The English Village: Student S Book Inglés

STUDENT´S BOOK INGLÉS
The English Village

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

5º
Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University, Melbourne, Australia.
básico
Este libro pertenece a:

Nombre:
Curso:
Colegio:
Te lo ha hecho llegar gratuitamente el Ministerio de Educación a través del establecimiento

educacional en el que estudias.
Es para tu uso personal tanto en tu colegio como en tu casa; cuídalo para que te sirva durante todo el año.
Si te cambias de colegio lo debes llevar contigo y al finalizar el año, guardarlo en tu casa.
DISCOVER YOUR BOOK
speaking activ
g and ities
cafeteria
in
ad a
gym
cabins
re
re r
ing,
recreational facilities
ecor
Listen
fruit and vegetable garden
swimming pool
ded.
football field
picnic area
LCOME TO
WE
animal farm
THE
ENGLISH VILLAGE
List
ch
er.
n to
the CD with your tea
e
6 six seven 7
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.
Unit 1
THE PEOPLE, THE SCHOOL,

THE CLASSROOM
school
students
5th grade classroom
playground
LEARNING OBJECTIVES
Reading Oral expression LET’S GET READY!
You will school entrance
You will use different strategies to
At the beginning of each unit, a big picture will show you the
1. Tell your partner three
read and understand • introduce yourself.
• give instructions. things about yourself.
• an e-mail.
• a brochure. • act out dialogues. 2. Make a list of two
• sing a song.
characters, the places and the situations you will find in it. You can
• cards with personal information. obligations at home
Written expression and two at school.
Listening
You will Share with the class.
You will use different strategies to
listen and understand • complete cards with personal information. 3. What’s your favourite
read the objectives of the unit there, and also answer some • a dialogue with personal introductions.
• classroom instructions.
• a song with instructions.
• write an e-mail.
• complete charts with information from a brochure.
place in your school?
Share with the class.
questions about the topic and the learning objectives of the unit. 8 eight nine 9
CLASSROOM
Lesson 3
LANGUAGE 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. ____
Before listening
b. Come to the board. ____
1 2 1 Work in your group. Can you c. Can I come in? ____
find these objects in the
d. Listen. ____
picture and in your classroom?
e. Open your books on Page 10. ____
board book
desk door page f. Read the instructions. ____
g. Silence, please. ____
2 Match using the colour code. h. Sit down. ____
Close Open Read i. Stand up. ____
3
IN THIS LESSON YOU WILL: Sit down Stand up j. Close the door. ____ 1 2
• listen and show
comprehension of instructions. Abra Cierre Lea
• read instructions and relate
them to images. Párese Siéntese
• complete instructions in writing.
• organise and reproduce a 3 Look at the pictures on the left
dialogue in a classroom. with your partner. Match the
numbers to the following
classroom instructions. 3 4 5 6
5 Come to the board. ____
4
Listen. ____
Silence. ____
Open your books. ____
Sit down. ____
Stand up. ____
7 8 9 10
4 In your group, collect
instructions you normally Listening
receive at school and at
6
home. Share and compare
with the class.
6
7
8 Listen and check your answers in Exercise 5.
8 Listen and point at the actions in the pictures (1 - 10).

Listening lesson with activities
8
to help you to understand a
Unit 1
8 Listen and mime the actions.
22 23
spoken text and learn English.
twenty-two twenty-three
2 two
ICONS AND SECTIONS
Lesson 4
THE VILLAGE Reading 12
Before reading The English Village Students Tutors
1 Look at the illustration on the The students are from all The tutors are from
left and find four students and over Chile. They are here English-speaking countries.
two tutors you know. to practise English. For example:
For example:
2 Find the following words in Gonzalo; he is from
the picture. This is Susan
It is located in Santiago. Iquique.
Hardy; she is
a cafeteria Carolina; she is from
Facilities in the Village: from England.
accommodation Santiago.
a fruit and vegetable garden
A pool Macarena; she is from
A football field This is Tony
a pool Chillán.
A gym Wilson; he is
a football field Pablo; he is from
A cafeteria from the USA.
Coyhaique.
An animal farm
3 Work with your partner. Cross A fruit and vegetable This is Grace
out (✗) the words that are not garden Brown; she is
Listening lesson Reading lesson

facilities (Facilities: buildings Cabins from Australia.
IN THIS LESSON YOU WILL: and services).
• read and show comprehension Parks
of a brochure describing a. A cafeteria.
The English Village. b. A pool.
• listen and identify English sounds. c. A computer. 6 Read the text and check your prediction in Exercise 5.
• complete dialogues in writing. d. A football field.
• practise and produce dialogues 7 Read the text again. Find and write the information in the charts.
e. An animal.
to introduce people. a.
f. A gym.
The English Village
4 Now that you know this, take Location
a look at the text. There are
Facilities
10 cognates. How many can
you find and underline in b.
30 seconds? Students
1
Country
5 Look at the text on Page 29.
What is it? Cities
a. A description. c.
b. An invitation. Tutors
c. A story.
Unit 1
Countries
28 twenty-eight twenty-nine 29
Activities for fast All the material for
Reading lesson with activities to help you to learners or keener the listening tasks.
understand a written text and learn English. students.
LANGUAGE FORM
Analysis and discovery of a key grammatical item.
N
FU A simple joke connected with the topic,
supported by a picture.
P R O J E C T
FINAL TEST
Reading 15 Speaking
Singapore Sports School

7 In which situations can you introduce
yourself? Give an example.
Collaborative work to help you to
put into practice the language you
a. ___________ b. ___________
Are you good at sports? Can you imagine a school
The English Village
where the only thing students do is practise sports?
That is the case of the students at the Singapore 0 to 7 correct HELP! You have not understood
Sports School in Asia, a school specialised in sports. answers an important part of the
The children do sports such as football, tennis,
athletics, etc.
The teachers are professional sportspeople, and the
c. ___________ d. ___________
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
have learnt.
children enjoy going to school every day. then do the exercises again.
The facilities of the school are: Listening
8 to 18 FAIR You have been able to
- two olympic swimming pools. correct understand an important
- a multi-sport auditorium. 6 16 Listen to a conversation about a answers part of the contents;
- a synthetic football field. Spanish Village in England. Fill in the blanks however, there are still
- a gym. (a – f). (6 marks) some you need to
- a cycle track. consolidate. Correct the
A: Hello.
- two tennis courts. wrong answers. You can ask
B: Hi!
for help if you want. Revise
A: What’s your name?
1 Write true (T) or false (F). (4 marks) 3 On a separate sheet of paper, write a the contents. You can do
B: My name’s Paul and I’m a student at
postcard to a student in Singapore, much better!
a. ____ The Sports School is in Europe. the (a) _______ Village in Newcastle,
describing your school. Remember the in England. 19 to 22 EXCELLENT You have learnt all or
b. ____ The children do different types writing steps. (2 marks) A: Where are you from? correct almost all the contents in
of sports. B: I’m from Liverpool. answers the unit. Very good! Keep
c. ____ The teachers are not good at sports. 4 Complete the sentences. (3 marks) A: Can you describe the Spanish village? up the good work!
d. ____ The facilities of the school include a. Tony _______ from New York. B: Of course! The village has many
two gyms. b. I _______ from Santiago. (b)__________, such as an animal
2 Circle the words that are facilities. (3 marks)

c. Carolina _______ from Maipú. (c)_____, a (d) _____, and many
a. gym (e) _____. My favourite place is the
5 Copy the correct instruction below the
b. football field (f) _________ room, because I can
corresponding picture. (4 marks)
c. children
chat with my friends in Spanish!
Statements to help you to reflect on your strengths

d. athletics Open your books. Sit down.
e. tennis courts A: Thank you very much!
Listen! Come to the board. B: You’re welcome.
f. professional
and weaknesses and measure your learning.

Total score: 22 marks
Unit 1
32 thirty-two thirty-three 33
There are three different levels:

Final test: At the end of every unit, there is a formal test that includes the contents of Yes: Your performance was very good.
the whole unit, assessing reading and listening comprehension. It also includes a rubric Mm: Your performance was OK, but it can be better.
that will tell you in detail what you have done well and what you need to improve. No: You need to review the contents.
three 3
INDEX
Unit 1
. . . . . . . . . . . . . . . . . . . . .8
Unit 1 – The people, the school, the classroom . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 12
Lesson 1 – The participants . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 18
Lesson 2 – The competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 22
Lesson 3 – Classroom language . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 28
Lesson 4 – The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .32 - 33
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 2
Unit 2 – At home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 34
Lesson 1 – Accomodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 38
Lesson 2 – Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 42
Lesson 3 – Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 46
Lesson 4 – Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 50
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 54 - 55
Unit 3
. . . . . . . . . . . . . . . . . . . 56
Unit 3 – Food and health . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 60
Lesson 1 – The weekly menu . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 64
Lesson 2 – Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 68
Lesson 3 – Healthy food / junk food . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 72
Lesson 4 – At the English Village kiosk . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 76 - 77
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 four
Unit 4
. . . . . . . . . . . . . . . . . . . 78
Unit 4 – No matter the weather . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 82
Lesson 1 – What’s the weather like? . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 86
Lesson 2 – My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 90
Lesson 3 – Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 94
Lesson 4 – I’m sorry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 98 - 99
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 5
Unit 5 – Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 100
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
...... . . . . . . . . . . . . . 122
Answer key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
........ . . . . . . . . . . . 126
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..... . . . . . . . . . . . . . . 127
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
five 5
gym
swimming pool
football field
picnic area
6 six
cafeteria
cabins
recreational facilities
fruit and vegetable garden
E LCOME TO animal farm

W
THE
ENGLISH VILLAGE
seven 7
Unit 1 THE PEOPLE, THE SCHOOL,
THE CLASSROOM
school
playground
LEARNING OBJECTIVES
Reading Oral expression
You will use different strategies to You will
read and understand • introduce yourself.
• an e-mail. • give instructions.
• a brochure. • act out dialogues.
• cards with personal information. • sing a song.
Listening Written expression
You will use different strategies to You will
listen and understand • complete cards with personal information.
• a dialogue with personal introductions. • write an e-mail.
• classroom instructions. • complete charts with information from a brochure.
• a song with instructions.
8 eight
students
5th grade classroom
LET’S GET READY!

school entrance
1. Tell your partner three
things about yourself.
2. Make a list of two
obligations at home
and two at school.
3. What’s your favourite
place in your school?
nine 9
Unit 1
What do you know?
Lesson 1
Lesson 2
THE PARTICIPANTS THE COMPETITION
1 Make a list of English words you know. 1 Match the words to the pictures.
a.
b.
1 a. Teacher
c.
d.
b. Boy
2
2 What languages are spoken in these
countries? c. Girl
3
d. Director
4
a.
2 Copy the following numbers in order.
TWO
TEN
SEVEN FIVE
b. ONE
NINE
SIX THREE
FOUR
EIGHT
c. _______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
d. _______________ _______________
10 ten
Lesson 3
Lesson 4
CLASSROOM LANGUAGE THE VILLAGE
1 Complete the names of these school 1 Match the pictures to the words.
places.
THREE
TWO
P_ _ _ _ r_ _ _ _ C_ _ _ _ r_ _ _
ONE
FOUR
C_ _ e _ _ r _ _ C_ _ _ _t_ _ l_ _
2 Complete the dialogue. 2 Complete this dialogue.

Where _____
you _____?
Hi! I’m _____, I’___ from
I _____ from Chile, Santiago
____ in fifth grade. de Chile.
Hi! ___ ______, ___

from Chillán, ___
also in fith grade.
Unit 1
eleven 11
Lesson 1
THE PARTICIPANTS
1 3 Before listening
1 Write the number of the

picture next to the
corresponding place.
a. ____ Big Ben, London,
England.
2
b. ____ Buoy marking where
the Esmeralda sank,
Iquique, Chile.
c. ____ Chillán Cathedral,
Chillán, Chile.
d. ____ Statue of Liberty, New
York, the USA.
e. ____ Maipú Temple,
Santiago, Chile.
5 f. ____ Shepherd’s Monument,
Coyhaique, Chile.
g. ____ Opera House, Sydney,
Australia.
4 IN THIS LESSON YOU WILL: 2 Where in Chile do you live?

• find and show comprehension Complete the sentence.
of information about different
people and places. I live in .
6
• show comprehension of short
written texts. 3 What is the text about?
• complete dialogues and cards Guess and tick (✓) an option.
with specific information.
a. ____ English-speaking
• produce and reproduce dialogues
countries.
to share personal information.
b. ____ People at
The English Village.
7 c. ____ Buildings.
12 twelve
Listening
4 2 Listen and check your prediction in Exercise 3.
5 2 Look at the pictures of the participants. Mark the speakers you hear with a tick.
Susan Tony Gonzalo Macarena
6 2 Listen again and write the name of the people in the order they speak.
Speaker 1: ______________________ Speaker 3: ______________________

Speaker 2: ______________________ Speaker 4: ______________________
7 2 Listen once more and complete the identification cards (a – d).
NAME: Gonzalo
b
SCHOOL: George Washington
School NAME: Macarena
CITY:
gonso@&themail. &com SCHOOL: International School
MAIL:
CITY:
MAIL: macahe@mymail.com
Unit 1
thirteen 13
c
NAME:
Tony
d
SCHOOL:
NAME: Susan
CITY:
MAIL:
tonyw@mailcity.com SCHOOL:
CITY:
MAIL: susanh@mailcity.com
After listening
8 3 First only listen and then listen and repeat.
What’s I’m
What´s your name? I’m in fifth
I’m in fifth grade.
Hello I’m
Hello, I’m Gonzalo. I’m a student
I’m a student at the Lord Cochrane School.
I’m
Goodbye!
I’m from
I’m from Santiago.
LANGUAGE FORM I’m
1. Notice these sentences from the text.

a. I’m Tony. I’m Susan. I’m Gonzalo.
b. I’m from Iquique. I’m from London. I’m from Chillán.
2. What information can you find in a. and in b.?
3. Find more examples of each type in this lesson.
14 fourteen
9 Practise in small groups. Use the different identification cards in this lesson.
NAME: Pablo NAME: Carolina
Fuentes González
COUNTRY: Chile COUNTRY: Chile
GRADE: Fifth grade GRADE: Fifth grade
SCHOOL: Liceo Regional, Coyhaique SCHOOL: Lincoln School, Maipú,
Santiago
10 Answer the following questions.

a. Where’s Pablo from? b. What’s Carolina’s grade?
____________________________ ____________________________
11 Complete and talk to your partner.

a. Invent your information and complete Card 1.
b. Practise this dialogue with your partner and complete Card 2 with his / her information.
You: What’s your name?
Your partner: ______________. I’m from ______________. I’m in ______________
grade at ______________ in ______________.
1 2
NAME: NAME:
COUNTRY: COUNTRY:
GRADE: GRADE:
SCHOOL: SCHOOL:
Unit 1
fifteen 15
12 4 Listen and match the characters to the places. Which words are similar in Spanish?
Compare with your partner.
1 2 3 4 5
Batman Leela Goku Seiya Stewie
a b
Athena’s Sanctuary Planet Vegeta
c d e
Quahog, Rhode Island Gotham City 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: I’m Johnny, I’m from Cochrane, I’m a student at Saint Patrick School.
1.
2.
16 sixteen
15 Make your favourite famous person’s identification card. Use it to introduce yourself,
indicating your city and school.
NAME:
AGE:
CiTY:
COUNTRY:
16 I CAN INTRODUCE MYSELF NOW

Create a short paragraph introducing yourself, following this basic writing steps:
Make a list of the ideas you are going to mention in your paragraph.
Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of your
ideas (beginning, middle, end).
Write a definite version of the paragraph and ask your teacher to correct it.
Finally, read it aloud in front of the class.
Self Evaluation P R O J E C T
I can write three words in English which My ID card

are similar in Spanish. 1. Work in pairs.
, , 2. Cut out two pieces of cardboard and
. make two big identification cards.
I can introduce myself in one sentence. 3. Draw yourselves on the picture spaces
. and write your personal information.
Tick according to your performance. 4. Stick your ID cards on the walls of your
classroom.
YES MM NO
Unit 1
seventeen 17
Lesson 2
THE COMPETITION
Before reading
1 Look at Pages 8 and 9 and read

the labels that indicate places
in a school.
2 Notice.
COGNATES Words in English

that are similar in Spanish.
Examples:
invitation = invitación
participate = participar
vacations = vacaciones
visit = visitar
3 Similar in Spanish? (✓or ✗).

