This document is the table of contents for an English textbook for 5th grade students in Chile. It lists the lessons and pages for 4 units that make up the book. Unit 1 covers introductions, the school, classrooms and facilities. Unit 2 is about homes, families and jobs. Unit 3 focuses on food, health and meals. Unit 4 discusses weather, holidays, technology and apologies. Each unit contains 4 lessons, a final test and a brief introduction. The textbook provides activities to develop English reading, writing, listening and speaking skills.

1. STUDENT´S BOOK INGLÉS
The English Village
Ana Manonellas Balladares
5ºbásico
INGLÉS5ºbásicoSTUDENT´SBOOK
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN
9 789563 391206

2. STUDENT´S BOOK INGLÉS
The English Village
5ºbásico
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.

3. 2 two2
DISCOVER YOUR BOOK
LET’S GET READY!
1.Tell your partner three
things about yourself.
2.Make a list of two
obligations at home
and two at school.
Share with the class.
3.What’s your favourite
place in your school?
Share with the class.
LEARNING OBJECTIVES
Reading
You will use different strategies to
read and understand
• an e-mail.
• a brochure.
• cards with personal information.
Listening
You will use different strategies to
listen and understand
• a dialogue with personal introductions.
• classroom instructions.
• a song with instructions.
Oral expression
You will
• introduce yourself.
• give instructions.
• act out dialogues.
• sing a song.
Written expression
You will
• complete cards with personal information.
• write an e-mail.
• complete charts with information from a brochure.
Unit1
THE PEOPLE, THE SCHOOL,
THE CLASSROOM
school
playground
5th grade classroom
students
school entrance
9nine8 eight
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.
Listening lesson with activities
to help you to understand a
spoken text and learn English.
7seven6 six
THE
ENGLISH VILLAGE
WELCOME TO
swimming pool
picnic area
football field
gym
cafeteria
recreational facilities
cabins
fruit and vegetable garden
animal farm
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.
23twenty-three
Unit1
CLASSROOM
LANGUAGE
1 2
3
4
6
5
Lesson3
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 - j) to the pictures (1 - 10).
a.Close your books. ____
b.Come to the board. ____
c. Can I come in? ____
d.Listen. ____
e.Open your books on Page 10. ____
f. Read the instructions. ____
g.Silence, please. ____
h.Sit down. ____
i. Stand up. ____
j. Close the door. ____
Listening
6 8 Listen and check your answers in Exercise 5.
7 8 Listen and point at the actions in the pictures (1 - 10).
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 Match using the colour code.
Close Open Read
Sit down Stand up
Abra Cierre Lea
Párese Siéntese
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 In your group, collect
instructions you normally
receive at school and at
home. Share and compare
with the class.
1 2
53 64
97 108
22 twenty-two

4. 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
A simple joke connected with the topic,
supported by a picture.
Statements to help you to reflect on your strengths
and weaknesses and measure your learning.
There are three different levels:
Yes: Your performance was very good.
Mm: Your performance was OK, but it can be better.
No: You need to review the contents.
3three
29twenty-nine
Unit1
THE VILLAGE
Lesson4
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.
• practise and produce dialogues
to introduce people.
Before reading
1 Look at the illustration on the
left and find four students and
two tutors you know.
2 Find the following words in
the picture.
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 Now that you know this, take
a look at the text. There are
10 cognates. How many can
you find and underline in
30 seconds?
5 Look at the text on Page 29.
What is it?
a.A description.
b.An invitation.
c. A story.
6 Read the text and check your prediction in Exercise 5.
7 Read the text again. Find and write the information in the charts.
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
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 On a separate sheet of paper, write a
postcard to a student in Singapore,
describing your school. Remember the
writing steps. (2 marks)
4 Complete the sentences. (3 marks)
a.Tony _______ from New York.
b.I _______ from Santiago.
c. Carolina _______ from Maipú.
5 Copy the correct instruction below the
corresponding picture. (4 marks)
Open your books. Sit down.
Listen! Come to the board.
a.___________ b.___________
c. ___________ 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: What’s your name?
B: My name’s Paul and I’m a student at
the (a) _______ Village in Newcastle,
in England.
A: Where are you from?
B: I’m from Liverpool.
A: Can you describe the Spanish village?
B: Of course! The village has many
(b)__________, such as an animal
(c)_____, a (d) _____, and many
(e) _____. My favourite place is the
(f) _________ room, because I can
chat with my friends in Spanish!
A: Thank you very much!
B: You’re welcome.
Total score: 22 marks
Speaking
7 In which situations can you introduce
yourself? Give an example.
The English Village
0 to 7 correct
answers
HELP! You have not understood
an important part of the
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
then do the exercises again.
8 to 18
correct
answers
FAIR You have been able to
understand an important
part of the contents;
however, there are still
some you need to
consolidate. Correct the
wrong answers. You can ask
for help if you want. Revise
the contents. You can do
much better!
19 to 22
correct
answers
EXCELLENT You have learnt all or
almost all the contents in
the unit. Very good! Keep
up the good work!
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
Final test: At the end of every unit, there is a formal test that includes the contents of
the whole unit, assessing reading and listening comprehension. It also includes a rubric
that will tell you in detail what you have done well and what you need to improve.
ICONS AND SECTIONS
Listening lesson Reading lesson
Activities for fast
learners or keener
students.
All the material for
the listening tasks.
1
FUN
FUN

5. 4 four
INDEX
Unit1
Lesson 1 – The participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 2 – The competition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 3 – Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 4 – The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Final test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 - 33
Unit 1 – The people, the school, the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Unit2
Lesson 1 – Accomodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 2 – Houses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 3 – Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson 4 – Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Final test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 - 55
Unit 2 – At home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit3
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 - 77
Unit 3 – Food and health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

6. 5five
Unit4
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 - 99
Unit 4 – No matter the weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Unit5
Lesson 1 – Plants and flowers in the area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson 2 – Starting a herb garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Lesson 3 – National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lesson 4 – Our pets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Final test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 - 121
Unit 5 – Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Answer key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

7. 6 six
swimming pool
picnic area
football field
gym

8. 7seven
THE
ENGLISH VILLAGE
WELCOME TO
cafeteria
recreational facilities
cabins
fruit and vegetable garden
animal farm

9. LEARNING OBJECTIVES
Reading
You will use different strategies to
read and understand
• an e-mail.
• a brochure.
• cards with personal information.
Listening
You will use different strategies to
listen and understand
• a dialogue with personal introductions.
• classroom instructions.
• a song with instructions.
Oral expression
You will
• introduce yourself.
• give instructions.
• act out dialogues.
• sing a song.
Written expression
You will
• complete cards with personal information.
• write an e-mail.
• complete charts with information from a brochure.
Unit1 THE PEOPLE, THE SCHOOL,
THE CLASSROOM
school
playground
8 eight

10. LET’S GET READY!
1.Tell your partner three
things about yourself.
2.Make a list of two
obligations at home
and two at school.
Share with the class.
3.What’s your favourite
place in your school?
Share with the class.
5th grade classroom
students
school entrance
9nine

11. Unit1
What do you know?
10 ten
THE PARTICIPANTS
Lesson1
1 Make a list of English words you know.
a.
b.
c.
d.
2 What languages are spoken in these
countries?
a.
c.
b.
d.
THE COMPETITION
Lesson2
1 Match the words to the pictures.
a.Teacher
b.Boy
c. Girl
d.Director
1
2
4
3
2 Copy the following numbers in order.
TWO
SEVEN
SIX
TEN
ONE
NINE
FOUR
THREE
EIGHT
FIVE
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________

12. 11eleven
Unit1
CLASSROOM LANGUAGE
Lesson3
1 Complete the names of these school
places.
P_ _ _ _ r_ _ _ _ C_ _ _ _ r_ _ _
C_ _ e _ _ r _ _ C_ _ _ _t_ _ l_ _
2 Complete the dialogue.
Hi! I’m _____,
I _____ from Chile,
____ in fifth grade.
Hi! ___ ______, ___
from Chillán, ___
also in fith grade.
THE VILLAGE
Lesson4
1 Match the pictures to the words.
THREE
TWO
ONE
FOUR
2 Complete this dialogue.
Where _____
you _____?
I’___ from
Santiago
de Chile.

13. 12 twelve
THE PARTICIPANTS
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 Where in Chile do you live?
Complete the sentence.
I live in .
3 What is the text about?
Guess and tick (✓) an option.
a.____ English-speaking
countries.
b.____ People at
The English Village.
c. ____ Buildings.
Lesson1
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.

14. Listening
4 2 Listen and check your prediction in Exercise 3.
5 2 Look at the pictures of the participants. Mark the speakers you hear with a tick.
Susan Tony Gonzalo Macarena
6 2 Listen again and write the name of the people in the order they speak.
Speaker 1: ______________________ Speaker 3: ______________________
Speaker 2: ______________________ Speaker 4: ______________________
7 2 Listen once more and complete the identification cards (a – d).
13thirteen
Unit1
NAME: Gonzalo
SCHOOL: George Washington
School
CITY:
MAIL: gonso@&themail.&com
NAME: Macarena
SCHOOL: International School
CITY:
MAIL: macahe@mymail.com
SCHOOL:
a
b

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.
LANGUAGE FORM I’m
1. Notice these sentences from the text.
a.I’m Tony. 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.
NAME: Tony
SCHOOL:
CITY:
MAIL: tonyw@mailcity.com
NAME:
NAME: Susan
SCHOOL:
CITY:
MAIL: susanh@mailcity.com
SCHOOL:
c
d

16. 15fifteen
Unit1
9 Practise in small groups. Use the different identification cards in this lesson.
NAME: Pablo
Fuentes
COUNTRY: Chile
GRADE: Fifth grade
SCHOOL: Liceo Regional, Coyhaique
Fuentes
COUNTRY:
GRADE:
NAME: Carolina
González
COUNTRY: Chile
GRADE: Fifth grade
SCHOOL: Lincoln School, Maipú,
Santiago
González
COUNTRY:
GRADE:
10 Answer the following questions.
a.Where’s Pablo from? b. What’s Carolina’s grade?
____________________________ ____________________________
11 Complete and talk to your partner.
a.Invent your information and complete Card 1.
b.Practise this dialogue with your partner and complete Card 2 with his / her information.
You: What’s your name?
Your partner: ______________. I’m from ______________. I’m in ______________
grade at ______________ in ______________.
1 2
NAME:
COUNTRY:
GRADE:
SCHOOL:
COUNTRY:
GRADE:
NAME:
COUNTRY:
GRADE:
SCHOOL:
COUNTRY:
GRADE:

17. 16 sixteen
12 4 Listen and match the characters to the places. Which words are similar in Spanish?
Compare with your partner.
1
Batman
2
Leela
3
Goku
4
Seiya
5
Stewie
d
Gotham City
c
Quahog, Rhode Island
a
Athena’s Sanctuary
b
PlanetVegeta
e
New NewYork
13 Complete this list with English names you know. Compare in your group.
Friends’ names Places in Chile Schools
Johnny Cochrane Saint Patrick
14 Create sentences with the names in the chart.
Example: I’m Johnny, I’m from Cochrane, I’m a student at Saint Patrick School.
1.
2.

