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Quinto Studentbook PDF
Quinto Studentbook PDF
ENGLISH
bsico
STUDENTS TEXTBOOK
ENGLISH
Curso:
Colegio:
bsico
Farm animals
are lovely!
speaking activ
ities
g and
n
i
a
ad
ded.
ecor
re r
Im in the
swimming pool
Listen
ing,
re
I love coming to
the cafeteria.
Hello, how
are you?
Football is my
favourite sport!
Lets sing a
happy song!
LCOME TO
e
List
THE
ENGLISH VILLAGE
n to
seven
six
er.
WE
ch
Unit 1
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.
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
Identify cognates.
Show comprehension of
explicit information.
Identify purpose of a text.
Identify key words and
expressions.
Greeting.
Give and follow
instructions.
Describe everyday activities.
Hi, children.
Fine,thanksHowareyou?Whereareyoufrom?
4. Copy this dialogue in your notebook and complete it with your information. Then, practice it
with your partner and change roles.
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.
nine
eight
Unit 1
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
2 Read the text about the English Village. Find and highlight the words you studied. Would you
like to go to the English Village?
Accommodation
Facilities
School
3 Complete the dialogue with the expressions in the box. Then practise and role-play it with
your partner.
4
Students
United Kingdom
Tutors
In Chile, students in
elementary and
secondary schools wear
uniforms.
(the UK)
Hello...Whats...Whereareyou...Hi!I'mfromNicetomeetyou!
! Im Kevin.
Brittany: !
from?
Unit 1
Kevin:
10
ten
two
eleven
11
Lesson 3
CLASSROOM LANGUAGE
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - g) to the pictures (1 - 7).
a. Close your books.
Before listening
d. Listen.
book
door
STRATEGIES!
Focus on the visual aids to predict the topic
of a text!
f. Stand up.
page
g. Silence.
Reading
Listening
Reading lesson
5
4
Listening lesson
Listening
Sit down.
Stand up.
22
1
Unit 1
twenty-three
twenty-two
23
Listening lesson with activities to help you to understand a spoken text and learn English.
Lesson 4
THE VILLAGE
Reading
12
Before reading
left. What activities are the
people doing? Are they having
fun? Why?
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
For example:
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.
7 Read the text again. Copy this chart in your notebook, find the information in the texts and
classify it in the chart.
a.
The English Village
Location
Facilities
b.
Students
Country
Cities
28
c.
Tutors
Unit 1
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chilln.
Pablo; he is from
Coyhaique.
LANGUAGE FORM
Tutors
Students
The students are from all
over Chile. They are here
to practise English.
Countries
twenty-nine
twenty-eight
29
Reading lesson with activities to help you to understand a written text and learn English.
Useful expressions
FINAL TEST
15
b.
a.
c.
d.
Listening
a.
c.
d.
b. I from Santiago.
Unit 1
a. gym
b. football field
c. children
d. athletics
e. tennis courts
f. professional
thirty-two
(3 marks)
b.
32
(4 marks)
STRATEGIES!
Speaking
B: Hi!
A: (a) ?
(3 marks)
(4 marks)
Sit down.
0 to 7 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again.
8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.
19 to 22 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!
SELF EVALUATION
Unit 1
Reading
If you are not sure about something, revise the contents with your teacher.
thirty-three
33
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. At the bottom of the page, you
will find a Self-Evaluation chart, so that you can reflect on your performance throughout the unit.
GUESS A
RIDDLE!
A short brain-teaser that will
test your logic!
three
INDEX
Hello, whats your name?
Unit 1
Im
Gonzalo
Im from Chile.
?
, and you?
Hi, children.
?
8
The people, the school, the classroom..................................
Unit 2
....................
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 1 The participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 2 The competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 3 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 4 The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
,
?
brother,
Come on,
get into the
10
12
18
22
28
32
33
, lets
.
and
with me, grandpa!
At home .................................................................................
.. 34
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 1 Accommodation . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 2 Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 3 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 4 Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Unit 3
Id
and
?
will you.
?
57
........ 56
Food and health ...............................................................
....................
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 1 The weekly menu. . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 2 Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Lesson 3 Healthy food v/s junk food. . . . . . . . . . . . . . . . . . . . .
....................
Lesson 4 At the English Village kiosk. . . . . . . . . . . . . . . . . . . . .
....................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
four
36
38
42
46
50
54
55
58
60
64
68
72
76
77
is beautiful!
Unit 4
I love
is my favourite season.
I love the smell
of flowers.
..... 78
No matter the weather! ......................................................
. . . . . . . . . . . . . . . . . . . . 80
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 82
Lesson 1 Whats the weather like? . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 86
Lesson 2 My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 90
Lesson 3 Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 94
Lesson 4 Im sorry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 98
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 99
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I love
Unit 5
Nature.................................................................................
...100
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Lesson 1 Plants and trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Lesson 2 Starting a garden . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Lesson 3 National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Lesson 4 Our pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Final Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................
...............
Visual Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.........
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
102
104
108
112
116
120
121
. . . . 122
. . . . . . . . . . 126
..........
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 127
five
Hello, how
are you?
Im in the
swimming pool
Lets sing a
happy song!
six
I love coming to
the cafeteria.
Farm animals
are lovely!
Football is my
favourite sport!
LCOME TO
E
W
THE
ENGLISH VILLAGE
seven
Unit 1
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
Identify cognates.
Show comprehension of
explicit information.
Identify purpose of a text.
Identify key words and
expressions.
Greeting.
Give and follow
instructions.
Describe everyday activities.
4. Copy this dialogue in your notebook and complete it with your information. Then, practice it
with your partner and change roles.
A: Hello, whats your name?
B: .
A: ?
B: Im .
A: are you from?
B: Im from .
eight
Im from Chile.
?
, and you?
Hi, children.
?
nine
Unit 1
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
Accommodation
Facilities
School
ten
Students
United Kingdom
Tutors
In Chile, students in
elementary and
secondary schools wear
uniforms.
10
(the UK)
2 Read the text about the English Village. Find and highlight the words you studied. Would you
like to go to the English Village?
3 Complete the dialogue with the expressions in the box. Then practise and role-play it with
your partner.
Hello...Whats...Whereareyou...Hi!I'mfromNicetomeetyou!
! Im Kevin.
Brittany: !
from?
Unit 1
Kevin:
eleven
11
Lesson 1
1
THE PARTICIPANTS
3
Before listening
1 Write the number of the
picture next to the
corresponding place.
2
a.
b.
c.
Chilln Cathedral,
Chilln, Chile.
d.
e.
Maip Temple,
Santiago, Chile.
f.
Shepherds Monument,
Coyhaique, Chile.
g.
4
IN THIS LESSON YOU WILL:
12
twelve
Listening
STRATEGIES!