____ Cafeteria
____ Classroom
____ Computer lab
____ Director’s office
____ Playground
____ School
____ Teachers’ room
____ Toilet
IN THIS LESSON YOU WILL:
• read and demonstrate 4 Point to the places in this map
comprehension of an e-mail. and say the names. Use the
• identify and repeat English sounds. words in Exercise 3.
• reproduce specific vocabulary.
• write a short e-mail. 5 Have a quick look at the text
on Page 19. Find and circle
four cognates.
18 eighteen
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6 Read the text and check if there are more cognates.
7 Read the text again and then write true (T) or false (F).
a. ____ Carolina is a student. c. ____ Carolina is in 6th grade.
b. ____ The competition is in Maipú. d. ____ The visit is for three weeks.
8 Read the text again and complete.

Type of text: _________________. From: _________________. To: _________________.
9 Choose the best option to complete the sentence.

The purpose of Carolina’s mail is to __________________________________.
a. describe her school. b. introduce some students. c. participate in the competition.
Unit 1
nineteen 19
After reading

a. These pairs of words. b. These numbers. c. These places
A classroom
1 one 2 two
Classroom 3
three tea 3 three 4 four The boys’ toilet

The cafeteria
5 five 6 six
The computer lab
7 seven 8 eight
The Director’s office
throne tone
9 nine 9 ten The girls’ toilet
The playground
11 eleven 12 twelve
The school entrance
threw two 13 thirteen 14 fourteen The teachers’ room
11 Match the numbers and the corresponding words.

1 2 3 4 5 6 7
five four one seven six three two
8 9 10 11 12 13 14
eleven eight fourteen nine ten thirteen twelve
LANGUAGE FORM I am / It is
1. Study these examples.

I am (I’m) a student.
It is (It’s) a classroom.
2. Find and underline more examples
in the e-mail on Page 19.
20 twenty
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.
13 Number It’s the playground.
DIRECTOR’S SCHOOL 14.
CAFETERIA
OFFICE 1 ENTRANCE 12
COMPUTER TEACHER’S
LAB 2 11 ROOM
CLASSROOM P L A Y G R O U N D CLASSROOM
1 14
3 10 6
CLASSROOM CLASSROOM
2 4 6 7 9 5
BOYS’ GIRLS’
CLASSROOM CLASSROOM
TOILET TOILET
3 5 8 4
13 YOU CAN WRITE AN E-MAIL IN ENGLISH NOW

Write a short e-mail to a friend in your notebook, with your personal information. Follow the
example on Page 19 and remember the writing steps on Page 17.
My problem is that in English

N
FU
I can count only up to three.
I can say three numbers in English. My school

1. Work in groups of four.
, , .
2. Draw a map of your school on a piece of
I can name three places in my school. colour cardboard.
, , . 3. Number and label the places.
4. Add illustrations.
Tick according to your performance. 5. Display it in the classroom.
YES MM NO
6. Describe it to your classmates.
Example: Number 1 is the school entrance.
Unit 1
twenty-one 21
CLASSROOM
Lesson 3
LANGUAGE
Before listening
1 2 1 Work in your group. Can you
find these objects in the
picture and in your classroom?
board book
desk door page
2 Match using the colour code.

Close Open Read
3
IN THIS LESSON YOU WILL: Sit down Stand up
• listen and show
comprehension of instructions. Abra Cierre Lea
• read instructions and relate
them to images. Párese Siéntese
• complete instructions in writing.
• organise and reproduce a 3 Look at the pictures on the left
dialogue in a classroom. with your partner. Match the
numbers to the following
classroom instructions.
5 Come to the board. ____
4
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
6 with the class.
22 twenty-two
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. ____ 1 2
3 4 5 6
7 8 9 10
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
Unit 1
8 Listen and mime the actions.
twenty-three 23
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 3
2 4
10 10 Listen and put this dialogue in order.
a. ____ Teacher: Do Exercise 10, please. f. ____ Students: Goodbye, Miss Taylor.
b. ____ Teacher: Goodbye, children. g. ____ Students: Good morning, Miss Taylor.
c. ____ Teacher: That’s all. Close your books. h. ____ Students: Thank you, Miss Taylor.
d. ____ Teacher: Good morning, children. i. ____ Students: Yes, Miss Taylor.
e. ____ Teacher: Sit down, please.
11 Listen and repeat the dialogue. Then role play it in your group.
24 twenty-four
12 Complete the instructions according to the pictures.
a. ___________________, please, Mario.
b. That’s all. ___________________ your books.
c. ___________________ to the board, please, Cristóbal.
d. ___________________ and open your books.
13 Work with your partner.

Student A: Give three instructions.
Student B: Obey.
Student B: Give three instructions.
Student A: Obey.
14 11 Listen and repeat this rap.
The school rap

1, 2, 3, 4,
Please come in and close the door!
5, 6, 7, 8,
It’s time for school, you’re really late!
9, 10, 9, 10,
Don’t be late for school again!
Unit 1
twenty-five 25
15 Complete the sentences (a – f) with instructions from the box.
• stop the noise • sit down, please!
• make your bed • come to the board, please
• close the window, please • do your homework
a. Tom! ___________________________ before going to school!

b. Children, ___________________________! This is a test!
c. Boys, ___________________________, it’s 2 am!
d. Marcelo, it’s cold! Can you ___________________________?
e. Junior, you can’t watch TV. ___________________________ first.
f. Exercise 1, Gonzalo, can you ___________________________?
16
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 2
26 twenty-six
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. _____________________________________________________________________________
N Stand up, Bobby!

FU Time for school!
I can complete these instructions. Classroom instructions

1. Work in groups.
Children, your books,
2. Cut out a piece of cardboard and draw a
and to the CD, please. sign or picture representing one of these
classroom instructions:
Tick according to your performance.
a. Sit down.
YES MM NO
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
Unit 1
classroom.
twenty-seven 27
Lesson 4
THE VILLAGE
Before reading
1 Look at the illustration on the

left and find four students and
two tutors you know.
2 Find the following words in

the picture.
a cafeteria
accommodation
a fruit and vegetable garden
a pool
a football field
3 Work with your partner. Cross

out (✗) the words that are not
facilities (Facilities: buildings
IN THIS LESSON YOU WILL: and services).
• read and show comprehension
of a brochure describing a. A cafeteria.
The English Village. b. A pool.
• listen and identify English sounds. c. A computer.
• complete dialogues in writing. d. A football field.
• practise and produce dialogues e. An animal.
to introduce people.
f. A gym.
4 Now that you know this, take

a look at the text. There are
10 cognates. How many can
you find and underline in
30 seconds?
5 Look at the text on Page 29.

What is it?
a. A description.
b. An invitation.
c. A story.
28 twenty-eight
Reading 12
The English Village Students Tutors
The students are from all The tutors are from

over Chile. They are here English-speaking countries.
to practise English. For example:
For example:
Gonzalo; he is from
This is Susan
It is located in Santiago. Iquique.
Hardy; she is
Carolina; she is from
Facilities in the Village: from England.
Santiago.
A pool Macarena; she is from
A football field This is Tony
Chillán.
A gym Wilson; he is
Pablo; he is from
A cafeteria from the USA.
Coyhaique.
An animal farm
A fruit and vegetable This is Grace
garden Brown; she is
Cabins from Australia.
Parks
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
Unit 1
Countries
twenty-nine 29
After reading
8 Read these words from the text and classify them.
Singular Plural
animal garden
cabins gym
cafeteria parks
countries pool
facilities students
farm tutors
field village
9 13 Listen.
a. Listen and repeat these words. Pay attention to the final sound.
brush cash crush English finish fish flash push splash wash
b. Listen to ten words and tick those with the same final sound.
1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10. ___
c. Listen and repeat this rhyme.
Poor old English turtle

Poor old English turtle,
He has got no cash,
Fishing with no shell on,
He will get a rash.
LANGUAGE FORM Pronouns

1. Personal pronouns in this lesson: I / you / he / she / it / they.
2. Notice:
· The English Village – It is located in Santiago.
· Students are from all over Chile – They are here to practise English.
· This is Tony Wilson – He is from the USA.
· This is Susan Hardy – She is from England.
3. Find, say and copy more examples from the text. Use the same colours as in the example.
30 thirty
10 14 Listen, repeat, and then practise in your group.
Where is Lil’ Where is Avril

Where are Lavigne from?
Chris from?
you from?
I’m from He’s from She’s from

Chile. England. Canada.
11 Complete, and then practise in pairs.

a. A: Where is ______________ from?
B: ______________ ’s from ______________.
Nicole Kidman
b. A: Where is ______________ ______________?
Australia
B: ______________’s ______________ ______________. Rihanna
the USA
c. A: Where ______________ ______________ ______________? Prince William
England
B: ______________ ’ ______________ ______________ ______________.
12 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: ______________. Jim Carrey Justin Timberlake Lucas Escobar

USA USA Chile
c. A: ______________? B: ______________.
I can complete this sentence with Famous people

singular and plural words. 1. In pairs, stick a world map in the centre of
a big piece of colour cardboard.
My school has many 2. Choose famous people from different
and just one . countries, and stick them all around the map.
3. In pairs, the students match the people to
their countries.
YES MM NO 4. The students show the poster to the class
saying:
Student: This is ________________.
Class: Where’s he from?
Unit 1
Student: He / She’s from ____________.
thirty-one 31
FINAL TEST
Reading 15
Singapore Sports School

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.
1 Write true (T) or false (F). (4 marks) 3 On a separate sheet of paper, write a
postcard to a student in Singapore,
a. ____ The Sports School is in Europe.
describing your school. Remember the
b. ____ The children do different types writing steps. (2 marks)
of sports.
c. ____ The teachers are not good at sports. 4 Complete the sentences. (3 marks)
d. ____ The facilities of the school include a. Tony _______ from New York.
two gyms. b. I _______ from Santiago.
2 Circle the words that are facilities. (3 marks)

c. Carolina _______ from Maipú.
a. gym
5 Copy the correct instruction below the
b. football field
corresponding picture. (4 marks)
c. children
d. athletics Open your books. Sit down.
e. tennis courts
Listen! Come to the board.
f. professional
32 thirty-two
Speaking
7 In which situations can you introduce

yourself? Give an example.
a. ___________ b. ___________
The English Village
0 to 7 correct HELP! You have not understood
answers an important part of the
contents. Study, get some
c. ___________ d. ___________
then do the exercises again.
Listening
correct understand an important
6 16 Listen to a conversation about a answers part of the contents;
Spanish Village in England. Fill in the blanks however, there are still
(a – f). (6 marks) some you need to
A: Hello. consolidate. Correct the
B: Hi! wrong answers. You can ask
for help if you want. Revise
A: What’s your name?
the contents. You can do
B: My name’s Paul and I’m a student at
much better!
the (a) _______ Village in Newcastle,
in England. 19 to 22 EXCELLENT You have learnt all or
A: Where are you from? correct almost all the contents in
B: I’m from Liverpool. answers the unit. Very good! Keep
A: Can you describe the Spanish village? up the good work!
B: Of course! The village has many
(b)__________, such as an animal
(c)_____, a (d) _____, and many
(e) _____. My favourite place is the
(f) _________ room, because I can
chat with my friends in Spanish!
A: Thank you very much!
B: You’re welcome.