18. 17seventeen
Unit1
16 I CAN INTRODUCE MYSELF NOW
Create a short paragraph introducing yourself, following this basic writing steps:
Make a list of the ideas you are going to mention in your paragraph.
Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of your
ideas (beginning, middle, end).
Write a definite version of the paragraph and ask your teacher to correct it.
Finally, read it aloud in front of the class.
Make your favourite famous person’s identification card. Use it to introduce yourself,
indicating your city and school.
NAME:
AGE:
CiTY:
COUNTRY:
NAME:
15
P R O E C TJ
My ID card
1. Work in pairs.
2. Cut out two pieces of cardboard and
make two big identification cards.
3. Draw yourselves on the picture spaces
and write your personal information.
4. Stick your ID cards on the walls of your
classroom.
I can write three words in English which
are similar in Spanish.
, ,
.
I can introduce myself in one sentence.
.
Tick according to your performance.
YES MM NO
Self EvaluationSelf Evaluation

19. 18 eighteen
Before reading
1 Look at Pages 8 and 9 and read
the labels that indicate places
in a school.
2 Notice.
COGNATES Words in English
that are similar in Spanish.
Examples:
invitation = invitación
participate= participar
vacations = vacaciones
visit = visitar
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.
Lesson2
IN THIS LESSON YOU WILL:
• read and demonstrate
comprehension of an e-mail.
• identify and repeat English sounds.
• reproduce specific vocabulary.
• write a short e-mail.
THE COMPETITION

20. 19nineteen
Unit1
6 Read the text and check if there are more cognates.
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 complete.
Type of text: _________________. From: _________________. To: _________________.
9 Choose the best option to complete the sentence.
The purpose of Carolina’s mail is to __________________________________.
a.describe her school. b. introduce some students. c. participate in the competition.
CAFETERIA
The English Village
Carolina Gonzalez, 5th grade student
Competition
Hello, I am a student at the Lincoln School in Maipú, Santiago
(map 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.
SCHOOL
ENTRANCE
P L A Y G R O U N D
DIRECTOR’S
OFFICE 1
2
3
5
7
10
9
8
BOYS’
TOILET
GIRLS’
TOILET
COMPUTER
LAB
CLASSROOM
1
CLASSROOM
2
CLASSROOM
3
TEACHERS’
ROOM
CLASSROOM
6
CLASSROOM
5
CLASSROOM
4
12
13
14
Reading 5

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 Match the numbers and the corresponding words.
five four one seven six three two
1 2 3 4 5 6 7
eleven eight fourteen nine ten thirteen twelve
8 9 10 11 12 13 14
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.
13 YOU CAN WRITE AN E-MAIL IN ENGLISH NOW
Write a short e-mail to a friend in your notebook, with your personal information. Follow the
example on Page 19 and remember the writing steps on Page 17.
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.
I can say three numbers in English.
, , .
I can name three places in my school.
, , .
Tick according to your performance.
YES MM NO
Self EvaluationSelf Evaluation
My problem is that in English
I can count only up to three.
FUN
FUN

23. CLASSROOM
LANGUAGE
1 2
3
4
6
5
Lesson3
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 Match using the colour code.
Close Open Read
Sit down Stand up
Abra Cierre Lea
Párese Siéntese
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 In your group, collect
instructions you normally
receive at school and at
home. Share and compare
with the class.
22 twenty-two

24. 23twenty-three
Unit1
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - j) to the pictures (1 - 10).
a.Close your books. ____
b.Come to the board. ____
c. Can I come in? ____
d.Listen. ____
e.Open your books on Page 10. ____
f. Read the instructions. ____
g.Silence, please. ____
h.Sit down. ____
i. Stand up. ____
j. Close the door. ____
Listening
6 8 Listen and check your answers in Exercise 5.
7 8 Listen and point at the actions in the pictures (1 - 10).
8 8 Listen and mime the actions.
1 2
53 64
97 108

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 Match the pictures to the instructions. Listen and check, and then listen and repeat.
i. Close the window, please. iii. Listen to the music.
ii.Go back to your desk. iv. Stop the noise, please.
1
2
3
4
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 Complete the instructions according to the pictures.
a.___________________, please, Mario.
b.That’s all. ___________________ your books.
c. ___________________ to the board, please, Cristóbal.
d.___________________ and open your books.
13 Work with your partner.
Student A: Give three instructions.
Student B: Obey.
Student B: Give three instructions.
Student A: Obey.
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
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. ____
16

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 You can give and follow instructions now! Write two instructions, one for home and one
for school. Remember to look at the writing steps on Page 17.
a._____________________________________________________________________________
b._____________________________________________________________________________
P R O E C TJ
Classroom instructions
1. Work in groups.
2. Cut out a piece of cardboard and draw a
sign or 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.
I can complete these instructions.
Children, your books,
and to the CD, please.
Tick according to your performance.
YES MM NO
Self EvaluationSelf Evaluation
Stand up, Bobby!
Time for school!FUN
FUN

29. THE VILLAGE
Lesson4
IN THIS LESSON YOU WILL:
• read and show comprehension
of a brochure describing
The EnglishVillage.
• listen and identify English sounds.
• completedialoguesinwriting.
• practise and produce dialogues
to introduce people.
Before reading
1 Look at the illustration on the
left and find four students and
two tutors you know.
2 Find the following words in
the picture.
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 Now that you know this, take
a look at the text. There are
10 cognates. How many can
you find and underline in
30 seconds?
5 Look at the text on Page 29.
What is it?
a.A description.
b.An invitation.
c. A story.
28 twenty-eight

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. Find and write the information in the charts.
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.
12

31. 30 thirty
After reading
8 Read these words from the text and classify them.
animal
cabins
cafeteria
countries
facilities
farm
field
garden
gym
parks
pool
students
tutors
village
Singular Plural
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.

32. 11 Complete, and then practise in pairs.
a.A: Where is ______________ from?
B: ______________ ’s from ______________.
b.A: Where is ______________ ______________?
B: ______________’s ______________ ______________.
c. A: Where ______________ ______________ ______________?
B: ______________ ’______________ ______________ ______________.
NOW YOU CAN PRODUCE A DIALOGUE
Invent three more about the people in these pictures. Remember to look at the writing
steps on Page 17.
a. A: ______________? B: ______________.
b. A: ______________? B: ______________.
c. A: ______________? B: ______________.
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.
Jim Carrey
USA
Lucas Escobar
Chile
JustinTimberlake
USA
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 ____________.
I can complete this sentence with
singular and plural words.
My school has many
and just one .
Tick according to your performance.
YES MM NO
Self EvaluationSelf Evaluation
12

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 On a separate sheet of paper, write a
postcard to a student in Singapore,
describing your school. Remember the
writing steps. (2 marks)
4 Complete the sentences. (3 marks)
a.Tony _______ from New York.
b.I _______ from Santiago.
c. Carolina _______ from Maipú.
5 Copy the correct instruction below the
corresponding picture. (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.___________ b.___________
c. ___________ 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: What’s your name?
B: My name’s Paul and I’m a student at
the (a) _______ Village in Newcastle,
in England.
A: Where are you from?
B: I’m from Liverpool.
A: Can you describe the Spanish village?
B: Of course! The village has many
(b)__________, such as an animal
(c)_____, a (d) _____, and many
(e) _____. My favourite place is the
(f) _________ room, because I can
chat with my friends in Spanish!
A: Thank you very much!
B: You’re welcome.
Total score: 22 marks
Speaking
7 In which situations can you introduce
yourself? Give an example.
The English Village
0 to 7 correct
answers
HELP! You have not understood
an important part of the
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
then do the exercises again.
8 to 18
correct
answers
FAIR You have been able to
understand an important
part of the contents;
however, there are still
some you need to
consolidate. Correct the
wrong answers. You can ask
for help if you want. Revise
the contents. You can do
much better!
19 to 22
correct
answers
EXCELLENT You have learnt all or
almost all the contents in
the unit. Very good! Keep
up the good work!

35. LEARNING OBJECTIVES
Reading
You will use different strategies to read
and understand
• a house description.
• a letter describing a family.
Listening
You will use different strategies to listen and understand
texts about
• house descriptions.
• family connections.
• jobs.
Oral expression
You will
• describe houses.
• talk about jobs.
• act out dialogues.
Writing expression
You will
• write and complete short dialogues
and paragraphs.
• write a brief description of a house.
• complete ID cards about family members and occupations.
Unit2 AT HOME
34 thirty-four

36. 35
LET’S GET READY!
1.Do you live in a
house or a flat?
2.How many people
live with you?
3.What is your
favourite room in
your house?Why?
thirty-five

37. Unit2
What do you know?
36 thirty-six
ACCOMODATION
Lesson1
1 Match the words to the correct picture.
i. Living room
ii. Bedroom
iii. Bathroom
iv. Dining room
a.
b.
c.
d.
2 Fill in the gaps with your family members’
information.
a. My mother’s name is .
b. My father’s name is .
c. My sister is ______________ years old.
d. My cousin is ____________ years old.
HOUSES
Lesson2
1 Write and paint four colours you can say
in English.
a._______________
b._______________
c. _______________
d._______________
2 Write the names of these types of houses
below in the pictures.
_ I _t H_ us_
M_ ns _ o _
a. b.
c.

38. 37thirty-seven
Unit2
FAMILY
Lesson3
1 Match the pictures to the family
members.
Baby
Sister
Mum
Grandmother
a.
b.
c.
d.
2 Write the words to name these family
members.
a. __________
c. __________
b. __________
d. __________
JOBS
Lesson4
1 Complete the dialogue.
Hi! I’m _____. I am
from Santiago and I
am a _____.
Hi! I’m_____. I am
from Los Angeles
and I am a _____.Melissa
2 Match the jobs to the pictures.
Teacher
Doctor
Nurse
Policeman
a.
b.
c.
d.

39. big window
small window
bedroombathroom
kitchen
garden
terrace
living room dining room
38 thirty-eight
ACCOMODATION
Lesson1
3 Look at the pictures and circle
the names of the places that
are similar in Spanish.
4 What is the text on the next
page about? Guess and tick (✓).
a.____ Houses at the seaside.
b.____ Rooms in a school.
c. ____ Cottages at The English
Village
1 Look at the picture and tick
your favourite room.
2 Write the correct room next to
the furniture.
Furniture Room
Sofa
Table
Bed
TV
Chair
Before reading
IN THIS LESSON YOU WILL:
• locate and identify furniture and places in a house.
• 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.

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 choose the best map.
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.

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 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. It’s beautiful!
Tony: Well, inside ________ five bedrooms. ________
also a bathroom. ________ a big living room with
a TV. ________ a small garden with many flowers.
Gonzalo: Is there a pool?
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 Complete this paragraph with information from Exercise 10.
a. My ________ is in ________. It is ________.
There are ________ bedrooms. There ________ ________
bathroom(s). In the living room, there ________________.
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 Separate the words to form a sentence.
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.
Self EvaluationSelf Evaluation
I can name three places of the house:
__________, __________, __________.
I can write a sentence with the structure
there is / are
______________________________.
Tick according to your performance.
YES MM NO
Thereisanewsofaformyfatherinthelivingroom.

43. 42 forty-two
HOUSES
1.
2.
4.
5.
3.
Lesson2
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 and tick
(✓) big, medium-sized or small.
Big
Medium-
sized
Small
A big house
A two - storey
house
A semi -
detached house
A small house
A flat
3 Answer in your group.
Is your house big, small or
medium-sized ?
What colour is your house?
4 Look at the flowers and trees in
the picture. Make a list of the
colours you see.
5 Guess what the next
conversation is going to
be about.
a. Houses b. Flats c. Schools
IN THIS LESSON YOU WILL:
• listen and show comprehension of instructions.
• listen and demonstrate comprehension of conversations about houses.
• identify and recognise some colours in English.
• identify and repeat English sounds.
• write and reproduce a short dialogue about houses.

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 Listen again and write the number of rooms.
Bedrooms Bathrooms
Susan ____ ____
Tony ____ ____
9 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?
10 24 Listen again and draw the map of each house.

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 Write about your 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 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
Use Exercise 12 as a model and create similar dialogues about these pictures.
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.
This house is new and
there’s a very big
garden with trees and
flowers at the back.
Self EvaluationSelf Evaluation
I can name three places in a house:
__________, __________, __________.
I can name three objects of my house:
__________, __________, __________.
Tick according to your performance.
YES MM NO
15
FUN
FUN

47. FAMILIES
46 forty-six
Lesson3
Before reading
1 Look at the picture and circle
the words associated with it.
father families
children brother
small books the USA
living-room mother
sofa sister
2 Choose and underline the
members of a typical family.
3 Look at the pictures and
predict the topic of the text.
a.A picnic.
b.A family.
c. A classroom.
4 Look at the first two lines of the
text and circle the cognates.
father / brother sister / mother
sister / brother sister / brother
P
EDRO ANTONIA
JOSÉ MIGUELLUISA
IN THIS LESSON YOU WILL:
• read and demonstrate comprehension of a short letter.
• identify and recognise family members.
• complete a text about your family.
• make a family tree.

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 3.
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.
_______________
_______________
_______________
_______________
_______________
_______________8 years old
_______________
_______________Francisca
_______________
_______________
father
27

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 tick T (true) or F (false).
T F
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 this paragraph about a family or an imaginary family. Indicate relationships and ages.
There are ________________ (1/2/3/4/5/6) people in my family. My ________________, my
________________, my ________________ and my ________________. My ________________
name is ________________, my ___________________ name is ________________, my
brother ________________ name is ___________________, my sister ________________
name is ________________. My brother is ________________ years old and my sister is
________________ years old.

