Ingles Alumno PDF

STUDENTS BOOK INGLS
The English Village

Ana Manonellas Balladares
5 bsico
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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN
9 789563 391206
STUDENTS BOOK INGLS
The English Village
5 bsico
Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University, Melbourne, Australia.
Nombre:
Curso:
Colegio:
Este libro pertenece a:
Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a travs del establecimiento
educacional en el que estudias.
Es para tu uso personal tanto en tu colegio como en tu casa; cudalo para que te sirva durante todo el ao.
S i te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.
2
two
2
DISCOVER YOUR BOOK
LETS 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.Whats your favourite
place in your school?
LEARNING OBJECTIVES
Reading
You will use diferent strategies to
read and understand
an e-mail.
a brochure.
cards with personal information.
Listening
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.
U
n
i
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1
THE PEOPLE, THE SCHOOL,
THE CLASSROOM
school
playground
5th grade classroom
students
school entrance
9 nine 8 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.
7 seven 6 six
THE
ENGLISH VILLAGE
W
ELCOME 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 and Tony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo.
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23 twenty-three
U
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CLASSROOM
LANGUAGE
1 2
3
4
6
5
L
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3
IN THIS LESSON YOU WILL:
listen and show
comprehension of instructions.
read instructions and relate
them to images.
complete instructions in writing.
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
nd 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
Prese Sintese
3 Look at the pictures on the left
with your partner. Match the
numbers to the following
classroominstructions.
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
5 3 6 4
9 7 10 8
22 twenty-two
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 T J
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.
3
three
29 twenty-nine
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THE VILLAGE
L
e
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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
Chilln.
Pablo; he is from
Coyhaique.
read and showcomprehension
of a brochure describing
The English Village.
listen and identify English sounds.
complete dialogues in writing.
practise and produce dialogues
to introduce people.
Before reading
1 Look at the illustration on the
left and nd 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 eld.
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 nd 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.
33 thirty-three
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32 thirty-two
FINAL TEST FINAL TEST
Reading
1 Write true (T) or false (F). (4 marks)
a. ____ The Sports School is in Europe.
b. ____ The children do dierent 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 eld
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 _______ fromNewYork.
b. I _______ fromSantiago.
c. Carolina _______ fromMaip.
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: Whats your name?
B: My names Paul and Ima student at
the (a) _______ Village in Newcastle,
in England.
A: Where are you from?
B: ImfromLiverpool.
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: Youre 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
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4
four
INDEX
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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
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2

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
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3
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
5
five
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4
Lesson 1 Whats the weather like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 2 My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 3 Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Lesson 4 Im sorry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 - 99
Unit 4 No matter the weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
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5
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
6
six
swimming pool
picnic area
football field
gym
7
seven
THE
ENGLISH VILLAGE
W
E
L
C
OM
E

T
O
cafeteria
recreational facilities
cabins
fruit and vegetable garden
animal farm
LEARNING OBJECTIVES
Reading
read and understand
an e-mail.
a brochure.
cards with personal information.
Listening
listen and understand
a dialogue with personal introductions.
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.
U
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1
THE PEOPLE, THE SCHOOL,
THE CLASSROOM
school
playground
8
eight
LETS GET READY!
1. Tell your partner three
things about yourself.
2. Make a list of two
obligations at home
and two at school.
3. Whats your favourite
place in your school?
5
th
grade classroom
students
school entrance
9
nine
U
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1
What do you know?
10
ten
THE PARTICIPANTS
L
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1
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
L
e
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s
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2
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
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
11
eleven
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1
CLASSROOM LANGUAGE
L
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s
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3
1

Complete the names of these school
places.
P_ _ _ _ r_ _ _ _ C_ _ _ _ r_ _ _
C_ _ e _ _ r _ _ C_ _ _ _t_ _ l_ _
2

Complete the dialogue.
Hi! Im _____,
I _____ from Chile,
____ in fifth grade.
Hi! ___ ______, ___
from Chilln, ___
also in fith grade.
THE VILLAGE
L
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4
1

Match the pictures to the words.
THREE
TWO
ONE
FOUR
2

Complete this dialogue.
Where _____
you _____?
I___ from
Santiago
de Chile.
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. ____ Chilln Cathedral,
Chilln, Chile.
d. ____ Statue of Liberty, New
York, the USA.
e. ____ Maip Temple,
Santiago, Chile.
f. ____ Shepherds 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
c. ____ Buildings.
L
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1
1
2
3
4
5
6
7
nd and show comprehension
of information about dierent
people and places.
show comprehension of short
written texts.
complete dialogues and cards
with specic information.
produce and reproduce dialogues
to share personal information.
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 identication cards (a d).
13
thirteen
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1
NAME:
Gonzalo
SCHOOL:
George Washington
School
CITY:
MAIL:
gonso@&themail. &com
NAME:
Macarena
SCHOOL:
International School
CITY:
MAIL:
macahe@mymail.com
a
b
14
fourteen
After listening
8

3 First only listen and then listen and repeat.
Im
Im a student
Im a student at the Lord Cochrane School.
Im
Im in fth
Im in fth grade.
Whats
Whats your name?
Hello
Hello, Im Gonzalo.
Goodbye!
Im
Im from
Im from Santiago.
LANGUAGE FORM Im
1. Notice these sentences from the text.
a. Im Tony. Im Susan. Im Gonzalo.
b. Im from Iquique. Im from London. Im from Chilln.
2. What information can you nd in a. and in b.?
3. Find more examples of each type in this lesson.
NAME:
Tony
SCHOOL:
CITY:
MAIL:
tonyw@mailcity.com
NAME:
Susan
SCHOOL:
CITY:
MAIL:
susanh@mailcity.com
c
d
15
fifteen
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1
9

Practise in small groups. Use the dierent identication cards in this lesson.
NAME:
Pablo
Fuentes
COUNTRY:
Chile
GRADE:
Fifth grade
SCHOOL:
Liceo Regional, Coyhaique
NAME:
Carolina
Gonzlez
COUNTRY:
Chile
GRADE:
Fifth grade
SCHOOL:
Lincoln School, Maip,
Santiago
10

Answer the following questions.
a. Wheres Pablo from? b. Whats Carolinas 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: Whats your name?
Your partner: ______________. Im from ______________. Im in ______________
grade at ______________ in ______________.
1 2
NAME:
COUNTRY:
GRADE:
SCHOOL:
NAME:
COUNTRY:
GRADE:
SCHOOL:
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
Athenas Sanctuary
b
Planet Vegeta
e
New New York
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: Im Johnny, Im from Cochrane, Im a student at Saint Patrick School.
1.
2.
17
seventeen
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1
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 denite version of the paragraph and ask your teacher to correct it.
Finally, read it aloud in front of the class.
Make your favourite famous persons identication card. Use it to introduce yourself,
indicating your city and school.
NAME:
AGE:
CiTY:
COUNTRY:
1
5
P R O E C T J
My ID card
1. Work in pairs.
2. Cut out two pieces of cardboard and
make two big identication 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 Evaluation
Self Evaluation
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 = invitacin
participate = participar
vacations = vacaciones
visit = visitar
3

Similar in Spanish? (or ).
____ Cafeteria
____ Classroom
____ Computer lab
____ Directors o ce
____ 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.
L
e
s
s
o
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2
read and demonstrate
comprehension of an e-mail.
identify and repeat English sounds.
reproduce specic vocabulary.
write a short e-mail.
THE COMPETITION
19
nineteen
U
n
i
t

1
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 6
th
grade.
b. ____ The competition is in Maip. 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 Carolinas mail is to __________________________________.
a. describe her school. b. introduce some students. c. participate in the competition.
Address Address Links Links Go Go
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Attach a file
Plain text
Check spelling
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Create a Filter
Inbox
Starred
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Drafts
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Trash
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Internet Internet
Compose Mail
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Subject:
Save Now Discard
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CAFETERIA
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From:
The English Village

Carolina Gonzalez, 5
th
grade student
Competition
Hello, I am a student at the Lincoln School in Maip, Santiago
(map of school attached).
I am in 5
th
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 Gonzlez.
5
th
grade A student.
SCHOOL
ENTRANCE
P L A Y G R O U N D
DIRECTORS
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
20
twenty
After reading
10

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 Directors 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 (Im) a student.
It is (Its) a classroom.
2. Find and underline more examples
in the e-mail on Page 19.
I am / It is
21
twenty-one
U
n
i
t

1
U
n
i
t

1
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
DIRECTORS
OFFICE
1
2
3
4
5
6 7
11
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
Number
14.
Its the playground.
13 YOU CAN WRITE AN EMAIL 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 T J
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.
, , .