Unit 1
thirty-three 33
Unit 2 AT HOME
LEARNING OBJECTIVES
You will use different strategies to read You will
and understand • describe houses.
• a house description. • talk about jobs.
• a letter describing a family. • act out dialogues.
Listening Writing expression
You will use different strategies to listen and understand You will
texts about • write and complete short dialogues
• house descriptions. and paragraphs.
• family connections. • write a brief description of a house.
• jobs. • complete ID cards about family members and occupations.
34 thirty-four
LET’S GET READY!
1. Do you live in a
house or a flat?
2. How many people
live with you?
3. What is your
favourite room in
your house? Why?
thirty-five 35
Unit 2
What do you know?
Lesson 1
Lesson 2
ACCOMODATION HOUSES
1 Match the words to the correct picture. 1 Write and paint four colours you can say
in English.
a.
a. _______________
i. Living room
b. b. _______________
ii. Bedroom
c. _______________
c. iii. Bathroom
d. _______________
d. iv. Dining room
2 Write the names of these types of houses

below in the pictures.
2 Fill in the gaps with your family members’
information. a. b.
a. My mother’s name is .
b. My father’s name is .
c. My sister is ______________ years old.
_ I _t H_ us_
d. My cousin is ____________ years old.
c.
M_ ns _ o _
36 thirty-six
Lesson 3
Lesson 4
FAMILY JOBS
1 Match the pictures to the family 1 Complete the dialogue.

members.
Hi! I’m _____. I am

a. Baby
from Santiago and I
am a _____.
Sister
b.
Hi! I’m_____. I am
from Los Angeles
c. Mum and I am a _____.
Melissa
d. Grandmother 2 Match the jobs to the pictures.
2 Write the words to name these family

members. a. Teacher
b. Doctor
a. __________ b. __________ c. Nurse
d. Policeman
c. __________ d. __________
Unit 2
thirty-seven 37
Lesson 1
ACCOMODATION
Before reading
small window 1 Look at the picture and tick

your favourite room.
2 Write the correct room next to
big window the furniture.
• locate and identify furniture and places in a house. Furniture Room
• show comprehension of short written texts.
• complete dialogues, paragraphs and charts with specific
information about furniture and places in a house. Sofa
• produce and reproduce dialogues to share information
about furniture and places in a house.
Table
bathroom bedroom Bed
TV
Chair
3 Look at the pictures and circle

kitchen 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
terrace Village
living room dining room
38 thirty-eight garden
Reading 21
Hi kids!
the village. There are many
Here is a description of the cottages in
are not too big, but there is a
cottages for all our participants. They
in each one of them.
living room, dining room and kitchen
r participants and one for the
There are two small bedrooms for fou
are two beds in the
tutor. There is also a bathroom. There
m, there is a bed, a stereo, and
participants’ rooms. In the tutor’s roo
a notebook.
/DVD set, and a computer
In the living room, there is a sofa, a TV
Wi-Fi Internet connection.
with Internet connection. There is also
and a table.
in the dining room, there are six chairs
a pool and barbecue area.
For recreation, there is a terrace with
THE
ENGLISH
Jack Wales VILLAGE
General Coordinator
5 Read the note and check your prediction in Exercise 4.
6 Read the note again, and choose the best map.

a.
b.
7 Read the note once more, and circle the objects that are in the map and the text. Then, draw
Unit 2
the missing objects.
thirty-nine 39
After reading
LANGUAGE FORM There is / there are
1. Notice these examples from the text.

There is a living room. / There are three small bedrooms.
2. Which of the sentences is singular and which is plural? What’s the difference?
3. Read the text again and underline all the cases of there is / there are.
8 Complete with there is or there are.

Tony: Hi, Gonzalo. Welcome! This is going to be your
cottage during your stay at The English Village.
Gonzalo: Hi, Tony. It’s beautiful!
Tony: Well, inside ________ five bedrooms. ________
also a bathroom. ________ a big living room with
a TV. ________ a small garden with many flowers.
Gonzalo: Is there a pool?
Tony: Yes, ________ one next to the gym.
a. These words.
living-room • dining-room • bedroom • bathroom
b. These sentences.
This is my house. This is my bedroom. This is the living room.
This is the dining room. This is my bathroom.
10 Your house.
a. Circle the correct alternatives for your house or flat.
b. Exchange notebooks with a partner. Write your name and circle the correct alternatives.
You Your partner

Location Santiago – a region Santiago – a region
Size Big - medium sized - small Big - medium sized - small
Bedrooms One - two – three – four One - two – three – four
Bathrooms One – two – three One – two – three
Objects in living-room sofa - small table – lamps – chairs – pictures sofa - small table – lamps – chairs – pictures
40 forty
11 Complete this paragraph with information from Exercise 10.
a. My ________ is in ________. It is ________.

There are ________ bedrooms. There ________ ________
bathroom(s). In the living room, there ________________.
12 Guessing game.
a. Choose two of the objects in the box and draw them. Don’t let your partner see them.
Bed Chair Computer Lamp Picture
b. 23 Listen and practise this model dialogue. Imitate it to play the guessing game with
your partner.
Example.
A: Is it a sofa? B: No, it isn’t.
A: Is it a chair? B: No, it isn’t.
A: Is it a lamp? B: Yes, it is.
13 Separate the words to form a sentence.

so
re isanew faformyfath
The erinthelivingroom.
I can name three places of the house: My house and my family

__________, __________, __________. 1. Cut out a piece of cardboard.
I can write a sentence with the structure 2. Draw a map of your house / flat.
there is / are 3. Write a description of your house / flat.
4. Add photos of your family and tag them.
______________________________.
5. Display your work in a visible place in
Tick according to your performance. your classroom.
YES MM NO
Unit 2
forty-one 41
HOUSES
Lesson 2
Before listening
• listen and show comprehension of instructions.
• listen and demonstrate comprehension of conversations about houses.
• identify and recognise some colours in English.
1 Match the names to the
pictures.
• identify and repeat English sounds.
• write and reproduce a short dialogue about houses. A two-storey house
A big house
1.
A flat
A small house
A semi-detached
house
2 Look at the pictures and tick

(✓) big, medium-sized or small.
Medium-
Big Small
sized
2.
A big house
3. 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?
5.
4 Look at the flowers and trees in
4. 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
42 forty-two
Listening
7 24 Listen and circle the correct alternative.
Age of the house Size Colour

Susan
Susan’s new / old small / medium / big white / grey / green
Tony’s new / old small / medium / big white / grey / green
Tony
8 24 Listen again and write the number of rooms.
Bedrooms Bathrooms
Susan ____ ____
Tony ____ ____
9 24 Who said the sentences, Susan or Tony? Listen again, and tick the corresponding box.
Susan Tony
a. What colour is your house?
b. What colour is it?
c. Wow! That’s really big?
10 24 Listen again and draw the map of each house.

Unit 2
forty-three 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 isn’t a garden.
There aren’t any flowers in the garden.
12 26 Listen and circle the correct answer. Then, practise with a partner.
A: Is your house big?

B: Yes, it is / No, it isn’t.
A: Is there a garden in your house?
B: Yes, there is. / No, there isn’t.
A: What colour is your house?
B: It is white / black / grey / green / blue / red / etc.
13 Write about your house. Then, draw and colour a map of your house.
I live in a _________________ (house / flat). It is a _________ house / flat (size), and it
is (colour). In my house / flat, there are ________________ bedrooms and
___________________ bathroom(s).
14 Play Draw and guess in your group.

a. Write the names of different types of houses.
b. Get together with another group.
c. Give one of your cards to a member of the other group.
d. That student must draw the house on a piece of paper.
e. The other members of his / her group guess the type.
44 forty-four
15 Use Exercise 12 as a model and create similar dialogues about these pictures.
N
FU Self Evaluation
I can name three places in a house:
This house is new and __________, __________, __________.
there’s a very big
garden with trees and I can name three objects of my house:
flowers at the back. __________, __________, __________.
YES MM NO
P R O J E C T
House for rent

1. Invent a poster of a house or flat for rent.
2. Include location, size, number of rooms,
facilities and e-mail address.
3. Display it in your classroom.
Unit 2
forty-five 45
Lesson 3
FAMILIES
• read and demonstrate comprehension of a short letter. Before reading
• identify and recognise family members.
• complete a text about your family. 1 Look at the picture and circle
• make a family tree. 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.
O ANTON
EDR IA
P
father / brother sister / mother
sister / brother sister / brother

LUIS L
A JOSÉ MIGUE
3 Look at the pictures and

predict the topic of the text.
a. A picnic.
b. A family.
c. A classroom.
4 Look at the first two lines of the

text and circle the cognates.
46 forty-six
Reading 27
Hello, English Village,

This is a picture of my family. This photo was
taken in the garden of our house in Quilicura.
My father’s name is Juan; he is a big man, nice
and gentle. My mother’s name is Francisca;
she’s beautiful and friendly.
I am in the middle there. The boy is my brother
Miguel, he’s eight years old, and the little girl
is my sister Margarita, she’s five years old. In
the picture, you can see a special member of
my family, my dog Fido; he is three years old
and I am twelve years old.
Greetings,
Lucía

6 Tick (✓) the correct alternative.
a. The letter is from Lucía to
the director her friends The English Village
b. Margarita is Lucía’s
dog mother sister
7 Read Lucía’s letter and complete the family tree.
father
_______________ _______________
_______________ Francisca
_______________
_______________ _______________
_______________
_______________ _______________
Unit 2
8 years old
_______________
forty-seven 47
After reading
8 28 First only listen and then listen and repeat these sentences.
My father’s name’s George.

My mother’s name’s Helen.
My brother’s name’s Michael.
My sister’s name’s Alice.
LANGUAGE FORM Possessive ‘s
1. Notice these examples from the text.
My father’s name is Juan. / He's eight years old.
2. Which of these indicates possession? Which of these indicates the verb to be?
3. Find more examples in this lesson.
9 Look at the picture and tick T (true) or F (false). Tom (brother) father
Mary
T F (sister)
mother
a. Mary is Tom’s sister. ____ ____
b. Mary is Jenny’s mother. ____ ____

Jenny
(sister)
c. Mary is Richard’s sister. ____ ____
d. Mary is Tom’s mother. ____ ____

Richard (brother)
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.
48 forty-eight
11 29 Read and listen to a description of a family. Then, change the underlined parts with
information about yourself. Practise saying the description to your partner.
My father’s name is Allan; he’s 40

years old. My sister’s name is Susan.
She’s 12 years old. This is my brother
Ben; he’s 5 years old, and this is me!
My name’s Dan and I’m 10 years old.
12 Draw your family in the box above. Then, make your own family tree including names
and relationships.
_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________
I can write three cognates. People around me

__________, __________, __________. 1. Work in pairs.
I can write a sentence describing a 2. Find names in English in your class,
member of my family. family, friends, or the T.V.
_______________________________. 3. Write a list, specifying who they are
Tick according to your performance. (brother, father, friend, etc).
YES MM NO
4. Share your information with the class.
Unit 2
forty-nine 49
Lesson 4
JOBS
Before listening
teacher
1 Look at the picture. Do you
know these jobs? Does any
member of your family have
doctor one of these jobs?
constructor
nurse 2 Match the words and the
numbers. Use the colour code.
15
16
17
18
dentist
19
20
policewoman 30
35
40
50
twenty fifty seventeen

sixteen fifteen nineteen
shop assistant thirty- five forty eighteen
3 You will hear some people

talking. Guess the type of text
and tick (✓).
• identify and recognise occupations in English, a. A face to face conversation.
connecting them to images.
b. A class.
• listen and show comprehension of a text about
family and occupations. c. A telephone conversation.
• listen and identify numbers in English.
• practise and produce dialogues about occupations.
50 fifty
Listening
5 30 Listen to Susan and Tony and write the ages.
a. Susan’s brother Henry is ____ years old.

b. Susan’s sister Rita is ____ years old.
c. Tony’s brother Peter is ____ years old.
d. Tony’s brother George is ____ years old.
6 30 Listen to Susan and circle the correct information.
a. Susan is a future nurse / dentist.

b. Her father is a doctor / constructor.
c. Her mother is a teacher / doctor.
d. Her brother is in medicine / law school.
e. Her sister is in primary / secondary school.
7 30 Listen to Tony and complete the sentences with the information in the pictures.
a teacher a constructor an engineer
Tony’s father is ____________________, his mother is ____________________, his brother

Peter is in secondary school, and his brother George is ____________________.
8 30 Listen again and number these sentences in the order you hear them.
a. I also have a sister. ____

b. I have a brother. ____
c. It’s tea time now. ____
d. That’s correct. ____
e. What about your father? ____
f. What’s her occupation? ____
Unit 2
fifty-one 51
After listening
LANGUAGE FORM Asking about occupations

1. Notice these questions from the text.
What’s your father’s job? What’s your mother’s job?
2. Discover how to ask about
a. your partner’s job. (his / her)
b. your partner’s sister’s job. (her job)
c. your partner’s brother’s job. (his job)
9 31 First only listen, then listen again and repeat.

actor actress artist
carpenter doctor dentist
engineer guard journalist
lawyer miner nurse
optician policeman police woman
receptionist secretary shop assistant
social worker vet writer
10 Complete the cards about members of your family.
NAME:
NAME: NAME:
AGE: OCCUPATION
AGE: OCCUPATION AGE: OCCUPATION
11 32 Listen and repeat the dialogue below.
A: What’s your father’s occupation?