Predicting can help you improve your
comprehension of difficult listening
segments!
Gonzalo
Macarena
Tony:
Susan:
Gonzalo:
Macarena:
Tony and
Susan:
, children!
Macarena and
Gonzalo:
Goodbye, Tony and Susan!
Unit 1
Susan
thirteen
13
2 Copy the cards in your notebook, listen once more and complete them with the
b.
NAME:
Gonzalo
SCHOOL:
NAME:
George Washington
Macarena
SCHOOL:
International School
School
CITY:
CITY:
MAIL:
gonso@&themail.&com
MAIL:
c.
macahe@mymail.com
d.
NAME:
Tony
NAME:
SCHOOL:
SCHOOL:
CITY:
CITY:
MAIL:
Susan
tonyw@mailcity.com
MAIL:
susanh@mailcity.com
After listening
8
Whats
Im
Im in fifth
Im in fifth grade.
Hello
Im
Hello, Im Gonzalo.
Im a student
Im a student at the Lord Cochrane School.
Im
Im from
Im from Santiago.
14
fourteen
Goodbye!
LANGUAGE FORM
Im
9 Follow the model on Page 13, and practice a dialogue with your partner, using the
information in these cards. Can you spell the childrens names?
NAME: Pablo
NAME: Carolina
Fuentes
Gonzlez
COUNTRY: Chile
COUNTRY: Chile
Santiago
10 Have you ever had any classmates from a different city in your school? Was his/her life similar
or different to yours? Explain.
11
NAME:
NICKNAME:
NICKNAME:
ADDRESS/CITY:
ADDRESS/CITY:
COUNTRY:
COUNTRY:
GRADE:
GRADE:
SCHOOL:
SCHOOL:
SCHOOL ADDRESS:
SCHOOL ADDRESS:
Unit 1
1.
fifteen
15
12
Leela
Batman
2
Homer Simpson
4
Stewie
Goku
b. Who is your favorite fictional character? Why? What do you think about these characters?
c. Imagine you are a superhero. Invent a name and an imaginary place of origin and
introduce yourself to the rest of your class.
13 Copy this chart in your notebook and complete it with English names you know. Compare in
your group.
14
Friends names
Places in Chile
Schools
Johnny
Cochrane
Saint Patrick
16
sixteen
15 Read this letter and put the sentences in the correct order (1 - 6).
Writing
16 Write a short paragraph to introduce yourself. Follow the model in Exercise 15. Consider
these points.
Write the sentences one by one.
Remember to use capital letters, commas, and full stops.
Role play
1. Get in groups of 4.
2. Write the names of your partners on four
separate bits of paper.
3. Pick one name that is not you, and
introduce yourself as if you were
him / her, to the rest of your group.
Unit 1
GUESS A
RIDDLE!
seventeen
17
Lesson 2
THE COMPETITION
Before reading
1 Take a look at the map of the
school. Is it similar or different
to your school? Discuss with
your partner.
2 Notice.
COGNATES Words in English
that are similar in Spanish. If
you identify them in a text, they
can help you understand better.
Examples:
invitation = invitacin
participate = participar
vacations = vacaciones
Identify cognates
Show comprehension of a short
written text
Identify and repeat English sounds
Produce a short written text
18
eighteen
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Reading
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6 Read the text and check if there are any more cognates. Did they help you understand the
text better?
7 Read the text again and then write true (T) or false (F).
a.
Carolina is a student.
c.
b.
d.
b. From
c. To
9 What is your favorite place in your school? Why? Discuss your ideas with a friend, and then
Unit 1
nineteen
19
After reading
10
b. These numbers.
1one
2two
c. These places
A classroom
Classroom 3
three
3three
4four
5five
6six
7seven
8eight
tea
throne
tone
9nine
10ten
11eleven
12twelve
threw
11
two
13thirteen
14fourteen
Complete this dialogue with numbers and places in a school. Then, practice it with
your partner.
4
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.
20
twenty
I am / It is
12
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.
Number
14.
13
SCHOOL
ENTRANCE
DIRECTORS
OFFICE
1
CAFETERIA
12
COMPUTER
LAB
2
TEACHERS
11 ROOM
P L A Y G R O U N D
14
CLASSROOM
1
3
CLASSROOM
2
CLASSROOM
3
7
BOYS
TOILET
GIRLS
TOILET
10
CLASSROOM
6
CLASSROOM
5
CLASSROOM
4
Writing
13 a. Read this description of a school.
My school is very small, and very beautiful. It has ten classrooms,
one cafeteria, one big playground, and two big vegetable
gardens. It also has a new laboratory, with fifteen computers.
b. Complete the sentences in your notebook, using information about your own school.
i. My school is
ii. It has
iii. It also has
GUESS A
RIDDLE!
What is black when it is clean
and white when it is dirty?
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.
twenty-one
Unit 1
21
Lesson 3
CLASSROOM LANGUAGE
Before listening
1 Work in your group. Can you
find these objects in the
picture and in your classroom?
boardbook
deskdoorpage
5
4
22
twenty-two
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - g) to the pictures (1 - 7).
a. Close your books.
b. Come to the board.
c. Can I come in?
STRATEGIES!
Focus on the visual aids to predict the topic
of a text!
d. Listen.
e. Close the door.
f. Stand up.
g. Silence.
Unit 1
Listening
twenty-three
23
After listening
LANGUAGE FORM
Imperatives
9 Complete this dialogue with words from the box. Then, check the words with
the recording.
Stopthenoise,please
Closethewindow,please
Gobacktoyourdesk
Listentothemusic
OK, miss.
10
a.
f.
b.
g.
c.
d.
e.
i.
24
twenty-four
12
13 Practice this dialogue with your partner. Then, replace the underlined expressions with
information of your own.
Tutor:
Diego:
Yes, miss.
Tutor:
Unit 1
14
Tutor:
twenty-five
25
sitdown,please!
makeyourbed
cometotheboard,please
closethewindow,please
doyourhomework
26
twenty-six
18 In your notebook, write a list with five instructions you receive in your house. Then, practice
them with your partner.
19 Mime the actions in Exercise 18, not making any sounds. Ask your partner to guess the
instructions. Then, change roles.
20 Create a short dialogue using the house instructions on your list. Follow the model in
Exercise 13 and replace tutor for one of your family members. Practice it with your partner.
21 Whats the difference between school instructions and house instructions? Discuss.
Classroom instructions
1. Work in groups.
2. Cut out a piece of cardboard and draw a
sign and a picture, representing one of
these classroom instructions:
a. Sit down.
b. Stand up.
c. Silence, please!
d. Listen!
e. Come to the board.
3. Write the instruction on your poster and
stick it on the wall at the back of the
classroom.