YES

MM

NO

Self Evaluation
Self Evaluation
My problem is that in English
I can count only up to three.
F
U
N
F
U
N
CLASSROOM
LANGUAGE
1 2
3
4
6
5
L
e
s
s
o
n

3
listen and show
comprehension of instructions.
read instructions and relate
them to images.
complete instructions in writing.
organise and reproduce a
dialogue in a classroom.
Before listening
1

Work in your group. Can you
nd 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
Prese Sintese
3

Look at the pictures on the left
with your partner. Match the
numbers to the following
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
23
twenty-three
U
n
i
t

1
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. ____
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
5 3
6 4
9 7
10 8
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: Thats 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.
25
twenty-five
U
n
i
t

1
12

Complete the instructions according to the pictures.
a. ___________________, please, Mario.
b. Thats all. ___________________ your books.
c. ___________________ to the board, please, Cristbal.
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,
Its time for school, youre really late!
9, 10, 9, 10,
Dont be late for school again!
26
twenty-six
15

Complete the sentences (a f) with instructions from the box.
stop the noise sit down, please!
make your bed come to the board, please
close the window, please do your homework
a. Tom! ___________________________ before going to school!
b. Children, ___________________________! This is a test!
c. Boys, ___________________________, its 2 am!
d. Marcelo, its cold! Can you ___________________________?
e. Junior, you cant watch TV. ___________________________ rst.
f. Exercise 1, Gonzalo, can you ___________________________?
1 2
Match these instructions to one of the pictures (1 or 2).
a. Close the door. ____
c. Listen to music. ____
d. Make your bed. ____
e. Open your book. ____
f. Read the lesson. ____
g. Silence. ____
h. Watch TV. ____
1
6
27
twenty-seven
U
n
i
t

1
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 T J
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.

YES

MM

NO

Self Evaluation
Self Evaluation
Stand up, Bobby!
Time for school!
F
U
N
F
U
N
THE VILLAGE
L
e
s
s
o
n

4
read and show comprehension
of a brochure describing
listen and identify English sounds.
complete dialogues in writing.
practise and produce dialogues
to introduce people.
Before reading
1

Look at the illustration on the
left and nd 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 eld.
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 nd 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
29
twenty-nine
U
n
i
t

1
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
Chilln.

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
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 nal sound.
brush cash crush English nish sh ash push splash wash
b. Listen to ten words and tick those with the same nal 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.
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: ______________.
31
thirty-one
U
n
i
t

1
Nicole Kidman
Australia
Rihanna
the USA
Prince William
England
10

14 Listen, repeat, and then practise in your group.
Where is Avril
Lavigne from?
Shes from
Canada.
Where are
you from?
Im from
Chile.
Where is Lil
Chris from?
Hes from
England.
Jim Carrey
USA
Lucas Escobar
Chile
Justin Timberlake
USA
P R O E C T J
Famous people
1. In pairs, stick a world map in the centre of
a big piece of colour cardboard.
2. Choose famous people from dierent
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: Wheres he from?
Student: He / Shes from ____________.
I can complete this sentence with
singular and plural words.
My school has many
and just one .

YES

MM

NO

Self Evaluation
Self Evaluation
1
2
32
thirty-two
FINAL TEST
FINAL TEST
Reading
1

Write true (T) or false (F). (4 marks)
a. ____ The Sports School is in Europe.
b. ____ The children do dierent 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 eld
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 Maip.
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
33
thirty-three
U
n
i
t

1
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: Whats your name?
B: My names Paul and Im a student at
the (a) _______ Village in Newcastle,
in England.
A: Where are you from?
B: Im 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: Youre welcome.
Speaking

7

In which situations can you introduce
yourself? Give an example.
The English Village
0 to 7 correct
answers
8 to 18
correct
answers
some you need to
wrong answers. You can ask
for help if you want. Revise
the contents. You can do
much better!
19 to 22
correct
answers
up the good work!
LEARNING OBJECTIVES
Reading
You will use diferent strategies to read
and understand
a house description.
a letter describing a family.
Listening
You will use diferent 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.
U
n
i
t

2
AT HOME
34
thirty-four
35
LETS GET READY!
1. Do you live in a
house or a at?
2. How many people
live with you?
3. What is your
favourite room in
your house? Why?
thirty-five
U
n
i
t

2
What do you know?
36
thirty-six
ACCOMODATION
L
e
s
s
o
n

1
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 mothers name is .
b. My fathers name is .
c. My sister is ______________ years old.
d. My cousin is ____________ years old.
HOUSES
L
e
s
s
o
n

2
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.
37
thirty-seven
U
n
i
t

2
FAMILY
L
e
s
s
o
n

3
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
L
e
s
s
o
n

4
1 Complete the dialogue.
Hi! Im _____. I am
from Santiago and I
am a _____.
Hi! Im_____. 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.
big window
small window
bedroom bathroom
kitchen
garden
terrace
living room
dining room
38
thirty-eight
ACCOMODATION
L
e
s
s
o
n

1
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
locate and identify furniture and places in a house.
show comprehension of short written texts.
complete dialogues, paragraphs and charts with specic
information about furniture and places in a house.
produce and reproduce dialogues to share information
about furniture and places in a house.
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 tutors 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.
39
thirty-nine
U
n
i
t

2
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.
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? Whats the dierence?
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. Its beautiful!
Tony: Well, inside ________ ve bedrooms. ________
also a bathroom. ________ a big living room with
a TV. ________ a small garden with many owers.
Gonzalo: Is there a pool?
Tony: Yes, ________ one next to the gym.
9

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 at.
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
41
forty-one
U
n
i
t

2
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. Dont 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 isnt.
A: Is it a chair? B: No, it isnt.
A: Is it a lamp? B: Yes, it is.
1
3
Separate the words to form a sentence.
P R O E C T J
My house and my family
1. Cut out a piece of cardboard.
2. Draw a map of your house / at.
3. Write a description of your house / at.
4. Add photos of your family and tag them.
5. Display your work in a visible place in
your classroom.
Self Evaluation
Self Evaluation
I can name three places of the house:
__________, __________, __________.
I can write a sentence with the structure
there is / are
______________________________.

YES

MM

NO

T
h
e
r
e
i
s
a
n
ewsofa
f
o
r
m
y
fa
th
erinthelivingro
o
m
.
42
forty-two
HOUSES
1.

2.
4.
5.

3.
L
e
s
s
o
n

2
Before listening
1

Match the names to the
pictures.
A two-storey house
A big house
A at
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 owers 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
listen and show comprehension of instructions.
listen and demonstrate comprehension of conversations about houses.
identify and recognise some colours in English.
write and reproduce a short dialogue about houses.
43
forty-three
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2
Listening
6

7

24 Listen and circle the correct alternative.
Age of the house Size Colour
Susans new / old small / medium / big white / grey / green
Tonys 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! Thats really big?
10

24 Listen again and draw the map of each house.
44
forty-four
After listening
11

25 First only listen, and then listen and repeat these sentences.
There is a garden.
There are owers in the garden.
There isnt a garden.
There arent any owers 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 isnt.
A: Is there a garden in your house?
B: Yes, there is. / No, there isnt.
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 / at). It is a _________ house / at (size), and it
is (colour). In my house / at, there are ________________ bedrooms and
___________________ bathroom(s).
14

Play Draw and guess in your group.
a. Write the names of dierent 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.
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45
forty-five
Use Exercise 12 as a model and create similar dialogues about these pictures.
P R O E C T J
House for rent
1. Invent a poster of a house or at 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
theres a very big
garden with trees and
flowers at the back.
Self Evaluation
Self Evaluation
I can name three places in a house:
__________, __________, __________.
I can name three objects of my house:
__________, __________, __________.

