner and change roles. A: Hello, what’s your name? B: … . A: … ? B: I’m … . A: … are you from? B: I’m from … . I’m Gonzalo Hello, what’s your name? ? I’m from Chile. Hi, children. ? , and you? At the beginning of each unit, a big picture will show you the characters, the places and the situations you will find in it.You can read the objectives of the unit there, and also answer some questions about the topic and the learning objectives of the unit. Unit1 VOCABULARY IN CONTEXT 11eleven Unit1 10 ten 1 Study each card. Use a dictionary to verify the meaning of the words. 2 Read the text about the English Village. Find and highlight the words you studied. Would you like to go to the English Village? 3 Complete the dialogue with the expressions in the box. Then practise and role-play it with your partner. • Hello... • What’s... • Where are you... • Hi! • I'm from • Nice to meet you! Brittany: … , I’m Brittany. … your name? Kevin: … ! I’m Kevin. Brittany: … ! Kevin: … from? Brittany: … the USA. Accommodation 1 The program includes accommodation for the students. Students 4 In Chile, students in elementary and secondary schools wear uniforms. Facilities 2 The local school has a good sports field and other recreational facilities. United Kingdom (the UK) 5 The United Kingdom consists of four countries: England, Scotland,Wales and Northern Ireland. School 3 There is a big school in my city. Tutors 6 Tutors help children with their homework. The EnglishVillage is a special place in Chile. Students live three weeks there and practise English with children from different Chilean schools. All the activities are in English. The tutors are from the USA and the UK. The village has accommodation and many recreational facilities: computer room, gym, cafeteria, swimming pool, etc. This section includes vocabulary in a specific context.The words are presented in use, in small, illustrated flashcards with sentences, and they are connected to a reading text. There is also a permanent activity to practice speaking. 7seven6 six the english village welcome to I’m in the swimming pool Hello, how are you? Let’s sing a happy song! Football is my favourite sport! This vegetable garden is so beautiful! I love coming to the cafeteria. Farm animals are lovely! The English Village.This is a big picture to introduce the place where lots of things will happen – The English Village – and the characters that will help you to learn English: the tutors Susan andTony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo. Listening,re adingandspeakingactivitiesa rerecorded. Liste ntothe CD with yourteach er.
  • 4. 3three LANGUAGE FORM Analysis and discovery of a key grammatical item. Collaborative work to help you to put into practice the language you have learnt. P R O E C TJ 29twenty-nine Unit1 The tutors are from English-speaking countries. For example: The English Village Students Tutors It is located in Santiago. Facilities in the Village: A pool A football field A gym A cafeteria An animal farm A fruit and vegetable garden Cabins Parks The students are from all over Chile. They are here to practise English. For example: Gonzalo; he is from Iquique. Carolina; she is from Santiago. Macarena; she is from Chillán. Pablo; he is from Coyhaique. IN THIS LESSON YOU WILL: • read and show comprehension of a brochure describing The EnglishVillage. • listen and identify English sounds. • completedialoguesinwriting. • produce dialogues to introduce people. Before reading 1 Look at the illustration on the left. What activities are the people doing? Are they having fun? Why? 2 Find the following places in the picture. Are there any similar places in your school? Discuss. a cafeteria accommodation a fruit and vegetable garden a pool a football field 3 Work with your partner. Cross out (✗) the words that are not facilities (Facilities: buildings and services). a.A cafeteria. b.A pool. c. A computer. d.A football field. e.An animal. f. A gym. 4 Do you think all schools have the same facilities? Do you think they are necessary? Explain. 5 You are going to read a text on Page 29.Take a look at the picture on the left and the questions in Exercise 4 again. Can you guess what type of text it will be? Why? 6 Read the text and check your prediction in Exercise 5. 7 Read the text again. Copy this chart in your notebook, find the information in the texts and classify it in the chart. a. The English Village Location Facilities b. Students Country Cities c. Tutors Countries Reading 28 twenty-eight This is Susan Hardy; she is from England. This is Tony Wilson; he is from the USA. This is Grace Brown; she is from Australia. 12 THE VILLAGE Lesson 4 5 Reading lesson with activities to help you to understand a written text and learn English. 33thirty-three Unit1 32 thirty-two FINAL TESTFINAL TEST Reading 1 Write true (T) or false (F). (4 marks) a. The Sports School is in Europe. b. The children do different types of sports. c. The teachers are not good at sports. d. The facilities of the school include two gyms. 2 Circle the words that are facilities. (3 marks) a.gym b.football field c. children d.athletics e.tennis courts f. professional 3 Mention one advantage and one disadvantage of a Sports School. Explain. (2 marks) 4 Complete the sentences. (3 marks) a.Tony … from New York. b.I … from Santiago. c. Carolina … from Maipú. 5 Look at the pictures and copy the correct answer in your notebook. (4 marks) Open your books. Sit down. Listen! Come to the board. a. c. b. d. Listening 6 16 Listen to a conversation about a Spanish Village in England. Fill in the blanks (a - f). (6 marks) A: Hello. B: Hi! A: (a) … ? B: My name’s Paul and I’m a (b) … at the (c) … in Newcastle, in England. A: (d) … are you from? B: (e) … . A: Can you describe the Spanish village? B: Of course! The village has many (f) … , such as an animal (g) … , a (h) … , and many (i) … . My favourite place is the (j) … room, because I can chat with my friends in Spanish! A: (k) … ! B: You’re welcome. Total score:22marks Speaking 7 Follow the model in Exercise 6, and create a similar dialogue, using personal information, such as your city, school, and your house. Practice the dialogue in pairs. Are you good at sports? Can you imagine a school where the only thing students do is practise sports? That is the case of the students at the Singapore Sports School in Asia, a school specialised in sports. The children do sports such as football, tennis, athletics, etc. The teachers are professional sportspeople, and the children enjoy going to school every day. The facilities of the school are: · two olympic swimming pools. · a multi-sport auditorium. · a synthetic football field. · a gym. · a cycle track. · two tennis courts. Singapore Sports School 15 I can give personal information 4 8 I can use predictions to understand a text 4 8 I can count to 10 4 8 I can write an e-mail 4 8 I can mention five places in my school 4 8 I can give and follow instructions 4 8 I can participate in dialogues 4 8 Reflect on what you have achieved so far. Unit 1Unit 1 SELF EvALuATIoNSELF EvALuATIoN Check with your teacher and find your level 0 to 7 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again. 8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers. 19 to 22 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work! If you are not sure about something, revise the contents with your teacher. Finaltest:Attheendofeveryunit,thereisaformaltestthatincludesthecontentsofthewhole unit,assessingreadingandlisteningcomprehension.Italsoincludesarubricthatwilltellyouin detailwhatyouhavedonewellandwhatyouneedtoimprove.Atthebottomofthepage,you willfindaSelf-Evaluationchart,sothatyoucanreflectonyourperformancethroughouttheunit. 23twenty-three Unit1 1 2 3 4 6 5 IN THIS LESSON YOU WILL: • listen and show comprehension of instructions. • read instructions and relate them to images. • completeinstructionsinwriting. • organise and reproduce a dialogue in a classroom. 5 The Director of The English Village is teaching the children some important instructions. Match the actions (a - g) to the pictures (1 - 7). a.Close your books. b.Come to the board. c. Can I come in? d.Listen. e.Close the door. f. Stand up. g.Silence. 1 2 3 4 5 6 7 Listening 6 8 Listen and check your answers in Exercise 5. 7 8 Listen and point at the actions in the pictures (1 - 7). 8 8 Listen and mime the actions. Before listening 1 Work in your group. Can you find these objects in the picture and in your classroom? board book desk door page 2 Discuss with your class. a.Are there any specific rules in your classroom? Which are they? b.Why do you think teachers give instructions? 3 Look at the pictures on the left with your partner. Match the numbers to the following classroom instructions. Come to the board. Listen. Silence. Open your books. Sit down. Stand up. 4 You are going to listen to a text. Predict what it is going to be about, by looking at the previous activities. 22 twenty-two CLASSROOM LANGUAGE Lesson 3 STRATEGIES! Focus on the visual aids to predict the topic of a text! Listening lesson with activities to help you to understand a spoken text and learn English. ICONS AND SECTIONS Reading lesson Reading Listening lesson Listening All the material for the listening tasks. 1 It indicates the connection with complementary work in theWorkbook 1 G U E S S A R I D D L E ! A short brain-teaser that will test your logic! Useful expressions Phrasesthatwillhelpyoucreatedialoguesofyourown. STRATEGIES! Useful tips to help you complete some tasks.
  • 5. 4 four INDEX I’m Gonzalo Hello, what’s your name? ? I’m from Chile. Hi, children. ?, and you? Unit1 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson 1 – The participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson 2 – The competition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Lesson 3 – Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson 4 – The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 The people, the school, the classroom.................................. 8 Unit2 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Lesson 1 – Accommodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Lesson 2 – Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Lesson 3 – Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 4 – Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Unit3 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Lesson 1 – The weekly menu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Lesson 2 – Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Lesson 3 – Healthy food / junk food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Lesson 4 – At the English Village kiosk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 At home ...................................................................................34 Food and health.......................................................................56 , brother, ? Come on, , let’s get into the . and with me, grandpa! I’d and ? will you. ?
  • 6. 5five Unit4 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Lesson 1 – What’s the weather like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Lesson 2 – My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Lesson 3 – Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Lesson 4 – I’m sorry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Unit5 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Lesson 1 – Plants and trees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 2 – Starting a garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Lesson 3 – National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Lesson 4 – Our pets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Visual Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 No matter the weather! ...........................................................78 Nature....................................................................................100 I love this garden. It's full of plants and flowers. Yes, I love the trees and watching the leaves move with the wind. I love ! And I love swimming! Me too, it’s cold but it’s fun. I love . is beautiful! is my favourite season. I love the smell of flowers. Yes, but we have a lot of work.
  • 7. 6 six I’m in the swimming pool Hello, how are you? Let’s sing a happy song!
  • 8. 7seven THE ENGLISH VILLAGE WELCOME TO Football is my favourite sport! This vegetable garden is so beautiful! I love coming to the cafeteria. Farm animals are lovely!