50. 49forty-nine
Unit2
11 29 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.
Draw your family in the box above. Then, make your own family tree including names
and relationships.
Self EvaluationSelf Evaluation
I can write three cognates.
__________, __________, __________.
I can write a sentence describing a
member of my family.
_______________________________.
Tick according to your performance.
YES MM NO
People around me
1. Work in pairs.
2. Find names in English in your class,
family, friends, or the T.V.
3. Write a list, specifying who they are
(brother, father, friend, etc).
4. Share your information with the class.
P R O E C TJ
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
12

51. teacher
constructor
nurse
doctor
dentist
policewoman
shop assistant
Lesson4
Before listening
1 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.
15
16
17
18
19
20
30
35
40
50
twenty fifty seventeen
sixteen fifteen nineteen
thirty- five forty eighteen
3 You will hear some people
talking. Guess the type of text
and tick (✓).
a.A face to face conversation.
b.A class.
c. A telephone conversation.
50 fifty
JOBS
IN THIS LESSON YOU WILL:
• identify and recognise occupations in English,
connecting them to images.
• listen and show comprehension of a text about
family and occupations.
• listen and identify numbers in English.
• practise and produce dialogues about occupations.

52. 51fifty-one
Unit2
4 30 Listen and check your prediction in Exercise 3.
5 30 Listen to Susan and Tony and write the ages.
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

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 police woman
receptionist secretary shop assistant
social worker vet writer
10 Complete the cards about members of your family.
NAME:
AGE: OCCUPATION
NAME:
AGE: OCCUPATION
NAME:
AGE: OCCUPATION
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 In pairs, talk about the jobs of the members of your family. Use the model in Exercise 11,
changing the parts underlined.
A: What’s your __________ job?
B: He is a _______________________________________.
A: What’s your __________ job?
B: She’s a _______________________________________.
13 Complete the family tree with the names 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.
He’s my brother
Tommy; he is in
prison, but I am
sure he is innocent.
Grandfather: __________
Aunt: __________
My sister: __________ Me: __________ My brother: __________
Uncle: __________
F: __________ ___________ Mother: __________
G_____________: __________
Self EvaluationSelf Evaluation
I can answer:
My sister is my __________’s daughter.
My ideal job is ____________________.
Tick according to your performance.
YES MM NO
FUN
FUN

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 (4 marks)
1.________
2.________
3.________
4.________
3 Write a letter to your family, saying how
much you love them, and inviting them to
the English Village to see you. (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
Dear family,
33

56. 55fifty-five
Unit2
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 below
each picture. (5 marks)
____________
________________________
________________________
Total score: 22 marks
Speaking
6 Work in pairs. Roleplay the conversation
with the pop star Cody Simpson.
Check with your teacher and find your level
0 to 11
correct
answers
HELP! You have not understood
an important part of the
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
then do the exercises again.
12 to 19
correct
answers
FAIR You have been able to
understand an important
part of the contents;
however, there are still
some you need to
consolidate. Correct the
wrong answers. You can
ask for help if you want.
Revise the contents. You
can do much better!
20 to 22
correct
answers
EXCELLENT You have learnt all or
almost all the contents in
the unit. Very good! Keep
up the good work!

57. LEARNING OBJECTIVES
Reading
You will use different strategies to read and understand
• a menu.
• a magazine article about healthy and junk food.
Listening
You will use different strategies to listen and understand
• an interview extract.
• a dialogue about food.
Oral expression
You will
• reproduce dialogues.
• practise English sounds.
Writing expression
You will
• write a menu.
• write about the benefits of having healthy food and the
consequences of having junk food.
Unit3 FOOD AND HEALTH
56 fifty-six

58. 57
LET’S GET READY!
1.What’s your favourite food?
2.Where are the people in the picture?
3.Make a list of the food you see in the
picture. Do you like it?
fifty-seven

59. Unit3
What do you know?
58 fifty-eight
THE WEEKLY MENU
Lesson1
1 Make a list of the fruit and vegetables
you can name in English.
a. .
b. .
c. .
d. .
2 What are the names of these dishes?
a. .
b. .
c. .
d. .
LUNCH
Lesson2
1 Match the words to the pictures.
a. Cake
b. Juice
c. Pizza
d. Hamburger
2 Copy the following days of the week
in order.
1. .
2. .
3. .
4. .
5. .
6. .
7. .
Friday
Tuesday
Sunday
Thursday
Monday
Saturday
Wednesday
i.
ii.
iii.
iv.

60. 59fifty-nine
Unit3
HEALTHY FOOD V/S JUNK FOOD
Lesson3
1 Complete these names.
a.
c.
b.
d.
B__ __ a __
V__ __ __ m __ __ s
__ a __ __ r
__ __ g __ r
2 Complete the dialogue with healthy food.
AT THE ENGLISH VILLAGE KIOSK
Lesson4
1 Match the food to the correct group.
Healthy food
Junk food
2 Write the correct number.
a. Eighty ________________
b. Sixty ________________
c. Fifty ________________
d. Seventy ________________
Hi, Francisco!
I ________ It’s very
healthy,and so is yours
Hi, Cody! I’m having
_____ for lunch.
What about you?

61. Lesson1
3 Have a quick look at the menu
on the next page. How many
cognates can you find?
4 Look at the picture on the left
again. Try to predict what food
is served on different days of
the week.
1 Find and label this food in the
picture.
Chicken
Fish
Mashed potatoes
Meat
Rice
Salad
2 What's your favourite food?
Find it in the picture, draw it
and label it.
Before reading
THE WEEKLY MENU
60 sixty
IN THIS LESSON YOU WILL:
• locate and show comprehension of the information in a menu.
• show comprehension of short texts.
• produce and reproduce dialogues that talk about food menus.
• fill in charts with names of different types of food.

62. 5 Read the menu and check your prediction in Exercise 4.
6 Read the text again. Write 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 Read the menu once more and complete the names of the desserts.
a. B __ __ __ __ a __ __ __ __ c. __ __ u __ __ __ __ l __ d
b. __ __ __e p __ __ __ __ __ __ d. K __ __ __ __ __ __ __ r __ __ __ __
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 the different categories.
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?
Fruit Meat Types Vegetables Other
banana beef avocado milk
banana
milk
beef
pancakes
avocado
kiwi
chicken
rice
fish
tomatoes
lettuce
oranges

64. 63sixty-three
Unit3P 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. Give the cafeteria a name and invent a logo.
5. Display the menu in your class.
11 Choose food from this lesson to create your ideal menu.
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.
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 Practise the dialogue in Exercise 12 with a partner. Change the underlined parts with your
own preferences. Then, complete the chart in Exercise 11 (My partner’s ideal weekend menu).
F R U I T A B B F
H A M B U R G E R
C V E D E F G E I
H O A I S J K F D
L C T M D N O P A
Q A R S A L A D Y
S D T U Y V W X Y
Z O J K N P A I S
Self EvaluationSelf Evaluation
I can name three days of the week.
__________, __________, __________.
I can write a sentence about my favourite
food.
_______________________________.
Tick according to your performance.
YES MM NO
Find eight words from this lesson in the Word Search puzzle. Highlight the words with
different colours.
14

65. 64 sixty-four
LUNCH
IN THIS LESSON YOU WILL:
• show comprehension of food expressions
and collocations.
• show comprehension of short aural texts.
• produce and reproduce short dialogues
about lunch time.
• ask for food and make requests.
Lesson2
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 Look at the picture and answer.
a.Who are the people in the
picture?
b.Where are they?
c. What is today's menu?
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 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.

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 42 Listen again and count the number of times you hear please and thank you in the
conversation.
Please: ___________________________. Thank you: ___________________________.
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.

68. Unit3
67sixty-seven
12 Form collocations with words from A and B. Write them under the corresponding picture.
___________________. ___________________. ___________________.
A B
fruit jelly
strawberry juice
tuna salad
Name: ___________________.
Age: ___________________.
I like: ___________________.
I don’t like: ___________________.
(Draw or
paste a photo
of yourself)
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.
Self EvaluationSelf Evaluation
I can say what food I don’t like.
____________________________.
I can order food:
Can ____________________, please?
Tick according to your performance.
YES MM NO
13 Complete the information card about yourself and your preferences in food.

69. REJECTED
APPROVED
HEALTHY FOOD
V/S JUNK FOOD
IN THIS LESSON YOU WILL:
• show comprehension of a magazine article about healthy
food and junk food.
• show comprehension of dialogues and short written texts.
• complete charts to classify healthy food and junk food.
68 sixty-eight
Lesson3
Before reading
1 Write a list of the snacks you
usually have at school. Classify
them into approved or rejected
according to the picture.
2 Guess the meaning of junk
food and healthy food. Classify
the food from the kiosks into
the following categories.
APPROVEDHealthy
food REJECTEDJunk
food
3 Match the words in A with
their Spanish equivalent in B.
A B
cavities
environment
fats
flavor
caries
grasas
medio
ambiente
sabor
4 Underline the cognates in the
text on the next page.
5 Have a quick look at the text.
Predict the type of information
you will find.
a.Approved and rejected food.
b.A list of food and drink.
c. Definitions of junk and
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.A healthy diet maintains / contains good health.
b.Water / Sugar is important in the diet too.
c. A healthy diet has / is vitamins and fiber.
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
9 Classify the words.
additives cheeseburger fats fibre fruit nutrients
salt sugar vegetables vitamins
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.
Junk
Healthy

72. 71seventy-one
Unit3
LANGUAGE FORM Simple Present (3rd person)
1. Read these examples from the text.
a. Affirmative sentences
Healthy food contains nutrients
It requires preparation.
b. Negative sentences
Healthy food doesn't contain additives.
It doesn't contain lots of sugar.
2. Find more examples in the reading text.
12 Put the words in order to form correct sentences.
a.doesn't / a chocolate bar / preparation / require
b.has / vitamins / Fruit / fibres / and
c. eat / Michelle / junk food / does not
d.contains / Milk / nutrients
13 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.
Self EvaluationSelf Evaluation
I can say why healthy food is good for me.
____________________________.
I can say why it is not good to eat
junk food.
____________________________.
Tick according to your performance.
YES MM NO
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 use the vocabulary
you learnt in this lesson.
4. Display the poster in your school.
14 I CAN WRITE ABOUT THE BENEFITS OF HEALTHY FOOD
Write a short list of the benefits of having healthy food and of the consecuences of
eating junk food. Check your list with your teacher.

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 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 The following text is going to be
about
a.a competition.
b.a new kiosk.
c. food prices.
72 seventy-two
AT THE ENGLISH
VILLAGE KIOSK
Lesson4
IN THIS LESSON YOU WILL:
• show comprehension of an
interview extract about a
new healthy food kiosk.
• show comprehension of
short aural texts.
• complete charts and
dialogues with specific
information.
• Express prices.

74. 73seventy-three
Unit3
4 48 Listen and check your prediction in Exercise 3.
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 underline the correct option.
a.At the Village kiosk, you can buy healthy / junk food.
b.We have nice and delicious fruit / yoghurt.
c. We have nice red / green apples.
d.We are also selling fresh vegetables / cheese.
8 48 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 Listen once more. Draw and colour five items of healthy food and three items of junk food
mentioned.
Listening
Healthy
food Junk
food

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.
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.
Self EvaluationSelf Evaluation
I can offer food.
____________________________.
I can say the price of some food.
__________, __________, __________.
Tick according to your performance.
YES MM NO
A fork!
What's the
best thing to
put in a pie?
12 Now practise the dialogue with your partner. Use the healthy food in the pictures
and invent the prices.
FUN
FUN

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. 77seventy-seven
Unit3
Writing
3 Write a restaurant menu that contains junk
food and healthy food. (3 marks)
Menu
Listening
4 52 Listen to this dialogue in a restaurant
and fill in the blanks. (6 marks)
Karen: Hi, ________ I have the menu
please?
Waiter: Yes, of course.
Justin: Wow! They have a special dessert
________ Mondays!
Karen: That’s today!
Waiter: And today we have diet yoghurt,
so it ________ have so much
sugar.
Justin: I ________ a tuna sandwich. What
do ________ want?
Karen: I’ll have the tuna salad, and dessert.
Waiter: Ok, I’ll go and get your order.
Would you ________ something
to drink?
Justin: An orange juice, please.
Karen: Mineral water for me, please.
Waiter: I’ll be right back.
Total score: 17 marks
Speaking
5 Why is it important to have a healthy diet?
Talk to your partner.
Work out your score and read about your result.
0 to 5
correct
answers
HELP! You have not understood
an important part of the
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
then do the exercises again.
6 to 12
correct
answers
FAIR You have been able to
understand an important
part of the contents;
however, there are still
some you need to
consolidate. Correct the
wrong answers. You can
ask for help if you want.
Revise the contents. You
can do much better!
13 to 17
correct
answers
EXCELLENT You have learnt all or
almost all the contents in
the unit. Very good! Keep
up the good work!