YES

MM

NO

1
5
F
U
N
F
U
N
FAMILIES
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forty-six
L
e
s
s
o
n

3
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 rst two lines of the
text and circle the cognates.
father / brother sister / mother
sister / brother sister / brother
P
E
D
R
O
ANTO
N
I
A
JOS M
IG
U
E
L L
U
ISA
read and demonstrate comprehension of a short letter.
identify and recognise family members.
complete a text about your family.
make a family tree.
47
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2
Hello, English Village,
This is a picture of my family. This photo was
taken in the garden of our house in Quilicura.
My fathers name is Juan; he is a big man, nice
and gentle. My mothers name is Francisca;
shes beautiful and friendly.
I am in the middle there. The boy is my brother
Miguel, hes eight years old, and the little girl
is my sister Margarita, shes 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,
Luca
Reading
5

6

Tick (
) the correct alternative.

a. The letter is from Luca to
the director her friends The English Village
b. Margarita is Lucas
dog mother sister
7

Read Lucas letter and complete the family tree.
_______________
_______________
_______________
_______________
_______________
_______________
8 years old
_______________
_______________
Francisca
_______________
_______________
father
27
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 fathers names George.
My mothers names Helen.
My brothers names Michael.
My sisters names Alice.
LANGUAGE FORM Possessive s
1. Notice these examples from the text.
My fathers 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 Toms sister. ____ ____
b. Mary is Jennys mother. ____ ____
c. Mary is Richards sister. ____ ____
d. Mary is Toms 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.
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2
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 fathers name is Allan; hes 40
years old. My sisters name is Susan.
Shes 12 years old. This is my brother
Ben; hes 5 years old, and this is me!
My names Dan and Im 10 years old.
Draw your family in the box above. Then, make your own family tree including names
and relationships.
Self Evaluation
Self Evaluation
I can write three cognates.
__________, __________, __________.
I can write a sentence describing a
member of my family.
_______________________________.

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 T J
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
1
2
teacher
constructor
nurse
doctor
dentist
policewoman
shop assistant
L
e
s
s
o
n

4
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
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.
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2
4

5

30 Listen to Susan and Tony and write the ages.
a. Susans brother Henry is ____ years old.
b. Susans sister Rita is ____ years old.
c. Tonys brother Peter is ____ years old.
d. Tonys 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
Tonys 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. Its tea time now. ____
d. Thats correct. ____
e. What about your father? ____
f. Whats her occupation? ____
Listening
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fifty-two
After listening
LANGUAGE FORM Asking about occupations
1. Notice these questions from the text.
Whats your fathers job? Whats your mothers job?
2. Discover how to ask about
a. your partners job. (his / her)
b. your partners sisters job. (her job)
c. your partners brothers 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: Whats your fathers occupation?
B: Hes a shop assistant.
A: Whats your mothers occupation?
B: Shes a receptionist.
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2
12

In pairs, talk about the jobs of the members of your family. Use the model in Exercise 11,
changing the parts underlined.
A: Whats your __________ job?
B: He is a _______________________________________.
A: Whats your __________ job?
B: Shes a _______________________________________.
1
3
Complete the family tree with the names of the members of your family.
P R O E C T J
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.
Hes 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 Evaluation
Self Evaluation
I can answer:
My sister is my __________s daughter.
My ideal job is ____________________.

YES

MM

NO

F
U
N
F
U
N
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fifty-four
FINAL TEST
FINAL 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
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2
Listening
4

34

Listen to the text about a house
description and ll 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)
____________
____________ ____________
____________ ____________
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
12 to 19
correct
answers
some you need to
wrong answers. You can
ask for help if you want.
Revise the contents. You
can do much better!
20 to 22
correct
answers
up the good work!
LEARNING OBJECTIVES
Reading
You will use diferent strategies to read and understand
a menu.
a magazine article about healthy and junk food.
Listening
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 benets of having healthy food and the
consequences of having junk food.
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3
FOOD AND HEALTH
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fifty-six
57
LETS GET READY!
1. Whats 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
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3
What do you know?
58
fifty-eight
THE WEEKLY MENU
L
e
s
s
o
n

1
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
L
e
s
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o
n

2
1

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.
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3
HEALTHY FOOD V/S JUNK FOOD
L
e
s
s
o
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3
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
L
e
s
s
o
n

4
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 ________ Its very
healthy,and so is yours
Hi, Cody! Im having
_____ for lunch.
What about you?
L
e
s
s
o
n

1
3

Have a quick look at the menu
on the next page. How many
cognates can you nd?
4 Look at the picture on the left
again. Try to predict what food
is served on dierent 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
locate and show comprehension of the information in a menu.
show comprehension of short texts.
produce and reproduce dialogues that talk about food menus.
ll in charts with names of dierent types of food.
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 ve (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 __ __ __ __
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3
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
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sixty-two
After reading
9 Classify the food into the dierent categories.
10

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 sh ngers 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
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3
P R O E C T J
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 partners 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 Evaluation
Self Evaluation
I can name three days of the week.
__________, __________, __________.
I can write a sentence about my favourite
food.
_______________________________.

YES

MM

NO

Find eight words from this lesson in the Word Search puzzle. Highlight the words with
dierent colours.
1
4
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sixty-four
LUNCH
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.
L
e
s
s
o
n

2
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.
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3
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. ______
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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 todays 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 dont like fruit juice. Can I have the pizza and milk, please?
Waiter: Sure, just a second.
Cathy: Thanks.
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sixty-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 dont like: ___________________.
(Draw or
paste a photo
of yourself )
P R O E C T J
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 Evaluation
Self Evaluation
I can say what food I dont like.
____________________________.
I can order food:
Can ____________________, please?

YES

MM

NO

1
3
Complete the information card about yourself and your preferences in food.
R
E
J
E
C
T
E
D
A
P
P
R
O
V
E
D
HEALTHY FOOD
V/S JUNK FOOD
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
L
e
s
s
o
n

3
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.
A
P
P
R
O
V
E
D
Healthy
food R
E
J
E
C
T
E
D
Junk
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 nd.
a. Approved and rejected food.
b. A list of food and drink.
c. Denitions of junk and
healthy food.
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3
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. bres. 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 ber.
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
fbre. It is popular because it is easy to buy; it requires
little or no preparation and has lots of favour.
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 fbre. It is important to
eat healthy food to maintain good health.
45
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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
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LANGUAGE FORM Simple Present (3
rd
person)
1. Read these examples from the text.
a. Af rmative 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 / bres / 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 Evaluation
Self Evaluation
I can say why healthy food is good for me.
____________________________.
I can say why it is not good to eat
junk food.
____________________________.

YES

MM

NO

P R O E C T J
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.
1
4 I CAN WRITE ABOUT THE BENEFITS OF HEALTHY FOOD
Write a short list of the benets of having healthy food and of the consecuences of
eating junk food. Check your list with your teacher.
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.
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AT THE ENGLISH
VILLAGE KIOSK
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show comprehension of an
interview extract about a
new healthy food kiosk.
show comprehension of
short aural texts.
complete charts and
dialogues with specic
information.
Express prices.
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4

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 nd 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 ll 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 ve items of healthy food and three items of junk food
mentioned.
Listening
Healthy
food
Junk
food
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seventy-four
After listening
LANGUAGE FORM Offering and ordering food
Notice
Ofering 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.
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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 T J
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 Evaluation
Self Evaluation
I can oer food.
____________________________.
I can say the price of some food.
__________, __________, __________.