  • 9. Unit1 THE PEOPLE, THE SCHOOL, THE CLASSROOM 8 eight LEARNING OBJECTIVES Listening • Identify topic and general ideas. • Make predictions based on previous knowledge. Reading • Identify cognates. • Show comprehension of explicit information. • Identify purpose of a text. • Identify key words and expressions. Oral expression • Greeting. • Give and follow instructions. • Describe everyday activities. Writing • Write personal information. • Write an e-mail. • Describe everyday activities. Getting into it! 1. Look at the pictures on Page 9. Have you ever been in a similar situation? When? 2. Do you remember your first day of school? Did you enjoy it? Explain. 3. Complete the dialogues on Page 9 with the following expressions. • Fine, thanks • How are you? • Where are you from? 4. Copy this dialogue in your notebook and complete it with your information. Then, practice it with your partner and change roles. A: Hello, what’s your name? B: … . A: … ? B: I’m … . A: … are you from? B: I’m from … .
  • 10. 9nine I’m Gonzalo Hello, what’s your name? ? I’m from Chile. Hi, children. ? , and you?
  • 11. Unit1 VOCABULARY IN CONTEXT 10 ten 1 Study each card. Use a dictionary to verify the meaning of the words. Accommodation 1 The program includes accommodation for the students. Students 4 In Chile, students in elementary and secondary schools wear uniforms. Facilities 2 The local school has a good sports field and other recreational facilities. United Kingdom (the UK) 5 The United Kingdom consists of four countries: England, Scotland,Wales and Northern Ireland. School 3 There is a big school in my city. Tutors 6 Tutors help children with their homework.
  • 12. 11eleven Unit1 2 Read the text about the English Village. Find and highlight the words you studied. Would you like to go to the English Village? 3 Complete the dialogue with the expressions in the box. Then practise and role-play it with your partner. • Hello... • What’s... • Where are you... • Hi! • I'm from • Nice to meet you! Brittany: … , I’m Brittany. … your name? Kevin: … ! I’m Kevin. Brittany: … ! Kevin: … from? Brittany: … the USA. The EnglishVillage is a special place in Chile. Students live three weeks there and practise English with children from different Chilean schools. All the activities are in English. The tutors are from the USA and the UK. The village has accommodation and many recreational facilities: computer room, gym, cafeteria, swimming pool, etc.
  • 13. 12 twelve Before listening 1 Write the number of the picture next to the corresponding place. a. Big Ben, London, England. b. Buoy marking where the Esmeralda sank, Iquique, Chile. c. Chillán Cathedral, Chillán, Chile. d. Statue of Liberty, New York, the USA. e. Maipú Temple, Santiago, Chile. f. Shepherd’s Monument, Coyhaique, Chile. g. Opera House, Sydney, Australia. 2 What do you know about English speaking countries? In which ways are they similar or different to your country? Discuss. 3 You are going to listen to some people talking. Take a look at the pictures here. Predict what you think the text is going to be about. 1 2 3 4 5 6 7 IN THIS LESSON YOU WILL: • find and show comprehension of information about different people and places. • show comprehension of short written texts. • complete dialogues and cards with specific information. • produce and reproduce dialogues to share personal information. THE PARTICIPANTS Lesson 1
  • 14. Listening 4 2 Listen and check your prediction in Exercise 3. 5 2 Look at the pictures of the participants and listen again. Number them 1 - 4, in the order they speak Susan Gonzalo Tony Macarena 6 2 Listen and complete the conversation. Tony: Hello, I’m Tony Wilson, I’m a … . I’m from … in the United States and this is Susan Hardy, a tutor too. Susan: Hello, I’m Susan. I’m from … . Gonzalo: Hello. I’m Gonzalo. I’m from … . … is in the north of Chile. I’m in fifth grade at the George Washington School. Macarena: I’m Macarena Henríquez. I’m from … . I’m also in 5th grade, at The International School. Tony and Susan: … , children! Macarena and Gonzalo: Goodbye, Tony and Susan! 13thirteen Unit1 STRATEGIES! Predicting can help you improve your comprehension of difficult listening segments!
  • 15. 14 fourteen After listening 8 3 First only listen and then listen and repeat. I’m I’m a student I’m a student at the Lord Cochrane School. I’m I’m in fifth I’m in fifth grade. What’s What´s your name? Hello Hello, I’m Gonzalo. Goodbye! I’m I’m from I’m from Santiago. 7 2 Copy the cards in your notebook, listen once more and complete them with the information you hear. (a - d). NAME: Gonzalo SCHOOL: George Washington School CITY: MAIL: gonso@&themail.&com NAME: Macarena SCHOOL: International School CITY: MAIL: macahe@mymail.com a. b. c. d. NAME: Tony SCHOOL: CITY: MAIL: tonyw@mailcity.com NAME: Susan SCHOOL: CITY: MAIL: susanh@mailcity.com
  • 16. 15fifteen Unit1 LANGUAGE FORM 1. Notice these sentences from the text. a. I’mTony. I’m Susan. I’m Gonzalo. b. I’m from Iquique. I’m from London. I’m from Chillán. 2. What information can you find in a. and in b.? 3. Find more examples of each type in this lesson. I’m 9 Follow the model on Page 13, and practice a dialogue with your partner, using the information in these cards. Can you spell the children’s names? NAME: Pablo Fuentes COUNTRY: Chile GRADE: Fifth grade SCHOOL: Liceo Regional, Coyhaique NAME: Carolina González COUNTRY: Chile GRADE: Fifth grade SCHOOL: Lincoln School, Maipú, Santiago 10 Have you ever had any classmates from a different city in your school? Was his/her life similar or different to yours? Explain. 11 2 Copy the tables in your notebook and follow the instructions: a.Invent information about yourself and complete card 1. b.Follow the model on Page 13 to create a dialogue with your partner, and complete card 2 with his/her information. NAME: NICKNAME: ADDRESS/CITY: COUNTRY: GRADE: SCHOOL: SCHOOL ADDRESS: NAME: NICKNAME: ADDRESS/CITY: COUNTRY: GRADE: SCHOOL: SCHOOL ADDRESS: 1. 2.
  • 17. 16 sixteen 12 4 Listen to some fiction characters introducing themselves. Answer the questions. a.Which of these characters is NOT in the recording? 1 Batman 2 Leela 3 Homer Simpson 4 Stewie 5 Goku b.Who is your favorite fictional character? Why? What do you think about these characters? c. Imagine you are a superhero. Invent a name and an imaginary place of origin and introduce yourself to the rest of your class. 13 Copy this chart in your notebook and complete it with English names you know. Compare in your group. Friends’ names Places in Chile Schools Johnny Cochrane Saint Patrick 14 2 In your notebook, write sentences with the names in the chart. Example: I’m Johnny, I’m from Cochrane, I’m a student at Saint Patrick School.
  • 18. 17seventeen Unit1 15 Read this letter and put the sentences in the correct order (1 - 6). I’m from Munich, in Germany. I study art at the University of London, and now I live in London, UK. My nickname is “Russ” I like watching TV, playing video games, and I love my job. My name is Russell Hillmann, and I’m a cartoon drawer. Hello Writing 16 Write a short paragraph to introduce yourself. Follow the model in Exercise 15. Consider these points. Write the sentences one by one. Remember to use capital letters, commas, and full stops. P R O E C TJ Role play 1. Get in groups of 4. 2. Write the names of your partners on four separate bits of paper. 3. Pick one name that is not you, and introduce yourself as if you were him / her, to the rest of your group. G U E S S A R I D D L E ! What is yours, but other people use it more than you?
  • 19. 18 eighteen Before reading 1 Take a look at the map of the school. Is it similar or different to your school? Discuss with your partner. 2 Notice. COGNATES Words in English that are similar in Spanish. If you identify them in a text, they can help you understand better. Examples: invitation = invitación participate = participar vacations = vacaciones 3 Similar in Spanish? (✓or ✗). ____ Cafeteria ____ Classroom ____ Computer lab ____ Director’s office ____ Playground ____ School ____ Teachers’room ____ Toilet 4 Point to the places in this map and say the names. Use the words in Exercise 3. 5 Have a quick look at the text on Page 19. Find and circle four cognates. Check their meaning in a dictionary. IN THIS LESSON YOU WILL: • Identify cognates • Show comprehension of a short written text • Identify and repeat English sounds • Produce a short written text THE COMPETITION Lesson 2
  • 20. 19nineteen Unit1 6 Read the text and check if there are any more cognates. Did they help you understand the text better? 7 Read the text again and then write true (T) or false (F). a. Carolina is a student. c. Carolina is in 6th grade. b. The competition is in Maipú. d. The visit is for three weeks. 8 Read the text again and answer in your notebook. a. Type of text b. From c. To 9 What is your favorite place in your school? Why? Discuss your ideas with a friend, and then share with the class. Reading 5 The English Village Carolina Gonzalez, 5th grade student Competition Hello, I am a student at the Lincoln School Maipú, Santiago (photo of school attached). I am in 5th grade A and I want to participate in the competition to visit the English Village in Santiago for three weeks, to practise English. Thank you. Carolina González. 5th grade A student.
  • 21. 20 twenty After reading 10 6 First only listen and then listen and repeat. b.These numbers. 1 one 2 two 5 five 6 six 11 eleven 12 twelve 3 three 4 four 9 nine 9 ten 7 seven 8 eight 13 thirteen 14 fourteen a.These pairs of words. three tea threw two throne tone c. These places A classroom Classroom 3 The boys’toilet The cafeteria The computer lab The Director’s office The girls’toilet The playground The school entrance The teachers’room 11 4 Complete this dialogue with numbers and places in a school. Then, practice it with your partner. Gonzalo: Is your school big or small? Mark: It’s quite big. There are … , … and … big … . Gonzalo: That’s nice! My school is very small, so there’s only … and … . Mark: Small schools are usually very friendly. Gonzalo: Yes, I love my school. LANGUAGE FORM 1. Study these examples. I am (I’m) a student. It is (It’s) a classroom. 2. Find and underline more examples in the e-mail on Page 19. I am / It is
  • 22. 21twenty-one Unit1Unit1 12 7 Follow this model to play Memory Game in groups of four students. a.Student A: Look at the school map for a minute. Memorise the rooms and the numbers. b.Student B, C or E: Say a number between 1 and 14. c. Student A: Say the corresponding place. CAFETERIA SCHOOL ENTRANCE P L A Y G R O U N D DIRECTOR’S OFFICE 1 2 3 4 5 6 7 11 10 9 8 BOYS’ TOILET GIRLS’ TOILET COMPUTER LAB CLASSROOM 1 CLASSROOM 2 CLASSROOM 3 TEACHER’S ROOM CLASSROOM 6 CLASSROOM 5 CLASSROOM 4 12 13 14 Number 14. It’s the playground. Writing 13 a. Read this description of a school. My school is very small, and very beautiful. It has ten classrooms, one cafeteria, one big playground, and two big vegetable gardens. It also has a new laboratory, with fifteen computers. b.Complete the sentences in your notebook, using information about your own school. i. My school is… ii. It has… iii.It also has… P R O E C TJ My school 1. Work in groups of four. 2. Draw a map of your school on a piece of colour cardboard. 3. Number and label the places. 4. Add illustrations. 5. Display it in the classroom. 6. Describe it to your classmates. Example: Number 1 is the school entrance. G U E S S A R I D D L E ! What is black when it is clean and white when it is dirty?