Unit 1
GUESS A
RIDDLE!
twenty-seven
27
Lesson 4
THE VILLAGE
Before reading
1 Look at the illustration on the
left. What activities are the
people doing? Are they having
fun? Why?
28
twenty-eight
Reading
12
Students
The students are from all
over Chile. They are here
to practise English.
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
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chilln.
Pablo; he is from
Coyhaique.
Tutors
The tutors are from
English-speaking countries.
For example:
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.
b.
Students
Country
Cities
c.
Unit 1
Tutors
Countries
twenty-nine
29
After reading
8 Create a dialogue, using the information you classified in Exercise 7, and practice it with your
partner. Complete this model as a start, then, expand it.
A: Where is The English Village?
B: Its in .
Useful expressions
How many...?
Are there any...?
There is also...
That's amazing!
These expressions can be used in dialogues.
13 Listen.
a. Listen and repeat these words. Pay attention to the final sound.
brush
cash
crush
English
finish
fish
flash
push
splash
wash
b. Listen to ten words and tick those with the same final sound.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
LANGUAGE FORM
Pronouns
30
thirty
10
Where is Avril
Lavigne from?
Where is Lil
Chris from?
Where are
you from?
Hes from
England.
Im from
Chile.
Shes from
Canada.
B: from .
A: Oh, right! And who is ?
B: This is .
A: And where is from?
Prince William England
B: s .
12 In pairs, create a short dialogue about your favourite artist. Use the model in Exercise 11,
and explain why you like him/her.
GUESS A
RIDDLE!
They come out at night and are
lost in the day. What are they?
Famous people
1. In pairs, stick a world map in the centre of
a big piece of colour cardboard.
2. Choose famous people from different
countries, and stick them all around the map.
3. In pairs, the students match the people to
their countries.
4. The students show the poster to the class
saying:
Student: This is .
Class: Wheres he from?
Student: He / Shes from .
thirty-one
Unit 1
31
FINAL TEST
Reading
15
b.
c.
d.
b. I from Santiago.
32
(4 marks)
thirty-two
(3 marks)
(3 marks)
(4 marks)
Openyourbooks.Sitdown.
Listen!Cometotheboard.
a.
b.
c.
d.
Listening
Speaking
B: Hi!
A: (a) ?
Unit 1
SELF EVALUATION
Unit 1
If you are not sure about something, revise the contents with your teacher.
thirty-three
33
Unit 2
AT HOME
LEARNING OBJECTIVES
Reading
Listening
Oral Expression
Writing
Show comprehension of
descriptions of people and
objects.
Identify purpose of a text.
Identify key words and
expressions.
Identify family members.
Show comprehension of
descriptions.
Identify topic and general
ideas.
Make predictions based on
previous knowledge.
Use visual support.
house
come
children
howareyou?
4. Copy this short dialogue in your notebook, complete it with your information and practice it
with your partner. Then, change roles.
A: do you live?
B: I live in a ?
A: I live in a .
B: Do you like it?
A: , and you?
34
thirty-four
brother,
Come on,
get into the
,
?
, lets
.
and
with me, grandpa!
thirty-five
35
Unit 2
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
Bungalow
Cabin
Cottage
Flats
Garden
Semi-detached
36
thirty-six
This is a beautiful
garden.
2 Work in pairs. Read the text and compare the types of houses in England and Chile.
Types of houses in England
England has different types of homes. In small cities and towns, people live in
houses. There are many types of houses.
Some houses are joined together by a common wall. These are called
semi-detached houses. Detached houses are separated from other houses.
They often have a garden and a garage.
In large cities, people often live in flats. A block of flats is a large building
divided into flats.
A bungalow is a big, one-storey house. All the rooms are on the ground floor.
A cottage is a small house in the countryside. Cabins are also small houses in
the forest. They are made of wood.
3 Work with your partner. Read the dialogue and match the names and the pictures.
Tracy: Tell me about your house, Ben.
Ben: I live in a big house. It has two storeys, a garage
and a beautiful garden. How about you?
Tracy: My house is very nice! It has only one storey. It
does not have a garage, but it has a small garden.
Useful expressions
Tell me about
How about you?
These expressions can be used in dialogues.
Unit 2
4 Tell your partner about your house. Follow the model in Exercise 3.
thirty-seven
37
Lesson 1
ACCOMMODATION
Before reading
1 Look at the picture and tick
small window
2
big window
Furniture
Room
Sofa
Table
Bed
bathroom
bedroom
TV
Chair
kitchen
terrace
dining room
living room
38
thirty-eight
garden
Reading
21
Hi kids!
the village. There are
Here is a description of the cottages in
They are not too big,
many cottages for all our participants.
m and kitchen in each
but there is a living room, dining roo
one of them.
r participants and
There are two small bedrooms for fou
om. There are two
one for the tutor. There is also a bathro
tutors room, there is
beds in the participants rooms. In the
a bed, a stereo, and a notebook.
/DVD set, and a
In the living room, there is a sofa, a TV
re is also Wi-Fi
computer with Internet connection. The
Internet connection.
and a table.
in the dining room, there are six chairs
a pool and
For recreation, there is a terrace with
barbecue area.
THE
ENGLISH
Jack Wales
VILLAGE
r
ato
rdin
Coo
l
era
Gen
STRATEGIES!
Skimming is reading only the parts that
help you understand the text. You can use
this strategy to guess the topic.
7 Read the note once more, and circle the objects that are in the map and the text. Then, draw
the missing objects.
thirty-nine
Unit 2
b.
39
After reading
LANGUAGE FORM
Tony:
Tony:
Tony:
a. These words.
living-room
dining-room
bedroom
bathroom
b. These sentences.
This is my house.
This is the dining room.
This is my bedroom.
This is my bathroom.
10 Your house.
a. Circle the correct alternatives for your house or flat.
b. Exchange notebooks with a partner. Write your name and circle the correct alternatives.
You
Your partner
Santiago a region
Santiago a region
Size
Bedrooms
Bathrooms
Location
Objects in living-room
40
forty
11 In your notebook, complete this paragraph with information from Exercise 10.
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.
13 Pick two different objects from Exercise 12, and describe them to your partner. Do not
mention the name.
GUESS A
RIDDLE!
forty-one
41
Lesson 2
HOUSES
Before listening
1 Match the names to the
pictures.
A two-storey house
1.
A big house
A flat
A small house
A semi-detached house
2.
3.
4.
b. Flats
c. Schools
42
forty-two
Listening
6
Susan
Size
Colour
Susans
new / old
Tonys
new / old
Tony
24 Who said the sentences, Susan or Tony? Listen again, and tick the corresponding box.
Susan
Tony
a.
b.
I live in a big old house near New York. And you, Susan?
c.
d.
White, and the door and windows are green. Susan, what colour is your flat?
e.