YES

MM

NO

A fork!
What's the
best thing to
put in a pie?
1
2
Now practise the dialogue with your partner. Use the healthy food in the pictures
and invent the prices.
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FINAL TEST
FINAL 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! Its advisable to
start eating healthy food as soon as possible, so, when
summer comes, youll be ready for the beach!
Reading
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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 ll 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: Thats today!
Waiter: And today we have diet yoghurt,
so it ________ have so much
sugar.
Justin: I ________ a tuna sandwich. What
do ________ want?
Karen: Ill have the tuna salad, and dessert.
Waiter: Ok, Ill go and get your order.
Would you ________ something
to drink?
Justin: An orange juice, please.
Karen: Mineral water for me, please.
Waiter: Ill be right back.
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
6 to 12
correct
answers
some you need to
can do much better!
13 to 17
correct
answers
up the good work!
LEARNING OBJECTIVES
Reading
blog posts about winter and summer activities.
chat conversations making and declining invitations.
Listening
a weather report.
a dialogue about technological resources at the English Village.
Oral expression
You will
reproduce and produce short dialogues.
Written expression
You will
complete sentences.
produce short texts.
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NO MATTER THE WEATHER!
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LETS GET READY!
1. Whats your favourite season of the year?
2. Make a list of your favourite activities during your winter and summer holidays.
3. Whats the weather like in the place where you live?
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What do you know?
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WHATS THE WEATHER LIKE?
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1

a. wind
b. snow
c. sun
d. rain
2

What are the seasons in English?

.
.
.
.
a.
b.
c.
d.
MY HOLIDAY ACTIVITIES
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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.
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TECHNOLOGY AT HAND
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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
IM SORRY
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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
Im ill. Thank ____!
a.
b.
WHATS THE WEATHER LIKE?
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Before listening
1

Why are these pictures dierent?
2

Match the weather words and
the pictures.
3 Write the name of the
corresponding season.
a. _______ Its very cold, it
rains, and it snows.
b. _______ Trees and owers
start to grow.
c. _______ Its hot and sunny.
People go on holiday.
d. _______ Its cool and
cloudy. Leaves fall from
the trees.
Autumn Winter
Spring Summer
4

Whats the weather like in your
city? Draw pictures illustrating
the weather for today and for
tomorrow.
Its snowing
Its cloudy
Its sunny
Its hot
Its cold
listen and show
comprehension of a
weather report.
show comprehension
of short written
sentences.
complete dialogues
and sentences with
specic information.
produce and reproduce
dialogues to share
information about
weather
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Listening
5

57 Listen to a weather forecast for South America and draw the weather symbols on
the map.
Santiago
Bogot
Buenos Aires
Montevideo
Asuncin
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. _____ Its snowy in Colombia.
b. _____ Its rainy in Lima.
c. _____ Its hot and sunny in the north of Chile.
d. _____ Its rainy in Montevideo.
e. _____ It is sunny in Bogot.
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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. Its going to rain on Monday. c. Its going to snow on Friday.
b. Its going to be sunny on Sunday. d. Its 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. Its going to rain tomorrow.
Its going to be ________________ tomorrow.
b. Its going to snow next Tuesday
Its going to be ________________ next Tuesday.
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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: Its _________________ and _________________ here.
Linda: Thats nice! Here in Santiago, its _________________ 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.
1
4 I CAN REPORT THE WEATHER
Write a sentence describing the weather in your city/town at the moment.
_______________________________________________________________
Self Evaluation
Self Evaluation
I can name three dierent types of
weather.
__________, __________, __________.
I can ask for information about the
weather.
What __________ in Punta Arenas at the
moment?

YES

MM

NO

P R O E C T J
A weather report
1. Work in pairs and choose ve 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
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MY HOLIDAY ACTIVITIES
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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.
read and show comprehension of
publications about dierent holiday activities.
produce a blog post with specic information
about hobbies and sports.
1
2
3
4
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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 dont do too many things.
e. ____ Jack is taking swimming lessons.
f. ____ Rodrigo practises summer sports.
Florencias blog. 10/01/2013
Hello, friends at the English Village!
Im in Canada at the moment!
Canada is a very cold country in
winter. Winter is very long, and
theres 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 dont go
swimming, because the water is
very cold. Children usually play in
the snow and make snowmen.
Jacks 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; its generally sunny
and people go to the beach to
practise surfing and bodyboarding. I
am taking swimming lessons! I dont
go running because I dont have
much time, but many people do,
and they usually wear T-shirts,
shorts, and trainers. I love this city!
60
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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.
Af rmative sentences.
a. People wear boots.
b. People usually go to the beach.
Negative sentences.
a. I dont go running.
b. They dont go swimming.
2. Write more a rmative and negative sentences.
8 Put the words in order to form correct sentences.
a. dont / in / running / like / snow / the / I _____________________________.
b. love / I / chocolates / eating / winter / in _____________________________.
c. running / summer / dont / in / like / I / dont _____________________________.
d. In / I / winter / playing / love / basketball _____________________________.
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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 dont like __________ because its too __________ and the streets are wet.
Mathew: In Chile, children usually do indoor __________, and people generally eat
__________, but they dont often __________ roasted marshmallows.
10 Write your own blog post about your favourite holiday activities.
P R O E C T J
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 Evaluation
Self Evaluation
I can name the seasons.
__________, __________, __________
and __________.
I can identify three dierent sports.
__________, __________, __________

YES

MM

NO

I said winter
clothes, not
summer clothes!
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TECHNOLOGY AT HAND
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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
listen and demonstrate comprehension of a
dialogue about technological resources.
complete dialogues and chat conversations
with specic information.
produce and reproduce chat dialogues to
stay in touch with other people.
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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.
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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. Its on the desk.
b. Its under the keyboard.
c. Its 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: Its 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: Its ____________ the computer.
A: Well, Im glad; now we ____________ stay in touch.
B: Yes, ____________ can chat and I can surf the ____________, too.
A: Good! Take care, bye.
B: You too, ____________.
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10 66 Listen and chant along.
The preposition chant
In, on, under (x2)
Now Im in the lab,
Chatting with my pals!
In, on, under (x2)
Checking my mail,
Surfng the web!
In, on, under (x2)
Now Im in the car
Under the stars
1
1
I CAN USE PREPOSITIONS NOW
Write sentences using the prepositions in, on and under.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Self Evaluation
Self Evaluation
I can name three objects related to
technology.
__________, __________and ________.
I can indicate the position of things.
My pencils are .
My bag is .

YES

MM

NO

P R O E C T J
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.
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IM SORRY
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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.
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.
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Reading
5

Read the text again and correct the information.
a. Pete is very well.
____________________________________________
b. Maggie says: Im 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
partys today.
Pete: Is it?
Maggie: Yeah! Are
you coming?
Pete: I would love to, but I
have a cold. Im not sure.
Maggie: Youre not coming then?
Pete: Im so sorry, but the
weather is terrible, its cold,
its raining. I really
appreciate the invitation.
Maggie: Its all right, I understand.
Pete: Thanks for your
invitation, and Im very
sorry I cant go.
Maggie: Dont worry, just
take care of yourself, OK?
Pete: I will. Enjoy your party!
Maggie: Thanks.
67
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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?
Im so sorry, but... Im 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, its me, Linda.
Michael: Hi, Linda! How are you?
Linda: Im ne, thanks! Hey, Mike, would you like to come over to my house tomorrow?
We will have a barbecue with some friends.
Michael: Im so sorry, but Im travelling to Edinburgh tonight, and Ill 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.
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P R O E C T J
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 Evaluation
Self Evaluation
I can apologise for not going to a party.
___________, but I cant go, Im very sick.
I can invite my partner to my house.
_____________________________.