  • 23. 1 2 3 4 6 5 IN THIS LESSON YOU WILL: • listen and show comprehension of instructions. • read instructions and relate them to images. • completeinstructionsinwriting. • organise and reproduce a dialogue in a classroom. Before listening 1 Work in your group. Can you find these objects in the picture and in your classroom? board book desk door page 2 Discuss with your class. a.Are there any specific rules in your classroom? Which are they? b.Why do you think teachers give instructions? 3 Look at the pictures on the left with your partner. Match the numbers to the following classroom instructions. Come to the board. Listen. Silence. Open your books. Sit down. Stand up. 4 You are going to listen to a text. Predict what it is going to be about, by looking at the previous activities. 22 twenty-two CLASSROOM LANGUAGE Lesson 3
  • 24. 23twenty-three Unit1 5 The Director of The English Village is teaching the children some important instructions. Match the actions (a - g) to the pictures (1 - 7). a.Close your books. b.Come to the board. c. Can I come in? d.Listen. e.Close the door. f. Stand up. g.Silence. 1 2 3 4 5 6 7 Listening 6 8 Listen and check your answers in Exercise 5. 7 8 Listen and point at the actions in the pictures (1 - 7). 8 8 Listen and mime the actions. STRATEGIES! Focus on the visual aids to predict the topic of a text!
  • 25. 24 twenty-four After listening LANGUAGE FORM Imperatives 1. Read these sentences from the text. Close your books. Open the door. Sit down. 2. How can we make these orders more polite? (Find the magic word). 3. Find and copy two more examples from this lesson. Make them polite. 9 9 Complete this dialogue with words from the box. Then, check the words with the recording. • Stop the noise, please • Close the window, please • Go back to your desk • Listen to the music Teacher: Martin, (1) … , it’s a bit cold. Martin: Of course, miss. Teacher: Julie, (2) … , and sit down. Julie: OK, miss. Teacher: OK, children, we are going to (3) … now, so (4) … . Children: Yes, miss. 10 10 Listen and put this dialogue in order. a. Teacher: Do Exercise 10, please. f. Students: Goodbye, Miss Taylor. b. Teacher: Goodbye, children. g. Students: Good morning, Miss Taylor. c. Teacher: That’s all. Close your books. h. Students: Thank you, Miss Taylor. d. Teacher: Good morning, children. i. Students: Yes, Miss Taylor. e. Teacher: Sit down, please. 11 Listen and repeat the dialogue. Then role-play it in your group.
  • 26. 25twenty-five Unit1 12 4 Discuss with your partner. a.Are all instructions at school necessary? Why? b.Can you think of any other instructions? Share with your partner. 13 Practice this dialogue with your partner. Then, replace the underlined expressions with information of your own. Tutor: Good morning, children! Students: Good morning, miss! Tutor: Open your books on Page 15, please. Student: Which page, miss? Tutor: Page 15. Diego, close the door, please. Diego: Yes, miss. Tutor: Thank you very much, Diego. 14 11 Listen and repeat this rap. The school rap 1, 2, 3, 4, Please come in and close the door! 5, 6, 7, 8, It’s time for school, you’re really late! 9, 10, 9, 10, Don’t be late for school again!
  • 27. 26 twenty-six 15 Complete the sentences (a - f) with instructions from the box. • stop the noise • sit down, please! • make your bed • come to the board, please • close the window, please • do your homework a.Tom! … before going to school! b.Children, … ! This is a test! c. Boys, … , it’s 2 am! d.Marcelo, it’s cold! Can you … ? e.Junior, you can’t watch TV. … first. f. Exercise 1, Gonzalo, can you … ? 1 2 16 Match these instructions to one of the pictures (1 or 2). a.Close the door. b.Come to the board. c. Listen to music. d.Make your bed. e.Open your book. f. Read the lesson. g.Silence. h.Watch TV.
  • 28. 27twenty-seven Unit1 17 Play Instructions Game in your group. a.One student is the teacher. b.The teacher gives an instruction. c. If the teacher says please, the students obey. If the teacher does not say please, the students do not obey. 18 In your notebook, write a list with five instructions you receive in your house. Then, practice them with your partner. 19 Mime the actions in Exercise 18, not making any sounds. Ask your partner to guess the instructions. Then, change roles. 20 Create a short dialogue using the house instructions on your list. Follow the model in Exercise 13 and replace tutor for one of your family members. Practice it with your partner. 21 What’s the difference between school instructions and house instructions? Discuss. P R O E C TJ Classroom instructions 1. Work in groups. 2. Cut out a piece of cardboard and draw a sign and a picture, representing one of these classroom instructions: a. Sit down. b. Stand up. c. Silence, please! d. Listen! e. Come to the board. 3. Write the instruction on your poster and stick it on the wall at the back of the classroom. G U E S S A R I D D L E ! What has two hands, a round face, always runs, but stays in place?
  • 29. IN THIS LESSON YOU WILL: • read and show comprehension of a brochure describing The EnglishVillage. • listen and identify English sounds. • completedialoguesinwriting. • produce dialogues to introduce people. Before reading 1 Look at the illustration on the left. What activities are the people doing? Are they having fun? Why? 2 Find the following places in the picture. Are there any similar places in your school? Discuss. a cafeteria accommodation a fruit and vegetable garden a pool a football field 3 Work with your partner. Cross out (✗) the words that are not facilities (Facilities: buildings and services). a.A cafeteria. b.A pool. c. A computer. d.A football field. e.An animal. f. A gym. 4 Do you think all schools have the same facilities? Do you think they are necessary? Explain. 5 You are going to read a text on Page 29.Take a look at the picture on the left and the questions in Exercise 4 again. Can you guess what type of text it will be? Why? 28 twenty-eight THE VILLAGE Lesson 4
  • 30. 29twenty-nine Unit1 The tutors are from English-speaking countries. For example: The English Village Students Tutors It is located in Santiago. Facilities in the Village: A pool A football field A gym A cafeteria An animal farm A fruit and vegetable garden Cabins Parks The students are from all over Chile. They are here to practise English. For example: Gonzalo; he is from Iquique. Carolina; she is from Santiago. Macarena; she is from Chillán. Pablo; he is from Coyhaique. 6 Read the text and check your prediction in Exercise 5. 7 Read the text again. Copy this chart in your notebook, find the information in the texts and classify it in the chart. a. The English Village Location Facilities b. Students Country Cities c. Tutors Countries Reading This is Susan Hardy; she is from England. This is Tony Wilson; he is from the USA. This is Grace Brown; she is from Australia. 125
  • 31. 30 thirty After reading 8 Create a dialogue, using the information you classified in Exercise 7, and practice it with your partner. Complete this model as a start, then, expand it. A: Where is The English Village? B: It’s in … . A: Are there many facilities at the English village? B: Yes, there is … . A: … . B: … . 9 13 Listen. a.Listen and repeat these words. Pay attention to the final sound. brush cash crush English finish fish flash push splash wash b.Listen to ten words and tick those with the same final sound. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. c. Listen and repeat this rhyme. Poor old English turtle Poor old English turtle, He has got no cash, Fishing with no shell on, He will get a rash. LANGUAGE FORM Pronouns 1. Personal pronouns in this lesson: I / you / he / she / it / they. 2. Notice: · The English Village – It is located in Santiago. · Students are from all over Chile – They are here to practise English. · This is Tony Wilson – He is from the USA. · This is Susan Hardy – She is from England. 3. Find, say and copy more examples from the text. Use the same colours as in the example. Useful expressions How many...? Are there any...? There is also... That's amazing! These expressions can be used in dialogues.
  • 32. 11 Complete, and then practise in pairs. A: Who is she? B: She is … . A: Where is she from? B: … from … . A: Oh, right! And who is … ? B: This is … . A: And where is … from? B: … ’s … . 12 In pairs, create a short dialogue about your favourite artist. Use the model in Exercise 11, and explain why you like him/her. 31thirty-one Unit1 Nicole Kidman Australia Rihanna the USA PrinceWilliam England 10 14 Listen, repeat, and then practise in your group. Where is Avril Lavigne from? She’s from Canada. Where are you from? I’m from Chile. Where is Lil’ Chris from? He’s from England. P R O E C TJ Famous people 1. In pairs, stick a world map in the centre of a big piece of colour cardboard. 2. Choose famous people from different countries, and stick them all around the map. 3. In pairs, the students match the people to their countries. 4. The students show the poster to the class saying: Student: This is … . Class: Where’s he from? Student: He / She’s from … . G U E S S A R I D D L E ! They come out at night and are lost in the day. What are they?
  • 33. 32 thirty-two FINAL TESTFINAL TEST Reading 1 Write true (T) or false (F). (4 marks) a. The Sports School is in Europe. b. The children do different types of sports. c. The teachers are not good at sports. d. The facilities of the school include two gyms. 2 Circle the words that are facilities. (3 marks) a.gym b.football field c. children d.athletics e.tennis courts f. professional 3 Mention one advantage and one disadvantage of a Sports School. Explain. (2 marks) 4 Complete the sentences. (3 marks) a.Tony … from New York. b.I … from Santiago. c. Carolina … from Maipú. 5 Look at the pictures and copy the correct answer in your notebook. (4 marks) Open your books. Sit down. Listen! Come to the board. Are you good at sports? Can you imagine a school where the only thing students do is practise sports? That is the case of the students at the Singapore Sports School in Asia, a school specialised in sports. The children do sports such as football, tennis, athletics, etc. The teachers are professional sportspeople, and the children enjoy going to school every day. The facilities of the school are: · two olympic swimming pools. · a multi-sport auditorium. · a synthetic football field. · a gym. · a cycle track. · two tennis courts. Singapore Sports School 15
  • 34. 33thirty-three Unit1 a. c. b. d. Listening 6 16 Listen to a conversation about a Spanish Village in England. Fill in the blanks (a - f). (6 marks) A: Hello. B: Hi! A: (a) … ? B: My name’s Paul and I’m a (b) … at the (c) … in Newcastle, in England. A: (d) … are you from? B: (e) … . A: Can you describe the Spanish village? B: Of course! The village has many (f) … , such as an animal (g) … , a (h) … , and many (i) … . My favourite place is the (j) … room, because I can chat with my friends in Spanish! A: (k) … ! B: You’re welcome. Total score:22marks Speaking 7 Follow the model in Exercise 6, and create a similar dialogue, using personal information, such as your city, school, and your house. Practice the dialogue in pairs. I can give personal information ✔ ✘ I can use predictions to understand a text ✔ ✘ I can count to 10 ✔ ✘ I can write an e-mail ✔ ✘ I can mention five places in my school ✔ ✘ I can give and follow instructions ✔ ✘ I can participate in dialogues ✔ ✘ Reflect on what you have achieved so far. Unit 1Unit 1 SELF EVALUATIONSELF EVALUATION Check with your teacher and find your level 0 to 7 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again. 8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers. 19 to 22 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work! If you are not sure about something, revise the contents with your teacher.