B: He’s a shop assistant.
A: What’s your mother’s occupation?
B: She’s a receptionist.
52 fifty-two
12 In pairs, talk about the jobs of the members of your family. Use the model in Exercise 11,
changing the parts underlined.
A: What’s your __________ job?
B: He is a _______________________________________.
A: What’s your __________ job?
B: She’s a _______________________________________.
13 Complete the family tree with the names of the members of your family.
Grandfather: __________ G_____________: __________
Aunt: __________
Uncle: __________
F: __________ ___________ Mother: __________
My sister: __________ Me: __________ My brother: __________
He’s my brother
Self Evaluation
N Tommy; he is in
I can answer: FU prison, but I am
sure he is innocent.
My sister is my __________’s daughter.
My ideal job is ____________________.
YES MM NO
P R O J E C T
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.
Unit 2
5. Ask and answer questions about the people.
fifty-three 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!
1 Read the text and write true (T) or false (F). 3 Write a letter to your family, saying how
(4 marks) much you love them, and inviting them to
a. ____ Family always love us. the English Village to see you. (3 marks)
b. ____ Some children do not live with

a family. Dear 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. ________
54 fifty-four
Listening Speaking
4 34 Listen to the text about a house 6 Work in pairs. Roleplay the conversation
description and fill in the missing words. with the pop star Cody Simpson.
(6 marks)
Check with your teacher and find your level
Cody: Hello, Jenny! 0 to 11 HELP! You have not understood
correct an important part of the
Jenny: Hi, Cody! Is this answers contents. Study, get some
your (a.) _______? help from a partner or your
Cody: Yes, it is. teacher, revise the unit, and
Jenny: How many (b.) _______ are there?
Cody: There are four bedrooms, correct understand an important
(c.) _______ bathrooms, a kitchen, answers part of the contents;
and (d.) _______ pool in the garden. however, there are still
Jenny: Really? some you need to
consolidate. Correct the
Cody: Yes! Here is a (e.) _______. wrong answers. You can
Jenny: It is (f.) _______! Congratulations! ask for help if you want.
Revise the contents. You
Cody: Thank you!
can do much better!
5 Write the name of the type of house below 20 to 22 EXCELLENT You have learnt all or
each picture. (5 marks) correct almost all the contents in
answers the unit. Very good! Keep
up the good work!
____________ ____________
____________ ____________
____________
Unit 2
fifty-five 55
Unit 3 FOOD AND HEALTH
LEARNING OBJECTIVES
You will use different strategies to read and understand You will
• a menu. • reproduce dialogues.
• a magazine article about healthy and junk food. • practise English sounds.
Listening Writing expression
• an interview extract. • write a menu.
• a dialogue about food. • write about the benefits of having healthy food and the
consequences of having junk food.
56 fifty-six
LET’S GET READY!
1. What’s your favourite food?
2. Where are the people in the picture?
3. Make a list of the food you see in the
picture. Do you like it?
fifty-seven 57
Unit 3
What do you know?
Lesson 1
Lesson 2
THE WEEKLY MENU LUNCH
1 Make a list of the fruit and vegetables 1 Match the words to the pictures.
you can name in English. i.
a. .
b. . ii. a. Cake
c. . b. Juice
iii. c. Pizza
d. .
d. Hamburger
2 What are the names of these dishes?
iv.
a. .
2 Copy the following days of the week
in order.
Friday
b. . Wednesday
Sunday
Thursday Tuesday
Saturday
c. . Monday
1. . 5. .
2. . 6. .
d. .
3. . 7. .
4. .
58 fifty-eight
Lesson 3
Lesson 4
HEALTHY FOOD V/S JUNK FOOD AT THE ENGLISH VILLAGE KIOSK
1 Complete these names. 1 Match the food to the correct group.

a. b.
B__ __ a __ __ a __ __ r
c. d.
Healthy food
Junk food
V__ __ __ m __ __ s __ __ g __ r
2 Complete the dialogue with healthy food.
Hi, Cody! I’m having

_____ for lunch.
What about you?
2 Write the correct number.

a. Eighty ________________
Hi, Francisco!
I ________ It’s very b. Sixty ________________
healthy,and so is yours c. Fifty ________________
d. Seventy ________________
Unit 3
fifty-nine 59
Lesson 1
THE WEEKLY MENU
Before reading
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.
3 Have a quick look at the menu

on the next page. How many
cognates can you find?
• locate and show comprehension of the information in a menu. 4 Look at the picture on the left
• show comprehension of short texts. again. Try to predict what food
• produce and reproduce dialogues that talk about food menus. is served on different days of
• fill in charts with names of different types of food. the week.
60 sixty
Reading 39
CELERY AND
VEGETABLE TOMATO
CHICKEN SOUP MIXED SALAD AVOCADO MIXED SALAD CHICKEN SOUP
SOUP SALAD
SALAD
BEEF AND SPAGHETTI ROAST ROAST TURKEY

FISH FINGERS HAMBURGER
BAKED WITH MEAT CHICKEN AND AND CREAM PIZZA
AND CHIPS AND RICE
POTATOES SAUCE RICE CORN
KIWI AND
BANANA FRUIT SALAD RICE PUDDING BAKED APPLE PANCAKE ORANGE ICE CREAM
QUARTERS
Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included.
5 Read the menu and check your prediction in Exercise 4.

6 Read the text again. Write the day on which they will serve this food.
a.Pizza b. Chicken and rice c. Beef and baked potatoes
_______________ _______________ _______________
7 Read the menu again and circle the correct answer.

a. Main course on Thursday? Roast chicken and rice. / Beef and baked potatoes.
b. Roast turkey served? On Wednesday. / On Friday.
c. Fresh vegetables? On four (4) days. / On five (5) days.
d. To drink with your lunch? Milk. / Milk or fruit juice.
8 Read the menu once more and complete the names of the desserts.
a. B __ __ __ __ a __ __ __ __ c. __ __ u __ __ __ __ l __ d
b. __ __ __e p __ __ __ __ __ __ d. K __ __ __ __ __ __ __ r __ __ __ __
Unit 3
sixty-one 61
After reading
9 Classify the food into the different categories.
banana beef avocado chicken fish lettuce
milk pancakes kiwi rice tomatoes oranges
Fruit Meat Types Vegetables Other

banana beef avocado milk
LANGUAGE FORM The days of the week
1. Read the days of the week as they appear on the menu.

2. Notice these examples related to the menu.
There's banana for dessert on Monday.
There are fish fingers on Wednesday.
3. What word do we use before the day of the week?
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.
62 sixty-two
11 Choose food from this lesson to create your ideal menu.
My ideal weekend menu My partner's ideal weekend menu
Saturday Sunday Saturday Sunday
Starter
Main course
Dessert
12 41 Listen and repeat this dialogue.
A: What's your starter on Saturday?

B: Celery and avocado salad.
A: What's your main course on Sunday?
B: Pizza. And beef and rice on Saturday.
A: And what's for dessert?
B: Baked apple on Saturday and pancakes on Sunday.
13 Practise the dialogue in Exercise 12 with a partner. Change the underlined parts with your
own preferences. Then, complete the chart in Exercise 11 (My partner’s ideal weekend menu).
14 Find eight words from this lesson in the Word Search puzzle. Highlight the words with
different colours.
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
I can name three days of the week. Our school menu

__________, __________, __________. 1. Prepare a three-day menu for your school.
I can write a sentence about my favourite 2. Make sure your menu includes healthy
food. food and is balanced.
_______________________________. 3. Use colour cardboard and illustrations.
Tick according to your performance. 4. Give the cafeteria a name and invent a logo.
MM
5. Display the menu in your class.
Unit 3
YES NO
sixty-three 63
LUNCH
Lesson 2
Before listening
• show comprehension of food expressions
and collocations. 1 Answer these questions in
• show comprehension of short aural texts. your group.
• produce and reproduce short dialogues a. Is there a cafeteria in your
about lunch time. school?
• ask for food and make requests. 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.
64 sixty-four
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.
MIXED SALAD
a. b. 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. ______
Unit 3
g. I love spaghetti. ______
sixty-five 65
9 42 Listen again and count the number of times you hear please and thank you in the
conversation.
Please: ___________________________. Thank you: ___________________________.
After listening
10 43 Listen and repeat.
a. these pairs of words.

thank sank
thing sing
thick sick
thaw saw
thigh sigh
b. these sentences.
Can I...? Any
Can I have...? Anything
Can I have the menu? Anything else?
Can I have the menu, please?
LANGUAGE FORM Ordering food

1. Read these sentences:
a. Can I have today’s menu, please?
b. I like spaghetti.
2. Which sentence expresses:
preference? ____________
a request? ____________
11 44 Listen and repeat this conversation.
Waiter: Good afternoon! Can I help you?

Ed: Hello! Can I have a cheese sandwich, please?
Waiter: Sure. Anything to drink?
Ed: Fruit juice, please. And you, Cathy?
Cathy: I don’t like fruit juice. Can I have the pizza and milk, please?
Waiter: Sure, just a second.
Cathy: Thanks.
66 sixty-six
12 Form collocations with words from A and B. Write them under the corresponding picture.
___________________. ___________________. ___________________.

A B
fruit jelly
strawberry juice
tuna salad
13 Complete the information card about yourself and your preferences in food.
(Draw or
paste a photo
of yourself )
Name: ___________________.
Age: ___________________.
I like: ___________________.
I don’t like: ___________________.
I can say what food I don’t like. My favourite food

____________________________. 1. Find colourful magazine illustrations
of food.
I can order food:
2. Draw a weekend menu on a piece of
Can ____________________, please?
cardboard and make a poster showing
Tick according to your performance. your favourite and non-favourite food at
the weekend.
YES MM NO 3. Make sure you include starters, main
courses, and desserts.
4. Display your poster in your classroom.
Unit 3
sixty-seven 67
HEALTHY FOOD
Lesson 3
V/S JUNK FOOD
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.
T E D
JE C Healthy
VED
Junk
CTED
RE food APPRO food REJE

• show comprehension of a magazine article about healthy
food and junk food. 3 Match the words in A with
• show comprehension of dialogues and short written texts. their Spanish equivalent in B.
• complete charts to classify healthy food and junk food. A B
cavities caries
environment grasas
medio
fats ambiente
flavor sabor
4 Underline the cognates in the
text on the next page.
R O VED 5 Have a quick look at the text.

A P P Predict the type of information
you will find.
a. Approved and rejected food.
b. A list of food and drink.
c. Definitions of junk and
healthy food.
68 sixty-eight
Reading 45
THE ENGLISH VILLAGE MAGAZINE
Junk food is food with poor nutritional value. Junk

food contains large amounts of fat, salt, or sugar and
food additives; it does not have proteins, vitamins or
fibre. It is popular because it is easy to buy; it requires
little or no preparation and has lots of flavour.
Consumption of junk food is associated with obesity,
heart problems, Type 2 diabetes, and dental cavities.
Healthy food improves or maintains good health.

A healthy diet has nutrients from all the food
groups, especially fruits and vegetables, and it
includes an adequate quantity of water. A healthy
diet contains vitamins and fibre. It is important to
eat healthy food to maintain good health.
6 Read the magazine article and check your prediction in Exercise 5.
7 Read the article again and tick the correct information.

a. Healthy food contains
fats and sugar. fibres. food additives.
nutrients. vitamins. water.

b. Junk food can produce
dental problems. diabetes. food problems.
heart problems. school problems. weight problems.
8 Read the magazine article again and circle the correct option.
a. A healthy diet maintains / contains good health.
b. Water / Sugar is important in the diet too.
Unit 3
c. A healthy diet has / is vitamins and fiber.
sixty-nine 69
9 Classify the words.
additives cheeseburger fats fibre fruit nutrients
salt sugar vegetables vitamins
Junk
Healthy
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.
70 seventy
LANGUAGE FORM Simple Present (3rd person)
1. Read these examples from the text.

a. Affirmative sentences
Healthy food contains nutrients
It requires preparation.
b. Negative sentences
Healthy food doesn't contain additives.
It doesn't contain lots of sugar.
2. Find more examples in the reading text.
12 Put the words in order to form correct sentences.

a. doesn't / a chocolate bar / preparation / require
b. has / vitamins / Fruit / fibres / and
c. eat / Michelle / junk food / does not
d. contains / Milk / nutrients
13 Complete this summary of the reading text on Page 69.

Junk food is not good because it has fats, __________________, or __________________.
Healthy food is balanced because it contains vitamins from all the _________ groups.
14 I CAN WRITE ABOUT THE BENEFITS OF HEALTHY FOOD

Write a short list of the benefits of having healthy food and of the consecuences of
eating junk food. Check your list with your teacher.
I can say why healthy food is good for me. Junk v/s healthy
____________________________. 1. Prepare a poster for your school.
2. Divide it into two parts, junk food and
I can say why it is not good to eat healthy food. Represent each part with an
junk food. interesting illustration.
____________________________. 3. Draw some food and use the vocabulary
Tick according to your performance. you learnt in this lesson.
4. Display the poster in your school.
YES MM NO
Unit 3
seventy-one 71
AT THE ENGLISH
Lesson 4
VILLAGE KIOSK
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 Healthy
usually buy food
biscuits
cakes
celery and
carrot sticks
chocolate
crisps
dips
fresh cheese
fresh fruit
IN THIS LESSON YOU WILL: fruit juice
• show comprehension of an hot-dogs
interview extract about a
ice cream
new healthy food kiosk.
milk
• show comprehension of
sandwiches
short aural texts.
soft-drinks
• complete charts and
sweets
dialogues with specific
information. yoghurt
• Express prices. 3 The following text is going to be
about
a. a competition.
b. a new kiosk.
c. food prices.
72 seventy-two
Listening
5 48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick the
food you hear.
6 48 Listen again. Cross out the items that you can't find in the kiosk.
7 48 Listen again and underline the correct option.
a. At the Village kiosk, you can buy healthy / junk food.

b. We have nice and delicious fruit / yoghurt.
c. We have nice red / green apples.
d. We are also selling fresh vegetables / cheese.
8 48 Listen and fill in the blanks with one of these words.
convenient healthy normal products students
This is not a _____________ kiosk, this is a _____________ food kiosk. We only sell healthy
_____________ to our _____________ and the prices are very _____________.
9 48 Listen once more. Draw and colour five items of healthy food and three items of junk food
mentioned.
Healthy
food Junk
food
Unit 3
seventy-three 73
After listening
LANGUAGE FORM Offering and ordering food

Notice
Offering food: What do you want?
Ordering: I want a sandwich, please. Can I have a sandwich, please?
Saying the price: Sure, it's $250. Thanks.
10 49 First only listen. Then listen and repeat.
a. these numbers.
50 fifty 60 sixty
51 Fifty - one 65 sixty - five
52 Fifty - two 70 seventy
53 Fifty - three 75 seventy - five
54 Fifty - four 80 eighty
55 Fifty - five 85 eighty - five
56 Fifty - six 90 ninety
57 Fifty - seven 95 ninety - five
58 Fifty - eight 100 one hundred
59 Fifty - nine 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.
74 seventy-four
11 50 Listen to this model dialogue and then listen and repeat.
A: What do you want, please?
B: I want a yoghurt, please.
A: It's $150. Here you are.
B: Thank you.
12 Now practise the dialogue with your partner. Use the healthy food in the pictures
and invent the prices.
What's the
best thing to A fork!
put in a pie?
N
FU
I can offer food. A kiosk poster

____________________________. 1. Make a list of your favourite healthy food.
2. Make a list of your favourite junk food.
I can say the price of some food.
3. Make a kiosk poster with these categories
__________, __________, __________.
on a piece of cardboard.
Tick according to your performance. 4. Add the real prices in Chilean pesos.
5. Display in your classroom.
YES MM NO
Unit 3
seventy-five 75
FINAL TEST
Reading 51
8 tips to stay healthy!