10
24 Listen again and put the sentences in the order you hear them.
43
After listening
11
25 First only listen, and then listen and repeat these sentences.
There is a garden.
There are flowers in the garden.
There isnt a garden.
There arent any flowers in the garden.
12
26 Listen and circle the correct answer. Then, practise with a partner.
A:
B:
A:
B:
A:
B:
13
Copy this text in your notebook and complete it with information about your own
house. Then, draw and colour a map of your house.
7
14 What kind of houses do you see in your neighbourhood? Why do you think people prefer
this kind of house in your area? Explain.
44
forty-four
16 Write a short paragraph about the house in the pictures below. Describe objects and colours,
and explain why you like it or not. You can start your paragraph like this, and write it in your
notebook.
This house is (size, color, opinion). There is/are , and (number of
rooms). I like it because (opinion).
Unit 2
GUESS A
RIDDLE!
forty-five
45
Lesson 3
FAMILIES
Before reading
1 Who are the members of your
family? Write two sentences
describing each of them, and
compare with your partner.
sister/brother
LUIS
A
A NT O N
IA
sister/mother
sister/brother
L
JOSMIGUE
46
forty-six
Reading
27
STRATEGIES!
You can predict the topic of a text by
focusing on pictures, titles, etc.
her friends
mother
sister
b. Margarita is Lucas
dog
7 Read Lucas letter and complete the family tree. Copy it in your notebook.
father
_______________
_______________
_______________
Francisca
_______________
_______________
_______________
_______________
Unit 2
_______________
_______________
8 years old
_______________
forty-seven
47
After reading
8
28 First only listen and then listen and repeat these sentences.
LANGUAGE FORM
Possessive s
9 Look at the picture and decide if the sentences are true or false.
a. Mary is Toms sister.
Tom (brother)
father
Mary
(sister)
mother
Jenny
(sister)
Richard (brother)
10 Complete the dialogue with words below. Then, practice it with your partner.
tallquietshortfriendlyslimserious
48
forty-eight
Useful expressions
well...
of course!
These expressions can be used in dialogues.
11
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.
29
12 Make your own family tree including names, relationships, and descriptions (appearance and
personality). Copy this diagram in your notebook.
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
GUESS A
RIDDLE!
My brother doesnt have a brother.
Who am I?
Family tree
1. Draw a family tree with your family.
2. Write their names and add
characteristics.
3. Get in pairs.
4. Create a dialogue with your partner,
using information from your respective
trees. Use Exercise 10 as a model.
forty-nine
Unit 2
_________________
49
Lesson 4
JOBS
I'm a constructor.
Before listening
I'm a nurse.
I'm a doctor.
I'm a teacher.
I'm a dentist.
15
twenty
16
fifty
17
seventeen
18
sixteen
19
fifteen
20
nineteen
35
thirty-five
40
forty
50
eighteen
50
fifty
Listening
4 You will hear some people talking. What type of text is it?
a. A face to face conversation.
b. A class.
STRATEGIES!
Think of what you already know about the
topic. Use your background knowledge.
c. A telephone conversation.
30 Listen to Susan and Tony and write the ages with words, in your notebook.
30 Listen to Tony and complete the sentences with the information in the pictures.
ateacher
aconstructor
anengineer
Unit 2
fifty-one
51
After listening
LANGUAGE FORM
actor
doctor
journalist
optician
shopassistant
actress
dentist
lawyer
policeman
socialworker
artist
engineer
miner
receptionist
vet
carpenter
guard
nurse
secretary
writer
10 Write a sentence in your notebook, using the correct occupation for each place of work.
11
Theatre
Shop
Hospital
Hotel
Workshop
Office
52
fifty-two
12 Complete this dialogue using information about the members of your family. Then, practice it
with your partner.
A: My father had an emergency today, he is a doctor. Whats your job?
B: He is a .
Useful expressions
Thats cool!
That sounds great!
These expressions can be used
in dialogues.
13 Copy this family tree in your notebook and complete it with names and occupations of the
members of your family.
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
GUESS A
RIDDLE!
__________________
My family
1. Bring a photograph of your family.
2. Stick it on a piece of colour cardboard.
3. Label the people with name, occupation,
age, etc.
4. Show it and introduce the people to
your class.
5. Ask and answer questions about the people,
including everything you have learnt in
the unit.
fifty-three
Unit 2
__________________
53
FINAL TEST
Reading
33
Family is a gift
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!
54
fifty-four
Listening
(5 marks)
Speaking
Unit 2
SELF EVALUATION
Unit 2
fifty-five
55
Unit 3
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
Show comprehension of
frequent vocabulary and actions.
Express likes and preferences.
Show comprehension of
authentic texts.
Relate texts to personal
experiences.
4. Complete this short dialogue with your information and practice it with your partner.
Then, change roles.
A: Whats your favourite food?
B: I like , what about you?
A: I like .
B: Do you eat it at school?
A: , and you?
B: .
56
fifty-six
Id
and
?
will you.
?
fifty-seven
57
Unit 3
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
Soft-drinks
Snack
Healthy
fifty-eight
Junk food
Nutrients
Meals
58
Experts recommend to
eat, at least, three meals
a day.
2 Are your habits healthy? Read the text and answer the question. Share opinions with
your partner.
3 Cody and Phil are talking about their snacks. Complete the dialogue giving examples of
healthy food. Work with your partner.
Its very too! I
have , and .
I dont like .
Unit 3
Look, Cody! My
snack is very
today! I have ,
and .
What about you?
59
Lesson 1
P
C
L
T
L
M
K
P
A
Z
E
B
A
A
D
L
G
K
Q
L
C
M
T
J
H
Z
S
N
E
D
O
B
E
Z
A
O
T
R
R
T
T
P
P
X
U
B
Y
D
T
T
R
Y
L
P
Q
Y
a. s
b. p
c. t
d. c
e. s
60
I
R
Q
Q
D
V
Y
Y
Reading
39
BEEF AND
BAKED
POTATOES
BANANA
SPAGHETTI
WITH MEAT
SAUCE
VEGETABLE
SOUP
CELERY AND
AVOCADO
SALAD
FISH FINGERS
AND CHIPS
ROAST
ROAST TURKEY
CHICKEN AND AND CREAM
RICE
CORN
PANCAKE
TOMATO
SALAD
PIZZA
HAMBURGER
AND RICE
KIWI AND
ORANGE
QUARTERS
ICE CREAM
Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included.
On Wednesday. / On Friday.
c. Fresh vegetables?
sixty-one
61
After reading
9 Classify the food into different categories: fruit, meat types, vegetables and others. Then,
compare with your classmates.
banana
beef
avocado
chicken
fish
lettuce
milk
pancakes
kiwi
rice
tomatoes
oranges
LANGUAGE FORM
10
Tuesday
Wednesday
Thursday
b. These sentences.