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, Im _______________ sorry, I _______________.
A: Oh well, next time then.
B: I am so _______________.
A: Its OK, dont worry.
1
1
Write a short text message inviting a friend to a party.
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FINAL TEST
FINAL TEST
a. ___ The TEV exchange programme is
only in Brazil.
b. ___ You can do dierent types of sports.
c. ___ The weather you can nd 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
dif erent places from your home country?
The English Village exchange programme
for Chilean students and tutors of ers 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
dif erent 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 dif erent countries and
practise dif erent sports, such as
snowboarding, surf ng, skiing, and
windsurf ng.
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.
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Language

4 Complete the following sentences.
(4 marks)
a. The weather in Santiago is
___________ and ______________.
b. Im ______________, but I cant 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, each blank)
Anne: Hello, Georgina. Its Anne
____________.
Georgina: ____________, Anne!
Anne: Listen, thank you very much for
the____________ to your
____________.
Georgina: Its OK. Are you _______ then?
Anne: ____________, I think I cant.
All my nal exams are next
week and I have to _______.
Georgina: Oh, Im _______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.
Speaking
7 Whats the importance of technology in
your life? Talk to your partner.
0 to 9
correct
answers
10 to 19
correct
answers
some you need to
can do much better!
20 to 28
correct
answers
up the good work!
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99
ninety-nine
LEARNING OBJECTIVES
Reading
a magazine article.
a legend.
Listening
instructions to make a garden.
an interview about pets.
Oral expression
You will
produce and reproduce dialogues about the natural world.
Written expression
You will
complete sentences.
produce short texts.
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NATURE
100
one hundred
oak tree
101
one hundred and one
LETS GET READY!
1. Do you like to be in contact with
nature? Why? Why not?
2. Make a list of owers 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
roses
carnations
hydrangea
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What do you know?
102
one hundred and two
PLANTS AND TREES
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1
1 Write the names of the owers 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
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2
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.
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one hundred and three
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NATIONAL FLOWERS
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3
1 Complete the name of the countries
below the ags.
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
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4
1 Match the pictures to the words.
dog
horse
cat
cow
sheep
2 Describe your ideal pet.

a.
b.
c.
d.
e.
1
2
3
4
PLANTS AND TREES
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one hundred and four
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Before reading
1 Read the following actions.
Match them to the pictures.
a. ____ Water the plants.
b. ____ Fertilise owers and
plants.
c. ____ Plant seeds.
d. ____ Water the trees.
2 Circle whats true for you.
a. I have a garden. / I don't
have a garden.
b. I have fowers / plants / trees
in my garden.
c. I water the owers. / I don't
water the owers.
3

Tick your responsibilities at
home:
a. I have to water the
owers.
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!
read and show comprehension of a magazine
article about nature.
complete dialogues, charts and sentences with
specic information about planting seeds and
taking care of nature.
produce and reproduce dialogues about gardening.
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Reading
5

6

Read the text again. Are these sentences true (T) or false (F)?
a. ____
Trees, plants and owers 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 owers
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 fnal message is:
Plant trees, fowers, and plants. Love them and enjoy them.
THE ENGLISH VILLAGE MAGAZINE THE ENGLISH VILLAGE MAGAZINE
77
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, its 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.
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one hundred and seven
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12 79 Listen to the dialogue. Then practise and role play it with your partner.
Amanda: Do you like owers?
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 dont 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 / owers / I / red
I owers.
14 I CAN CONNECT IDEAS
Write three sentences in your notebook, using a connector.
Self Evaluation
Self Evaluation
I can name three things in a garden.
_________, _________and __________.
I can name two connectors.
1. __________ 2. __________

YES

MM

NO

Hello, honey.
What did the bee
say to the flower?
P R O E C T J
An experiment
Materials
a big glass
a bean seed
a piece of cotton
a stick
a ag
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
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one hundred and eight
STARTING A GARDEN
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2
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 friendss 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
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.
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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
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 nally
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.
Clif: Is it number 10 or 100! Listen! Its number 10. Listen! Its a place for owers and plants.
Donna: Mm, another clue, please?
Clif: Its a place for bushes and weeds.
Donna: Well, Im not sure.
Clif: Hurry up or give up!
Donna: Ill hurry up and not give up!
Clif: What is it?
Donna: Wait a minute!
Clif: Tick tock, tick tock!
Donna: Its a garden!
Clif: Yes! Well done!
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one 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 .
1
4
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 T J
A display of herbs
1. Work in groups of four.
2. Prepare a poster with dierent 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 Evaluation
Self Evaluation
I can say one of my obligations.
I can name the rst two steps to start
a garden.
1.
2.

YES

MM

NO

What is your dog's
favourite flower?
Anything in
our garden!
F
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one hundred and twelve
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Before reading
1 Look at the owers next to the
map of the UK. Do you know
the names of those owers in
Spanish? If so, write them
down. If not, nd out.

2 What is Chile's national ower?
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 owers.
4 Do you know any stories about
owers and plants? Ask your
partner.
5 Predict the topic of the text.
a. A national ower.
b. Geography.
c. History.
read and show comprehension of
a legend about a Chilean bush.
show comprehension of short
written texts.
complete charts with specic
information.
produce and reproduce dialogues
about dierent owers.
NATIONAL FLOWERS
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one hundred and thirteen
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7 Read the text again. Are these statements true (T) or false (F)?
a. The calafate ower 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 couldnt 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.
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 dierences 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 owers.
a. A yellow and red rose. b. A red copihue with green leaves.
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one hundred and fifteen
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14
84
First only listen. Then listen and repeat.
a. These names of owers.
carnation clove dahlia dafodil daisy dandelion lilac
lily sunower tulip rose violet
b. This poem.
Roses are red,
Violets are blue,
Sugar is sweet,
But not as sweet as you.
1
5

85
Listen and repeat this dialogue. Then, practise it with your partner, changing the
underlined parts.
Eleanor: Where is Chile?
Farrell: Its in South America.
Eleanor: What is the national ower there?
Farrell: The copihue.
Self Evaluation
Self 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.

YES

MM

NO

P R O E C T J
Country fact fle
1. Work in pairs.
2. Find information about another country.
3. Make a poster showing the countrys
name, language, location, and national
ower.
4. Draw the countrys ower, its ag, and
its coat of arms.
I dont understand
why they dont like
me. I only play my
pipes day and night.
F
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F
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one hundred and sixteen
OUR PETS
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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 factle 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. cow
c. sheep
e. cat f. rabbit
cows
horses
cat
rooster
hen
chicks
rabbits
dogs
sheep
listen and show comprehension
of an interview about pets.
information about animals and pets.
complete texts and charts with
specic information.
practice and reproduce dialogues
about animals and pets.
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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 Pets name Pets age
Mark
Tim
Sharon
8
86
Listen once more and ll in the blanks in these sentences.
a. People in love and animals.
b. Her favourite is a carrot.
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.
Geofrey: 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?
Geofrey: Yes, I do. Its a dog, too. And that is his toy.
Hester: Does he have a kennel or does he sleep inside your house?
Geofrey: Look! This is his kennel.
Hester: My pet, Skyler, lives inside my house. She doesnt have a kennel.
13 Interview your partner following the model in Exercise 12 and then complete this
fact le.
Pets name
Pets age
Pets house
Pets favourite toy
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P R O E C T J
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 Evaluation
Self Evaluation
I can name three dierent animals.
_________, ________, and __________.
I can write a sentence describing my pet.
_____________________________.