To prefer healthy food and have a balanced diet is important
to keep healthy, and it can help you to feel great. It is easy.
Just follow these fabulous eight rules to start off with.
• Base your meal on starchy food, like bread and pasta.
• Include a lot of fruit and vegetables.
• Add more fish to your diet.
• Cut down on the excess of fat and sugar.
• Cut down on the salt.
• Get active and avoid obesity.
• Always drink water, never get thirsty.
• Never skip breakfast.
So, keep in shape and look great for summer! It’s advisable to
start eating healthy food as soon as possible, so, when
summer comes, you’ll be ready for the beach!
1 Are these statements true (T) or false (F)? Language

(5 marks)
2 Circle the words that are fruits. (3 marks)
a. ____ It is important to eat healthy food.
a. orange
b. ____ We have to eat a lot of salt.
b. strawberry
c. ____ We must not drink water. c. tuna
d. ____ We must never skip breakfast. d. apple
e. tomato
e. ____ We only have to eat healthy
f. potato
food in summer.
76 seventy-six
Writing Speaking
3 Write a restaurant menu that contains junk 5 Why is it important to have a healthy diet?
food and healthy food. (3 marks) Talk to your partner.
Menu Work out your score and read about your result.
0 to 5 HELP! You have not understood
answers contents. Study, get some
Listening 6 to 12 FAIR You have been able to
4 52 Listen to this dialogue in a restaurant answers part of the contents;
and fill in the blanks. (6 marks) however, there are still
some you need to
Karen: Hi, ________ I have the menu consolidate. Correct the
please? wrong answers. You can
Waiter: Yes, of course. ask for help if you want.
Justin: Wow! They have a special dessert can do much better!
________ Mondays! 13 to 17 EXCELLENT You have learnt all or
Karen: That’s today! correct almost all the contents in
Waiter: And today we have diet yoghurt,
up the good work!
so it ________ have so much
sugar.
Justin: I ________ a tuna sandwich. What
do ________ want?
Karen: I’ll have the tuna salad, and dessert.
Waiter: Ok, I’ll go and get your order.
Would you ________ something
to drink?
Justin: An orange juice, please.
Karen: Mineral water for me, please.
Waiter: I’ll be right back.
Unit 3
seventy-seven 77
NO MATTER THE WEATHER!
Unit 4
LEARNING OBJECTIVES
• blog posts about winter and summer activities. • reproduce and produce short dialogues.
• chat conversations making and declining invitations. • practise English sounds.
• a weather report. • complete sentences.
• a dialogue about technological resources at the English Village. • produce short texts.
78 seventy-eight
LET’S GET READY!
1. What’s your favourite season of the year?
2. Make a list of your favourite activities during your winter and summer holidays.
3. What’s the weather like in the place where you live?
seventy-nine 79
Unit 4
What do you know?
Lesson 1
Lesson 2
WHAT’S THE WEATHER LIKE? MY HOLIDAY ACTIVITIES
1 Match the words to the pictures. 1 Make a list of your favourite sports.
a. .
a. wind b. .
c. .
b. snow
d. .
c. sun 2 Match the pictures to the words.
d. rain
a.
2 What are the seasons in English? tennis court
b.
a. . pool
b. field
. c.
ice rink
c.
.
d.
d.
.
80 eighty
Lesson 3
Lesson 4
TECHNOLOGY AT HAND I’M SORRY
1 Complete the names of the following 1 Match the pictures to the words.
elements.
a. b. a.
SMS
(TEXT MSG)
b.
Whatsapp
c __ m p __ t __ __ I__ __ e r __ __ __
c. MSN
c.
2 Complete the following dialogue.

d __ __ s __ t
2 Match the situations to the pictures.

Will ______ come
a. to the party?
in a car
on a train
No, ___ sorry, but
b.
under a ladder I’m ill. Thank ____!
Unit 4
eighty-one 81
Lesson 1
WHAT’S THE WEATHER LIKE?
Before listening
1 Why are these pictures different?
2 Match the weather words and

the pictures.
It’s cloudy
It’s cold It’s sunny

It’s hot
It’s snowing
• listen and show
comprehension of a
weather report.
• show comprehension 3 Write the name of the
of short written corresponding season.
sentences. a. _______ It’s very cold, it
• complete dialogues rains, and it snows.
and sentences with b. _______ Trees and flowers
specific information. start to grow.
• produce and reproduce c. _______ It’s hot and sunny.
dialogues to share People go on holiday.
information about d. _______ It’s cool and
weather cloudy. Leaves fall from
the trees.
Autumn Winter
Spring Summer
4 What’s the weather like in your
city? Draw pictures illustrating
the weather for today and for
tomorrow.
82 eighty-two
Listening
5 57 Listen to a weather forecast for South America and draw the weather symbols on
the map.
wind snow rain sun cloudy
Bogotá
Lima
Sao Paulo
Asunción
Santiago Montevideo
Buenos Aires
6 57 Listen again and write the temperatures for each city in the corresponding boxes.
7 57 Listen again. Tick (✓) the correct information and cross (✗) the incorrect information.
a. _____ It’s snowy in Colombia.
b. _____ It’s rainy in Lima.
c. _____ It’s hot and sunny in the north of Chile.
d. _____ It’s rainy in Montevideo.
e. _____ It is sunny in Bogotá.

Unit 4
eighty-three 83
After Listening
8 Which place in South America is the hottest and which place is the coldest?
9 Put these letters in order to form weather words.
a. n s u y n _______________________ d. d w i y n _______________________
b. l o c d _______________________ e. d c y o u l _______________________
c. t o h _______________________ f. t e w _______________________
10 Draw pictures to illustrate the descriptions (a – d).
a. It’s going to rain on Monday. c. It’s going to snow on Friday.
b. It’s going to be sunny on Sunday. d. It’s going to be windy on Saturday.
LANGUAGE FORM Formation of adjectives
1. We can form adjectives adding y to words like

sun → sunny, cloud → cloudy, snow → snowy
2. Rewrite the following sentences using adjectives.
a. It’s going to rain tomorrow.
It’s going to be ________________ tomorrow.
b. It’s going to snow next Tuesday
It’s going to be ________________ next Tuesday.
84 eighty-four
11 58 First listen and then listen and repeat.
a weather report windy sunny
cloudy snowy rainy
12 59 Listen and complete the telephone conversation.
Linda: Hello, Mum!

Mum: _________________.
Linda: What is the _________________ like at the seaside today?
Mum: It’s _________________ and _________________ here.
Linda: That’s nice! Here in Santiago, it’s _________________ and rainy.
Mum: Keep _________________!
Linda: Enjoy the _________________!
Mum: Yes! _________________ you, Linda!
Linda: Love you _________________, Mum! Bye.
Mum: Bye, _________________.
13 Practise the dialogue with your partner, changing the information.
14 I CAN REPORT THE WEATHER

Write a sentence describing the weather in your city/town at the moment.
_______________________________________________________________
I can name three different types of A weather report

weather. 1. Work in pairs and choose five towns or
__________, __________, __________. cities in Chile.
2. Find information about the weather in
I can ask for information about the
those places at the moment.
weather.
3. Make a report chart on a piece of
What __________ in Punta Arenas at the cardboard, using the weather symbols.
moment? 4. Present the report to the class.
Tick according to your performance. Name of city Weather Temperature
YES MM NO
Unit 4
eighty-five 85
MY HOLIDAY ACTIVITIES
Lesson 2
1
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

2
practise in winter and summer.
1. .
2. .
3. .
4. .
3 Predict what the blogs on Page

3 87 are about.
a. ____ School.
b. ____ Holidays.
c. ____ Olympic sports.
4
• read and show comprehension of
publications about different holiday activities.
• produce a blog post with specific information
about hobbies and sports.
• identify and repeat English sounds.
86 eighty-six
Reading 60
Florencia’s blog. 10/01/2013 Jack’s blog. 18/02/2013

Hello, friends at the English Village! This is my second post from the
I’m in Canada at the moment! north of this amazing country. Chile
Canada is a very cold country in is a very long country, so the
winter. Winter is very long, and weather is different, depending on
there’s a lot of snow. People wear where you live. In Arica, the weather
boots, hats, scarves, and jackets is usually warm; it’s generally sunny
when they go out. People can do and people go to the beach to
lots of things in Winter. Some practise surfing and bodyboarding. I
people go skiing or practise am taking swimming lessons! I don’t
snowboarding, and some people go go running because I don’t have
ice-skating. They don’t go much time, but many people do,
swimming, because the water is and they usually wear T-shirts,
very cold. Children usually play in shorts, and trainers. I love this city!
the snow and make snowmen.
4 Read the blogs and check your prediction in Exercise 3.
5 Read the blogs. Are these statements true (T) or false (F)?
a. ____ Canada is warm in winter.
b. ____ In Canada, there is a lot of snow in winter.
c. ____ In the north of Chile, you can swim and practise ice-skating.
d. ____ In Canada, people don’t do too many things.
e. ____ Jack is taking swimming lessons.
f. ____ Rodrigo practises summer sports.
Unit 4
eighty-seven 87
6 Read the blogs once more and classify the sports.
bodyboarding swimming skiing ice - skating surfing snow boarding
After reading
7 61 a. Listen and repeat the following words.
• snow • run • ski • eat

• surf • do • swim • play
b. Listen and repeat this tongue twister.
Six small slick seals with six crisp snacks and slick silk.
LANGUAGE FORM The Simple Present

1. Notice these examples.
Affirmative sentences.
a. People wear boots.
b. People usually go to the beach.
Negative sentences.
a. I don’t go running.
b. They don’t go swimming.
2. Write more affirmative and negative sentences.
8 Put the words in order to form correct sentences.

a. don’t / in / running / like / snow / the / I _____________________________.
b. love / I / chocolates / eating / winter / in _____________________________.
c. running / summer / don’t / in / like / I / don’t _____________________________.
d. In / I / winter / playing / love / basketball _____________________________.
88 eighty-eight
9 62 Fill in the blanks in this dialogue. Then, practise and role play it with your partner.
Mathew: I __________ winter in Chile. It is __________, but I drink __________ chocolate

and feel much better.
Sally: What can you __________ in Santiago?
Mathew: I can __________ snowboarding and __________.
Sally: I don’t like __________ because it’s too __________ and the streets are wet.
Mathew: In Chile, children usually do indoor __________, and people generally eat
__________, but they don’t often __________ roasted marshmallows.
10 Write your own blog post about your favourite holiday activities.
N
I said winter FU
clothes, not
summer clothes!
I can name the seasons. My own blog.

__________, __________, __________ 1. Work in pairs.
and __________. 2. Cut a piece of cardboard, and make a big
I can identify three different sports. blog note.
__________, __________, __________ 3. Write a description of your favourite
winter sports. Your partner has to write
about his favourite summer sports.
MM
YES NO
4. Check with your teacher and display your
Unit 4
work in your classroom.
eighty-nine 89
TECHNOLOGY AT HAND
Lesson 3
• listen and demonstrate comprehension of a Before listening
dialogue about technological resources.
1 Match the pictures (1 - 9) to
their names (a – i).
• complete dialogues and chat conversations
with specific information. a. _____ chat
4 • produce and reproduce chat dialogues to
stay in touch with other people. b. _____ computer
c. _____ printer
d. _____ Internet
8 e. _____ keyboard
f. _____ mouse
g. _____ screen
6
h. _____ CD / DVD
1 i. _____ webcam
2 How do you communicate

with your friends and family?
Make a list.
5 a. _______________
b. _______________
9 c. _______________
d. _______________
3
e. _______________
3 What do you think the

conversation will be about?
2 a. Computers.
b. Technology.
c. Shopping for computers.
7
90 ninety
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).
1.
3. a. ___ On the screen.
b. ___ Under the desk.
c. ___ In the computer towers.
d. ___ On the desk.

2. 4.
e. ___ In the computer.
f. ___ Under the computer.

Unit 4
ninety-one 91
After listening
a. on the desk in the computer under the screen
on the printer under the keyboard
b. modem Internet webcam

computer printer keyboard
mouse microphone chat window
LANGUAGE FORM in / on / under
1. Notice these sentences from the text.

a. It’s on the desk.
b. It’s under the keyboard.
c. It’s in the computer.
Prepositions such as in/on and under indicate position of people and things.
3. Find more examples of each preposition in the lesson.
9 65 Listen and complete the dialogue. Then, practise it with your partner. Change the
information to make it true for you.
A: What does your new study look like?
B: It’s small, but comfortable! I will send you a ____________.
A: What is there?
B: There ____________ a computer ____________ the desk, with the keyboard and a
____________ on the screen.
A: What about the microphone?
B: It’s ____________ the computer.
A: Well, I’m glad; now we ____________ stay in touch.
B: Yes, ____________ can chat and I can surf the ____________, too.
A: Good! Take care, bye.
B: You too, ____________.
92 ninety-two
10 66 Listen and chant along.
The preposition chant

In, on, under (x2)
Now I’m in the lab,
Chatting with my pals!
In, on, under (x2)
Checking my mail,
Surfing the web!
In, on, under (x2)
Now I’m in the car
Under the stars
11
I CAN USE PREPOSITIONS NOW
Write sentences using the prepositions in, on and under.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
I can name three objects related to Our computer room

technology. 1. Work in pairs.
2. Make a list of the objects in the computer
__________, __________and ________. room of your school.
I can indicate the position of things. 3. Cut out pictures of the objects from
magazines or newspapers, and paste
My pencils are . them on a piece of cardboard.
My bag is . 4. Label the objects.
5. Show your poster to your teacher and
Tick according to your performance. then display it in your classroom.
YES MM NO
Unit 4
ninety-three 93
Lesson 4
I’M SORRY
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.
. .
. .
. .
• read and show comprehension of a 3 Look at the picture and the
chat conversation. chat conversation on the next
• listen and show comprehension of page. What do you think the
apologies and declined invitations. text is about?
• complete a chat with expressions. a. homework.
• practise and reproduce information
from chat windows, to apologise b. going out.
and decline invitations. c. an invitation.
94 ninety-four
Reading 67
Pete: I’m so sorry, but the

Maggie: Hey! My birthday weather is terrible, it’s cold,
party’s today. it’s raining. I really
appreciate the invitation.
Pete: Is it? Maggie: It’s all right, I understand.
Pete: Thanks for your

Maggie: Yeah! Are
invitation, and I’m very
you coming?
sorry I can’t go.
Pete: I would love to, but I Maggie: Don’t worry, just

have a cold. I’m not sure. take care of yourself, OK?
Maggie: You’re not coming then? Pete: I will. Enjoy your party!
Maggie: Thanks.
5 Read the text again and correct the information.

a. Pete is very well. ____________________________________________
b. Maggie says: “I’m sorry”. ____________________________________________
6 Read the text again and circle the correct answer.

a. Who is having a party ? Pete. / Maggie.
b. What is the weather like? It is snowing / raining.
c. Who has a cold? Pete. / Maggie.