There's ice cream for dessert on Sunday.
There's broccoli salad on Monday.
There are chips on Wednesday.
62
sixty-two
Friday
Saturday
Sunday
11
10
Choose food from this lesson to create your ideal menu. Copy this model in your
notebook and complete it.
My ideal weekend menu
Saturday
Sunday
Saturday
Sunday
Starter
Main course
Dessert
12
41 Listen and repeat this dialogue. Then, practice it with a partner, changing the underlined
parts with your own preferences. After that, complete the chart in Exercise 11.
A: What's your starter on Saturday?
B: Celery and avocado salad.
A: What's your main course on Sunday?
B: Pizza. And beef and rice on Saturday.
A: And what's for dessert?
B: Baked apple on Saturday and pancakes on Sunday.
Useful expressions
I love...
Again?
Good!
I dont like...
These expressions can be used in dialogues.
Across:
1. You can make a sweet salad with it.
4. It comes from a cow.
5. It includes different types of vegetables.
7. A green, creamy fruit
5
6
Down:
1. The day before the weekend.
2. The second day of the working week.
3. Meat, vegetables and sauces inside two pieces
of bread.
6. The food group including beef, chicken, pork, etc.
GUESS A
RIDDLE!
I grow underground, have eyes,
but cant see. What am I?
Unit 3
63
Lesson 2
LUNCH
IN THIS LESSON YOU WILL:
What is there
for lunch?
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?
64
sixty-four
Listening
5
ii. fantastic.
iii. great.
MIXED SALAD
a.
e.
c.
f.
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.
Unit 3
d.
b.
sixty-five
65
42 Listen again and count the number of times you hear please and thank you in the
11
After listening
10
Any
Anything
Anything else?
LANGUAGE FORM
1. Read these sentences:
a. Can I have todays menu, please?
b. I like spaghetti.
11
Waiter:
Ed:
Waiter:
Ed:
Cathy:
Waiter:
Cathy:
66
Ordering food
sixty-six
12 Form collocations with words from A and B. Write them in your notebook.
fruit
jelly
strawberry
juice
tuna
salad
GUESS A
RIDDLE!
Whats orange and sounds like
a parrot?
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.
sixty-seven
Unit 3
67
Lesson 3
D
CTE
E
J
E
R
D
E
V
RO
APP
68
sixty-eight
Reading
45
fibres.
food additives.
nutrients.
vitamins.
water.
dental problems.
diabetes.
food problems.
heart problems.
school problems.
weight problems.
8 Read the magazine article again and circle the correct option.
a. Junk food requires a lot / a little preparation.
Unit 3
69
After reading
9
12
Complete the dialogue with the words below. Then, practice it with your partner, taking turns.
additivescheeseburgerfatsalt
vegetablesvitaminssugarfruits
Useful expressions
I love...
Lets have...!
I only eat...
These expressions can be used in dialogues.
10
a. These words.
healthhealthyunhealthy
11
LANGUAGE FORM
1. Read these examples from the text.
a. Affirmative sentences
Healthy food contains nutrients. It requires preparation.
2. Find more examples in the reading text.
70
seventy
13
12
Dear director
We are writing about the food in the school kiosk. They offer a lot ,
which is bad for our health and contains .
We want to have more food in our kiosk, like and .
Thanks very much.
Pablo and Carolina.
b. Write a similar email to your school, asking them to change the food they serve in the
cafeteria or kiosks. Use a dictionary, if necessary.
c. Send your message to your teacher by email or in writing.
GUESS A
RIDDLE!
You can either eat me or give
me to your teacher! What am I?
Unit 3
71
Lesson 4
13
show comprehension of an
interview extract about a
new healthy food kiosk.
show comprehension of a
dialogue about a healthy
food kiosk.
complete charts to classify
vocabulary.
take part in dialogues and
express quantity and prices.
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
72
seventy-two
Listening
4
48 Listen to the text. Was your prediction in Exercise 3 correct? What elements helped you
48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick the
48 Listen again. Cross out the items that you can't find in the kiosk.
48 Copy this short paragraph in your notebook, listen and fill in the blanks with one of
these words.
convenienthealthynormalproductsstudents
This is not a kiosk, this is a food kiosk. We only sell healthy to our
and the prices are very .
Unit 3
seventy-three
73
After listening
LANGUAGE FORM
Notice
Offering food: What do you want?
Ordering: I want a sandwich, please. Can I have a sandwich, please?
Saying the price: Sure, it's $250. Thanks.
10
a. These numbers.
50fifty
60sixty
51Fifty-one
65sixty-five
52Fifty-two
70seventy
53Fifty-three
75seventy-five
54Fifty-four
80eighty
55Fifty-five
85eighty-five
56Fifty-six
90ninety
57Fifty-seven
95ninety-five
58Fifty-eight
100onehundred
59Fifty-nine
150onehundredandfifty
b. These words.
waiter
want
warm
what
would
c. These dialogues.
i. A: What do you want?
B: A glass of orange juice, please.
ii. A: What do you want, please?
B: A fruit salad, please.
74
seventy-four
11
A:
B:
A:
B:
12
Useful expressions
Sure!
Here you are!
Thanks!
These expressions can be used in dialogues.
Now practise the dialogue with your partner. Use the healthy food in the pictures and
invent the prices. Add other expressions to complete your dialogue, such as thank you, please,
can I have) etc.
13
Writing
13 Take a look at the image, and write four sentences in your notebook, using all the vocabulary
seen in the unit.
GUESS A
RIDDLE!
Whats green or yellow, and
sound like a chair?
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.
seventy-five
Unit 3
75
FINAL TEST
Reading
51
Language
(5 marks)
76
a.
b.
c.
d.
e.
seventy-six
(3 marks)
Justin: I a tuna .
Writing
What do want?
Listening
Speaking
it have so much .
Check with your teacher and ind your level
0 to 5 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again.
6 to 12 correct answers: You have been able to understand an important part of the contents, but you can do much better!
Revise the contents and correct the wrong answers.
13 to 17 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!
Unit 3
SELF EVALUATION
Unit 3
If you are not sure about something, revise the contents with your teacher.
seventy-seven
77
Unit 4
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
Show comprehension of
non-literary texts about
weather.
Show comprehension of
explicit information about
weather.
Show comprehension of key
expressions in a text.
Identify thematic
vocabulary.
Show comprehension of a
weather forecast.
Identify frequent
expressions.
React to audio texts,
connecting them to
personal experiences.
Participate in dialogues
describing the weather.
Show knowledge of
frequently used thematic
vocabulary.
Show knowledge of
everyday expressions.
Reproduce chants about a
particular topic.
4. Complete this chart with information from the pictures on Page 79 and your own ideas. Use
a dictionary, if necessary. Then, compare with your partner.