79. LEARNING OBJECTIVES
Reading
You will use different strategies to read and understand
• blog posts about winter and summer activities.
• chat conversations making and declining invitations.
Listening
You will use different strategies to listen and understand
• a weather report.
• a dialogue about technological resources at the EnglishVillage.
Oral expression
You will
• reproduce and produce short dialogues.
• practise English sounds.
Written expression
You will
• complete sentences.
• produce short texts.
Unit4
NO MATTER THE WEATHER!
78 seventy-eight

80. 79seventy-nine
LET’S GET READY!
1.What’s your favourite season of the year?
2.Make a list of your favourite activities during your winter and summer holidays.
3.What’s the weather like in the place where you live?

81. Unit4
What do you know?
80 eighty
WHAT’S THE WEATHER LIKE?
Lesson1
1 Match the words to the pictures.
a. wind
b. snow
c. sun
d. rain
2 What are the seasons in English?
.
.
.
.
a.
b.
c.
d.
MY HOLIDAY ACTIVITIES
Lesson2
1 Make a list of your favourite sports.
a. .
b. .
c. .
d. .
2 Match the pictures to the words.
tennis court
pool
field
ice rink
a.
b.
c.
d.

82. 81eighty-one
Unit4
TECHNOLOGY AT HAND
Lesson3
1 Complete the names of the following
elements.
c __ m p __ t __ __
d __ __ s __ t
I__ __ e r __ __ __
a. b.
c.
2 Match the situations to the pictures.
in a car
on a train
under a ladder
I’M SORRY
Lesson4
1 Match the pictures to the words.
a.
b.
c.
SMS
(TEXT MSG)
Whatsapp
MSN
2 Complete the following dialogue.
Will ______ come
to the party?
No, ___ sorry, but
I’m ill. Thank ____!
a.
b.

83. WHAT’S THE WEATHER LIKE?
82 eighty-two
Lesson1
Before listening
1 Why are these pictures different?
2 Match the weather words and
the pictures.
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? Draw pictures illustrating
the weather for today and for
tomorrow.
It’s snowing
It’s cloudy
It’s sunny
It’s hot
It’s cold
IN THIS LESSON YOU WILL:
• listen and show
comprehension of a
weather report.
• show comprehension
of short written
sentences.
• complete dialogues
and sentences with
specific information.
• produce and reproduce
dialogues to share
information about
weather

84. 83eighty-three
Unit4
Listening
5 57 Listen to a weather forecast for South America and draw the weather symbols on
the map.
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 Which place in South America is the hottest and which place is the coldest?
9 Put these letters in order to form weather words.
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 Draw pictures to illustrate the descriptions (a – d).
a. It’s going to rain on Monday. c. It’s going to snow on Friday.
b. It’s going to be sunny on Sunday. d. It’s going to be windy on Saturday.
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.

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.
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 I CAN REPORT THE WEATHER
Write a sentence describing the weather in your city/town at the moment.
_______________________________________________________________
Self EvaluationSelf Evaluation
I can name three different types of
weather.
__________, __________, __________.
I can ask for information about the
weather.
What __________ in Punta Arenas at the
moment?
Tick according to your performance.
YES MM NO
P R O E C TJ
A weather report
1. Work in pairs and choose five towns or
cities in Chile.
2. Find information about the weather in
those places at the moment.
3. Make a report chart on a piece of
cardboard, using the weather symbols.
4. Present the report to the class.
Name of city Weather Temperature

87. 86 eighty-six
MY HOLIDAY ACTIVITIES
Lesson2
Before reading
1 What sports are the people in
the picture practising? Match
the names (a – d) to the
pictures (1 – 4).
a.____ bodyboarding
b.____ swimming
c. ____ ice skating
d.____ snow boarding
2 Make a list of four sports you
practise in winter and summer.
1. .
2. .
3. .
4. .
3 Predict what the blogs on Page
87 are about.
a. ____ School.
b. ____ Holidays.
c. ____ Olympic sports.
IN THIS LESSON YOU WILL:
• read and show comprehension of
publications about different holiday activities.
• show comprehension of short written texts.
• produce a blog post with specific information
about hobbies and sports.
• identify and repeat English sounds.
1
2
3
4

88. 87eighty-seven
Unit4
Reading
4 Read the blogs and check your prediction in Exercise 3.
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.
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.
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!
60

89. 88 eighty-eight
6 Read the blogs once more and classify the sports.
bodyboarding swimming skiing ice - skating surfing snow boarding
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.People usually 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.
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 _____________________________.

90. Unit4
89eighty-nine
9 62 Fill in the blanks in this dialogue. Then, practise and role play it with your partner.
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.
10 Write your own blog post about your favourite holiday activities.
P R O E C TJ
My own blog.
1. Work in pairs.
2. Cut a piece of cardboard, and make a big
blog note.
3. Write a description of your favourite
winter sports. Your partner has to write
about his favourite summer sports.
4. Check with your teacher and display your
work in your classroom.
Self EvaluationSelf Evaluation
I can name the seasons.
__________, __________, __________
and __________.
I can identify three different sports.
__________, __________, __________
Tick according to your performance.
YES MM NO
I said winter
clothes, not
summer clothes!
FUN
FUN

91. TECHNOLOGY AT HAND
90 ninety
Lesson3
Before listening
1 Match the pictures (1 - 9) to
their names (a – i).
a._____ chat
b._____ computer
c. _____ printer
d._____ Internet
e._____ keyboard
f. _____ mouse
g._____ screen
h._____ CD / DVD
i. _____ webcam
2 How do you communicate
with your friends and family?
Make a list.
a._______________
b._______________
c. _______________
d._______________
e._______________
3 What do you think the
conversation will be about?
a. Computers.
b. Technology.
c. Shopping for computers.
4
3
8
6
1
5
9
7
2
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.

92. 91ninety-one
Unit4
Listening
4 63 Listen and check your prediction.
5 63 Look at the pictures and tick the names you hear.
Jill John Pamela Stevie
6 63 Listen again and make a list of the objects in the computer room at TEV.
a._______________ d. _______________
b._______________ e. _______________
c. _______________
7 63 Listen once again and match the pictures (1 – 4) to their location (a – f).
a.___ On the screen.
b.___ Under the desk.
c. ___ In the computer towers.
d.___ On the desk.
e.___ In the computer.
f. ___ Under the computer.
1.
2.
3.
4.

93. 92 ninety-two
After listening
8 64 First only listen and then listen and repeat.
a. on the desk in the computer under the screen
on the printer under the keyboard
b. modem Internet webcam
computer printer keyboard
mouse microphone chat window
LANGUAGE FORM in / on / under
1. Notice these sentences from the text.
a. It’s on the desk.
b. It’s under the keyboard.
c. It’s in the computer.
Prepositions such as in/on and under indicate position of people and things.
3. Find more examples of each preposition in the lesson.
9 65 Listen and complete the dialogue. Then, practise it with your partner. Change the
information to make it true for you.
A: What does your new study look like?
B: It’s small, but comfortable! I will send you a ____________.
A: What is there?
B: There ____________ a computer ____________ the desk, with the keyboard and a
____________ on the screen.
A: What about the microphone?
B: It’s ____________ the computer.
A: Well, I’m glad; now we ____________ stay in touch.
B: Yes, ____________ can chat and I can surf the ____________, too.
A: Good! Take care, bye.
B: You too, ____________.

94. 93ninety-three
Unit4
10 66 Listen and chant along.
The preposition chant
In, on, under (x2)
Now I’m in the lab,
Chatting with my pals!
In, on, under (x2)
Checking my mail,
Surfing the web!
In, on, under (x2)
Now I’m in the car
Under the stars
11
I CAN USE PREPOSITIONS NOW
Write sentences using the prepositions in, on and under.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Self EvaluationSelf Evaluation
I can name three objects related to
technology.
__________, __________and ________.
I can indicate the position of things.
My pencils are .
My bag is .
Tick according to your performance.
YES MM NO
P R O E C TJ
Our computer room
1. Work in pairs.
2. Make a list of the objects in the computer
room of your school.
3. Cut out pictures of the objects from
magazines or newspapers, and paste
them on a piece of cardboard.
4. Label the objects.
5. Show your poster to your teacher and
then display it in your classroom.

95. 94 ninety-four
I’M SORRY
Lesson4
Before reading
1 Answer the following
questions with your partner.
a.What do you think the
people in the picture are
talking about?
b.Do you chat with your
friends or family?
c. What do you talk about?
2 Make a list of the people you
would invite to a party.
Explain why.
.
.
.
.
.
.
3 Look at the picture and the
chat conversation on the next
page. What do you think the
text is about?
a.homework.
b.going out.
c. an invitation.
IN THIS LESSON YOU WILL:
• read and show comprehension of a
chat conversation.
• listen and show comprehension of
apologies and declined invitations.
• complete a chat with expressions.
• practise and reproduce information
from chat windows, to apologise
and decline invitations.

96. 95ninety-five
Unit4
Reading
4 Read the text and check your prediction in Exercise 3.
5 Read the text again and correct the information.
a.Pete is very well. ____________________________________________
b.Maggie says:“I’m sorry”. ____________________________________________
6 Read the text again and circle the correct answer.
a. Who is having a party ? Pete. / Maggie.
b.What is the weather like? It is snowing / raining.
c. Who has a cold? Pete. / Maggie.
Maggie: Hey! My birthday
party’s today.
Pete: Is it?
Maggie: Yeah! Are
you coming?
Pete: I would love to, but I
have a cold. I’m not sure.
Maggie: You’re not coming then?
Pete: I’m so sorry, but the
weather is terrible, it’s cold,
it’s raining. I really
appreciate the invitation.
Maggie: It’s all right, I understand.
Pete: Thanks for your
invitation, and I’m very
sorry I can’t go.
Maggie: Don’t worry, just
take care of yourself, OK?
Pete: I will. Enjoy your party!
Maggie: Thanks.
67

97. 96 ninety-six
After reading
LANGUAGE FORM Thanking and apologising
1. Read these sentences from the text.
a. Thank you for the invitation. b. Thank you so much! c. I really appreciate...
2. What is the purpose of the sentences in Point 1?
a. To show gratitude. b. To apologise.
3. Read the following sentences from the text.
a. I am very sorry. b. I am so sorry.
4. What is the purpose of the sentences in Point 3?
a. To say hello. b. To apologise.
7 68 First only listen and then listen and repeat these expressions.
• Would you like to come? • I would love to, but... • Can you come?
• I’m so sorry, but... • I’m not sure. • Are you coming?
8 Classify the expressions in Exercise 7 under the corresponding category.
.
.
.
.
.
.
Invite Decline
9 69 Listen and practise the following dialogue with your partner, using your own names and
information.
Michael: Hello?
Linda: Hello, Michael, it’s me, Linda.
Michael: Hi, Linda! How are you?
Linda: I’m fine, thanks! Hey, Mike, would you like to come over to my house tomorrow?
We will have a barbecue with some friends.
Michael: I’m so sorry, but I’m travelling to Edinburgh tonight, and I’ll be there for three days.
Linda: Oh! OK, well, we can get together after your trip, then!
Michael: Great! I will call you when I get back.
Linda: Have a safe trip, Michael. Bye!
Michael: Bye, now.

98. 97ninety-seven
Unit4P R O E C TJ
Invite / Decline notes
1. Work in pairs.
2. Write an invitation note to a dinner party
on a blank page.
3. Your partner reads the invitation and writes
a decline note.
4. Check with your teacher.
5. Read the notes to the rest of the class.
Self EvaluationSelf Evaluation
I can apologise for not going to a party.
___________, but I can’t go, I’m very sick.
I can invite my partner to my house.
_____________________________.
Tick according to your performance.
YES MM NO
10 Complete this dialogue in pairs. Then, practise and role play it with your partner.
A: Hi, _______________.
B: ____________________.
A: How_______________ you?
B: Not too good, _______________ afraid.
A: Oh dear, you are not coming to _______________then.
B: No, I’m _______________ sorry, I _______________.
A: Oh well, next time then.
B: I am so _______________.
A: It’s OK, don’t worry.
11
Write a short text message inviting a friend to a party.