Unit 4
ninety-five 95
After reading
LANGUAGE FORM Thanking and apologising

1. Read these sentences from the text.
a. Thank you for the invitation. b. Thank you so much! c. I really appreciate...
2. What is the purpose of the sentences in Point 1?
a. To show gratitude. b. To apologise.
3. Read the following sentences from the text.
a. I am very sorry. b. I am so sorry.
4. What is the purpose of the sentences in Point 3?
a. To say hello. b. To apologise.
7 68 First only listen and then listen and repeat these expressions.
• Would you like to come? • I would love to, but... • Can you come?
• I’m so sorry, but... • I’m not sure. • Are you coming?
8 Classify the expressions in Exercise 7 under the corresponding category.

Invite Decline
. .
. .
. .
9 69 Listen and practise the following dialogue with your partner, using your own names and
information.
Michael: Hello?
Linda: Hello, Michael, it’s me, Linda.
Michael: Hi, Linda! How are you?
Linda: I’m fine, thanks! Hey, Mike, would you like to come over to my house tomorrow?
We will have a barbecue with some friends.
Michael: I’m so sorry, but I’m travelling to Edinburgh tonight, and I’ll be there for three days.
Linda: Oh! OK, well, we can get together after your trip, then!
Michael: Great! I will call you when I get back.
Linda: Have a safe trip, Michael. Bye!
Michael: Bye, now.
96 ninety-six
10 Complete this dialogue in pairs. Then, practise and role play it with your partner.
A: Hi, _______________.
B: ____________________.
A: How_______________ you?
B: Not too good, _______________ afraid.
A: Oh dear, you are not coming to _______________then.
B: No, I’m _______________ sorry, I _______________.
A: Oh well, next time then.
B: I am so _______________.
A: It’s OK, don’t worry.
11
Write a short text message inviting a friend to a party.
I can apologise for not going to a party. Invite / Decline notes

___________, but I can’t go, I’m very sick. 1. Work in pairs.
I can invite my partner to my house. 2. Write an invitation note to a dinner party
on a blank page.
_____________________________.
3. Your partner reads the invitation and writes
Tick according to your performance. a decline note.
4. Check with your teacher.
MM
Unit 4
YES NO
5. Read the notes to the rest of the class.
ninety-seven 97
FINAL TEST
Reading 70 2 Circle the countries included in the
exchange programme. (4 marks)
a. The USA d. Australia

A holiday abroad! b. Switzerland e. Canada
Do you like travelling when you are on c. Brazil
lly
holiday? Can you imagine going to tota
y?
different places from your home countr Writing
mme
The English Village exchange progra
you 3 Imagine you are taking part in the TEV
for Chilean students and tutors offers
y for
the chance to stay in a foreign countr Exchange Programme. Write an e-mail to a
three weeks. friend and mention the place, the weather,
, your new friends, and your activities.
Participants can go to Australia, Canada
es, you (6 marks)
Switzerland, or Brazil. In these countri
can experience weather that is totally
If in
different from what you have in Chile. E-mail
be
Chile it is windy and cold in July, it can
in one
sunny and warm, or rainy and snowy Write an e-mail to a friend
of these countries. and mention:
nce
This programme also gives you the cha • The place.
es and
to meet people from different countri • The weather.
practise different sports, such as • Your news friends.
snowboarding, surfing, skiing, and • Your activities.
windsurfing.
ntry,
Think about it! You can visit a new cou
ing
make new friends, and continue practis E-mail
English.
Apply now!
1 Write true (T) or false (F). (4 marks)
a. ___ The TEV exchange programme is

only in Brazil.
b. ___ You can do different types of sports.
c. ___ The weather you can find is the
same as in Chile.
d. ___ You can travel and learn more
English.
98 ninety-eight
Language Anne: ____________, I think I can’t.
All my final exams are next
4 Complete the following sentences. week and I have to _______.
(4 marks) Georgina: Oh, I’m _______to hear that.
a. The weather in Santiago is Anne: Hey, when the ___________
___________ and ______________. are over, we can organise
something here in my house.
b. I’m ______________, but I can’t go.
Georgina: Good idea. Talk to you next
c. The mouse is __________ the desk. _______ then, and good luck
5 Write the names of the following objects. with your ____________.
(4 marks) Anne: ____________ a lot! Bye for now.
Speaking
7 What’s the importance of technology in

your life? Talk to your partner.
_____________ _____________
Work out your score and read about your result.
_____________ _____________
Listening answers part of the contents;
however, there are still
6 71 Listen to a telephone conversation. some you need to
Fill in the blanks. (6 marks, ½ each blank) consolidate. Correct the
Anne: Hello, Georgina. It’s Anne wrong answers. You can
____________. ask for help if you want.
Georgina: ____________, Anne!
can do much better!
Anne: Listen, thank you very much for 20 to 28 EXCELLENT You have learnt all or
the____________ to your correct almost all the contents in
____________. answers the unit. Very good! Keep
Georgina: It’s OK. Are you _______ then? up the good work!
Unit 43
xxxxxxxxxxx
ninety-nine 99
Unit 5 NATURE
oak tree
LEARNING OBJECTIVES
• a magazine article. • produce and reproduce dialogues about the natural world.
• a legend. • practise English sounds.
• instructions to make a garden. • complete sentences.
• an interview about pets. • produce short texts.
100 one hundred

forest
pine tree
rubber plant
watering the plants
garden
hydrangea
carnations roses
LET’S GET READY!

1. Do you like to be in contact with
nature? Why? Why not?
2. Make a list of flowers that you can
name, in English and / or in Spanish.
3. Do you like animals? Do you have a pet?
one hundred and one 101
Unit 5
What do you know?
Lesson 1
Lesson 2
PLANTS AND TREES STARTING A GARDEN
1 Write the names of the flowers below 1 Make a list of herbs that you can name, in
the pictures. English and / or in Spanish
a. b. a. .
b. .
c. .
c. d. .
d.
2 Write the corresponding names below

the pictures (a – d).
seeds weeds
2 Match the pictures to the names of compost watering can
the plants.
a.
Araucaria
b. a. b.
Cactus
Palm tree
c.
Weeping willow
c. d.
d.
102 one hundred and two

Lesson 3
Lesson 4
NATIONAL FLOWERS OUR PETS
1 Complete the name of the countries 1 Match the pictures to the words.
below the flags. a.
a. b.
b.
dog
I __ e l __ __ d __ n g __ __ nd
horse
c.
c. d.
cat
cow
d.
S c __ __ __ a n __ W __ __ e __ sheep
2 Paint the colours. e.
a. Black
b. Blue 2 Describe your ideal pet.
c. Brown
d. Green
e. Red
f. Yellow
Unit 5
one hundred and three 103

Lesson 1
PLANTS AND TREES
• read and show comprehension of a magazine Before reading
article about nature.
• show comprehension of short written texts. 1 Read the following actions.
• complete dialogues, charts and sentences with Match them to the pictures.
specific information about planting seeds and
taking care of nature. a. ____ Water the plants.
• produce and reproduce dialogues about gardening. b. ____ Fertilise flowers and
plants.
c. ____ Plant seeds.
1 d. ____ Water the trees.
2 Circle what’s true for you.

a. I have a garden. / I don't
have a garden.
b. I have flowers / plants / trees
in my garden.
c. I water the flowers. / I don't
water the flowers.
3 3 Tick your responsibilities at

home:
a. I have to water the
flowers.
b. I have to water trees
2 and plants.
c. I have to look after
the garden.
4
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!
104 one hundred and four

Reading 77
THE ENGLISH VILLAGE MAGAZINE

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.
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.
The final message is:
Plant trees, flowers, and plants. Love them and enjoy them.
6 Read the text again. Are these sentences true (T) or false (F)?
a. ____ Trees, plants and flowers transform carbon dioxide into oxygen.
b. ____ We can make compost with fruit.
c. ____ People have to enjoy nature and take care of it.
7 Read the text again and complete the sentences with words from the box.
nature oxygen trees, plants and flowers
a. Trees and plants produce .
b. Humans have to plant .
c. We have to take care of .
8 Choose one of these titles for the article you just read. Write it on the blank line at the top of
the article.
a. Water your plants and trees b. The importance of nature c. Fertilise your plants and flowers
Unit 5
one hundred and five 105

After reading
LANGUAGE FORM Connectors

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.
9 Match the parts in A and B, adding and / or, and create a long sentence.
A B
I can study English a sandwich.
I like plants French.
I want a coke I water them every day.
We can plant flowers trees, it’s your choice.
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.
106 one hundred and six

12 79 Listen to the dialogue. Then practise and role play it with your partner.
Amanda: Do you like flowers?

Barry: Yes I do; trees and plants too.
Amanda: Do you have a garden?
Barry: Yes, I do.
Amanda: Do you water your garden or do you use a sprinkler?
Barry: I don’t water the garden, but my mum has a sprinkler.
Amanda: Do you or your mum take care of the garden?
Barry: My mum takes care of it.
13 Put the following words in order to form and write correct sentences.
a. garden / in / The / are / dry / plants / my
The dry.
b. love / flowers / I / red

I flowers.
14 I CAN CONNECT IDEAS

Write three sentences in your notebook, using a connector.
N Hello, honey.
FU P R O J E C T
What did the bee An experiment

say to the flower? Materials
a big glass
a bean seed
a piece of cotton
a stick
a flag
Instructions
Self Evaluation 1. Put the piece of cotton in the glass.
I can name three things in a garden. 2. Put the bean on the cotton.
_________, _________and __________. 3. Water it everyday.
I can name two connectors. 4. Place a long stick with the name of the seed.
1. __________ 2. __________ 5. Draw the result.
YES MM NO
Unit 5
Day 7 Day 14 Day 21
one hundred and seven 107

STARTING A GARDEN
Lesson 2
• listen and show comprehension of Before listening
instructions to start a garden.
• identify names of herbs in English. 1 Answer these questions in
• recognise cognates. pairs.
• identify numbers. a. Is there a garden in your
• produce and reproduce a dialogue school?
about gardens.
• Identify and repeat English sounds. b. What plants does this
garden have?
2 Number these actions in the
preparing the ground picture, predicting the
sequence to make a garden.
Water the plants.
Remove the weeds.
removing the ground
Add compost.
adding compost
Prepare the ground.
Plant the seeds.
basil Cultivate the herbs.
3 Which of these are cooking

herbs? Find their Spanish
equivalent.
Basil Carnation
Mint Parsley
parsley planting the seeds Geranium Rose
4 Predict. What is the listening
text about?
mint
a. A friends’s garden.
b. A herb garden.
c. A botanical garden.
watering the plants
108 one hundred and eight

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 add remove water the plant the

ground compost weeds seeds seeds
Unit 5
one hundred and nine 109

After listening
LANGUAGE FORM Have to (obligations)

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

13 In pairs, complete and say these instructions to play with numbers.
a. To get 100, you have to add (+) 20 and .
b. To get 50, you have to multiply (x) by 5.
c. To get , you have to substract (–) 40 from 70.
d. To get 6, you have to divide ( ) 60 by .
14
Circle the best answer for each question.
a. What is mint used for?

i. For stomachaches. ii. For eye infections. iii. For bad colds.
b. What is basil used with?

i. With potatoes. ii. With bananas. iii. With tomatoes.
What is your dog's

favourite flower? Anything in
our garden!
N
FU
I can say one of my obligations. A display of herbs

1. Work in groups of four.
I can name the first two steps to start 2. Prepare a poster with different herbs.
a garden. 3. Stick photos, illustrations or leaves of
1. the herbs.
4. Classify them according to size (big,
2. medium, small), colour (dark green, grey,
Tick according to your performance. light green), and characteristics of the
YES MM NO leaves (long, round, thin, fat).
Unit 5
one hundred and eleven 111

Lesson 3
NATIONAL FLOWERS
Before reading
1 Look at the flowers next to the

map of the UK. Do you know
IN THIS LESSON YOU WILL: the names of those flowers in
• read and show comprehension of Spanish? If so, write them
a legend about a Chilean bush. down. If not, find out.
• show comprehension of short
written texts.
• complete charts with specific
information.
• produce and reproduce dialogues
about different flowers.
2 What is Chile's national flower?
a. The carnation.
b. The copihue.
c. The rose.
3 Write the names of the

countries in the map and try to
guess the national flowers.
4 Do you know any stories about

flowers and plants? Ask your
partner.
5 Predict the topic of the text.

a. A national flower.
b. Geography.
c. History.
112 one hundred and twelve

Reading 83
THE LEGEND OF THE CALAFATE

Koonex was an old woman from the Tehuelche tribe. When
the tribe had to move to another territory, she couldn’t go
because she was very weak, so the women of the tribe
made her a sunshade out of guanaco skin and left her
food and wood. Winter arrived, and some birds came to
keep Koonex company. One of the birds said: “We need
food and a place to stay and keep warm”. Koonex said: “I
understand. As from today, you will have food and shelter
all year round” Some wind blew the sunshade away and
Koonex transformed into a beautiful bush with perfumed
yellow flowers. In summer, the flowers turned into fruit.
This is why there are always birds around the Calafate bush.

7 Read the text again. Are these statements true (T) or false (F)?
a. The calafate flower exists all year round.
b. The woman made her own clothes.
c. Koonex was a bird.
8 Read the text once more. Then, look at the illustration and answer these questions with
your partner.
a. What happened to
Koonex in the end?
b. Do you like this legend?
Why? Why not?
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.
Unit 5
b. The tribe moves away. d. The bird says they need food and shelter.
one hundred and thirteen 113

After reading
LANGUAGE FORM The Simple Present tense
1. Look at these sentences from the text.

We need food, and a place to stay and keep warm
I understand. As from today, you will have food and shelter all year round.
2. Notice we use this verb form to express and describe a fact.
3. Find more examples in the text.
10 Complete this chart indicating cultural differences and similarities between Chile and
England.
Location National flower Language

Chile
England
11 Create sentences with information from the chart in Exercise 10.

Examples: In England, people speak English.
Chile is in South America.
12 Match the colour.

blue red white black brown yellow green
a.
c. e. g.
b. d. f.
13 Draw and colour the flowers.

a. A yellow and red rose. b. A red copihue with green leaves.
114 one hundred and fourteen

14 84 First only listen. Then listen and repeat.
a. These names of flowers.