Season
A
W
S
S
78
seventy-eight
is beautiful!
I love
is my favourite season.
I love the smell
of flowers.
I love
seventy-nine
79
Unit 4
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words.
Cold
Hot
Seasons
eighty
Warm
Wear
Weather
On 18th September,
Chilean children usually
wear traditional clothes.
Im listening to the
weather report for next
week.
80
2 What is the weather like in your region? Read the text and check.
Unit 4
eighty-one
81
Lesson 1
show comprehension
of explicit information
about weather.
identify specic
information associated
to weather.
identify key vocabulary
participate in a dialogue
describing the weather.
write short sentences
describing the weather
in specic places.
82
eighty-two
Listening
5
57 You are going to listen to a weather forecast for South America. Pay attention to the
information, and focus only on the weather conditions (rain, snow, wind, etc.) Draw the
weather symbols on the map, according to what you hear.
wind
snow
rain
sun
cloudy
Bogot
Lima
Sao Paulo
Asuncin
Santiago
Montevideo
Buenos Aires
57 Listen again and write the temperatures for each city in the corresponding boxes.
57 Listen again. Tick () the correct information and cross () the incorrect information.
a.
b.
c.
d.
e.
It is sunny in Bogot.
Unit 4
eighty-three
83
After Listening
8 Answer these questions:
a. Which place in South America is the hottest and which place is the coldest?
b. Why do you think temperatures are so different in each place?
c. Which places do you prefer? Why?
9 Put these letters in order to form weather words. Write them in your notebook.
10
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
Look at this map of Europe. Can you name the countries? Write them in your notebook.
Use the internet or an encyclopedia, if necessary.
Write sentences in your notebook to create your own weather forecast, using the vocabulary
in the lesson.
14
84
eighty-four
LANGUAGE FORM
Formation of adjectives
11
12
aweatherreportwindysunnycloudysnowyrainy
59 Listen and complete the telephone conversation in your notebook.
Linda:
Mum:
Linda:
Mum:
Linda:
Mum:
Linda:
Mum:
Linda:
Mum:
Hello, Mum!
.
What is the like at the seaside today?
Its and here.
Thats nice! Here in Santiago, its and rainy.
Keep !
Enjoy the !
Yes! you, Linda!
Love you , Mum! Bye.
Bye, .
Useful expressions
Thats nice!
Enjoy...!
Yes!
These expressions can be used in dialogues.
GUESS A
RIDDLE!
What goes up when the rain
comes down?
Radio forecast
1. In groups, choose five towns or cities in Chile.
2. Find information about the weather in those
places at the moment.
3. Make a report, writing simple sentences and
using all the expressions in the unit.
4. Record your report and add music, to create a
radio weather forecast.
5. Play your forecast to the rest of the class.
eighty-five
Unit 4
85
Lesson 2
MY HOLIDAY ACTIVITIES
Before reading
1 What sports are the people in
the picture practising? Match
the names (a - d) to the
pictures (1 - 4). Write them in
your notebook.
a. bodyboarding
b. swimming
c. ice skating
d. snow boarding
86
eighty-six
Reading
60
Florencias blog.
10/01/2013
Jacks blog.
18/02/2013
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.
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!
a.
b.
c.
d.
e.
f.
5 Read the blogs. Are these statements true (T) or false (F)?
eighty-seven
87
In your notebook, write sentences about each picture. Use expressions from the text as
a model.
15
bodyboarding
swimming
skiing
ice-skating
surfing
snowboarding
After reading
7
snow
run
ski
eat
surf
do
swim
play
Useful expressions
Its very hot/cold
I wear... in summer
I enjoy... in winter
I denitely prefer...
These expressions can be used in dialogues.
Sixsmallslicksealswithsixcrispsnacksandslicksilk.
LANGUAGE FORM
8 Put the words in order to form correct sentences. Then, write them in your notebook.
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
88
eighty-eight
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
the
dont often roasted marshmallows.
b. Create a similar dialogue, using vocabulary and expressions from the lesson. Then,
practise it with your partner.
10
15
Read Paulo's blog entry about his activities. Then, in your notebook, write your own
blog post about your favourite holiday activities.
GUESS A
RIDDLE!
I prefer to ride waves, rather than
horses. What am I?
eighty-nine
Unit 4
89
Lesson 3
TECHNOLOGY AT HAND
IN THIS LESSON YOU WILL:
Chat
Before listening
1
a. Listen to music
b. Have a videoconference
c. Look for information
d. Play video games
e. Click on a link
Computer
Printer
Internet
Keyboard
Mouse
a. Computers.
Screen
b. Technology.
c. Shopping for computers.
Webcam
90
ninety
CD
Listening
STRATEGIES!
Pay attention to specic information such
as names, objects, etc.
John
Jill
Pamela
Stevie
63 Listen again and, in your notebook, write a list of the objects in the computer room at TEV.
63 Listen once again and match the pictures (1 4) to their location (a f).
1.
3.
4.
Unit 4
2.
ninety-one
91
After listening
8
a.
b.
on the desk
in the computer
on the printer
modem
Internet
webcam
computer
printer
keyboard
mouse
microphone
chat window
LANGUAGE FORM
in / on / under
16 Listen and complete the dialogue. Then, practise it with your partner. Change the
65
information to make it true for you.
A: What is there?
Useful expressions
Im glad.
Take care.
You too.
92
ninety-two
10
11 a. Complete the short description with prepositions from the lesson. Revise the Language Form.
b. Write a description of your bedroom, house, or a friends house, in your notebook,
following this model. Include as many prepositions as possible.
GUESS A
RIDDLE!
It plays music with no instruments,
and sings with no mouth. What is it?
ninety-three
Unit 4
93
Lesson 4
IM SORRY
Before reading
1 Answer the following
questions with your partner.
a. The kids in the picture are
chatting. What do you think
they are chatting about?
Im sorry, I have a
cold and dont feel
very well, Maggie.
94
ninety-four
Reading
67
Maggie: Thanks.
Pete. / Maggie.
It is snowing / raining.
Pete. / Maggie.
Unit 4
ninety-five
95
After reading
LANGUAGE FORM
c. I really appreciate...
68 Useful Expressions.
69 Listen and practise the following dialogue with your partner, using your own names
and information.
Hello?
Hello, Michael, its me, Linda.
Hi, Linda! How are you?
Im fine, 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.
Michael:
Linda:
Michael:
Linda:
96
ninety-six
10
In your notebook, complete this dialogue in pairs. Then, practise and role play it with
your partner.
17
A: Hi, .
Useful expressions
Im not sure.
Can you come?
Are you coming?
Id love to, but...
These expressions can be used in dialogues.
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.