99. 98 ninety-eight
FINAL TESTFINAL TEST
1 Write true (T) or false (F). (4 marks)
a. ___ The TEV exchange programme is
only in Brazil.
b. ___You can do different types of sports.
c. ___ The weather you can find is the
same as in Chile.
d. ___ You can travel and learn more
English.
2 Circle the countries included in the
exchange programme. (4 marks)
a. The USA d. Australia
b. Switzerland e. Canada
c. Brazil
Writing
3 Imagine you are taking part in the TEV
Exchange Programme. Write an e-mail to a
friend and mention the place, the weather,
your new friends, and your activities.
(6 marks)
Reading
A holiday abroad!
Do you like travelling when you are on
holiday? Can you imagine going to totally
different places from your home country?
The English Village exchange programme
for Chilean students and tutors offers you
the chance to stay in a foreign country for
three weeks.
Participants can go to Australia, Canada,
Switzerland, or Brazil. In these countries, you
can experience weather that is totally
different from what you have in Chile. If in
Chile it is windy and cold in July, it can be
sunny and warm, or rainy and snowy in one
of these countries.
This programme also gives you the chance
to meet people from different countries and
practise different sports, such as
snowboarding, surfing, skiing, and
windsurfing.
Think about it! You can visit a new country,
make new friends, and continue practising
English.
Apply now!
E-mail
70
E-mail
Write an e-mail to a friend
and mention:
• The place.
• The weather.
• Your news friends.
• Your activities.

100. 99xxxxxxxxxxx
Unit3
Language
4 Complete the following sentences.
(4 marks)
a. The weather in Santiago is
___________ and ______________.
b. I’m ______________, but I can’t go.
c. The mouse is __________ the desk.
5 Write the names of the following objects.
(4 marks)
_____________ _____________
_____________ _____________
Listening
6 71 Listen to a telephone conversation.
Fill in the blanks. (6 marks, ½ each blank)
Anne: Hello, Georgina. It’s Anne
____________.
Georgina: ____________, Anne!
Anne: Listen, thank you very much for
the____________ to your
____________.
Georgina: It’s OK. Are you _______ then?
Anne: ____________, I think I can’t.
All my final exams are next
week and I have to _______.
Georgina: Oh, I’m _______to hear that.
Anne: Hey, when the ___________
are over, we can organise
something here in my house.
Georgina: Good idea. Talk to you next
_______ then, and good luck
with your ____________.
Anne: ____________ a lot! Bye for now.
Total score: 28 marks
Speaking
7 What’s the importance of technology in
your life? Talk to your partner.
Work out your score and read about your result.
0 to 9
correct
answers
HELP! You have not understood
an important part of the
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
then do the exercises again.
10 to 19
correct
answers
FAIR You have been able to
understand an important
part of the contents;
however, there are still
some you need to
consolidate. Correct the
wrong answers. You can
ask for help if you want.
Revise the contents. You
can do much better!
20 to 28
correct
answers
EXCELLENT You have learnt all or
almost all the contents in
the unit. Very good! Keep
up the good work!
Unit4
99ninety-nine

101. LEARNING OBJECTIVES
Reading
You will use different strategies to read and understand
• a magazine article.
• a legend.
Listening
You will use different strategies to listen and understand
• instructions to make a garden.
• an interview about pets.
Oral expression
You will
• produce and reproduce dialogues about the natural world.
• practise English sounds.
Written expression
You will
• complete sentences.
• produce short texts.
Unit5 NATURE
100 one hundred
oak tree

102. 101one hundred and one
LET’S GET READY!
1.Do you like to be in contact with
nature?Why?Why not?
2.Make a list of flowers that you can
name, in English and / or in Spanish.
3.Do you like animals? Do you have a pet?
forest
pine tree
rubber plant
watering the plants
garden
rosescarnations
hydrangea

103. Unit5
What do you know?
102 one hundred and two
PLANTS AND TREES
Lesson1
1 Write the names of the flowers below
the pictures.
a. b.
c. d.
2 Match the pictures to the names of
the plants.
a.
b.
c.
d.
Araucaria
Cactus
Palm tree
Weeping willow
STARTING A GARDEN
Lesson2
1 Make a list of herbs that you can name, in
English and / or in Spanish
a. .
b. .
c. .
d. .
2 Write the corresponding names below
the pictures (a – d).
seeds weeds
compost watering can
a.
c.
b.
d.

104. 103one hundred and three
Unit5
NATIONAL FLOWERS
Lesson3
1 Complete the name of the countries
below the flags.
a. b.
c. d.
I __ e l __ __ d
S c __ __ __ a n __
__ n g __ __ nd
W __ __ e __
2 Paint the colours.
a. Black
b. Blue
c. Brown
d. Green
e. Red
f. Yellow
OUR PETS
Lesson4
1 Match the pictures to the words.
dog
horse
cat
cow
sheep
2 Describe your ideal pet.
a.
b.
c.
d.
e.

105. 1
2
3
4
PLANTS AND TREES
104 one hundred and four
Lesson1
Before reading
1 Read the following actions.
Match them to the pictures.
a. ____ Water the plants.
b. ____ Fertilise flowers and
plants.
c. ____ Plant seeds.
d. ____ Water the trees.
2 Circle what’s true for you.
a.I have a garden. / I don't
have a garden.
b.I have flowers / plants / trees
in my garden.
c. I water the flowers. / I don't
water the flowers.
3 Tick your responsibilities at
home:
a. I have to water the
flowers.
b. I have to water trees
and plants.
c. I have to look after
the garden.
d. I have to sweep dry
leaves.
4 Take a look at the text on the
next page. What do you think it
is about? Guess!
IN THIS LESSON YOU WILL:
• read and show comprehension of a magazine
article about nature.
• show comprehension of short written texts.
• complete dialogues, charts and sentences with
specific information about planting seeds and
taking care of nature.
• produce and reproduce dialogues about gardening.

106. 105one hundred and five
Unit5
Reading
5 Read the text and check your prediction in Exercise 4.
6 Read the text again. Are these sentences true (T) or false (F)?
a. ____ Trees, plants and flowers transform carbon dioxide into oxygen.
b. ____ We can make compost with fruit.
c. ____ People have to enjoy nature and take care of it.
7 Read the text again and complete the sentences with words from the box.
nature oxygen trees, plants and flowers
a. Trees and plants produce .
b. Humans have to plant .
c. We have to take care of .
8 Choose one of these titles for the article you just read. Write it on the blank line at the top of
the article.
a. Water your plants and trees b.The importance of nature c.Fertilise your plants and flowers
Trees and plants give fruit and vegetables to people. We
have to plant trees, flowers, and plants and we have to
take care of them or we can die.
At home, we have to water our plants and trees and we
have to fertilise them and make compost with dry leaves,
or we can have problems in the future.
Nature and people are part of a team. They work together
to keep the planet alive and healthy.
Nature and humans co-exist. Humans are part of nature.
In nature, we have animals, plants, flowers, and trees.
They are all part of our planet.
Nature is an important part of our lives; trees, plants, and flowers have visual beauty and also a practical
use: they transform carbon dioxide into oxygen; humans cannot live without oxygen.
The final message is:
Plant trees, flowers, and plants. Love them and enjoy them.
THE ENGLISH VILLAGE MAGAZINETHE ENGLISH VILLAGE MAGAZINE
77

107. 106 one hundred and six
After reading
1.Read these examples from the text.
a.In nature we have animals and plants.
b.We have to take care of nature or we can die.
2.What do the connectors and and or indicate?
a.The connector and indicates addition.
b.The connector or indicates alternative.
3.Find and copy other sentences with and and or in the text.
LANGUAGE FORM Connectors
9 Match the parts in A and B, adding and / or, and create a long sentence.
I can study English
I like plants
I want a coke
We can plant flowers
a sandwich.
French.
I water them every day.
trees, it’s your choice.
A B
10 Look at the pictures below and complete the following sentences.
a. Ladies like very much.
b. I have two big in my garden.
c. That is dry. I have to water it.
11 78 First only listen, then listen and repeat.
a. These words.
• late • mate • nature • rate • take
b. These sentences.
Nature is important.
Nature is an important part of our lives.

108. 107one hundred and seven
Unit5
12 79 Listen to the dialogue. Then practise and role play it with your partner.
Amanda: Do you like flowers?
Barry: Yes I do; trees and plants too.
Amanda: Do you have a garden?
Barry: Yes, I do.
Amanda: Do you water your garden or do you use a sprinkler?
Barry: I don’t water the garden, but my mum has a sprinkler.
Amanda: Do you or your mum take care of the garden?
Barry: My mum takes care of it.
13 Put the following words in order to form and write correct sentences.
a. garden / in / The / are / dry / plants / my
The dry.
b. love / flowers / I / red
I flowers.
14 I CAN CONNECT IDEAS
Write three sentences in your notebook, using a connector.
Self EvaluationSelf Evaluation
I can name three things in a garden.
_________, _________and __________.
I can name two connectors.
1. __________ 2. __________
Tick according to your performance.
YES MM NO
Hello, honey.
What did the bee
say to the flower?
P R O E C TJ
An experiment
Materials
a big glass
a bean seed
a piece of cotton
a stick
a flag
Instructions
1. Put the piece of cotton in the glass.
2. Put the bean on the cotton.
3. Water it everyday.
4. Place a long stick with the name of the seed.
5. Draw the result.
Day 7 Day 14 Day 21
FUN
FUN

109. 108 one hundred and eight
STARTING A GARDEN
Lesson2
Before listening
1 Answer these questions in
pairs.
a. Is there a garden in your
school?
b. What plants does this
garden have?
2 Number these actions in the
picture, predicting the
sequence to make a garden.
Water the plants.
Remove the weeds.
Add compost.
Prepare the ground.
Plant the seeds.
Cultivate the herbs.
3 Which of these are cooking
herbs? Find their Spanish
equivalent.
Basil Carnation
Mint Parsley
Geranium Rose
4 Predict. What is the listening
text about?
a. A friends’s garden.
b. A herb garden.
c. A botanical garden.
preparing the ground
removing the ground
adding compost
planting the seeds
watering the plants
basil
parsley
mint
IN THIS LESSON YOU WILL:
• listen and show comprehension of
instructions to start a garden.
• identify names of herbs in English.
• recognise cognates.
• identify numbers.
• produce and reproduce a dialogue
about gardens.
• Identify and repeat English sounds.

110. 109one hundred and nine
Unit5
Listening
5 80 Listen and check your predictions in Exercises 2, 3 and 4.
6 80 Listen and tick the herbs mentioned.
a. Oregano e. Mint
b. Basil f. Pepper
c. Parsley g. Rosemary
d. Chives h. Thyme
7 80 Listen and complete the answer to the question below, using some words from the box.
cooking green medicinal ornamental
What is the purpose of a herb garden?
The cultivation of and herbs.
8 80 Listen and circle the best alternative to complete the sentences.
a. You have to the garden everyday.
i. move ii. fertilise iii.water
b. The herbs are ready in about days.
i. 9 ii. 10 iii.12
9 80 Listen and number the pictures in the correct order.
prepare the
ground
remove
weeds
water the
seeds
add
compost
plant the
seeds

111. 110 one hundred and ten
After listening
LANGUAGE FORM Have to (obligations)
1.Read this extract from the text and notice the obligation in italics.
First, we have to prepare the ground, then we have to add some organic compost, and finally
we have to plant the seeds. We have to water and cultivate the herbs.
2.Read the extract again and underline three more obligations.
10 Talk to your partner about your obligations at home or at school.
11 81 First only listen, and then listen again and repeat.
a. These words.
• he • herb • high • home • how • house
b. These sentences.
He has a herb garden.
He has a herb garden at home.
12 82 Listen and repeat the dialogue. Then, practise it with your partner.
Cliff: Is it number 10 or 100! Listen! It’s number 10. Listen! It’s a place for flowers and plants.
Donna:Mm, another clue, please?
Cliff: It’s a place for bushes and weeds.
Donna:Well, I’m not sure.
Cliff: Hurry up or give up!
Donna: I’ll hurry up and not give up!
Cliff: What is it?
Donna: Wait a minute!
Cliff: Tick tock, tick tock!
Donna:It’s a garden!
Cliff: Yes! Well done!