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 elses possession?
LANGUAGE FORM Demonstrative adjectives
1. Read these examples from the dialogue in
Exercise 12.
Yes, I do. Its 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
nd 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, its a , and
is his / her kennel.
1
5
Find the names of ve
more animals. Use the chart
in Exercise 9 to classify them.
Look! The cat's
caught a mouse!
F
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F
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one hundred and twenty
FINAL TEST
FINAL TEST
Reading
Canberras Greenhouse for Kids
Do you like nature, trees, bushes, and f owers? Can you imagine a place with lots of them?
That is the case of Canberras Greenhouse for Kids. It is a place where you can learn about
nature and how to take care of trees, bushes, and f owers. 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 f owers and plants that you can f nd here.
Drumstick tree Weeping willow
Pattersons 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
a. ___ Gardeners here do not know much
about plants.
b. ___ In the greenhouse, you cant learn
about plants.
c. ___ Children can touch plants, water
them, and plant them.
d. ___ Canberras 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.
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4 Write the names of the actions
below the pictures. (4 marks)
a. b.
d. c.
Listening
5 90 Listen to the dialogue and ll in
the blanks.
(8 marks)
Nina: Hello Josh, ________! Welcome to my
home; come in!
Josh: Thanks, Nina. Its 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: Its 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 di cult!
Nina: Not really, and this ones 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.
0 to 9
correct
answers
10 to 18
correct
answers
some you need to
can do much better!
19 to 22
correct
answers
up the good work!
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one hundred and twenty-one
ANSWER KEY
Unit 1
What do you know?
Lesson 1
1. mall, football, mouse, heavy, modem, delivery, etc.
2. a. English. b. English. c. Spanish. d. English.
Lesson 2
1. 1. b. 2. d. 3. a. 4. c.
2. one, two, three, four, ve, six, seven, eight, nine, ten.
Lesson 3
1. playground, classroom, cafeteria, computer lab.
2. Hi, Im Gonzalo, Im from Chile, Im in fth grade.
3. Hi! Im Macarena, Im from Chilln, Im also in
fth grade.
Lesson 4
1. Autos Four. CDs One. Bicicletas Two.
Pelotas Three.
2. Where are you from? / Im from Santiago de Chile.
Lesson 1
Before listening
1. a. 2 b. 5 c. 4 d. 3 e. 6 f. 7 g. 1
3. b. People at the English Village.
Listening
5. Tick en todos los personajes.
6. Speaker 1: Tony.
Speaker 2: Susan.
Speaker 3: Gonzalo.
Speaker 4: Macarena.
7. a. City: Iquique
b. Name: Macarena Henrquez, City: Chilln
c. Name: Tony Wilson, City: New York
d. Name: Susan Hardy, City: London
After listening
10. a. Pablos from Coyhaique.
b. Carolinas in fth grade.
12. 1. d. 2. e. 3. b. 4. a. 5. c.
Lesson 2
Before reading
3. cafeteria, computer lab, director, o ce.
Reading
7. a. T. b. F. (The competition is in Santiago)
c. F. (Carolina is in fth grade) d. T.
8. Type of text: e-mail / mail / correo.
From: Carolina Gonzlez. To: The English Village.
9. c. participate in the competition.
After reading
11. 1 one. 2 two. 3 three. 4 four. 5 ve. 6 six. 7 seven.
8 eight. 9 nine. 10 ten. 11 eleven. 12 twelve.
13 thirteen. 14 fourteen.
Lesson 3
Before listening
2. close cierre. Open abra. Read lea. Sit down
sintese. Stand up prese.
3. 3, 5, 1, 4, 2, 6
4. Sit down, make your bed, open the door, come in
stop, etc.
Listening
6. Picture 1 - e. Open your books on page 10.
Picture 2 - a. Close your books.
Picture 3 - f. Read the instructions.
Picture 4 - d. Listen.
Picture 5 - c. Can I come in?
Picture 6 - j. Close the door.
Picture 7 - h. Sit down.
Picture 8 - g. Silence, please.
Picture 9 - b. Come to the board.
Picture 10 - i. Stand up.
After listening
2. Se puede hacer ms formal agregando la palabra
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. Thats all. Close your
books. c. Come to the board please, Cristbal.
d. Sit down and open your books.
15. a. make your bed.
b. sit down, please!
c. stop the noise.
d. close the window, please.
e. do your homework.
f. come to the board, please?
16. Picture 1: a, c, d, h.
Picture 2: a, b, e, f, g.
Lesson 4
Before reading
1. Tutors: Tony Wilson, Susan Hardy. Students: Gonzalo,
Carolina, Pablo y Macarena.
2. a cafeteria, accommodation, a fruit and vegetable
garden, a pool, a football eld.
3. Facilities: a cafeteria, a pool, a football eld, a gym.
Other: a computer, an animal.
4. located, gym, fruit, vegetable, animal, park, students,
practise, for example, tutors.
Reading
6. a.
7. a. The English Village
Location: Santiago, Chile.
Facilities: a gym, a pool, an animal
farm, a vegetable garden, a cafeteria.
b. Students: Gonzalo, Carolina,
Macarena, Pablo.
Countries: Chile.
Cities: Iquique, Santiago, Chilln,
Coyhaique.
c. Tutors: Grace Brown, Susan
Hardy, Tony Wilson.
Countries: Australia, England, the USA.
After reading
8. Singular: animal, cafeteria, farm, eld, garden, gym,
pool, vegetable. Plural: cabins, countries, facilities,
parks, students, tutors.
11. a. Where is Nicole Kidman from? Shes from
Australia.
b. Where is Rihanna from? Shes from the USA.
c. Where is Prince William from? Hes from England.
12. a. Where is Jim Carrey from? Hes from the USA.
b. Where is Justin Timberlake from?
Hes from the USA.
c. Where is Lucas Escobar from? Shes from Chile.
Fun, fun, fun
2. i. Speak ii. Listen iii. Silence iv. Read v. Close the box
vi. Open the box vii. Stand up viii. Sit down ix. Stop.
3. 1 + 2 = 3 (One plus two is three),
3 + 2 = 5 (three plus two is ve),
5 - 1 = 4 (ve minus one is four),
4 x 2 = 8 (two times four is eight),
8 + 2 = 10 (eight plus two is ten),
10 : 2 = 5 (ten divided by two is ve),
5 + 4 = 9 (ve plus four is nine),
9 + 5 = 14 (nine plus ve is fourteen).
Final Test
1. a. F. b. T. c. F. d. F.
2. a, b, e.
4. a. is. b. am. c. is.
5. a. Listen! b. Sit down!
c. Come to the board! d. Open your books.
6. a. Spanish. b. facilities. c. farm. d. pool.
e. parks. f. computer.
122
one hundred and twenty-two
ANSWER KEY
Unit 2
What do you know?
Lesson 1
1. a. iii. (Bathroom)
b. iv. (Dining room)
c. ii. (Bedroom)
d. i. (Living room)
Lesson 2
2. at house mansion.
Lesson 3
1. Mum. baby.
Grandmother. sister.
2. a. grandfather. b. brother. c. sister. d. father.
Lesson 4
1. policewoman.
2. teacher: , doctor: , nurse:
police man:
Lesson 1
Before reading
2. sof living room
Table dining room
Bed bedroom
Tv living room / bedroom
Chair dining room.
3. terrace, living room.
4. Cottages at the English Village.
Reading
5. at the English Village.
6. a.
7. TV/DVD set, sillas, cama y mesa de comedor.
After reading
8. there are - there is - there is - there is - there is.
13. There is a new sofa for my father in the living room.
Lesson 2
Before listening
1. 1. A big house. 2. A two-storey house. 3. A semi-
detached house. 4. A small house. 5. A at.
2. big, medium-sized, small, small and small.
4. Green, yellow, red, purple, White, etctera.
5. a.
Listening
7. Susan: new / medium / white and grey.
Tony: old / big / white and grey.
8. Susan: 3 bedrooms / 1 bathroom.
Tony: 5 bedrooms / 4 bathrooms.
9. Susan: a / c.
Tony: b.
After listening
12. No, it isnt / Yes, there is / Its green.