11 Write a short message inviting a friend to a party. Use a dictionary, if necessary. It should
include greetings, event, address and time.
GUESS A
RIDDLE!
What can you catch but not throw?
Safety online
1. Work in groups.
2. Go on the internet and look up information
about safety online, how to control false
internet information, viruses, grooming, etc.
3. Make a big poster with tips to control the
dangers on the internet. Illustrate with pictures.
4. Put it up on a visible place in your classroom.
ninety-seven
Unit 4
97
FINAL TEST
Reading
70
A holiday abroad!
Do you like travelling when you are on
holiday? Can you imagine going to
totally different places from your home
country?
The English Village exchange
programme for Chilean students and
tutors offers you the chance to stay in
a foreign country for three weeks.
Participants can go to Australia,
Canada, Switzerland, or Brazil. In these
countries, you can experience weather
that is totally different from what you
have in Chile. If in Chile it is windy and
cold in July, it can be sunny and warm,
or rainy and snowy in one of these
countries.
This programme also gives you the
chance to meet people from different
countries and practise different sports,
such as snowboarding, surfing, skiing,
and windsurfing.
Think about it! You can visit a new
country, make new friends, and
continue practising English.
Apply now!
98
ninety-eight
(4 marks)
(4 marks)
a. The USA
b. Switzerland
c. Brazil
d. Australia
e. Canada
Writing
E-mail
Write an e-mail to a friend
and mention:
The place.
The weather.
Your news friends.
Your activities.
Anne:
Language
Listening
Anne:
Georgina: , Anne!
Anne:
Speaking
Unit 4
SELF EVALUATION
Unit 43
I can apologize
xxxxxxxxxxx
ninety-nine
99
Unit 5
NATURE
LEARNING OBJECTIVES
Reading
Listening
Oral expression
Writing
Show comprehension of a
magazine article about
environmental issues.
Show comprehension of
explicit information.
Read and show comprehension
of a literary text, identifying
characters, places and time.
Show comprehension of a
sequence of events in a
literary text.
4. Take a look at the picture on Page 101 again. Read the dialogue and then practice it with
your partner.
5. Invent a new short dialogue with your partner, following the model on Page 101.
101
Unit 5
VOCABULARY IN CONTEXT
1 Study each card. Use a dictionary to verify the meaning of the words
Compost
Ecosystem
Environment
Ground
Nature
Wildlife
102
2 Read the text about an interesting school program in Thailand. Is there a similar place in your
town / city / region / country? If yes, which one? If not, where can we learn about nature?
3 Work in pairs. Complete the telephone conversation between Mike and Vincent using the
words and phrases from the box.
e-mailenvironmentGreatholidaysnaturereserve
photographsstrangeplantsvisitwildanimals
Vincent: !
4 In pairs, think about an interesting place you can visit in your area and complete the
Unit 5
conversation with your own ideas. Act it out in front of your classmates.
103
Lesson 1
Before reading
a.
b.
c.
Plant seeds.
d.
Let's plant
them carefully!
a.
b.
c.
d.
104
Reading
77
b.
c.
7 Read the text again and, in your notebook, complete the sentences with the words below.
Then, add reasons.
natureoxygentrees,plantsandflowers
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
Unit 5
105
After reading
LANGUAGE FORM
Connectors
9 Match the parts in A and B, adding and / or, and create a long sentence.
A
IcanstudyEnglish
Ilikeplants
Iwantacoke
Wecanplantflowers
B
asandwich.
French.
Iwaterthemeveryday.
trees,itsyourchoice.
11
a. These words.
late
mate
nature
rate
b. These sentences.
Nature is important.
Nature is an important part of our lives.
106
take
12
79 Listen to the dialogue. Then practise and role play it with your partner.
Amanda:
Barry:
Amanda:
Barry:
Amanda:
Barry:
Amanda:
Barry:
13 Put the following words in order to form and write correct sentences in your notebook.
a. garden / in / The / are / dry / plants / my
The dry.
b. love / flowers / I / red
I flowers.
c. in/and/are/flowers/my/many/backyard/There/trees
d. part/team/and/Nature/of/a/people/are
14 a. Read this short description of a garden. Look up the words you dont know in a dictionary.
The garden in my house is amazing. I fertilize it compost every day, and it has one tree in
the middle, with lots of flowers and plants around it. Many butterflies and lady bugs live
in it. The grass is green, and I water it every day.
b. In your notebook, write your own description of a garden, including vocabulary from the
lesson, there is/are, and following the example in letter a.
GUESS A
RIDDLE!
What has a foot, but has
no legs?
An experiment
Materials
a big glass
a stick
a bean seed
a flag
a piece of cotton
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 results in your notebook.
one hundred and seven
Unit 5
107
Lesson 2
STARTING A GARDEN
Im preparing
the ground.
Im removing
the ground.
Before listening
1 Answer these questions in
pairs.
a. Is there a garden in your
school?
b. What plants does this
garden have?
Im watering
the plants.
108
Listening
5
6
80 Listen and tick the herbs mentioned. Are these herbs popular in your country? What are
they used for? Find out.
a.
Oregano
e.
Mint
b.
Basil
f.
Pepper
c.
Parsley
g.
Rosemary
d.
Chives
h.
Thyme
STRATEGIES!
Make connections between the text and
your everyday life, to help yourself with
comprehension.
ii. fertilise
iii. water
iii. 12
prepare
theground
add
compost
remove
weeds
water
theseeds
plant
theseeds
Unit 5
ii. 10
109
After listening
LANGUAGE FORM
Have to (obligations)
1. Read this extract from the text and notice the words in bold. What do they express?
First, we have to prepare the ground, then we have to add some organic compost, and
inally we have to plant the seeds. We have to water and cultivate the herbs.
2. Read the extract again and notice the words in italics. What do they express?
10
11
19
Talk to your partner about your obligations at home or at school. When you arrive home,
what do you do? When you wake up before you go to school, what do you do? Discuss.
81 First only listen, and then listen again and repeat.
a. These words.
he
herb
high
home
how
b. These sentences.
He has a herb garden.
He has a herb garden at home.
12
Useful expressions
Please!
Give up
Hurry up!
Wait a minute
These expressions can be used in dialogues.
82 Listen and repeat the dialogue. Then, practise it with your partner.
Cliff:
Is it number 10 or 100! Listen! Its number 10. Listen! Its a place for flowers and plants.
What is it?
110
house
16 In your notebook, write a short paragraph with the steps to create your own herb garden.
Which plants would you have? Use words such as first, then, finally, and have to, to describe
the process. You can use a dictionary if you want.
GUESS A
RIDDLE!
I fall from the sky and make
things grow.
A display of herbs
1. In groups of four, prepare a poster with
different herbs.
2. Stick photos, illustrations or leaves of the
herbs.