• carnation • clove • dahlia • dafffodil • daisy • dandelion • lilac
• lily • sunflower • tulip • rose • violet
b. This poem.
Roses are red,
Violets are blue,
Sugar is sweet,
But not as sweet as you.
15 85 Listen and repeat this dialogue. Then, practise it with your partner, changing the
underlined parts.
Eleanor: Where is Chile?
Farrell: It’s in South America.
Eleanor: What is the national flower there?
Farrell: The copihue.
I don’t understand
why they don’t like
me. I only play my
N
FU pipes day and night.
I can write a sentence using a verb in the Country fact file

Simple Present tense. 1. Work in pairs.
. 2. Find information about another country.
3. Make a poster showing the country’s
I can write a sentence including a verb,
name, language, location, and national
colours and numbers.
flower.
Tick according to your performance. 4. Draw the country’s flower, its flag, and
its coat of arms.
YES MM NO
Unit 5
one hundred and fifteen 115

Lesson 4
OUR PETS
Before listening
1 Look at the animals and their
names in the picture. Repeat
sheep the names after your teacher.
cows 2 Do you have a pet? Complete

this factfile about it.
Name:
Age:
horses Colour:
Favourite toy (✓)

ball soft toy
• listen and show comprehension
plastic toy carrot
of an interview about pets.
• listen and show comprehension of bone other
information about animals and pets.
rooster • complete texts and charts with
specific information. 3 Circle the animals that you
• practice and reproduce dialogues think are mentioned in the
about animals and pets. listening text.
cat
hen
chicks
a. dog b. horse
dogs
c. sheep d. cow
rabbits
e. cat f. rabbit
116 one hundred and sixteen

Listening
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 b. car c. soft toy d. old blanket
e. bus f. carrot g. doll h. bone
7 86 Listen and complete the chart.
Pet Pet’s name Pet’s age

Mark
Tim
Sharon
8 86 Listen once more and fill in the blanks in these sentences.
a. People in love and animals.

b. Her favourite is a carrot.
Unit 5
one hundred and seventeen 117

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
a. These words.
• get • let • met • pet • set
b. These sentences.
My pet's a dog. Her pet's a cat. His pet's a rabbit.
12 88 Listen and repeat this dialogue. Then, practise it with your partner.
Geoffrey: Do you have a pet?

Hester: Yes, I do. My pet is a dog. Her name is Skyler. And you, do you have a pet?
Geoffrey: Yes, I do. It’s a dog, too. And that is his toy.
Hester: Does he have a kennel or does he sleep inside your house?
Geoffrey: Look! This is his kennel.
Hester: My pet, Skyler, lives inside my house. She doesn’t have a kennel.
13 Interview your partner following the model in Exercise 12 and then complete this
fact file.
Pet’s name
Pet’s age
Pet’s house
Pet’s favourite toy
118 one hundred and eighteen

LANGUAGE FORM Possesive adjectives LANGUAGE FORM Demonstrative adjectives
1. Read these examples from the text. Circle 1. Read these examples from the dialogue in
the correct option. Exercise 12.
Tim is playing with his dog. Yes, I do. It’s a dog, too. And that is his toy.
Sharon is playing with her cat. Look! This is his kennel.
2. Circle the correct option. 2. Circle the correct option.
a. We use his for masculine / feminine. We use this to refer to an item which is
b. We use her for masculine / feminine. near / far.
3. Read these other examples. We use that to refer to an item which is
Ryan likes your dog. near / far.
I love my cat. 3. Go to the library or use the Internet to
4. Answer these questions. find out:
a. Which sentence in Point 3 is referring to We use ____ to refer to more than one
my possession? item which is near.
b. Which sentence in Point 3 is referring to We use ____ to refer to more than one
someone else’s possession? item which is far.
14 Write about your pet (real or imaginary).

My pet is a . His / her name is . He / she is years old.
He / She is (colour). This / that is his / her favourite toy, it’s a , and
is his / her kennel.
15 N Look! The cat's

Find the names of five FU caught a mouse!
more animals. Use the chart
in Exercise 9 to classify them.
Self Evaluation
I can name three different animals.
_________, ________, and __________. P R O J E C T
I can write a sentence describing my pet.
_____________________________. Unusual pets
1. In pairs, get information about two
Tick according to your performance. unusual pets.
2. Make a poster with information and
YES MM NO
pictures of the animals.
Unit 5
3. Present the poster to the class.
one hundred and nineteen 119

FINAL TEST
Reading 89
Canberra’s Greenhouse for Kids

h lots of them?
flowers? Can you imagine a place wit
Do you like nature, trees, bushes, and
rn about
t is the cas e of Can ber ra’s Gre enh ous e for Kids. It is a place where you can lea
Tha e, children can
bushes, and flowers. In this greenhous
nature and how to take care of trees,
same time!
learn about nature and have fun at the
ers the re kno w all abo ut pla nts ! Chi ldren can plant seeds, water plants, and
The garden s.
par e the gro und with com pos t. The y can even cut and trim plants and tree
pre
and plants that you can find here.
These are some of the beautiful flowers
• Drumstick tree • Weeping
willow
• Wattle
• Patterson’s curse flower
Can berra, rem em ber the re is a pla ce where you can learn how to care for
When you come to
e time!
the environment and play at the sam
1 Write true (T) or false (F). (4 marks) 3 Complete the sentences with the
demonstratives this / that, or the
a. ___ Gardeners here do not know much
connectors and / or. (3 marks)
about plants.
b. ___ In the greenhouse, you can’t learn a. is my pet. His name is Rex.
about plants. b. Water trim your plants
c. ___ Children can touch plants, water regularly.
them, and plant them.
d. ___ Canberra’s greenhouse is for c. We must take care of our environment
children. it will disappear.
2 Circle the words that are related to taking
care of plants. (3 marks)
a. trim d. water
b. step e. burn
c. compost f. fertilise
120 one hundred and twenty

4 Write the names of the actions Nina: Well, a little bit. They have feelings, you
below the pictures. (4 marks) know? You must take ________ of
them, or they can get depressed and
die. You have to talk to them,
________ them every day, and keep
them near a window.
Josh: It sounds difficult!
Nina: Not really, and this one’s so pretty!
a. b. I love nature and ________.
Toral score: 22 marks.
Speaking
6 Why is it important to take care of the

environment? Talk to your partner.
c. d.
Work out your score and read about your result.
Listening correct an important part of the
5 90 Listen to the dialogue and fill in help from a partner or your
the blanks. teacher, revise the unit, and
(8 marks) then do the exercises again.
Nina: Hello Josh, ________! Welcome to my 10 to 18 FAIR You have been able to
home; come in! correct understand an important
answers part of the contents;
Josh: Thanks, Nina. It’s good to see you.
however, there are still
Nina: Have a seat, ________. Would you like some you need to
a glass of ________? consolidate. Correct the
Josh: Sure, thanks! Hey, Nina, is that a wrong answers. You can
Bonsai ________? ask for help if you want.
Nina: Oh! Yes. My ________ gave it to me.
can do much better!
Josh: It’s beautiful! Does it need special care? 19 to 22 EXCELLENT You have learnt all or
correct almost all the contents in
up the good work!
Unit 53
one hundred and

xxxxxxxxxxx
twenty-one 121
ANSWER
ANSWER KEY
KEY
Unit 1 After reading Reading

What do you know? 11. 1 one. 2 two. 3 three. 4 four. 5 five. 6 six. 7 seven. 6. a.
Lesson 1 8 eight. 9 nine. 10 ten. 11 eleven. 12 twelve. 7. a. The English Village
1. mall, football, mouse, heavy, modem, delivery, etc. 13 thirteen. 14 fourteen. Location: Santiago, Chile.
2. a. English. b. English. c. Spanish. d. English. Lesson 3 Facilities: a gym, a pool, an animal
Lesson 2 Before listening farm, a vegetable garden, a cafeteria.
1. 1. b. 2. d. 3. a. 4. c. 2. close – cierre. Open – abra. Read – lea. Sit down – b. Students: Gonzalo, Carolina,
2. one, two, three, four, five, six, seven, eight, nine, ten. siéntese. Stand up – párese. Macarena, Pablo.
Lesson 3 3. 3, 5, 1, 4, 2, 6 Countries: Chile.
1. playground, classroom, cafeteria, computer lab. 4. Sit down, make your bed, open the door, come in Cities: Iquique, Santiago, Chillán,
2. Hi, I’m Gonzalo, I’m from Chile, I’m in fifth grade. stop, etc. Coyhaique.
3. Hi! I’m Macarena, I’m from Chillán, I’m also in Listening c. Tutors: Grace Brown, Susan
fifth grade. 6. Picture 1 - e. Open your books on page 10. Hardy, Tony Wilson.
Lesson 4 Picture 2 - a. Close your books. Countries: Australia, England, the USA.
1. Autos – Four. CDs – One. Bicicletas – Two. Picture 3 - f. Read the instructions. After reading
Pelotas – Three. Picture 4 - d. Listen. 8. Singular: animal, cafeteria, farm, field, garden, gym,
2. Where are you from? / I’m from Santiago de Chile. Picture 5 - c. Can I come in? pool, vegetable. Plural: cabins, countries, facilities,
Lesson 1 Picture 6 - j. Close the door. parks, students, tutors.
Before listening Picture 7 - h. Sit down. 11. a. Where is Nicole Kidman from? She’s from
1. a. 2 b. 5 c. 4 d. 3 e. 6 f. 7 g. 1 Picture 8 - g. Silence, please. Australia.
3. b. People at the English Village. Picture 9 - b. Come to the board. b. Where is Rihanna from? She’s from the USA.
Listening Picture 10 - i. Stand up. c. Where is Prince William from? He’s from England.
5. Tick en todos los personajes. After listening 12. a. Where is Jim Carrey from? He’s from the USA.
6. Speaker 1: Tony. 2. Se puede hacer más formal agregando la palabra b. Where is Justin Timberlake from?
Speaker 2: Susan. Please. He’s from the USA.
Speaker 3: Gonzalo. 9. a. 4. b. 2. c. 1. d. 3. c. Where is Lucas Escobar from? She’s from Chile.
Speaker 4: Macarena. 10. a. 5. b. 8. c. 7. d. 1. e. 3. f. 9. g. 2. h. 4. i. 6. Fun, fun, fun
7. a. City: Iquique 12. a. Silence, please, Mario. b. That’s all. Close your 2. i. Speak ii. Listen iii. Silence iv. Read v. Close the box
b. Name: Macarena Henríquez, City: Chillán books. c. Come to the board please, Cristóbal. vi. Open the box vii. Stand up viii. Sit down ix. Stop.
c. Name: Tony Wilson, City: New York d. Sit down and open your books. 3. 1 + 2 = 3 (One plus two is three),
d. Name: Susan Hardy, City: London 15. a. make your bed. 3 + 2 = 5 (three plus two is five),
After listening b. sit down, please! 5 - 1 = 4 (five minus one is four),
10. a. Pablo’ s from Coyhaique. c. stop the noise. 4 x 2 = 8 (two times four is eight),
b. Carolina’ s in fifth grade. d. close the window, please. 8 + 2 = 10 (eight plus two is ten),
12. 1. d. 2. e. 3. b. 4. a. 5. c. e. do your homework. 10 : 2 = 5 (ten divided by two is five),
Lesson 2 f. come to the board, please? 5 + 4 = 9 (five plus four is nine),
Before reading 16. Picture 1: a, c, d, h. 9 + 5 = 14 (nine plus five is fourteen).
3. cafeteria, computer lab, director, office. Picture 2: a, b, e, f, g. Final Test
Reading Lesson 4 1. a. F. b. T. c. F. d. F.
7. a. T. b. F. (The competition is in Santiago) Before reading 2. a, b, e.
c. F. (Carolina is in fifth grade) d. T. 1. Tutors: Tony Wilson, Susan Hardy. Students: Gonzalo, 4. a. is. b. am. c. is.
8. Type of text: e-mail / mail / correo. Carolina, Pablo y Macarena. 5. a. Listen! b. Sit down!
From: Carolina González. To: The English Village. 2. a cafeteria, accommodation, a fruit and vegetable c. Come to the board! d. Open your books.
9. c. participate in the competition. garden, a pool, a football field. 6. a. Spanish. b. facilities. c. farm. d. pool.
3. Facilities: a cafeteria, a pool, a football field, a gym. e. parks. f. computer.
Other: a computer, an animal.
4. located, gym, fruit, vegetable, animal, park, students,
practise, for example, tutors.
122 one hundred and twenty-two