Lesson 3
Before reading
1. father, families, children, brother, mother, sister.
2. Pedro father.
Antonia mother.
Luisa Sister.
Jos Miguel brother.
3. b.
Reading
5. b.
6. a. The English Village. b. sister.
After reading
9. a. T. b. F. c.T. d. F.
Lesson 4
Before listening
2. fteen, sixteen, seventeen, eighteen, nineteen,
twenty, thirty, thirty-ve, forty, and fty.
3. a.
Listening
5. a. 19. b. 16. c. 17. d. 25.
6. a. dentist. b. constructor. c. teacher.
d. law school. e. secondary school.
7. a constructor / a teacher / an engineer
8. a. 3. b. 2. c. 6. d. 1. e. 4 . f. 5.
Final Test
1. a. T. b. T. c. T. d. F.
2. Family, abandoned, centres, government
4. house, rooms, two, a, photo, beautiful.
5. Detached house, at, semi-detached houses, big
house, small house.
Unit 3
What do you know?
Lesson 1
2. a. spaghetti. b. salad. c. ice cream. d. beef.
Lesson 2
1. hamburguesa: hamburger, jugo: juice, cake: pastel,
pizza: pizza.
2. 1. Monday. 2. Tuesday. 3.Wednesday. 4.Thursday.
5. Friday. 6. Saturday. 7. Sunday.
Lesson 3
1. a. bread. b. water. c. vitamins. d. sugar.
Lesson 4
1. healthy food: yogurt milk .
junk food: soft drink hot dog.
2. eighty 80. sixty 60. fty 50. seventy 70
Lesson 1
Before reading
3. fruit, hamburger, salad, soup, pancake, pizza, tomato,
vegetables.
Reading
5. mixed salad
6. Pizza Saturday. Roast chicken and rice Thursday.
Beef and baked potato Monday.
7. a. Roast chicken and rice. b. Friday.
c. On four (4) days. d. Milk or fruit juice.
8. a. baked apple. b. Rice pudding c. Fruit salad
d. Kiwi and orange
After reading
9. Fruit banana, orange, kiwi. Meat types: beef, chicken,
sh. Vegetables: avocado, lettuce, tomatoes.
Other: milk, pancake, rice.
14. Horizontales: fruit, hamburger, salad.
Verticales: avocado, meat, beef, Friday, Tuesday.
Lesson 2
Before listening
2. a. The tutors, Susan and Tony.
b. At the cafeteria.
c. Celery and avocado salad, spaghetti, and fruit salad.
Listening
5. 3. B. 4. Im starving here is your tray I love
spaghetti Im not very hungry.
6. a.iii. b. i.
7. a. 2 b. 3 c. 1 d. 5 e. 6 f. 4
8. a. Tony: Im starving.
b. Susan: Here is your tray.
c. Waitress: Here you are: salad, spaghetti and your
fruit salad.
d. Tony: Thank you.
e. Tony: What is there for lunch today?
f. Susan: The fruit salad looks delicious.
g. Tony: I love spaghetti.
9. Please 1 vez. Thank you 3 veces
After listening
12. strawberry jelly / fruit juice / tuna salad.
123
one hundred and twenty-three
Lesson 3
Before reading
2. Junk food: hot dogs, hamburger, chips.
Healthy food: fresh cheese, milk, yoghurt, fruit, cakes.
3. cavities caries environment medio ambiente Fats
grasas Flavour sabor.
4. diabetes, ber, nutritional, problems, proteins, obesity,
vitamins.
Reading
6. c.
7. a. bres, nutrients, vitamins, water.
b. dental problems, diabetes, heart problems,
weight problems (obesity).
8. a. maintains. b. water. c. has.
After reading
9. Junk: additives, fats, cheese burger, salt, sugar.
Healthy: bre, fruit, nutrients, vegetables, vitamins.
12. a. A chocolate bar doesnt require preparation.
b. Fruit has vitamins and bres (or bres and vitamins)
c. Michelle doesnt eat junk food.
d. Milk contains nutrients.
13. sugar, salt, additives, poor nutritional value, food.
Lesson 4
Before listening
1. a. People from TEV / tutors and students.
b. TEV Director / TEV principal.
c. At the English Village kiosk.
d. Buying food.
2. c. Healthy food: celery and carrot sticks, dips, fresh
cheese, fresh fruit, fruit juice, ice cream, milk,
sandwiches y yoghurt.
Listening
4. b.
5. Vegetables and dips / delicious fruit, red apples, fruit
juice, yoghurt, fresh cheese, chocolates, hot-dogs,
hamburgers.
6. Chocolates, hot-dogs, hamburgers.
7. a. at the village kiosk you can buy healthy food.
b. we have nice and delicious fruit.
c. we have nice red apples.
d we are also selling fresh cheese.
8. normal / healthy / products / students / convenient.
Final Test
1. a. T. b. F. c. F. d. T. e. F.
2. a, d, e.
4. can, on, doesnt, want, do, like.
Unit 4
What do you know?
Lesson 1
1. c. d. a. b.
2. a. Autumn. b. Summer. c. Winter. d. Spring.
Lesson 2
2. a. eld b. ice rink c.tennis court d. pool
Lesson 3
1. computer Internet dvd set.
Lesson 4
2. you Im you.
Lesson 1
Before listening
1. rainy, sunny, windy, cloudy and snowy.
2. hot. cloudy.
snowy. sunny. cold.
3. a. winter. b. spring. c. summer. d. autumn.
Listening
5. Santiago, Buenos Aires, Montevideo: rainy. Lima: hot.
Bogot: cloudy
6. Santiago 15 C. Buenos Aires 12. Montevideo 13.
Asuncin 21. Lima 22. Bogot 20 y Sao Paulo 16.
7. a. b. c. d. e.
8. Hottest: Lima. Coldest: Buenos Aires.
After listening
9. sunny, cold, hot, windy, cloudy and wet.
12. Hi, Linda weather warm sunny cold
warm weather Love too dear.
Lesson 2
Before reading
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. Winter sports: skiing, ice-skating, snowboarding.
Summer sports: bodyboarding, swimming, surng.
After reading
Language Form
8. I dont like running in the snow.
I love eating chocolates in the winter.
I dont like swimming in the summer.
In winter, I love playing basketball.
Lesson 3
Before listening
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. Stevie y Jill.
6. CDs, DVDs, computers, webcams, screens.
7. 1. d. 2. a. 3. c. 4. b.
After listening
9. picture/is/on/webcam/in/can/we/Internet/bye.
Lesson 4
Before reading
3. b.
Reading
4. b.
5. a. Petes sick. b. Pete says Im sorry.
6. a. Maggie. b. raining. c. Pete.
After reading
8. Decline invitations: I would love to but... , Im not
sure... , I am so sorry but... Invite: Are you coming?,
can you come?, would you like to come?
Language form
3. to show gratitude, to apologise.
10. how are you? / (nombre de alguna persona) / Hi - hello
/ are / im / the party / so - very / cant go / sorry.
Final Test
1. a. F. b. T. c. F. d. T.
2. b., c., d., e.
4. a. pueden variar. 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
Unit 5
What do you know?
Lesson 1
1. a. rose, b. daisy, c. sunower, d. tulip.
2. a. weeping willow. b. araucaria. c. cactus.
d. palm tree.
Lesson 2
2. a. compost. b. seeds. c. watering. d. weeds.
Lesson 3
1. Ireland, England, Scotland, Wales.
2. a. black: negro. b. blue: azul. c. brown: caf.
d. green: verde. e. red: rojo. f. yellow: amarillo.
Lesson 4
1. a. Vaca: cow. b. Caballo: horse. c. Perro: dog.
d. Oveja: sheep. e. Gato: cat.
Lesson 1
Before reading
1. a. 4. b. 3. c. 2. d. 1.
Reading
6. a. T. b. F. c. T.
7. a. oxygen. b. trees, plants and owers. c. nature.
8. b.
After reading
Language Form
9. I can study English and / or French.
I like plants and I water them everyday.
I want a coke and a sandwich.
We can plant owers or trees, its your choice.
10. a. owers. b. trees. c. plant.
13. a. The plants in my garden are dry.
b. I love red owers.
Lesson 2
Before listening
3. basil (albahaca) para cocinar. carnations (claveles),
geraniums (cardenales). mint (menta) para cocinar.
parsley (perejil) para cocinar. roses (rosas).
Listening
5. 2 1. prepare the ground. 2. remove the weeds.
3. add compost. 4. plant the seeds. 5. water the
plants. 6. cultivate the herbs. 3 Basil, mint, parsley
para cocinar 4 b. a herb garden
6. b. basil c. parsley e. mint
7. Cooking medicinal
8. iii water b. ii 10 days
9. 1. prepare the ground. 2. remove the weeds. 3. add
compost. 4. plant the seeds. 5. water the seeds.
After listening
13. a. 80. b. 10. c. 30. d. 10.
Lesson 3
Before reading