  • 35. Unit2 AT HOME LEARNING OBJECTIVES Listening • Show comprehension of descriptions. • Identify topic and general ideas. • Make predictions based on previous knowledge. • Use visual support. Reading • Show comprehension of descriptions of people and objects. • Identify purpose of a text. • Identify key words and expressions. • Identify family members. Oral Expression • Reproduce and produce sentences and dialogues. • Describe objects, people and places. Writing • Identify and express quantity. • Give specific information. • Describe position of objects. • Complete short dialogues. Getting into it! 1. Look at the picture on Page 35. Who are they? Where do you think they are? 2. Do you live with your family? Do you live in a house or a flat? Share with the class. 3. Complete the texts on Page 35 with the words in the box. • Hello • house • children • play • come • how are you? 4. Copy this short dialogue in your notebook, complete it with your information and practice it with your partner. Then, change roles. A: … do you live? B: I live in a … ? A: I live in a … . B: Do you like it? A: …, and you? 34 thirty-four
  • 36. 35thirty-five , brother, ? Come on, , let’s get into the . and with me, grandpa!
  • 37. 36 thirty-six Unit2 VOCABULARY IN CONTEXT 1 Study each card. Use a dictionary to verify the meaning of the words. Bungalow 1 The bungalows are new and they have a small garden. Flats 4 My uncle Bill lives in a block of flats downtown. Cabin 2 The cabins are comfortable. They all have a bedroom, bathroom and kitchen. Garden 5 This is a beautiful garden. Cottage 3 The cottage is near the mountains. Semi- detached 6 There are many semi- detached houses in this area.
  • 38. 37thirty-seven Unit2 2 Work in pairs. Read the text and compare the types of houses in England and Chile. Types of houses in England England has different types of homes. In small cities and towns, people live in houses. There are many types of houses. Some houses are joined together by a common wall. These are called semi-detached houses. Detached houses are separated from other houses. They often have a garden and a garage. In large cities, people often live in flats. A block of flats is a large building divided into flats. A bungalow is a big, one-storey house. All the rooms are on the ground floor. A cottage is a small house in the countryside. Cabins are also small houses in the forest. They are made of wood. 3 Work with your partner. Read the dialogue and match the names and the pictures. Tracy: Tell me about your house, Ben. Ben: I live in a big house. It has two storeys, a garage and a beautiful garden. How about you? Tracy: My house is very nice! It has only one storey. It does not have a garage, but it has a small garden. 4 Tell your partner about your house. Follow the model in Exercise 3. Useful expressions Tell me about… How about you? These expressions can be used in dialogues.
  • 39. big window small window bedroombathroom kitchen garden terrace living room dining room 38 thirty-eight 1 Look at the picture and tick your favourite room. 2 6 Write the correct room next to the furniture. Furniture Room Sofa Table Bed TV Chair 3 Look at the picture and tick the places you have in your house/ flat. Are they similar or different to yours? Explain. 4 You are going to read a text. What do you think it is about? Look at the pictures and tick (✓). a. Houses at the seaside. b. Rooms in a school. c. Cottages at The English Village Before reading IN THIS LESSON YOU WILL: • identify furniture and places in a house. • show comprehension sentences and short dialogues. • show comprehension of short written texts. • completedialogues,paragraphsandchartswithspecific information about furniture and places in a house. • produce and reproduce dialogues to share information about furniture and places in a house. ACCOMMODATION Lesson 1
  • 40. Hi kids! Here is a description of the cottages in the village. There are many cottages for all our participants. They are not too big, but there is a living room, dining room and kitchen in each one of them. There are two small bedrooms for four participants and one for the tutor. There is also a bathroom. There are two beds in the participants’ rooms. In the tutor’s room, there is a bed, a stereo, and a notebook. In the living room, there is a sofa, a TV /DVD set, and a computer with Internet connection. There is also Wi-Fi Internet connection. in the dining room, there are six chairs and a table. For recreation, there is a terrace with a pool and barbecue area. Jack Wales General Coordinator THE ENGLISH VILLAGE 5 Read the note and check your prediction in Exercise 4. 6 Read the note again and decide which map corresponds to the description. 39thirty-nine Unit2 Reading 7 Read the note once more, and circle the objects that are in the map and the text. Then, draw the missing objects. 21 a. b. STRATEGIES! Skimming is reading only the parts that help you understand the text.You can use this strategy to guess the topic.
  • 41. 40 forty After reading LANGUAGE FORM There is / there are 1. Notice these examples from the text. There is a living room. / There are three small bedrooms. 2. Which of the sentences is singular and which is plural? What’s the difference? 3. Read the text again and underline all the cases of there is / there are. 8 6 Complete with there is or there are. Tony: Hi, Gonzalo. Welcome! This is going to be your cottage during your stay at The English Village. Gonzalo: Hi, Tony. That’s great! It’s beautiful! Tony: Well, inside … five bedrooms. … also a bathroom. … a big living room with a TV and … a small garden with many flowers. Gonzalo: Really? That’s cool! Is there a pool too? Tony: Yes, … one next to the gym. 9 22 First only listen and then listen and repeat. a.These words. living-room dining-room bedroom bathroom b.These sentences. This is my house. This is my bedroom. This is the living room. This is the dining room. This is my bathroom. 10 Your house. a.Circle the correct alternatives for your house or flat. b.Exchange notebooks with a partner. Write your name and circle the correct alternatives. You Your partner Location Santiago – a region Santiago – a region Size Big - medium sized - small Big - medium sized - small Bedrooms One - two – three – four One - two – three – four Bathrooms One – two – three One – two – three Objects in living-room sofa - small table – lamps – chairs – pictures sofa - small table – lamps – chairs – pictures
  • 42. 41forty-one Unit2 11 In your notebook, complete this paragraph with information from Exercise 10. My house is in (location). It is (size). There are (number) bedrooms, there are (number) bathrooms. In the living room, there are (number and furniture) and (number of furniture). I like it, because … . 12 Guessing game. a.Choose two of the objects in the box and draw them. Don’t let your partner see them. Bed Chair Computer Lamp Picture b. 23 Listen and practise this model dialogue. Imitate it to play the guessing game with your partner. Example. A: Is it a sofa? B: No, it isn’t. A: Is it a chair? B: No, it isn’t. A: Is it a lamp? B: Yes, it is. 13 Pick two different objects from Exercise 12, and describe them to your partner. Do not mention the name. P R O E C TJ My house and my family 1. Cut out a piece of cardboard. 2. Draw a map of your house / flat. 3. Write a description of your house / flat. 4. Add photos of your family and tag them. 5. Display your work in a visible place in your classroom. G U E S S A R I D D L E ! It loses its head in the morning and gets it back at night. What is it?
  • 43. 42 forty-two 1. 2. 4. 5. Before listening 1 Match the names to the pictures. A two-storey house A big house A flat A small house A semi-detached house 2 Look at the pictures. Are they any similar to the houses in your city/town? Which is your favourite one? Why? 3 Answer in your group. Is your house big, small or medium-sized ? What colour is your house? 4 Look at the flowers and houses in the pictures. How many of the colours can you name? 5 Look at the pictures and predict what the text is about. a. Houses b. Flats c. Schools IN THIS LESSON YOU WILL: • listen and show comprehension of instructions. • identify key vocabulary in a text. • identify and recognise some colours in English. • identify and repeat English sounds. • write and reproduce a short dialogue about houses. HOUSES Lesson 2 3.
  • 44. 43forty-three Unit2 Listening 6 24 Listen and check your prediction in Exercise 5. 7 24 Listen and circle the correct alternative. Age of the house Size Colour Susan’s new / old small / medium / big white / grey / green Tony’s new / old small / medium / big white / grey / green Susan Tony 8 24 Who said the sentences, Susan or Tony? Listen again, and tick the corresponding box. Susan Tony a.What colour is your house? b.What colour is it? c. Wow! That’s really big. 9 24 Listen again and put the sentences in the order you hear them. a. I live in a medium-sized flat in London. What colour is your house, Tony? b. I live in a big old house near New York. And you, Susan? c. Yes, there are five bedrooms and four bathrooms in it. d. White, and the door and windows are green. Susan, what colour is your flat? e. It’s white and grey. So your house is big, Tony. 10 24 Complete this dialogue using words from the text. Then, practice it. Juan: Where do you …, Lucía? Lucía: I live in a …, and you? Juan: … .What … is your …? Lucía: It’s … and … . Juan: That’s beautiful! Mine is … and … .
  • 45. 44 forty-four After listening 11 25 First only listen, and then listen and repeat these sentences. There is a garden. There are flowers in the garden. There isn’t a garden. There aren’t any flowers in the garden. 12 26 Listen and circle the correct answer. Then, practise with a partner. A: Is your house big? B: Yes, it is / No, it isn’t. A: Is there a garden in your house? B: Yes, there is. / No, there isn’t. A: What colour is your house? B: It is white / black / grey / green / blue / red / etc. 13 7 Copy this text in your notebook and complete it with information about your own house. Then, draw and colour a map of your house. I live in a… (house / flat). It is a… house / flat (size), and it is (colour). In my house / flat, there are… bedrooms and… bathroom(s). 14 What kind of houses do you see in your neighbourhood? Why do you think people prefer this kind of house in your area? Explain. 15 Play Draw and guess in your group. a. Write the names of different types of houses. b. Get together with another group. c. Give one of your cards to a member of the other group. d. That student must draw the house on a piece of paper. e. The other members of his / her group guess the type.