3. Classify them according to size (big,
medium, small), colour (dark green, grey,
light green), and characteristics of the
leaves (long, round, thin, fat).
4. Find out about the properties of the herbs
and add suggestions to use them. Eg. Eat
parsley to... /drink camommille to...
one hundred and eleven
Unit 5
111
Lesson 3
NATIONAL FLOWERS
Before reading
1
The Copihue is a red flower from Chile.
20
b. The copihue.
c. The rose.
112
Reading
83
STRATEGIES!
Use visual aids, such as images or
illustrations, to support your reading
comprehension.
b.
c.
a.
b.
c.
d.
9 Read the text once more and number these sentences in the order the events happen.
113
After reading
LANGUAGE FORM
b.
c.
d.
11 In your notebook, write one fact and one opinion. Use the examples in Exercise 10 as
a model.
12 Read this short text about green houses and underline all the connectors you can find.
Greenhouses
Greenhouses are small buildings made of
glass or plastic fiber, designed to create a
microclimate for plants to grow inside.
The energy from the sun is absorbed by
the building, and the air inside gets hotter,
which helps plants grow better, and also
prevents them from being damaged,
either by bad weather or by animals.
114
14
dafffodil
tulip
daisy
rose
dandelion
violet
b. This poem.
Roses are red,
Violets are blue,
Sugar is sweet,
But not as sweet as you.
15
85 Listen and repeat this dialogue. Then, practise it with your partner, changing the
underlined parts.
Where is Chile?
Its in South America.
What is the national flower there?
The copihue.
GUESS A
RIDDLE!
What has no fingers, but
many rings?
Useful expressions
Whats the...there? That sounds good!
I prefer...
Thats beautiful!
These expressions can be used in dialogues.
Unit 5
Eleanor:
Farrell:
Eleanor:
Farrell:
115
Lesson 4
OUR PETS
Before listening
1 Look at the animals and their
names in the picture. Repeat
the names after your teacher.
Age:
Colour:
Favourite toy ()
ball
soft toy
plastic toy
carrot
bone
other
116
Listening
4
86 Listen again and write the colour of the animal in your notebook. Choose the colours
b. Horse:
c. Rabbit:
d. Dog:
a.
ball
b.
car
c.
soft toy
d.
old blanket
e.
bus
f.
carrot
g.
doll
h.
bone
86 Listen, copy the chart in your notebook and complete it according to what you hear.
Pet
Pets name
Pets age
Mark
Tim
Sharon
86 Listen once more and fill in the blanks in these sentences.
Unit 5
117
After listening
9
21
Look at the picture on Page 116 and classify the animals. Then, find five more animals
in a dictionary and classify them. Copy this chart in your notebook, to complete it.
Big farm animals
horse
Domestic animals
cat
rabbit
10 Write a sentence to describe a pet. It can be your real pet or an imaginary one. Use the
information in Exercise 2.
11
Useful expressions
Tell me about your...
What kind of...is it?
What does it look like?
How about...?
These expressions can be used in dialogues.
a. These words.
get
let
met
pet
set
b. These sentences.
My pet's a dog.
12
88 Listen and repeat this dialogue. Then, practise it with your partner.
Yes, I do. My pet is a dog. Her name is Skyler. And you, do you have a pet?
Geoffrey: Yes, I do. Its a dog, too. And that is his toy.
Hester:
13 Use Exercise 12 as a model to create a new dialogue, about a real or imaginary pet. Practise it
with your partner. Make sure you add descriptions, and favourite toys. You can use a
dictionary, if necessary.
118
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?
14 Interview your partner following the model in Exercise 12. Then, copy this chart in your
notebook and complete it with your partner's information.
Pets name
Pets age
Pets house
Pets favourite toy
15
21
Write 2 full sentences about your partners pet, using the information in Exercise 13.
16 Now, use all the ideas in Exercise 13 and 14 to write a short paragraph about a pet (it can be
your pet or your friends). Include details such as name, age, color, physical description, house,
and favourite toy.
GUESS A
RIDDLE!
Tall as a tree, thin as a branch,
yellow and spotted, Im a...
Unusual pets
1. In pairs, get information about two unusual pets.
2. Make a poster with information and pictures of
animals. Include colour, weight, habitat,
lifespan, etc.
3. Present the poster to the class. Include your
opinion about the animal (if you like or not,
give reasons).
one hundred and nineteen
Unit 5
119
FINAL TEST
Reading
89
120
(3 marks)
d. water
e. burn
f. fertilise
(4 marks)
a.
b.
Josh: It sounds !
c.
d.
Listening
the blanks.
(8 marks)
Speaking
SELF EVALUATION
I can react to texts, making connections with my personal experiences and culture.
Unit 53
Unit 5
121
Visual Glossary
122
Accomodation
Board
Cabin
Cavities
City
Country
Crisps
Desk
Dips
Door
Drinks
Flat/Apartment
Food
For Sale
Grade
Grass
Healthy
Hungry/starving
Junk food
one hundred and twenty-three
123
124
Lawyer
Leaves
Nurse
Pets
Main course
Playground
Pool
Shop assistant
Size
Small
Starter
Toy
Tree
Tray
War
Week
Weed
Window
125
WEBSITES
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-12199def8e
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/grammar.htm
126
Unit 3
Video: Food
http://learnenglishkids.britishcouncil.org/es/kids-talk/
john-talks-about-food
Prctica de vocabulario: Days of the week
http://www.freddiesville.com/games/days-of-the-weekcrossword-puzzle-online/
Food
http://www.anglomaniacy.pl/foodHangman.htm
Unit 4
Juego interactivo: The weather
http://learnenglishkids.britishcouncil.org/en/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
http://learnenglishkids.britishcouncil.org/es/kids-talk/
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
BIBLIOGRAPHY
Adelson-Goldstein, J. & Shapiro, N. (2008) Oxford Picture
Dictionary. Oxford: OUP. The content is organized within
thematic units, which ends with a story page, where new words
are introduced in a realistic visual context.
Blanchard, K. L., & Root, C. B. (1997). Ready to write more:
From paragraph to essay (3rd ed.). Harlow: Longman. This book
presents paragraph development and composition skills in clear
steps, and offers you strategies to bring your own ideas to the
writing process.
Broukal, M. (2003) Weaving It Together (Vol. 1 4). Boston:
Heinle & Heinle Pub. This book connects high-interest readings
with clear writing activities. It has plenty of writing practice to
help you develop your ideas clearly and with confidence.
Peregoy, S.F. et al. (2005). Reading, Writing and Learning in ESL.
(3rd ed.). White Plains, NY: Addison Wesley Publishing Company.
This book helps you improve your reading and writing skills. It
is connected with all the reading and writing activities of the
book.
127
Methodological support
Original illustrations
Design
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