112. Unit5
111one hundred and eleven
13 In pairs, complete and say these instructions to play with numbers.
a. To get 100, you have to add (+) 20 and .
b. To get 50, you have to multiply (x) by 5.
c. To get , you have to substract (–) 40 from 70.
d. To get 6, you have to divide ( ) 60 by .
14
Circle the best answer for each question.
a. What is mint used for?
i. For stomachaches. ii. For eye infections. iii. For bad colds.
b. What is basil used with?
i. With potatoes. ii. With bananas. iii.With tomatoes.
P R O E C TJ
A display of herbs
1. Work in groups of four.
2. Prepare a poster with different herbs.
3. Stick photos, illustrations or leaves of
the herbs.
4. Classify them according to size (big,
medium, small), colour (dark green, grey,
light green), and characteristics of the
leaves (long, round, thin, fat).
Self EvaluationSelf Evaluation
I can say one of my obligations.
I can name the first two steps to start
a garden.
1.
2.
Tick according to your performance.
YES MM NO
What is your dog's
favourite flower? Anything in
our garden!
FUN
FUN

113. 112 one hundred and twelve
Lesson3
Before reading
1 Look at the flowers next to the
map of the UK. Do you know
the names of those flowers in
Spanish? If so, write them
down. If not, find out.
2 What is Chile's national flower?
a. The carnation.
b. The copihue.
c. The rose.
3 Write the names of the
countries in the map and try to
guess the national flowers.
4 Do you know any stories about
flowers and plants? Ask your
partner.
5 Predict the topic of the text.
a. A national flower.
b. Geography.
c. History.
IN THIS LESSON YOU WILL:
• read and show comprehension of
a legend about a Chilean bush.
• show comprehension of short
written texts.
• complete charts with specific
information.
• produce and reproduce dialogues
about different flowers.
NATIONAL FLOWERS

114. 113one hundred and thirteen
Unit5
6 Read the text and check your prediction in Exercise 5.
7 Read the text again. Are these statements true (T) or false (F)?
a. The calafate flower exists all year round.
b. The woman made her own clothes.
c. Koonex was a bird.
8 Read the text once more. Then, look at the illustration and answer these questions with
your partner.
a. What happened to
Koonex in the end?
b. Do you like this legend?
Why? Why not?
Koonex was an old woman from the Tehuelche tribe. When
the tribe had to move to another territory, she couldn’t go
because she was very weak, so the women of the tribe
made her a sunshade out of guanaco skin and left her
food and wood. Winter arrived, and some birds came to
keep Koonex company. One of the birds said:“We need
food and a place to stay and keep warm”. Koonex said:“I
understand. As from today, you will have food and shelter
all year round”Some wind blew the sunshade away and
Koonex transformed into a beautiful bush with perfumed
yellow flowers. In summer, the flowers turned into fruit.
THE LEGEND OF THE CALAFATE
Reading 83
This is why there are always birds around the Calafate bush.
9 Read the text once more and number these sentences in the order the events happen.
a. Koonex turns into a bush. c. There are always birds around the calafate.
b. The tribe moves away. d. The bird says they need food and shelter.

115. 114 one hundred and fourteen
After reading
LANGUAGE FORM The Simple Present tense
1. Look at these sentences from the text.
We need food, and a place to stay and keep warm
I understand. As from today, you will have food and shelter all year round.
2. Notice we use this verb form to express and describe a fact.
3. Find more examples in the text.
10 Complete this chart indicating cultural differences and similarities between Chile and
England.
Location National flower Language
Chile
England
11 Create sentences with information from the chart in Exercise 10.
Examples: In England, people speak English.
Chile is in South America.
12 Match the colour.
blue red white black brown yellow green
a.
b.
c.
d.
e.
f.
g.
13 Draw and colour the flowers.
a. A yellow and red rose. b. A red copihue with green leaves.

116. 115one hundred and fifteen
Unit5
14 84 First only listen. Then listen and repeat.
a. These names of flowers.
• carnation • clove • dahlia • dafffodil • daisy • dandelion • lilac
• lily • sunflower • tulip • rose • violet
b. This poem.
Roses are red,
Violets are blue,
Sugar is sweet,
But not as sweet as you.
15 85 Listen and repeat this dialogue. Then, practise it with your partner, changing the
underlined parts.
Eleanor: Where is Chile?
Farrell: It’s in South America.
Eleanor: What is the national flower there?
Farrell: The copihue.
Self EvaluationSelf Evaluation
I can write a sentence using a verb in the
Simple Present tense.
.
I can write a sentence including a verb,
colours and numbers.
Tick according to your performance.
YES MM NO
P R O E C TJ
Country fact file
1. Work in pairs.
2. Find information about another country.
3. Make a poster showing the country’s
name, language, location, and national
flower.
4. Draw the country’s flower, its flag, and
its coat of arms.
I don’t understand
why they don’t like
me. I only play my
pipes day and night.
FUN
FUN

117. 116 one hundred and sixteen
OUR PETS
Lesson4
Before listening
1 Look at the animals and their
names in the picture. Repeat
the names after your teacher.
2 Do you have a pet? Complete
this factfile about it.
Name:
Age:
Colour:
Favourite toy (✓)
ball soft toy
plastic toy carrot
bone other
3 Circle the animals that you
think are mentioned in the
listening text.
a. dog b. horse
d. cowc. sheep
e. cat f. rabbit
cows
horses
cat
rooster
hen
chicks
rabbits
dogs
sheep
IN THIS LESSON YOU WILL:
• listen and show comprehension
of an interview about pets.
• listen and show comprehension of
information about animals and pets.
• complete texts and charts with
specific information.
• practice and reproduce dialogues
about animals and pets.

118. 117one hundred and seventeen
Unit5
Listening
4 86 Listen and check your prediction in Exercise 3.
5 86 Listen again and write the colour of the animal. Choose the colours from the box below.
black and white white brown black
a. Cat: c. Rabbit:
b. Horse: d. Dog:
6 86 Listen again and tick (✓) the toys mentioned.
a. ball
e. bus
b. car
f. carrot
c. soft toy
g. doll
d. old blanket
h. bone
7 86 Listen and complete the chart.
Pet Pet’s name Pet’s age
Mark
Tim
Sharon
8 86 Listen once more and fill in the blanks in these sentences.
a. People in love and animals.
b. Her favourite is a carrot.

119. 118 one hundred and eighteen
After listening
9 Look at the picture on Page 116 and classify the animals.
Big farm animals Small farm animals Domestic animals
horse cat
rabbit
10 Complete the names of these two unusual pets with the letters provided.
a. i u a n a g
b. s i r e p d
11 87 First only listen and then listen and repeat.
a. These words.
• get • let • met • pet • set
b. These sentences.
My pet's a dog. Her pet's a cat. His pet's a rabbit.
12 88 Listen and repeat this dialogue. Then, practise it with your partner.
Geoffrey: Do you have a pet?
Hester: Yes, I do. My pet is a dog. Her name is Skyler. And you, do you have a pet?
Geoffrey: Yes, I do. It’s a dog, too. And that is his toy.
Hester: Does he have a kennel or does he sleep inside your house?
Geoffrey: Look! This is his kennel.
Hester: My pet, Skyler, lives inside my house. She doesn’t have a kennel.
13 Interview your partner following the model in Exercise 12 and then complete this
fact file.
Pet’s name
Pet’s age
Pet’s house
Pet’s favourite toy

120. 119one hundred and nineteen
Unit5
P R O E C TJ
Unusual pets
1. In pairs, get information about two
unusual pets.
2. Make a poster with information and
pictures of the animals.
3. Present the poster to the class.
Self EvaluationSelf Evaluation
I can name three different animals.
_________, ________, and __________.
I can write a sentence describing my pet.
_____________________________.
Tick according to your performance.
YES MM NO
LANGUAGE FORM Possesive adjectives
1.Read these examples from the text. Circle
the correct option.
Tim is playing with his dog.
Sharon is playing with her cat.
2.Circle the correct option.
a.We use his for masculine / feminine.
b.We use her for masculine / feminine.
3.Read these other examples.
Ryan likes your dog.
I love my cat.
4.Answer these questions.
a.Which sentence in Point 3 is referring to
my possession?
b.Which sentence in Point 3 is referring to
someone else’s possession?
LANGUAGE FORM Demonstrative adjectives
1.Read these examples from the dialogue in
Exercise 12.
Yes, I do. It’s a dog, too. And that is his toy.
Look! This is his kennel.
2.Circle the correct option.
We use this to refer to an item which is
near / far.
We use that to refer to an item which is
near / far.
3.Go to the library or use the Internet to
find out:
We use ____ to refer to more than one
item which is near.
We use ____ to refer to more than one
item which is far.
14 Write about your pet (real or imaginary).
My pet is a . His / her name is . He / she is years old.
He / She is (colour). This / that is his / her favourite toy, it’s a , and
is his / her kennel.
15
Find the names of five
more animals. Use the chart
in Exercise 9 to classify them.
Look! The cat's
caught a mouse!FUN
FUN

121. 120 one hundred and twenty
FINAL TESTFINAL TEST
Reading
Canberra’s Greenhouse for Kids
Do you like nature, trees, bushes, and flowers? Can you imagine a place with lots of them?
That is the case of Canberra’s Greenhouse for Kids. It is a place where you can learn about
nature and how to take care of trees, bushes, and flowers. In this greenhouse, children can
learn about nature and have fun at the same time!
The gardeners there know all about plants! Children can plant seeds, water plants, and
prepare the ground with compost. They can even cut and trim plants and trees.
These are some of the beautiful flowers and plants that you can find here.
• Drumstick tree • Weeping willow
• Patterson’s curse flower • Wattle
When you come to Canberra, remember there is a place where you can learn how to care for
the environment and play at the same time!
89
1 Write true (T) or false (F). (4 marks)
a. ___ Gardeners here do not know much
about plants.
b. ___ In the greenhouse, you can’t learn
about plants.
c. ___ Children can touch plants, water
them, and plant them.
d. ___ Canberra’s greenhouse is for
children.
2 Circle the words that are related to taking
care of plants. (3 marks)
a. trim
b. step
c. compost
d. water
e. burn
f. fertilise
3 Complete the sentences with the
demonstratives this / that, or the
connectors and / or. (3 marks)
a. is my pet. His name is Rex.
b. Water trim your plants
regularly.
c. We must take care of our environment
it will disappear.

122. 121xxxxxxxxxxx
Unit3
4 Write the names of the actions
below the pictures. (4 marks)
a. b.
d.c.
Listening
5 90 Listen to the dialogue and fill in
the blanks.
(8 marks)
Nina: Hello Josh, ________! Welcome to my
home; come in!
Josh: Thanks, Nina. It’s good to see you.
Nina: Have a seat, ________. Would you like
a glass of ________?
Josh: Sure, thanks! Hey, Nina, is that a
Bonsai ________?
Nina: Oh! Yes. My ________ gave it to me.
Josh: It’s beautiful! Does it need special care?
Nina: Well, a little bit. They have feelings, you
know? You must take ________ of
them, or they can get depressed and
die. You have to talk to them,
________ them every day, and keep
them near a window.
Josh: It sounds difficult!
Nina: Not really, and this one’s so pretty!
I love nature and ________.
Toral score: 22 marks.
Speaking
6 Why is it important to take care of the
environment? Talk to your partner.
Work out your score and read about your result.
0 to 9
correct
answers
HELP! You have not understood
an important part of the
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
then do the exercises again.
10 to 18
correct
answers
FAIR You have been able to
understand an important
part of the contents;
however, there are still
some you need to
consolidate. Correct the
wrong answers. You can
ask for help if you want.
Revise the contents. You
can do much better!
19 to 22
correct
answers
EXCELLENT You have learnt all or
almost all the contents in
the unit. Very good! Keep
up the good work!
Unit5
121one hundred and twenty-one