  • 46. Unit2 45forty-five 16 Write a short paragraph about the house in the pictures below. Describe objects and colours, and explain why you like it or not. You can start your paragraph like this, and write it in your notebook. This house is… (size, color, opinion). There is/are … , and … (number of rooms). I like it because … (opinion). P R O E C TJ House for rent 1. Invent a poster of a house or flat for rent. 2. Include location, size, number of rooms, facilities and e-mail address. 3. Display it in your classroom. G U E S S A R I D D L E ! I have a head but never cry, I have 4 feet but never walk, you come to me to get some sleep.
  • 47. 46 forty-six Before reading 1 Who are the members of your family? Write two sentences describing each of them, and compare with your partner. 2 Choose and underline the members of a typical family. father / brother sister / mother sister / brother sister / brother P EDRO ANTONIA JOSÉ MIGUELLUISA 3 Are the families in the picture any similar to yours? Discuss with your partner. 4 Read only the first sentence of the text on Page 47. Can you predict what the text is about? IN THIS LESSON YOU WILL: • read and demonstrate comprehension of a short letter. • identify and recognise family members. • complete a text about your family. • visualize different aspects of a text. • identify specific vocabulary. FAMILIES Lesson 3
  • 48. 47forty-seven Unit2 Hello, English Village, This is a picture of my family. This photo was taken in the garden of our house in Quilicura. My father’s name is Juan; he is a big man, nice and gentle. My mother’s name is Francisca; she’s beautiful and friendly. I am in the middle there. The boy is my brother Miguel, he’s eight years old, and the little girl is my sister Margarita, she’s five years old. In the picture, you can see a special member of my family, my dog Fido; he is three years old and I am twelve years old. Greetings, Lucía Reading 5 Read the text and check your prediction in Exercise 4. 6 Tick (✓) the correct alternative. a.The letter is from Lucía to the director her friends The English Village b.Margarita is Lucía’s dog mother sister 7 Read Lucía’s letter and complete the family tree. Copy it in your notebook. _______________ _______________ _______________ _______________ _______________ _______________8 years old _______________ _______________Francisca _______________ _______________ father 27 STRATEGIES! You can predict the topic of a text by focusing on pictures, titles, etc.
  • 49. 48 forty-eight Richard (brother) Tom (brother) father mother Jenny (sister) Mary (sister) After reading 8 28 First only listen and then listen and repeat these sentences. My father’s name’s George. My mother’s name’s Helen. My brother’s name’s Michael. My sister’s name’s Alice. LANGUAGE FORM Possessive ‘s 1. Notice these examples from the text. My father’s name is Juan. / He's eight years old. 2. Which of these indicates possession? Which of these indicates the verb to be? 3. Find more examples in this lesson. 9 Look at the picture and decide if the sentences are true or false. a.Mary is Tom’s sister. b.Mary is Jenny’s mother. c. Mary is Richard’s sister. d.Mary is Tom’s mother. 10 Complete the dialogue with words below. Then, practice it with your partner. tall quiet short friendly slim serious A: Do you live with your family? B: Yes, my father, mother, and sister. A: Can you describe them? B: Well, my dad is … and very … . My mother is … and … , and my little sister is … and really … . Do you want me to show you a picture of them? A: Of course! Useful expressions well... of course! These expressions can be used in dialogues.
  • 50. 49forty-nine Unit2 11 29 8 Read and listen to a description of a family. Then, change the underlined parts with information about yourself. Practise saying the description to your partner. My father’s name is Allan; he’s 40 years old. My sister’s name is Susan. She’s 12 years old. This is my brother Ben; he’s 5 years old, and this is me! My name’s Dan and I’m 10 years old. 12 Make your own family tree including names, relationships, and descriptions (appearance and personality). Copy this diagram in your notebook. Family tree 1. Draw a family tree with your family. 2. Write their names and add characteristics. 3. Get in pairs. 4. Create a dialogue with your partner, using information from your respective trees. Use Exercise 10 as a model. P R O E C TJ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ G U E S S A R I D D L E ! My brother doesn’t have a brother. Who am I?
  • 51. Before listening 1 9 Look at the picture. Do you know these jobs? Does any member of your family have one of these jobs? 2 Match the words and the numbers. Use the colour code. A B twenty fifty seventeen sixteen fifteen nineteen thirty- five forty eighteen 15 16 17 18 19 20 35 40 50 3 Which of these jobs would you like to have? Explain why. Discuss with your partner. 50 fifty IN THIS LESSON YOU WILL: • identify and recognise occupations in English, connecting them to images. • show comprehension of specific information. • listen and identify numbers in English. • participate in a dialogue about occupations. JOBS Lesson 4 I'm a teacher. I'm a constructor. I'm a nurse. I'm a doctor. I'm a dentist. I'm a police woman. I'm a shop assistant.
  • 52. 51fifty-one Unit2 4 You will hear some people talking. What type of text is it? a.A face to face conversation. b.A class. c. A telephone conversation. 5 30 Listen to Susan and Tony and write the ages with words, in your notebook. a.Susan’s brother Henry is … years old. b.Susan’s sister Rita is … years old. c. Tony’s brother Peter is … years old. d.Tony’s brother George is … years old. 6 30 Listen to Susan and circle the correct information. a.Susan is a future nurse / dentist. b.Her father is a doctor / constructor. c. Her mother is a teacher / doctor. d.Her brother is in medicine / law school. e.Her sister is in primary / secondary school. 7 30 Listen to Tony and complete the sentences with the information in the pictures. a teacher a constructor an engineer Tony’s father is … , his mother is … , his brother Peter is in secondary school, and his brother George is … . 8 30 Listen again and number these sentences in the order you hear them. a. ____ I also have a sister. b. ____ I have a brother. c. ____ It’s tea time now. d. ____ That’s correct. e. ____ What about your father? f. ____ What’s her occupation? Listening STRATEGIES! Think of what you already know about the topic. Use your background knowledge.
  • 53. 52 fifty-two After listening LANGUAGE FORM Asking about occupations 1. Notice these questions from the text. What’s your father’s job? What’s your mother’s job? 2. Discover how to ask about a. your partner’s job. (his / her) b. your partner’s sister’s job. (her job) c. your partner’s brother’s job. (his job) 9 31 First only listen, then listen again and repeat. actor actress artist carpenter doctor dentist engineer guard journalist lawyer miner nurse optician policeman receptionist secretary shop assistant social worker vet writer 10 Write a sentence in your notebook, using the correct occupation for each place of work. Theatre Shop Hospital Hotel Workshop Office 11 32 Listen and repeat the dialogue below. A:What’s your father’s occupation? B:He’s a shop assistant. A:What’s your mother’s occupation? B:She’s a receptionist.
  • 54. 53fifty-three Unit2 12 Complete this dialogue using information about the members of your family. Then, practice it with your partner. A:My father had an emergency today, he is a doctor. What’s your … job? B:He is a … . A:That’s cool! And what’s your … job? B:She’s a … . Where does your father work? A:He works in a … . How about your father? B:He works … . A:That sounds great! 13 Copy this family tree in your notebook and complete it with names and occupations of the members of your family. __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ P R O E C TJ My family 1. Bring a photograph of your family. 2. Stick it on a piece of colour cardboard. 3. Label the people with name, occupation, age, etc. 4. Show it and introduce the people to your class. 5. Ask and answer questions about the people, including everything you have learnt in the unit. G U E S S A R I D D L E ! My job is to be who I am not. Who am I? Useful expressions That’s cool! That sounds great! These expressions can be used in dialogues.
  • 55. 54 fifty-four FINAL TESTFINAL TEST Reading 1 Read the text and write true (T) or false (F). (4 marks) a.____ Family always love us. b.____ Some children do not live with a family. c. ____ SENAME gives orphans a home, food, and clothes. d.____ Orphans have a family. 2 Find at least four cognates in the text and write them down in your notebook. (4 marks) 3 Think about your favourite member of your family and write a short note about him/ her. Include name, occupation, and personality features. (3 marks) Do you live with your family? Can you imagine a life without them? This is the case of many orphans in the world and in our country. People take family for granted, but it is a blessing, a gift of life, even if you live just with your mother, father, or grandparents. When we are angry, sad, or happy, they will always be there to support you and love you. In Chile, orphans and abandoned children go to the SENAME centres, where the government provides them with a home, food, and clothes.However, what they cannot give them is their real family. So, when you get angry at your mum, dad, sister, or grandparents, remember that they love you and all they want is good things for you! Family is a gift 33
  • 56. Listening 4 34 Listen to the text about a house description and fill in the missing words. (6 marks) Cody: Hello, Jenny! Jenny: Hi, Cody! Is this your (a.) … ? Cody: Yes, it is. Jenny: How many (b.) … are there? Cody: There are four bedrooms, (c.) … bathrooms, a kitchen, and (d.) … pool in the garden. Jenny: Really? Cody: Yes! Here is a (e.) … . Jenny: It is (f.) … ! Congratulations! Cody: Thank you! 5 Write the name of the type of house in your notebook. (5 marks) Total score: 22 marks Speaking 6 Work in pairs. Role-play a conversation with pop star Cody Simpson. Ask information about jobs, family, a description of his house, etc. Then, change roles. Check with your teacher and find your level 0 to 11 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again. 12 to 19 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers. 20 to 22 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work! I can locate and identify places in the house ✔ ✘ I can identify types of houses ✔ ✘ I can identify colours ✔ ✘ I can show comprehension of descriptions ✔ ✘ I can identify and name members of the family ✔ ✘ I can identify occupations ✔ ✘ I can count to fifty ✔ ✘ Reflect on what you have achieved so far. SELF EVALUATIONSELF EVALUATION If you are not sure about something, revise the contents with your teacher. 55fifty-five Unit 2Unit 2 Unit2
  • 57. LEARNING OBJECTIVES Listening • Identify frequently used expressions and thematic vocabulary. • Show comprehension of a specific topic. • Make predictions • Identify English sounds. Reading • Showcomprehensionof frequentvocabularyandactions. • Express likes and preferences. • Show comprehension of authentic texts. • Relate texts to personal experiences. Oral expression • Express likes and preferences. • Giveandaskforinformation. • Participate in dialogues. Writing • Give and ask for information. • Add information. • Show comprehension of thematic vocabulary. Unit3 56 fifty-six FOOD AND HEALTH Getting into it! 1. Look at the picture on Page 57. Where do you think the students are? Describe the place. 2. What’s your favourite food? How often do you eat it? 3. Complete the texts on Page 57 with the words in the box. • eat • spaguetti • salad • What • like 4. Complete this short dialogue with your information and practice it with your partner. Then, change roles. A: What’s your favourite food? B: I like … , what about you? A: I like … . B: Do you eat it at school? A: … , and you? B: … .