1. copihue: copihue , calafate: calafate, rosa: rose,
trbol: shamrock, cardo: thistle, narciso: daodil.
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.
After reading
10. CHILE: South America copihue Spanish.
ENGLAND: Europe the rose English.
12. a. black: negro. b. brown: caf. c. red: rojo.
d. blue: azul. e. white: blanco. f. green: verde.
g. yellow: amarillo.
Lesson 4
Listening
4. dog, horse, rabbit.
5. horse: black and white. 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.
After listening
9. Big farm animals: cow, horse, sheep.
Small farm animals: rabbit, cockerel, hen (chicken).
Domestic animals: dog, cat, rabbit.
10. a. iguana. b. spider.
Final Test
1. a. F. b. F. c. T. d. T.
2. a., c., d., f.
3. a. this. b. and. c. or.
4. a. water the plants. b. fertilise.
c. plant the seeds. d. remove the ground.
5. How are you, please, juice, tree, mum, care,
water, plants.
125
one hundred and twenty-five
Unit 1
Video: The school
http://learnenglishkids.britishcouncil.org/es/kids-talk/
owen-talks-about-school
Prctica de vocabulario: Countries
http://kidseslgames.com/vocabulary%20games/
Countries%20&%20Nationalities/countriesandnationalities.
html
Juego interactivo: The classroom
http://www.sesamestreet.org/games#media/
game_4ab931f6-14e5-11dd-83fd-1f2199def8e
Prctica gramatical: Verbo To be
http://learnenglishkids.britishcouncil.org/es/node/14084
Unit 2
Prctica de vocabulario: The family
http://www.anglomaniacy.pl/familyQuiz.htm
Actions: http://www.manythings.org/lulu/j1.html
Juegos interactivos
Possessive s
http://www.vocabulary.co.il/english-language-games/
primary-possessive-nouns-memory-match/
The house
http://www.anglomaniacy.pl/furnitureMatching.htm
http://kidseslgames.com/vocabulary%20games/Household/
Furniture%20and%20Prepositions%20of%20Place.html
Prctica gramatical: There is, there are
http://www.anglomaniacy.pl/grammarHelpers28.htm
Unit 3
Video: Food
john-talks-about-food
Prctica 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
Unit 4
Juego interactivo: The weather
http://learnenglishkids.britishcouncil.org/es/fun-games/
whats-the-weather
Prctica de vocabulario: Clothes
http://www.anglomaniacy.pl/clothesQuiz.htm
Actions
http://www.manythings.org/lulu/j1.html
Unit 5
Video: Animals
whats-your-favourite-animal
Juegos interactivos
Nature
http://pbskids.org/caillou/games/matching/leaf_1.html
Animals
http://www.eslgamesworld.com/members/games/
vocabulary/labeling/farm%20animals/index.html
Prctica de vocabulario: Toys
http://www.anglomaniacy.pl/toysPictureTest.htm
126
one hundred and twenty-six
WEBSITES
Unidad 1
Listening, Speaking.
Adams, M.J. et al. (2000). Phonemic Awareness in Young Children:
A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks
Publishing Co.
Graham, C. (1974). Childrens Jazz Chants Old and New. Oxford:
Oxford University Press.
Grierson, A. (2000). Jolly Jingles. Essex: Jolly Learning, Ltd.
Reading, Writing.
Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques.
(1
st
ed.). Portsmouth, NH: Boynton / Cook.
Cunningham, A. & Shagoury, R. (2005). Starting with
Comprehension: Reading Strategies for the Youngest Learners.
Portland: Stenhouse Publishers.
Engelmann. S., et al. (1997). Reading Mastery - Level 5 Textbook.
United Kingdom: Usborne Publishing.
Unidad 2
Listening , Speaking.
Fyke, L. (2005). Jolly Songs. Essex: Jolly Learning, Ltd.
Loyd, S. (2000). Jolly Phonics Workbook 5. Essex: Jolly Learning,
Ltd.
Reed, C. (2007). 500 Activities for the Primary Classroom. (1
st
ed.).
Oxford: Macmillan Education.
Reading, Writing.
Hunt, R. (2011). Oxford Reading Tree. Oxford: Oxford University
Press.
Littlejohn, A., & Hicks, D. (2007). Primary Colours, Pupils Book 1.
Cambridge: Cambridge University Press.
Turnbull, S. (2007). Castles: Information for Young Readers.
Eveleth: Usborne Publishing.
Unidad 3
McKay, P. & Guse, J. (2007). Five-Minute Activities for Young
Learners (Cambridge Handbooks for Language Teachers).
Cambridge: Cambridge University Press.
Reilly, V. (2002). Zap A. Oxford: Oxford University Press.
Shipton, P. (2002). Chit Chat 2. Oxford: Oxford University Press.
Reading, Writing.
Gibson, R. (1995). Reading Games. Eveleth: Usborne Publishing Ltd.
Hancock, M. (2000). Pen Pictures for Young Learners 3. Oxford:
Turnbull, S. (2006). Why Do We Eat? Eveleth: Usborne
Publishing Ltd.
Unidad 4
Jarboe, T. (2004). Skill-Builders for Young Learners: Beginning
Reading. Westminster: Mary D. Smith, M.S. Ed.
Mackinnon, M. (2011). Easy Phonic Words (Usborne Very First
Reading). Eveleth: Usborne Publishing.
Thomson, T. (2010). American Oxford Primary Skills 1. Oxford:
Reading, Writing.
Clarke, C. (2006). Weather. Eveleth: Usborne Publishing.
Reilly, J. (2005). Writing with Children. Oxford: Oxford University
Press.
Sebranek, P., & Nathan, R. (2000). Writers Express: A Handbook for
Young Writers, Thinkers & Learners (Write Source Revision). New
York: Great Source Education. Group Inc.
Unidad 5
Renck, M. (2008). Learning to Listen, Listening to Learn: Building
Essential Skills in Young Children. Washington: NAEYEC.
Spooner, L. & Woodcock, J. (2010). Teaching Children to Listen: A
practical approach to developing childrens listening skills. New
York: The Continuum International Publishing Group.
Vowels, T. (2004). Listening Skills for Young Children. Westminster:
Teacher Created Materials Inc.
Reading, writing.
Chanko, P. (2010). First Writing Prompts: 200 Just-Right Prompts
That Motivate Young Learners to Write All Year Long!. Jeerson
City: Scholastic Teaching Resources.
Helbrough, E. (2007). How Flowers Grow (Usborne Beginners).
United Kingdom: Usborne Publishing.
Horn, M., & Giacobbe, M. (2007). Talking, Drawing, Writing:
Lessons for Our Youngest Writers. Portland: Stenhouse
Publishers.
127
one hundred and twenty-seven
BIBLIOGRAPHY
2014 Ediciones Cal y Canto Reimpresin
The English Village 5 bsico
N de Inscripcin: 223.588
ISBN: 978 956 339 120 6
Original text Ana Manonellas Balladares
Teacher of English,
Monash University - Melbourne Australia.
Methodological support Mara Teresa Seplveda 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 Muoz Rau
Editor Ariel Acosta Arancibia
Assistants Editors Lina Alvarado Jantus
Gloria Caro Opazo
Designed by Mara Jess Moreno Guldman
Layout by Catalina Ziga Villagra
Catherine Pujol Hormazabal
Proofreading James Doo
Illustrations Csar Letelier Santana
General Production Cecilia Muoz Rau
Production Assistant Lorena Briceo Gonzlez
Recording Producer Rodrigo Gonzlez Daz
Recording Engineer Ignacio Arriagada Maia
Photos Banco de Fotos Ediciones Cal y Canto
2013 Ediciones Cal y Canto
The English Village 5 bsico
N de Inscripcin: 223.588
ISBN: 978 956 339 120 6
Original text Ana Manonellas Balladares
Teacher of English,
Monash University - Melbourne Australia.
Methodological support Mara Teresa Seplveda 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.
Impreso Moller + R&B Impresores
Se termin de imprimir 218.952 ejemplares en el mes de enero de 2014.
STUDENTS BOOK INGLS
The English Village
5 bsico
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S

5
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c
o

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T
U
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E
N
T
S

B
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K
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN
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