123. ANSWER KEY
Unit1
Whatdoyouknow?
Lesson1
1. mall,football,mouse,heavy,modem,delivery,etc.
2. a.English. b.English. c.Spanish. d.English.
Lesson2
1. 1.b. 2.d. 3.a. 4.c.
2. one,two,three,four,five,six,seven,eight,nine,ten.
Lesson3
1. playground,classroom,cafeteria,computerlab.
2. Hi,I’mGonzalo,I’mfromChile,I’minfifthgrade.
3. Hi!I’mMacarena,I’mfromChillán,I’malsoin
fifthgrade.
Lesson4
1. Autos–Four. CDs–One. Bicicletas–Two.
Pelotas–Three.
2. Whereareyoufrom? /I’mfromSantiagodeChile.
Lesson1
Beforelistening
1. a.2 b.5 c.4 d.3 e.6 f.7 g.1
3. b.PeopleattheEnglishVillage.
Listening
5. Tickentodoslospersonajes.
6. Speaker1:Tony.
Speaker2:Susan.
Speaker3:Gonzalo.
Speaker4:Macarena.
7. a. City:Iquique
b. Name:MacarenaHenríquez,City:Chillán
c. Name:TonyWilson,City:NewYork
d. Name:SusanHardy,City:London
Afterlistening
10.a.Pablo’sfromCoyhaique.
b.Carolina’sinfifthgrade.
12.1.d. 2.e. 3.b. 4.a. 5.c.
Lesson2
Beforereading
3. cafeteria,computerlab,director,office.
Reading
7. a.T. b.F.(ThecompetitionisinSantiago)
c.F.(Carolinaisinfifthgrade) d.T.
8. Typeoftext:e-mail/mail/correo.
From:CarolinaGonzález.To:TheEnglishVillage.
9. c.participateinthecompetition.
Afterreading
11.1one. 2two. 3three. 4four. 5five. 6six. 7seven.
8eight. 9nine. 10ten. 11eleven. 12twelve.
13thirteen. 14fourteen.
Lesson3
Beforelistening
2. close–cierre. Open–abra. Read–lea. Sitdown–
siéntese. Standup–párese.
3. 3,5,1,4,2,6
4. Sit down, make your bed, open the door, come in
stop, etc.
Listening
6. Picture1-e.Openyourbooksonpage10.
Picture2-a.Closeyourbooks.
Picture3-f.Readtheinstructions.
Picture4-d.Listen.
Picture5-c.CanIcomein?
Picture6-j.Closethedoor.
Picture7-h.Sitdown.
Picture8-g.Silence,please.
Picture9-b.Cometotheboard.
Picture10-i.Standup.
Afterlistening
2. Sepuedehacermásformalagregandolapalabra
Please.
9. a.4. b.2. c.1. d.3.
10.a.5. b.8. c.7. d.1. e.3. f.9. g.2. h.4. i.6.
12.a.Silence,please,Mario. b.That’sall.Closeyour
books. c.Cometotheboardplease,Cristóbal.
d.Sitdownandopenyourbooks.
15.a.makeyourbed.
b.sitdown,please!
c.stopthenoise.
d.closethewindow,please.
e.doyourhomework.
f.cometotheboard,please?
16.Picture1:a,c,d,h.
Picture2:a,b,e,f,g.
Lesson4
Beforereading
1. Tutors:TonyWilson,SusanHardy.Students:Gonzalo,
Carolina,PabloyMacarena.
2. acafeteria,accommodation,afruitandvegetable
garden,apool,afootballfield.
3. Facilities:acafeteria,apool,afootballfield,agym.
Other:acomputer,ananimal.
4. located,gym,fruit,vegetable,animal,park,students,
practise,forexample,tutors.
Reading
6. a.
7. a. TheEnglishVillage
Location:Santiago,Chile.
Facilities:agym,apool,ananimal
farm,avegetablegarden,acafeteria.
b. Students:Gonzalo,Carolina,
Macarena,Pablo.
Countries:Chile.
Cities:Iquique,Santiago,Chillán,
Coyhaique.
c. Tutors:GraceBrown,Susan
Hardy,TonyWilson.
Countries:Australia,England,theUSA.
Afterreading
8. Singular:animal,cafeteria,farm,field,garden,gym,
pool,vegetable. Plural:cabins,countries,facilities,
parks,students,tutors.
11.a. WhereisNicoleKidmanfrom?She’sfrom
Australia.
b. WhereisRihannafrom?She’sfromtheUSA.
c. WhereisPrinceWilliamfrom?He’sfromEngland.
12.a. WhereisJimCarreyfrom?He’sfromtheUSA.
b. WhereisJustinTimberlakefrom?
He’sfromtheUSA.
c.WhereisLucasEscobarfrom?She’sfromChile.
Fun,fun,fun
2. i.Speakii.Listeniii.Silenceiv.Readv.Closethebox
vi.Opentheboxvii.Standupviii.Sitdownix.Stop.
3. 1+2=3(Oneplustwoisthree),
3+2=5(threeplustwoisfive),
5-1=4(fiveminusoneisfour),
4x2=8(twotimesfouriseight),
8+2=10(eightplustwoisten),
10:2=5(tendividedbytwoisfive),
5+4=9(fiveplusfourisnine),
9+5=14(nineplusfiveisfourteen).
FinalTest
1. a.F. b.T. c.F. d.F.
2. a,b,e.
4. a.is. b.am. c.is.
5. a.Listen! b.Sitdown!
c.Cometotheboard! d.Openyourbooks.
6. a.Spanish. b.facilities. c.farm. d.pool.
e.parks. f.computer.
122 one hundred and twenty-two
ANSWER KEY

124. Unit2
Whatdoyouknow?
Lesson1
1. a.iii.(Bathroom)
b.iv.(Dining room)
c.ii.(Bedroom)
d.i.(Living room)
Lesson2
2. flat–house–mansion.
Lesson3
1. Mum. baby.
Grandmother. sister.
2. a.grandfather. b.brother. c.sister. d.father.
Lesson4
1. policewoman.
2. teacher: ,doctor: ,nurse:
policeman:
Lesson1
Beforereading
2. sofá–livingroom
Table–diningroom
Bed–bedroom
Tv–livingroom/bedroom
Chair–diningroom.
3. terrace,livingroom.
4. CottagesattheEnglishVillage.
Reading
5. attheEnglishVillage.
6. a.
7. TV/DVDset,sillas,camaymesadecomedor.
Afterreading
8. thereare-thereis-thereis-thereis-thereis.
13.Thereisanewsofaformyfatherinthelivingroom.
Lesson2
Beforelistening
1. 1.Abighouse. 2.Atwo-storeyhouse. 3.Asemi-
detachedhouse. 4.Asmallhouse. 5.Aflat.
2. big,medium-sized,small,smallandsmall.
4. Green,yellow,red,purple,White,etcétera.
5. a.
Listening
7. Susan:new/medium/whiteandgrey.
Tony:old/big/whiteandgrey.
8. Susan:3bedrooms/1bathroom.
Tony:5bedrooms/4bathrooms.
9. Susan:a/c.
Tony:b.
Afterlistening
12.No,itisn’t/Yes,thereis/It’sgreen.
Lesson3
Beforereading
1. father,families,children,brother,mother,sister.
2. Pedro–father.
Antonia–mother.
Luisa–Sister.
JoséMiguel–brother.
3. b.
Reading
5. b.
6. a.TheEnglishVillage. b.sister.
Afterreading
9. a.T. b.F. c.T. d.F.
Lesson4
Beforelistening
2. fifteen,sixteen,seventeen,eighteen,nineteen,
twenty,thirty,thirty-five,forty,andfifty.
3. a.
Listening
5. a.19. b.16. c.17. d.25.
6. a. dentist. b.constructor. c.teacher.
d. lawschool. e.secondaryschool.
7. aconstructor/ateacher/anengineer
8. a.3. b.2. c.6. d.1. e.4. f.5.
FinalTest
1.a.T. b.T. c.T. d.F.
2. Family,abandoned,centres,government
4. house,rooms,two,a,photo,beautiful.
5. Detachedhouse,flat,semi-detachedhouses,big
house,smallhouse.
Unit3
Whatdoyouknow?
Lesson1
2. a.spaghetti. b.salad. c.icecream. d.beef.
Lesson2
1. hamburguesa:hamburger,jugo:juice,cake:pastel,
pizza:pizza.
2. 1.Monday. 2.Tuesday. 3.Wednesday. 4.Thursday.
5.Friday. 6.Saturday. 7.Sunday.
Lesson3
1. a.bread. b.water. c.vitamins. d.sugar.
Lesson4
1. healthyfood:yogurt–milk.
junkfood:softdrink–hotdog.
2. eighty–80. sixty–60. fifty–50. seventy–70
Lesson1
Beforereading
3. fruit,hamburger,salad,soup,pancake,pizza,tomato,
vegetables.
Reading
5. mixedsalad
6. Pizza–Saturday. Roastchickenandrice–Thursday.
Beefandbakedpotato–Monday.
7. a. Roastchickenandrice. b.Friday.
c.Onfour(4)days. d.Milkorfruitjuice.
8. a.bakedapple. b.Ricepudding c.Fruitsalad
d.Kiwiandorange
Afterreading
9. Fruitbanana,orange,kiwi. Meattypes:beef,chicken,
fish. Vegetables:avocado,lettuce,tomatoes.
Other:milk,pancake,rice.
14.Horizontales:fruit,hamburger,salad.
Verticales:avocado,meat,beef,Friday,Tuesday.
Lesson2
Beforelistening
2. a.Thetutors,SusanandTony.
b.Atthecafeteria.
c.Celeryandavocadosalad,spaghetti,andfruitsalad.
Listening
5. 3.B. 4.I’mstarving–hereisyourtray–Ilove
spaghetti–I’mnotveryhungry.
6. a.iii. b.i.
7. a.2–b.3–c.1–d.5–e.6–f.4
8. a. Tony:I’mstarving.
b. Susan:Hereisyourtray.
c. Waitress:Hereyouare:salad,spaghettiandyour
fruitsalad.
d. Tony:Thankyou.
e. Tony:Whatisthereforlunchtoday?
f. Susan:Thefruitsaladlooksdelicious.
g. Tony:Ilovespaghetti.
9. Please–1vez. Thankyou–3veces
Afterlistening
12.strawberryjelly/fruitjuice/tunasalad.
123one hundred and twenty-three

125. Lesson3
Beforereading
2. Junkfood:hotdogs,hamburger,chips.
Healthyfood:freshcheese,milk,yoghurt,fruit,cakes.
3. cavities–cariesenvironment–medioambienteFats–
grasasFlavour–sabor.
4. diabetes,fiber,nutritional,problems,proteins,obesity,
vitamins.
Reading
6. c.
7. a. fibres,nutrients,vitamins,water.
b. dentalproblems,diabetes,heartproblems,
weightproblems(obesity).
8. a. maintains. b.water. c.has.
Afterreading
9. Junk:additives,fats,cheeseburger,salt,sugar.
Healthy:fibre,fruit,nutrients,vegetables,vitamins.
12.a.Achocolatebardoesn’trequirepreparation.
b. Fruithasvitaminsandfibres(orfibresandvitamins)
c. Michelledoesn’teatjunkfood.
d.Milkcontainsnutrients.
13.sugar,salt,additives,poornutritionalvalue,food.
Lesson4
Beforelistening
1. a. PeoplefromTEV/tutorsandstudents.
b. TEVDirector/TEVprincipal.
c. AttheEnglishVillagekiosk.
d. Buyingfood.
2. c. Healthyfood:celeryandcarrotsticks,dips,fresh
cheese,freshfruit,fruitjuice,icecream,milk,
sandwichesyyoghurt.
Listening
4. b.
5. Vegetablesanddips/deliciousfruit,redapples,fruit
juice,yoghurt,freshcheese,chocolates,hot-dogs,
hamburgers.
6. Chocolates,hot-dogs,hamburgers.
7. a. atthevillagekioskyoucanbuyhealthyfood.
b. wehaveniceanddeliciousfruit.
c. wehaveniceredapples.
d wearealsosellingfreshcheese.
8. normal/healthy/products/students/convenient.
FinalTest
1. a.T. b.F. c.F. d.T. e.F.
2. a,d,e.
4. can,on,doesn’t,want,do,like.
Unit4
Whatdoyouknow?
Lesson1
1. c.–d.–a.–b.
2. a.Autumn. b.Summer. c.Winter. d.Spring.
Lesson2
2. a. field b.ice rink c.tennis court d.pool
Lesson3
1. computer–Internet–dvdset.
Lesson4
2. you–I’m–you.
Lesson1
Beforelistening
1. rainy,sunny,windy,cloudyandsnowy.
2. hot. cloudy.
snowy. sunny. cold.
3. a.winter. b.spring. c.summer. d.autumn.
Listening
5. Santiago,BuenosAires,Montevideo:rainy. Lima:hot.
Bogotá:cloudy
6. Santiago15ºC. BuenosAires12º. Montevideo13º.
Asunción21º. Lima22º. Bogotá20ºySaoPaulo16º.
7. a.✗ b.✗ c.✓ d.✓ e.✗
8. Hottest:Lima. Coldest:BuenosAires.
Afterlistening
9. sunny,cold,hot,windy,cloudyandwet.
12.Hi,Linda–weather–warm–sunny–cold –
warm –weather–Love–too–dear.
Lesson2
Beforereading
1. a.1. b.3. c.2 d.4
Reading
4. b
5. a.–F. b.–T. c.–F. d.–F. e.–T. f.–F.
6. Wintersports:skiing,ice-skating,snowboarding.
Summersports:bodyboarding,swimming,surfing.
Afterreading
LanguageForm
8. Idon’tlikerunninginthesnow.
Iloveeatingchocolatesinthewinter.
Idon’tlikeswimminginthesummer.
Inwinter,Iloveplayingbasketball.
Lesson3
Beforelistening
1. a.4. b.8. c.6. d.1. e.5. f.9. g.3. h.7. i.2.
3. b.
Listening
4. b.
5. StevieyJill.
6. CDs,DVDs,computers,webcams,screens.
7. 1.d. 2.a. 3.c. 4.b.
Afterlistening
9. picture/is/on/webcam/in/can/we/Internet/bye.
Lesson4
Beforereading
3. b.
Reading
4. b.
5. a.Pete’ssick. b.Petesays“I’msorry”.
6. a.Maggie. b.raining. c.Pete.
Afterreading
8. Declineinvitations:Iwouldlovetobut...,I’mnot
sure...,Iamsosorrybut... Invite:Areyoucoming?,
canyoucome?,wouldyouliketocome?
Languageform
3. toshowgratitude,toapologise.
10.howareyou?/(nombredealgunapersona)/Hi-hello
/are/i’m/theparty/so-very/can’tgo/sorry.
FinalTest
1. a.F. b.T. c.F. d.T.
2. b.,c.,d.,e.
4. a.puedenvariar. b.sorry. c.on.
5. webcam,screen,keyboard,CDs.
6. here,hi,invitation,party,coming,sorry,study,sorry,
exams,week,exams,thanks.
124 one hundred and twenty-four