  • 59. Unit3 58 fifty-eight VOCABULARY IN CONTEXT 1 Study each card. Use a dictionary to verify the meaning of the words. Soft-drinks 1 I only drink soft-drinks at the weekend. Junk food 4 Junk food has a great impact on children’s obesity around the world. Snack 2 Fresh fruit and vegetables make an ideal snack. Nutrients 5 A healthy diet gives all the essential nutrients. Healthy 3 A healthy diet helps prevent illnesses. Meals 6 Experts recommend to eat, at least, three meals a day.
  • 60. 59fifty-nine Unit3 2 Are your habits healthy? Read the text and answer the question. Share opinions with your partner. HEALTHY EATING HABITS Your body is a machine. It needs different materials for energy. If you usually eat different types of food, your body is healthy. If you only eat junk food, you’re in trouble! Here are some tips that can help you develop healthy habits. Eat breakfast Eating breakfast helps the body maintain energy throughout the day. Choose healthier snacks Chips or biscuits are low in nutrients and high in calories. Try to eat healthy snacks such as fruit, popcorn, unsalted nuts and unsweetened yoghurt. Drink water Drink water at meal times. Keep juice and sweet soft-drinks as occasional treats. Eat regular meals Eat regular meals, it helps reduce snacking. Eat colourful All the vibrant colours in fruit and vegetables come from natural plant elements that have healthy effects on our body. Different colours have different effects, so it’s good to eat a variety of different colours each day. 3 Cody and Phil are talking about their snacks. Complete the dialogue giving examples of healthy food. Work with your partner. Look, Cody! My snack is very … today! I have …, … and … . What about you? It’s very … too! I have … , … and … . I don’t like … . 4 Practise and act out the dialogue in front of your classmates.
  • 61. 1 Find 5 words related to food in this crossword puzzle. Then, complete. S P A G U E T T I V C Z K Z Z P T R O L E Q S A P R Q M T B L N O X Y Q Y L A C E T U L D B M A M D R B P V P K D T O R Y Q Y E P L J B T D Y Y a.s … b.p … c. t … d.c … e.s … 2 What's your favourite food? Draw it on the picture. 3 What’s the most common food in your city/country? Is it included in the picture? Do you like it? Discuss with your partner. 4 What kind of text do you see on Page 61? What kind of information does it show? Before reading 60 sixty IN THIS LESSON YOU WILL: • show comprehension of information in a menu • identify days of the week • identify vocabulary related to food • produce and reproduce dialogues related to food • classify vocabulary THE WEEKLY MENU Lesson 1
  • 62. 5 Read the menu and check your prediction in Exercise 4. 6 Read the text again. Write in your notebook the day on which they will serve this food. a. Pizza b. Chicken and rice c. Beef and baked potatoes 7 Read the menu again and circle the correct answer. a. Main course on Thursday? Roast chicken and rice. / Beef and baked potatoes. b.Roast turkey served? On Wednesday. / On Friday. c. Fresh vegetables? On four (4) days. / On five (5) days. d.To drink with your lunch? Milk. / Milk or fruit juice. 8 Answer the questions. a.Where can you find this kind of text? b.What day, in the menu, do you like the most? 61sixty-one Unit3 Reading CHICKEN SOUP MIXED SALAD VEGETABLE SOUP CELERY AND AVOCADO SALAD MIXED SALAD CHICKEN SOUP TOMATO SALAD BEEF AND BAKED POTATOES SPAGHETTI WITH MEAT SAUCE FISH FINGERS AND CHIPS ROAST CHICKEN AND RICE ROAST TURKEY AND CREAM CORN PIZZA HAMBURGER AND RICE BANANA FRUIT SALAD RICE PUDDING BAKED APPLE PANCAKE KIWI AND ORANGE QUARTERS ICE CREAM Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included. 39
  • 63. 62 sixty-two After reading 9 Classify the food into different categories: fruit, meat types, vegetables and others. Then, compare with your classmates. 10 40 First only listen and then listen and repeat. a.The days of the week. Monday Tuesday Wednesday Thursday Friday Saturday Sunday b.These sentences. There's ice cream for dessert on Sunday. There's broccoli salad on Monday. There are chips on Wednesday. LANGUAGE FORM The days of the week 1. Read the days of the week as they appear on the menu. 2. Notice these examples related to the menu. There's banana for dessert on Monday. There are fish fingers on Wednesday. 3. What word do we use before the day of the week? fish milklettuce pancakes banana avocadobeef  chicken kiwi tomatoesrice oranges
  • 64. 63sixty-three Unit3 11 10 Choose food from this lesson to create your ideal menu. Copy this model in your notebook and complete it. My ideal weekend menu My partner's ideal weekend menu Saturday Sunday Saturday Sunday Starter Main course Dessert 12 41 Listen and repeat this dialogue. Then, practice it with a partner, changing the underlined parts with your own preferences. After that, complete the chart in Exercise 11. A: What's your starter on Saturday? B: Celery and avocado salad. A: What's your main course on Sunday? B: Pizza. And beef and rice on Saturday. A: And what's for dessert? B: Baked apple on Saturday and pancakes on Sunday. 13 Complete the crossword puzzle, following the clues below. Across: 1. You can make a sweet salad with it. 4. It comes from a cow. 5. It includes different types of vegetables. 7. A green, creamy fruit Down: 1. The day before the weekend. 2. The second day of the working week. 3. Meat, vegetables and sauces inside two pieces of bread. 6. The food group including beef, chicken, pork, etc. 1 2 3 4 5 6 7 P R O E C TJ Our school menu 1. Prepare a three-day menu for your school. 2. Make sure your menu includes healthy food and is balanced. 3. Use colour cardboard and illustrations. 4. Display the menu in your class, and explain your choices of food. Make sure you use vocabulary related to food, days of the week, and useful expressions. Useful expressions I love... Good! Again? I don´t like... These expressions can be used in dialogues. G U E S S A R I D D L E ! I grow underground, have eyes, but can’t see. What am I?
  • 65. 64 sixty-four IN THIS LESSON YOU WILL: • showcomprehensionoffoodexpressionsand collocations. • Identifyspecificinformationassociatedtofood. • produceandreproduceshortdialoguesabout lunchtime. • askforfoodandmakerequests. • expresslikesanddislikesinwriting. Before listening 1 Answer these questions in your group. a.Is there a cafeteria in your school? b.What food do you normally order there? 2 Classify these words into breakfast, lunch or dinner. Are there any similarities between these meals in your country? Toast Salad Milk Coffee Rice Bread 3 What do you think the listening text is going to be about? a.Tutors talking about their favourite food. b.Tutors talking about today's menu. c. Tutors organising the school menu. 4 Take a look at the pictures on Page 65. Tick the group of expressions you think will appear in the conversation. a.I'm starving. I'm not very hungry. Here is your tray. b.Today is Tuesday. A glass of coke, please. I love spaghetti. c. Hamburger and rice. Beef and baked. potatoes, please. Pizza, please. LUNCH Lesson 2 The salad looks delicious! What is there for lunch?
  • 66. 65sixty-five Unit3 Listening 5 42 Listen and check your predictions in Exercises 3 and 4. 6 42 Listen again and circle the best alternative. a.The conversation is between i. a student and a tutor. ii. two students. iii. two tutors. b.The dessert looks i. delicious. ii. fantastic. iii. great. 7 42 Number the pictures according to the conversation. b. MIXED SALAD a. c. d. e. f. 8 42 Who said these sentences, Susan (S), Tony (T), or the waitress (W)? a.I'm starving. b.Here is your tray. c. Here you are: salad, spaghetti and your fruit salad. d.Thank you. e.What is there for lunch today? f. The fruit salad looks delicious. g.I love spaghetti.
  • 67. 66 sixty-six 9 11 42 Listen again and count the number of times you hear please and thank you in the conversation. Write them down in your notebook. After listening 10 43 Listen and repeat. a.These pairs of words. thank sank thing sing thick sick thaw saw thigh sigh b.These sentences. Can I...? Any Can I have...? Anything Can I have the menu? Anything else? Can I have the menu, please? LANGUAGE FORM Ordering food 1.Read these sentences: a. Can I have today’s menu, please? b. I like spaghetti. 2.Which sentence expresses: preference? a request? 11 44 Listen and repeat this conversation. Waiter: Good afternoon! Can I help you? Ed: Hello! Can I have a cheese sandwich, please? Waiter: Sure. Anything to drink? Ed: Fruit juice, please. And you, Cathy? Cathy: I don’t like fruit juice. Can I have the pizza and milk, please? Waiter: Sure, just a second. Cathy: Thanks. Useful expressions I’m hungry! I’m thirsty I like… I don’t like... These expressions can be used in dialogues.
  • 68. Unit3 67sixty-seven 12 Form collocations with words from A and B. Write them in your notebook. A B fruit jelly strawberry juice tuna salad 13 Complete this dialogue. Then, practice it with your partner. A:Mm, … . What’s for lunch today, do you know? B:I think there are two options, mash potatoes and … , or … and salad. A:Oh, that’s good! I love … . B:I’m … now, I want a drink. A:I think we can drink water o … . B:I don’t like … very much. I prefer … . P R O E C TJ My favourite food 1. Find colourful magazine illustrations of food. 2. Draw a weekend menu on a piece of cardboard and make a poster showing your favourite and non-favourite food at the weekend. 3. Make sure you include starters, main courses, and desserts. 4. Display your poster in your classroom. G U E S S A R I D D L E ! What’s orange and sounds like a parrot?
  • 69. REJECTED APPROVED IN THIS LESSON YOU WILL: • show comprehension of no literary texts. • identify word families • give information about a specific topic. • write about a well-known topic. 68 sixty-eight Before reading 1 Answer these questions. a.Do you like any of the snacks in the picture? b.What consequences do these snacks have on your health? 2 Use a dictionary to find the meaning of junk food and healthy food. Classify the food from the kiosks into the categories of Healthy Food and Junk Food. 3 Find the meaning of these words in a dictionary. How are they related to food? Cavities Environment Fats Flavour Fibres Nutrients Additives Flavour 4 Underline the cognates in the text on the next page. 5 Take a quick look at the text on Page 69. What do you think it will be about? HEALTHY FOOD V/S JUNK FOOD Lesson 3 The children will love this healthy food!
  • 70. 69sixty-nine Unit3 Reading 6 Read the magazine article and check your prediction in Exercise 5. 7 Read the article again and tick the correct information. a.Healthy food contains fats and sugar. fibres. food additives. nutrients. vitamins. water. b.Junk food can produce dental problems. diabetes. food problems. heart problems. school problems. weight problems. 8 Read the magazine article again and circle the correct option. a.Junk food requires a lot / a little preparation. b.A healthy diet is high / low in sugar, fat, salt and additives. c. Junk food is / isn’t associated with diabetes, obesity and heart problems. THE ENGLISH VILLAGE MAGAZINE Junk food is food with poor nutritional value. Junk food contains large amounts of fat, salt, or sugar and food additives; it does not have proteins, vitamins or fibre. It is popular because it is easy to buy; it requires little or no preparation and has lots of flavour. Consumption of junk food is associated with obesity, heart problems, Type 2 diabetes, and dental cavities. Healthy food improves or maintains good health. A healthy diet has nutrients from all the food groups, especially fruits and vegetables, and it includes an adequate quantity of water. A healthy diet contains vitamins and fibre. It is important to eat healthy food to maintain good health. 45
  • 71. 70 seventy After reading 9 12 Complete the dialogue with the words below.Then, practice it with your partner, taking turns. additives cheeseburger fat salt vegetables vitamins sugar fruits Mark: Hey, Marie! Do you want to have a … ? Marie: Mm, I’m not sure; I’m trying to eat healthy food. Mark: What do you mean“healthy”? Marie: Well, food like … and … . Mark: Yeah, I understand, healthy food has a lot of … . On the other hand, junk food has too much … and too many … . Marie: Yes, and usually junk food has a lot of … and … too, which make you fat. Mark: I have an idea, then. Let’s have a sweet fruit salad! Marie: I like that! 10 46 Listen and repeat. a.These words. health healthy unhealthy b.This tongue twister. Thelma and Theo eat healthy, not unhealthy food. 11 47 Learn and say this poem. Peter, Peter, Pizza-Eater by Bruce Lansky Peter, Peter, pizza-eater, How I wish that you were neater. Half the pizza's on your shirt. Clean the mess, or no dessert. LANGUAGE FORM Simple Present (3rd person) 1. Read these examples from the text. a. Affirmative sentences Healthy food contains nutrients It requires preparation. 2. Find more examples in the reading text. Useful expressions I love... I only eat... Let’s have...! These expressions can be used in dialogues.
  • 72. 71seventy-one Unit3 12 Put the words in order to form correct sentences. a. lots of / a chocolate bar / has / sugar. b. has / vitamins / Fruit / fibres / and c. eats / Michelle / healthy / a variety of / food. d. contains / Milk / nutrients 13 12 Complete this summary of the reading text on Page 69. Junk food is not good because it has fats, … , or … . Healthy food is balanced because it contains vitamins from all the … groups. 14 AN EMAIL ABOUT FOOD. a.Read this email and complete it with words from the unit. Dear director We are writing about the food in the school kiosk. They offer a lot …, which is bad for our health and contains … . We want to have more … food in our kiosk, like … and … . Thanks very much. Pablo and Carolina. b.Write a similar email to your school, asking them to change the food they serve in the cafeteria or kiosks. Use a dictionary, if necessary. c. Send your message to your teacher by email or in writing. P R O E C TJ Junk v/s healthy 1. Prepare a poster for your school. 2. Divide it into two parts, junk food and healthy food. Represent each part with an interesting illustration. 3. Draw some food and write a sentence below each one of them. Describe them and say if they are healthy or unhealthy. 4. Display the poster in your school. G U E S S A R I D D L E ! You can either eat me or give me to your teacher! What am I?
  • 73. Before listening 1 Look at the illustration. a.Who are the people in the picture? b.Who is speaking? c. Where are they? d.What are they doing? 2 13 Read the items in this chart. a.Find them in the picture. b.Tick the food you usually buy at the kiosk. c. Tick the healthy food. The food I usually buy Healthy food biscuits cakes celery and carrot sticks chocolate crisps dips fresh cheese fresh fruit fruit juice hot-dogs ice cream milk sandwiches soft-drinks sweets yoghurt 3 Take a look at the picture. What do you think the text is going to be about? 72 seventy-two IN THIS LESSON YOU WILL: • show comprehension of an interview extract about a new healthy food kiosk. • show comprehension of a dialogue about a healthy food kiosk. • complete charts to classify vocabulary. • take part in dialogues and express quantity and prices. AT THE ENGLISH VILLAGE KIOSK Lesson 4 72 seventy-two Welcome, kids. Here you have a selection of healthy food! I’d like some fresh cheese. I love it!
  • 74. 73seventy-three Unit3 4 48 Listen to the text. Was your prediction in Exercise 3 correct? What elements helped you to make a good guess? Explain. 5 48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick the food you hear. 6 48 Listen again. Cross out the items that you can't find in the kiosk. 7 48 Listen again and answer the following questions. a.What of the items mentioned do you have in your fridge, at home? b.What of the items do you usually eat at school? c. Do you think it is possible to have a healthy diet? How? Discuss. 8 48 Copy this short paragraph in your notebook, listen and fill in the blanks with one of these words. convenient healthy normal products students This is not a … kiosk, this is a … food kiosk. We only sell healthy … to our … and the prices are very … . 9 48 Answer the following questions in your notebook. a.Listen once more and complete with your own ideas. 1.The idea of the healthy kiosk is to … . 2.Some of the products sold at the kiosk are … . 3.The children at the English Village … . b.Would you like to have a healthy kiosk in your school? Why? Listening
  • 75. 74 seventy-four After listening LANGUAGE FORM Offering and ordering food Notice Offering food: What do you want? Ordering: I want a sandwich, please. Can I have a sandwich, please? Saying the price: Sure, it's $250. Thanks. 10 49 First only listen. Then listen and repeat. a.These numbers. 50 fifty 51 Fifty - one 52 Fifty - two 53 Fifty - three 54 Fifty - four 55 Fifty - five 56 Fifty - six 57 Fifty - seven 58 Fifty - eight 59 Fifty - nine 60 sixty 65 sixty - five 70 seventy 75 seventy - five 80 eighty 85 eighty - five 90 ninety 95 ninety - five 100 one hundred 150 one hundred and fifty b.These words. waiter want warm what would c. These dialogues. i. A: What do you want? iii. A: What would you like? B: A glass of orange juice, please. B: A cheese sandwich, please. ii. A: What do you want, please? iv. A: Would you like a yoghurt? B: A fruit salad, please. B: Yes, please.
  • 76. 75seventy-five Unit3 11 50 Listen to this model dialogue and then listen and repeat. A: What do you want, please? B: I want a yoghurt, please. A: It's $150. Here you are. B: Thank you. 12 13 Now practise the dialogue with your partner. Use the healthy food in the pictures and invent the prices. Add other expressions to complete your dialogue, such as thank you, please, can I have…) etc. Writing 13 Take a look at the image, and write four sentences in your notebook, using all the vocabulary seen in the unit. P R O E C TJ A kiosk poster 1. Make a list of your favourite healthy food. 2. Make a list of your favourite junk food. 3. Make a kiosk poster with these categories on a piece of cardboard. 4. Add the real prices in Chilean pesos. 5. Display in your classroom. Useful expressions Sure! Thanks! Here you are! These expressions can be used in dialogues. G U E S S A R I D D L E ! What’s green or yellow, and sound like a chair?
  • 77. 76 seventy-six FINAL TESTFINAL TEST 1 Are these statements true (T) or false (F)? (5 marks) a. It is important to eat healthy food. b. We have to eat a lot of salt. c. We must not drink water. d. We must never skip breakfast. e. We only have to eat healthy food in summer. Language 2 Circle the words that are fruits. (3 marks) a. orange b. strawberry c. tuna d. apple e. tomato f. potato 8 tips to stay healthy! To prefer healthy food and have a balanced diet is important to keep healthy, and it can help you to feel great. It is easy. Just follow these fabulous eight rules to start off with. • Base your meal on starchy food, like bread and pasta. • Include a lot of fruit and vegetables. • Add more fish to your diet. • Cut down on the excess of fat and sugar. • Cut down on the salt. • Get active and avoid obesity. • Always drink water, never get thirsty. • Never skip breakfast. So, keep in shape and look great for summer! It’s advisable to start eating healthy food as soon as possible, so, when summer comes, you’ll be ready for the beach! Reading 51
  • 78. Writing 3 In your notebook, write a restaurant menu that contains junk food and healthy food. (3 marks) Listening 4 52 Listen to this dialogue in a restaurant and fill in the blanks. (6 marks) Karen: Hi, … I have the … , …? Waiter: Yes, of course. Justin: Wow! They … a special … Mondays! Karen: That’s today! Waiter: And today we have … , so it … have so much … . Justin: I … a tuna … . What do … want? Karen: I’ll have the tuna … , and dessert. Waiter: Ok, I’ll go and get your order. Would you … something to … ? Justin: An … juice, please. Karen: … for me, please. Waiter: I’ll be right back. Total score: 17 marks Speaking 5 Work in pairs. Discuss with your partners the advantages of following a healthy diet. Why is it good? Is it cheap or expensive? etc. Check with your teacher and find your level 0 to 5 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again. 6 to 12 correct answers: You have been able to understand an important part of the contents, but you can do much better! Revise the contents and correct the wrong answers. 13 to 17 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work! Unit3 I can express likes and preferences ✔ ✘ I can ask for food at a restaurant ✔ ✘ I can offer food ✔ ✘ I can say the days of the week ✔ ✘ I can participate in dialogues about food ✔ ✘ I can identify vocabulary related to food ✔ ✘ I can write short notes concerning food ✔ ✘ Reflect on what you have achieved so far. Unit 3Unit 3 SELF EVALUATIONSELF EVALUATION If you are not sure about something, revise the contents with your teacher. 77seventy-seven
  • 79. LEARNING OBJECTIVES Listening • Show comprehension of a weather forecast. • Identify frequent expressions. • React to audio texts, connecting them to personal experiences. Reading • Show comprehension of non-literary texts about weather. • Show comprehension of explicit information about weather. • Show comprehension of key expressions in a text. • Identify thematic vocabulary. Oral expression • Participate in dialogues describing the weather. • Show knowledge of frequently used thematic vocabulary. • Show knowledge of everyday expressions. • Reproduce chants about a particular topic. Writing • Write sentences and short paragraphs about weather. • Write a weather report. • Write short texts about everyday activities. Getting into it! 1. Look at the pictures on Page 79. Can you recognize the seasons? Which is your favourite season? Why? 2. Discuss with your partner. a. Do you like cold or hot weather? Why? b.What activities can you do in each season? 3. Take a look at the pictures on Page 79 again. Fill in the bubbles with the vocabulary in the box. • autumn • winter • spring • summer 4. Complete this chart with information from the pictures on Page 79 and your own ideas. Use a dictionary, if necessary. Then, compare with your partner. Season Your favourite activities A … W … S … S … Unit4 78 seventy-eight NO MATTER THE WEATHER!