126. Unit5
Whatdoyouknow?
Lesson1
1. a.rose, b.daisy, c.sunflower, d.tulip.
2. a. weeping willow. b. araucaria. c. cactus.
d. palm tree.
Lesson2
2.a.compost. b.seeds. c.watering. d.weeds.
Lesson3
1. Ireland,England,Scotland,Wales.
2. a.black:negro. b.blue:azul. c.brown:café.
d.green:verde. e.red:rojo. f.yellow:amarillo.
Lesson4
1. a.Vaca:cow. b.Caballo:horse. c.Perro:dog.
d.Oveja:sheep. e.Gato:cat.
Lesson1
Beforereading
1. a.4. b.3. c.2. d.1.
Reading
6. a.T. b.F. c.T.
7. a.oxygen. b.trees,plantsandflowers. c.nature.
8. b.
Afterreading
LanguageForm
9. IcanstudyEnglishand/orFrench.
IlikeplantsandIwaterthemeveryday.
Iwantacokeandasandwich.
Wecanplantflowersortrees,it’syourchoice.
10.a.flowers. b.trees. c.plant.
13.a.Theplantsinmygardenaredry.
b.Iloveredflowers.
Lesson2
Beforelistening
3. basil(albahaca)–paracocinar. carnations(claveles),
geraniums(cardenales). mint(menta)–paracocinar.
parsley(perejil)–paracocinar. roses(rosas).
Listening
5. 2– 1.preparetheground. 2.removetheweeds.
3.addcompost. 4.planttheseeds. 5.waterthe
plants. 6.cultivatetheherbs. 3–Basil,mint,parsley
–paracocinar 4–b.aherbgarden
6. b.basil c.parsley e.mint
7. Cooking–medicinal
8. iiiwater b.ii10days
9. 1.preparetheground. 2.removetheweeds. 3.add
compost. 4.planttheseeds. 5.watertheseeds.
Afterlistening
13.a.80. b.10. c.30. d.10.
Lesson3
Beforereading
1. copihue:copihue,calafate:calafate,rosa:rose,
trébol:shamrock,cardo:thistle,narciso:daffodil.
2. b.
3. Chile:rojo
Scotland:naranjo
Ireland:verde
England:morado
Wales:rosado
5. a.
Reading
6. a.
7. a.true. b.false. c.false.
9. a.3–b.1–c.4–d.2.
Afterreading
10.CHILE:SouthAmerica–copihue–Spanish.
ENGLAND:Europe–therose–English.
12.a.black:negro. b.brown:café. c.red:rojo.
d.blue:azul. e.white:blanco. f.green:verde.
g.yellow:amarillo.
Lesson4
Listening
4. dog,horse,rabbit.
5. horse:blackandwhite. rabbit:white. dog:brown.
6. a.–d.–f.
7. Mark:dog–Simon–6.
Tim:horse–Blue–3.
Sharon:rabbit–Bunny–1.
8. a.England,protect. b.toy,plastic.
Afterlistening
9. Bigfarmanimals:cow,horse,sheep.
Smallfarmanimals:rabbit,cockerel,hen(chicken).
Domesticanimals:dog,cat,rabbit.
10.a.iguana. b.spider.
FinalTest
1. a.F. b.F. c.T. d.T.
2. a.,c.,d.,f.
3. a.this. b.and. c.or.
4. a.watertheplants. b.fertilise.
c.planttheseeds. d.removetheground.
5. Howareyou,please,juice,tree,mum,care,
water,plants.
125one hundred and twenty-five

127. Unit1
• Video:Theschool
http://learnenglishkids.britishcouncil.org/es/kids-talk/
owen-talks-about-school
• Prácticadevocabulario:Countries
http://kidseslgames.com/vocabulary%20games/
Countries%20&%20Nationalities/countriesandnationalities.
html
• Juegointeractivo:Theclassroom
http://www.sesamestreet.org/games#media/
game_4ab931f6-14e5-11dd-83fd-1ff2199def8e
• Prácticagramatical:VerboTobe
http://learnenglishkids.britishcouncil.org/es/node/14084
Unit2
• Prácticadevocabulario:Thefamily
http://www.anglomaniacy.pl/familyQuiz.htm
Actions:http://www.manythings.org/lulu/j1.html
• Juegosinteractivos
Possessive ‘s
http://www.vocabulary.co.il/english-language-games/
primary-possessive-nouns-memory-match/
Thehouse
http://www.anglomaniacy.pl/furnitureMatching.htm
http://kidseslgames.com/vocabulary%20games/Household/
Furniture%20and%20Prepositions%20of%20Place.html
• Prácticagramatical:Thereis,thereare
http://www.anglomaniacy.pl/grammarHelpers28.htm
Unit3
• Video:Food
http://learnenglishkids.britishcouncil.org/es/kids-talk/
john-talks-about-food
• Práctica de vocabulario: Days of the week
http://kidseslgames.com/vocabulary%20games/Days%20
of%20the%20Week/daysoftheweekandordinalnumbers.
html
Food
http://www.anglomaniacy.pl/foodHangman.htm
Unit4
• Juegointeractivo:Theweather
http://learnenglishkids.britishcouncil.org/es/fun-games/
whats-the-weather
• Prácticadevocabulario:Clothes
http://www.anglomaniacy.pl/clothesQuiz.htm
Actions
http://www.manythings.org/lulu/j1.html
Unit5
• Video:Animals
http://learnenglishkids.britishcouncil.org/es/kids-talk/
whats-your-favourite-animal
• Juegosinteractivos
Nature
http://pbskids.org/caillou/games/matching/leaf_1.html
Animals
http://www.eslgamesworld.com/members/games/
vocabulary/labeling/farm%20animals/index.html
• Prácticadevocabulario:Toys
http://www.anglomaniacy.pl/toysPictureTest.htm
126 one hundred and twenty-six
WEBSITES

128. Unidad1
Listening,Speaking.
• Adams,M.J.etal.(2000).PhonemicAwarenessinYoungChildren:
AClassroomCurriculum.Baltimore,Maryland:PaulH.Brooks
PublishingCo.
• Graham,C.(1974).Children’sJazzChantsOldandNew.Oxford:
OxfordUniversityPress.
• Grierson,A.(2000).JollyJingles.Essex:JollyLearning,Ltd.
Reading,Writing.
• Burke,J.(2003).ReadingReminders -Tools,Tips,andTechniques.
(1st
ed.).Portsmouth,NH:Boynton/Cook.
• Cunningham,A.&Shagoury,R.(2005).Startingwith
Comprehension:ReadingStrategiesfortheYoungestLearners.
Portland:StenhousePublishers.
• Engelmann.S.,etal.(1997).ReadingMastery-Level5Textbook.
UnitedKingdom:UsbornePublishing.
Unidad2
Listening,Speaking.
• Fyke,L.(2005).JollySongs.Essex:JollyLearning,Ltd.
• Loyd,S.(2000).JollyPhonicsWorkbook5.Essex:JollyLearning,
Ltd.
• Reed,C.(2007).500ActivitiesforthePrimaryClassroom.(1st
ed.).
Oxford:MacmillanEducation.
Reading,Writing.
• Hunt,R.(2011).OxfordReadingTree.Oxford:OxfordUniversity
Press.
• Littlejohn,A.,&Hicks,D.(2007).PrimaryColours,Pupil’sBook1.
Cambridge:CambridgeUniversityPress.
• Turnbull,S.(2007).Castles:InformationforYoungReaders.
Eveleth:UsbornePublishing.
Unidad3
Listening,Speaking.
• McKay,P.&Guse,J.(2007).Five-MinuteActivitiesforYoung
Learners(CambridgeHandbooksforLanguageTeachers).
Cambridge:CambridgeUniversityPress.
• Reilly,V.(2002).ZapA.Oxford:OxfordUniversityPress.
• Shipton,P.(2002).ChitChat2.Oxford:OxfordUniversityPress.
Reading,Writing.
• Gibson,R.(1995).ReadingGames.Eveleth:UsbornePublishingLtd.
• Hancock,M.(2000).PenPicturesforYoungLearners3.Oxford:
OxfordUniversityPress.
• Turnbull, S. (2006). WhyDoWeEat? Eveleth: Usborne
Publishing Ltd.
Unidad4
Listening,Speaking.
• Jarboe,T.(2004).Skill-BuildersforYoungLearners:Beginning
Reading.Westminster:MaryD.Smith,M.S.Ed.
• Mackinnon,M.(2011).EasyPhonicWords(UsborneVeryFirst
Reading).Eveleth:UsbornePublishing.
• Thomson,T.(2010).AmericanOxfordPrimarySkills1.Oxford:
OxfordUniversityPress.
Reading,Writing.
• Clarke,C.(2006).Weather.Eveleth:UsbornePublishing.
• Reilly,J.(2005).WritingwithChildren.Oxford:OxfordUniversity
Press.
• Sebranek,P.,&Nathan,R.(2000).Writer’sExpress:AHandbookfor
YoungWriters,Thinkers&Learners(WriteSourceRevision).New
York:GreatSourceEducation.GroupInc.
Unidad5
Listening,Speaking.
• Renck,M.(2008).LearningtoListen,ListeningtoLearn:Building
EssentialSkillsinYoungChildren.Washington:NAEYEC.
• Spooner,L.&Woodcock,J.(2010).TeachingChildrentoListen:A
practicalapproachtodevelopingchildren’slisteningskills.New
York:TheContinuumInternationalPublishingGroup.
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TeacherCreatedMaterialsInc.
Reading,writing.
• Chanko,P.(2010).FirstWritingPrompts:200Just-RightPrompts
ThatMotivateYoungLearnerstoWriteAllYearLong!.Jefferson
City:ScholasticTeachingResources.
• Helbrough,E.(2007).HowFlowersGrow(UsborneBeginners).
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Publishers.
127one hundred and twenty-seven
BIBLIOGRAPHY

129. © 2014 Ediciones Cal y Canto® Reimpresión
The English Village 5º básico
N˚ de Inscripción: 223.588
ISBN: 978 956 339 120 6
Original text © Ana Manonellas Balladares
Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University - Melbourne Australia.
Methodological support María Teresa Sepúlveda Leiva
MA in Professional Development for Language
Education Leeds Metropolitan University, UK.
Original illustrations © Ediciones Cal y Canto Ltda.
Design © Ediciones Cal y Canto Ltda.
General Manager Jorge Muñoz Rau
Editor Ariel Acosta Arancibia
Assistants Editors Lina Alvarado Jantus
Gloria Caro Opazo
Designed by María Jesús Moreno Guldman
Layout by Catalina Zúñiga Villagra
Catherine Pujol Hormazabal
Proofreading James Doo
Illustrations César Letelier Santana
General Production Cecilia Muñoz Rau
Production Assistant Lorena Briceño González
Recording Producer Rodrigo González Díaz
Recording Engineer Ignacio Arriagada Maia
Photos Banco de Fotos Ediciones Cal y Canto
© 2013 Ediciones Cal y Canto®
The English Village 5º básico
N˚ de Inscripción: 223.588
ISBN: 978 956 339 120 6
Original text © Ana Manonellas Balladares
Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University - Melbourne Australia.
Methodological support María Teresa Sepúlveda Leiva
MA in Professional Development for Language
Education Leeds Metropolitan University, UK.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
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