  • 80. 79seventy-nine I love ! And I love swimming! Me too, it’s cold but it’s fun. I love . is beautiful! is my favourite season. I love the smell of flowers. Yes, but we have a lot of work.
  • 81. 80 eighty Unit4 VOCABULARY IN CONTEXT 1 Study each card. Use a dictionary to verify the meaning of the words. Cold 1 In winter, it is cold and snowy. Children love making snowmen! Warm 4 These gloves are nice and warm. Hot 2 I love hot and sunny days! Wear 5 On 18th September, Chilean children usually wear traditional clothes. Weather 6 I’m listening to the weather report for next week. Seasons 3 There are four seasons in a year: autumn, winter, spring and summer.
  • 82. 81eighty-one Unit4 2 What is the weather like in your region? Read the text and check. The climate of Chile includes different weather conditions along the country. There are four seasons: summer (December to February), autumn (March to May), winter (June to August), and spring (September to November). In summer, the weather is hot and sunny. People wear light clothes. They usually go to the beach and practise water sports. In autumn, it is cloudy and cool. People wear sweaters and jackets. In winter, it rains a lot. The weather is cold and in some places it snows. People wear thick clothes and children play in the snow. In spring, the weather is warm and sunny. Sometimes it is windy. People wear light sweaters and shoes. Summer is coming again! 3 Work in pairs. Complete the dialogue with your own ideas. A: Which is your favorite season? B: I love … ! A: What do you do in … ? B: I … , … and … . How about you? A: I like … . I … and … . 4 Practise and act out the dialogue with your partner.
  • 83. 82 eighty-two Before listening 1 Why are these pictures different? What do they show? 2 Take a look at the picture on the left. Match these words with the pictures. 1.Snowy 2.Windy 3.Rainy 4.Sunny 3 Write the name of the corresponding season. a. It’s very cold, it rains, and it snows. b. Trees and flowers start to grow. c. It’s hot and sunny. People go on holiday. d. It’s cool and cloudy. Leaves fall from the trees. Autumn Winter Spring Summer 4 What’s the weather like in your city? Do you enjoy it? Why? IN THIS LESSON YOU WILL: • show comprehension of explicit information about weather. • identify specific information associated to weather. • identify key vocabulary • participateinadialogue describingtheweather. • write short sentences • describing the weather in specific places. WHAT’S THE WEATHER LIKE? Lesson 1
  • 84. 83eighty-three Unit4 Listening 5 57 You are going to listen to a weather forecast for South America. Pay attention to the information, and focus only on the weather conditions (rain, snow, wind, etc.) Draw the weather symbols on the map, according to what you hear. Santiago Bogotá BuenosAires Montevideo Asunción Lima wind snow rain sun cloudy Sao Paulo 6 57 Listen again and write the temperatures for each city in the corresponding boxes. 7 57 Listen again. Tick (✓) the correct information and cross (✗) the incorrect information. a. It’s snowy in Colombia. b. It’s rainy in Lima. c. It’s hot and sunny in the north of Chile. d. It’s rainy in Montevideo. e. It is sunny in Bogotá.
  • 85. 84 eighty-four After Listening 8 Answer these questions: a. Which place in South America is the hottest and which place is the coldest? b. Why do you think temperatures are so different in each place? c. Which places do you prefer? Why? 9 Put these letters in order to form weather words. Write them in your notebook. a. n s u y n d. d w i y n b. l o c d e. d c y o u l c. t o h f. t e w 10 14 Look at this map of Europe. Can you name the countries? Write them in your notebook. Use the internet or an encyclopedia, if necessary. Write sentences in your notebook to create your own weather forecast, using the vocabulary in the lesson. Eg. In… , it’s going … .
  • 86. 85eighty-five Unit4 11 58 First listen and then listen and repeat. a weather report windy sunny cloudy snowy rainy 12 59 Listen and complete the telephone conversation in your notebook. Linda: Hello, Mum! Mum: … . Linda: What is the … like at the seaside today? Mum: It’s … and … here. Linda: That’s nice! Here in Santiago, it’s … and rainy. Mum: Keep … ! Linda: Enjoy the … ! Mum: Yes! … you, Linda! Linda: Love you … , Mum! Bye. Mum: Bye, … . 13 Practise the dialogue with your partner, changing the information. 14 In groups, go on the internet or use an encyclopedia, and find out about the weather in the United Kingdom and Chile (considering weather in the north, center and south), and create a poster comparing both countries, writing full sentences. Then, compare with your partners. P R O E C TJ Radio forecast 1. In groups, choose five towns or cities in Chile. 2. Find information about the weather in those places at the moment. 3. Make a report, writing simple sentences and using all the expressions in the unit. 4. Record your report and add music, to create a radio weather forecast. 5. Play your forecast to the rest of the class. LANGUAGE FORM Formation of adjectives 1. We can form adjectives adding y to words like sun → sunny, cloud → cloudy, snow → snowy 2. Rewrite the following sentences using adjectives. a. It’s going to rain tomorrow. It’s going to be … tomorrow. b. It’s going to snow next Tuesday It’s going to be … next Tuesday. G U E S S A R I D D L E ! What goes up when the rain comes down? Useful expressions That’s nice! Yes! Enjoy...! These expressions can be used in dialogues.
  • 87. 86 eighty-six Before reading 1 What sports are the people in the picture practising? Match the names (a - d) to the pictures (1 - 4). Write them in your notebook. a. bodyboarding b. swimming c. ice skating d. snow boarding 2 Make a list of four sports you practise in winter and summer and write it in your notebook. 3 Take a look at the pictures on the left. Then, take a quick look at the texts on Page 87. What do you think the texts are going to be about? a.School. b.Holidays. c. Olympic sports. 1 2 3 4 MY HOLIDAY ACTIVITIES Lesson 2 IN THIS LESSON YOU WILL: • readandshowcomprehensionofweatherdescriptions. • identify purpose of written texts. • identify and repeat English sounds. • write a brief paragraph following a model.
  • 88. 87eighty-seven Unit4 Reading 4 Answer these questions. a.Where is Florencia, at the moment? b.What’s the weather like in Arica? c. Do you think Florencia and Jack enjoy their weather? Explain. 5 Read the blogs. Are these statements true (T) or false (F)? a. Canada is warm in winter. b. In Canada, there is a lot of snow in winter. c. In the north of Chile, you can swim and practise ice-skating. d. In Canada, people don’t do too many things. e. Jack is taking swimming lessons. f. Rodrigo practises summer sports. 60 Jack’s blog. 18/02/2013 This is my second post from the north of this amazing country. Chile is a very long country, so the weather is different, depending on where you live. In Arica, the weather is usually warm; it’s generally sunny and people go to the beach to practise surfing and bodyboarding. I am taking swimming lessons! I don’t go running because I don’t have much time, but many people do, and they usually wear T-shirts, shorts, and trainers. I love this city! Florencia’s blog. 10/01/2013 Hello, friends at the English Village! I’m in Canada at the moment! Canada is a very cold country in winter. Winter is very long, and there’s a lot of snow. People wear boots, hats, scarves, and jackets when they go out. People can do lots of things in Winter. Some people go skiing or practise snowboarding, and some people go ice-skating. They don’t go swimming, because the water is very cold. Children usually play in the snow and make snowmen.
  • 89. 88 eighty-eight 6 15 In your notebook, write sentences about each picture. Use expressions from the text as a model. bodyboarding swimming skiing ice - skating surfing snowboarding After reading 7 61 a. Listen and repeat the following words. snow run ski eat surf do swim play b. Listen and repeat this tongue twister. Six small slick seals with six crisp snacks and slick silk. LANGUAGE FORM The Simple Present 1.Notice these examples. Affirmative sentences. a.People wear boots. b.Chileans go to the beach. Negative sentences. a.I don’t go running. b.They don’t go swimming. 2.Write more affirmative and negative sentences. 8 Put the words in order to form correct sentences. Then, write them in your notebook. a. don’t / in /running / like /snow / the / I b. love / I/chocolates / eating / winter / in c. running / summer / don’t / in / like / I / don’t d. In / I / winter / playing / love / basketball They are practicing… Useful expressions It’s very hot/cold I wear... in summer I enjoy... in winter I definitely prefer... These expressions can be used in dialogues.
  • 90. Unit4 89eighty-nine 9 62 a. Listen and fill in the blanks in this dialogue. Mathew: I … winter in Chile. It is … , but I drink … chocolate and feel much better. Sally: What can you … in Santiago? Mathew: I can … snowboarding and … . Sally: I don’t like … because it’s too … and the streets are wet. Mathew: In Chile, children usually do indoor … , and people generally eat … , but they don’t often … roasted marshmallows. b. Create a similar dialogue, using vocabulary and expressions from the lesson. Then, practice it with your partner. 10 15 Read Paulo's blog entry about his activities. Then, in your notebook, write your own blog post about your favourite holiday activities. Paulo’s blog. 14/03/14 Hello, everybody! My name is Paulo, and I’m living in Brazil, at the moment. This country is amazing, because the weather is very good, most of the time. I love running on the beach, riding my bike along the coast and swimming in the sea. People here go out a lot, and I like to meet new people on the street. I love it here! P R O E C TJ Winter sports around the world. 1. Work in groups. 2. Cut a piece of cardboard, and make a big blog note. 3. Look up information, on the internet or an encyclopedia, about winter sports in different countries. Include details such as:country, equipment, number of players, etc. 4. Check with your teacher and display your work in your classroom. G U E S S A R I D D L E ! I prefer to ride waves, rather than horses. What am I?
  • 91. 90 ninety Before listening 1 16 Match the pictures with their corresponding actions. a.Listen to music b.Have a videoconference c. Look for information d.Play video games e.Click on a link f. Talk to friends online g.Write h.Watch videos and photos i. Print documents and photos 2 How do you communicate with your friends and family? Make a list in your notebook. 3 Look at the pictures again. What do you think the text is going to be about? a.Computers. b.Technology. c. Shopping for computers. IN THIS LESSON YOU WILL: • listen and demonstrate comprehension of a dialogue about technological resources. • show comprehension of short written texts. • complete dialogues and chat conversations with specific information. • produce and reproduce chat dialogues to stay in touch with other people. Internet Webcam Chat Screen Keyboard CD Computer Mouse TECHNOLOGY AT HAND Lesson 3 Printer