Unit 2 8. Susan: 3 bedrooms / 1 bathroom. Lesson 4
What do you know? Tony: 5 bedrooms / 4 bathrooms. 1. healthy food: yogurt – milk .
Lesson 1 9. Susan: a / c. junk food: soft drink – hot dog.
1. a. iii. (Bathroom) Tony: b. 2. eighty – 80. sixty – 60. fifty – 50. seventy – 70
b. iv. (Dining room) After listening Lesson 1
c. ii. (Bedroom) 12. No, it isn’t / Yes, there is / It’s green. Before reading
d. i. (Living room) Lesson 3 3. fruit, hamburger, salad, soup, pancake, pizza, tomato,
Before reading vegetables.
Lesson 2
1. father, families, children, brother, mother, sister. Reading
2. flat – house – mansion.
2. Pedro – father. 5. mixed salad
Lesson 3
Antonia – mother. 6. Pizza – Saturday. Roast chicken and rice – Thursday.
1. Mum. baby. Luisa – Sister. Beef and baked potato – Monday.
José Miguel – brother. 7. a. Roast chicken and rice. b. Friday.
Grandmother. sister. 3. b. c. On four (4) days. d. Milk or fruit juice.
2. a. grandfather. b. brother. c. sister. d. father. Reading 8. a. baked apple. b. Rice pudding c. Fruit salad
Lesson 4 5. b. d. Kiwi and orange
1. policewoman. 6. a. The English Village. b. sister. After reading
After reading 9. Fruit banana, orange, kiwi. Meat types: beef, chicken,
2. teacher: , doctor: , nurse: 9. a. T. b. F. c.T. d. F. fish. Vegetables: avocado, lettuce, tomatoes.
Lesson 4 Other: milk, pancake, rice.
police man:
Before listening 14. Horizontales: fruit, hamburger, salad.
Lesson 1 2. fifteen, sixteen, seventeen, eighteen, nineteen, Verticales: avocado, meat, beef, Friday, Tuesday.
Before reading twenty, thirty, thirty-five, forty, and fifty. Lesson 2
2. sofá – living room 3. a. Before listening
Table – dining room Listening 2. a. The tutors, Susan and Tony.
Bed – bedroom 5. a. 19. b. 16. c. 17. d. 25. b. At the cafeteria.
Tv – living room / bedroom 6. a. dentist. b. constructor. c. teacher. c. Celery and avocado salad, spaghetti, and fruit salad.
Chair – dining room. d. law school. e. secondary school. Listening
3. terrace, living room. 7. a constructor / a teacher / an engineer 5. 3. B. 4. I’m starving – here is your tray – I love
4. Cottages at the English Village. 8. a. 3. b. 2. c. 6. d. 1. e. 4 . f. 5. spaghetti – I’m not very hungry.
Reading Final Test 6. a.iii. b. i.
5. at the English Village. 1. a. T. b. T. c. T. d. F. 7. a. 2 – b. 3 – c. 1 – d. 5 – e. 6 – f. 4
6. a. 2. Family, abandoned, centres, government 8. a. Tony: I’m starving.
7. TV/DVD set, sillas, cama y mesa de comedor. 4. house, rooms, two, a, photo, beautiful. b. Susan: Here is your tray.
After reading 5. Detached house, flat, semi-detached houses, big c. Waitress: Here you are: salad, spaghetti and your
8. there are - there is - there is - there is - there is. house, small house. fruit salad.
13. There is a new sofa for my father in the living room. Unit 3 d. Tony: Thank you.
Lesson 2 What do you know? e. Tony: What is there for lunch today?
Before listening Lesson 1 f. Susan: The fruit salad looks delicious.
1. 1. A big house. 2. A two-storey house. 3. A semi- 2. a. spaghetti. b. salad. c. ice cream. d. beef. g. Tony: I love spaghetti.
detached house. 4. A small house. 5. A flat. Lesson 2 9. Please – 1 vez. Thank you – 3 veces
2. big, medium-sized, small, small and small. 1. hamburguesa: hamburger, jugo: juice, cake: pastel, After listening
4. Green, yellow, red, purple, White, etcétera. pizza: pizza. 12. strawberry jelly / fruit juice / tuna salad.
5. a. 2. 1. Monday. 2. Tuesday. 3.Wednesday. 4.Thursday.
Listening 5. Friday. 6. Saturday. 7. Sunday.
7. Susan: new / medium / white and grey. Lesson 3
Tony: old / big / white and grey. 1. a. bread. b. water. c. vitamins. d. sugar.
one hundred and twenty-three 123

Lesson 3 Unit 4 Lesson 3
Before reading What do you know? Before listening
2. Junk food: hot dogs, hamburger, chips. Lesson 1 1. a. 4. b. 8. c. 6. d. 1. e. 5. f. 9. g. 3. h. 7. i. 2.
Healthy food: fresh cheese, milk, yoghurt, fruit, cakes. 1. c. – d. – a. – b. 3. b.
3. cavities – caries environment – medio ambiente Fats – 2. a. Autumn. b. Summer. c. Winter. d. Spring. Listening
grasas Flavour – sabor. Lesson 2 4. b.
4. diabetes, fiber, nutritional, problems, proteins, obesity, 2. a. field b. ice rink c.tennis court d. pool 5. Stevie y Jill.
vitamins. Lesson 3 6. CDs, DVDs, computers, webcams, screens.
Reading 1. computer – Internet – dvd set. 7. 1. d. 2. a. 3. c. 4. b.
6. c. Lesson 4 After listening
7. a. fibres, nutrients, vitamins, water. 2. you – I’m – you. 9. picture/is/on/webcam/in/can/we/Internet/bye.
b. dental problems, diabetes, heart problems, Lesson 1 Lesson 4
weight problems (obesity). Before listening Before reading
8. a. maintains. b. water. c. has. 1. rainy, sunny, windy, cloudy and snowy. 3. b.
After reading Reading
2. hot. cloudy.
9. Junk: additives, fats, cheese burger, salt, sugar. 4. b.
Healthy: fibre, fruit, nutrients, vegetables, vitamins. snowy. sunny. cold. 5. a. Pete’s sick. b. Pete says “I’m sorry”.
12. a. A chocolate bar doesn’t require preparation. 6. a. Maggie. b. raining. c. Pete.
b. Fruit has vitamins and fibres (or fibres and vitamins) 3. a. winter. b. spring. c. summer. d. autumn. After reading
c. Michelle doesn’t eat junk food. Listening 8. Decline invitations: I would love to but... , I’m not
d. Milk contains nutrients. 5. Santiago, Buenos Aires, Montevideo: rainy. Lima: hot. sure... , I am so sorry but... Invite: Are you coming?,
13. sugar, salt, additives, poor nutritional value, food. Bogotá: cloudy can you come?, would you like to come?
Lesson 4 6. Santiago 15º C. Buenos Aires 12º. Montevideo 13º. Language form
Before listening Asunción 21º. Lima 22º. Bogotá 20º y Sao Paulo 16º. 3. to show gratitude, to apologise.
1. a. People from TEV / tutors and students. 7. a. ✗ b. ✗ c. ✓ d. ✓ e. ✗ 10. how are you? / (nombre de alguna persona) / Hi - hello
b. TEV Director / TEV principal. 8. Hottest: Lima. Coldest: Buenos Aires. / are / i’m / the party / so - very / can’t go / sorry.
c. At the English Village kiosk. After listening Final Test
d. Buying food. 9. sunny, cold, hot, windy, cloudy and wet. 1. a. F. b. T. c. F. d. T.
2. c. Healthy food: celery and carrot sticks, dips, fresh 12. Hi, Linda – weather – warm– sunny – cold – 2. b., c., d., e.
cheese, fresh fruit, fruit juice, ice cream, milk, warm – weather – Love – too – dear. 4. a. pueden variar. b. sorry. c. on.
sandwiches y yoghurt. Lesson 2 5. webcam, screen, keyboard, CDs.
Listening Before reading 6. here, hi, invitation, party, coming, sorry, study, sorry,
4. b. 1. a. 1. b. 3. c. 2 d. 4 exams, week, exams, thanks.
5. Vegetables and dips / delicious fruit, red apples, fruit Reading
juice, yoghurt, fresh cheese, chocolates, hot-dogs, 4. b
hamburgers. 5. a. – F. b. – T. c. – F. d. – F. e. – T. f. – F.
6. Chocolates, hot-dogs, hamburgers. 6. Winter sports: skiing, ice-skating, snowboarding.
7. a. at the village kiosk you can buy healthy food. Summer sports: bodyboarding, swimming, surfing.
b. we have nice and delicious fruit. After reading
c. we have nice red apples. Language Form
d we are also selling fresh cheese. 8. I don’t like running in the snow.
8. normal / healthy / products / students / convenient. I love eating chocolates in the winter.
Final Test I don’t like swimming in the summer.
1. a. T. b. F. c. F. d. T. e. F. In winter, I love playing basketball.
2. a, d, e.
4. can, on, doesn’t, want, do, like.
124 one hundred and twenty-four

Unit 5 Lesson 2 9. a. 3 – b. 1 – c. 4 – d. 2.
What do you know? Before listening After reading
Lesson 1 3. basil (albahaca) – para cocinar. carnations (claveles), 10. CHILE: South America – copihue – Spanish.
1. a. rose, b. daisy, c. sunflower, d. tulip. geraniums (cardenales). mint (menta) – para cocinar. ENGLAND: Europe – the rose – English.
2. a. weeping willow. b. araucaria. c. cactus. parsley (perejil) – para cocinar. roses (rosas). 12. a. black: negro. b. brown: café. c. red: rojo.
d. palm tree. Listening d. blue: azul. e. white: blanco. f. green: verde.
Lesson 2 5. 2 – 1. prepare the ground. 2. remove the weeds. g. yellow: amarillo.
2. a. compost. b. seeds. c. watering. d. weeds. 3. add compost. 4. plant the seeds. 5. water the Lesson 4
Lesson 3 plants. 6. cultivate the herbs. 3 – Basil, mint, parsley Listening
1. Ireland, England, Scotland, Wales. – para cocinar 4 – b. a herb garden 4. dog, horse, rabbit.
2. a. black: negro. b. blue: azul. c. brown: café. 6. b. basil c. parsley e. mint 5. horse: black and white. rabbit: white. dog: brown.
d. green: verde. e. red: rojo. f. yellow: amarillo. 7. Cooking – medicinal 6. a. – d. – f.
Lesson 4 8. iii water b. ii 10 days 7. Mark: dog – Simon – 6.
1. a. Vaca: cow. b. Caballo: horse. c. Perro: dog. 9. 1. prepare the ground. 2. remove the weeds. 3. add Tim: horse – Blue – 3.
d. Oveja: sheep. e. Gato: cat. compost. 4. plant the seeds. 5. water the seeds. Sharon: rabbit – Bunny – 1.
Lesson 1 After listening 8. a. England, protect. b. toy, plastic.
Before reading 13. a. 80. b. 10. c. 30. d. 10. After listening
1. a. 4. b. 3. c. 2. d. 1. Lesson 3 9. Big farm animals: cow, horse, sheep.
Reading Before reading Small farm animals: rabbit, cockerel, hen (chicken).
6. a. T. b. F. c. T. 1. copihue: copihue , calafate: calafate, rosa: rose, Domestic animals: dog, cat, rabbit.
7. a. oxygen. b. trees, plants and flowers. c. nature. trébol: shamrock, cardo: thistle, narciso: daffodil. 10. a. iguana. b. spider.
8. b. 2. b. Final Test
After reading 3. Chile: rojo 1. a. F. b. F. c. T. d. T.
Language Form Scotland: naranjo 2. a., c., d., f.
9. I can study English and / or French. Ireland: verde 3. a. this. b. and. c. or.
I like plants and I water them everyday. England: morado 4. a. water the plants. b. fertilise.
I want a coke and a sandwich. Wales: rosado c. plant the seeds. d. remove the ground.
We can plant flowers or trees, it’s your choice. 5. a. 5. How are you, please, juice, tree, mum, care,
10. a. flowers. b. trees. c. plant. Reading water, plants.
13. a. The plants in my garden are dry. 6. a.
b. I love red flowers. 7. a. true. b. false. c. false.
one hundred and twenty-five 125

WEBSITES
Unit 1 Unit 3
• Video: The school • Video: Food
http://learnenglishkids.britishcouncil.org/es/kids-talk/ http://learnenglishkids.britishcouncil.org/es/kids-talk/
owen-talks-about-school john-talks-about-food
• Práctica de vocabulario: Countries • Práctica de vocabulario: Days of the week
http://kidseslgames.com/vocabulary%20games/ http://kidseslgames.com/vocabulary%20games/Days%20
Countries%20&%20Nationalities/countriesandnationalities. of%20the%20Week/daysoftheweekandordinalnumbers.
html html
• Juego interactivo: The classroom Food
http://www.sesamestreet.org/games#media/ http://www.anglomaniacy.pl/foodHangman.htm
game_4ab931f6-14e5-11dd-83fd-1ff2199def8e
Unit 4
• Práctica gramatical: Verbo To be
• Juego interactivo: The weather
http://learnenglishkids.britishcouncil.org/es/node/14084
http://learnenglishkids.britishcouncil.org/es/fun-games/
Unit 2 whats-the-weather
• Práctica de vocabulario: The family • Práctica de vocabulario: Clothes
http://www.anglomaniacy.pl/familyQuiz.htm http://www.anglomaniacy.pl/clothesQuiz.htm
Actions: http://www.manythings.org/lulu/j1.html Actions
• Juegos interactivos http://www.manythings.org/lulu/j1.html
Possessive ‘s
Unit 5
http://www.vocabulary.co.il/english-language-games/ • Video: Animals
primary-possessive-nouns-memory-match/
http://learnenglishkids.britishcouncil.org/es/kids-talk/
The house whats-your-favourite-animal
http://www.anglomaniacy.pl/furnitureMatching.htm • Juegos interactivos
http://kidseslgames.com/vocabulary%20games/Household/ Nature
Furniture%20and%20Prepositions%20of%20Place.html
http://pbskids.org/caillou/games/matching/leaf_1.html
• Práctica gramatical: There is, there are
Animals
http://www.anglomaniacy.pl/grammarHelpers28.htm
http://www.eslgamesworld.com/members/games/
vocabulary/labeling/farm%20animals/index.html
• Práctica de vocabulario: Toys
http://www.anglomaniacy.pl/toysPictureTest.htm
126 one hundred and twenty-six

BIBLIOGRAPHY
Unidad 1 Reading, Writing.
Listening, Speaking. • Gibson, R. (1995). Reading Games. Eveleth: Usborne Publishing Ltd.
• Adams, M.J. et al. (2000). Phonemic Awareness in Young Children: • Hancock, M. (2000). Pen Pictures for Young Learners 3. Oxford:
A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks Oxford University Press.
Publishing Co. • Turnbull, S. (2006). Why Do We Eat? Eveleth: Usborne
• Graham, C. (1974). Children’s Jazz Chants Old and New. Oxford: Publishing Ltd.
Oxford University Press.
Unidad 4
• Grierson, A. (2000). Jolly Jingles. Essex: Jolly Learning, Ltd.
Listening , Speaking.
Reading, Writing.
• Jarboe, T. (2004). Skill-Builders for Young Learners: Beginning
• Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. Reading. Westminster: Mary D. Smith, M.S. Ed.
(1st ed.). Portsmouth, NH: Boynton / Cook.
• Mackinnon, M. (2011). Easy Phonic Words (Usborne Very First
• Cunningham, A. & Shagoury, R. (2005). Starting with Reading). Eveleth: Usborne Publishing.
Comprehension: Reading Strategies for the Youngest Learners.
Portland: Stenhouse Publishers. • Thomson, T. (2010). American Oxford Primary Skills 1. Oxford:
Oxford University Press.
• Engelmann. S., et al. (1997). Reading Mastery - Level 5 Textbook.
United Kingdom: Usborne Publishing. Reading, Writing.
• Clarke, C. (2006). Weather. Eveleth: Usborne Publishing.
Unidad 2 • Reilly, J. (2005). Writing with Children. Oxford: Oxford University
Listening , Speaking. Press.
• Fyke, L. (2005). Jolly Songs. Essex: Jolly Learning, Ltd. • Sebranek, P., & Nathan, R. (2000). Writer’s Express: A Handbook for
• Loyd, S. (2000). Jolly Phonics Workbook 5. Essex: Jolly Learning, Young Writers, Thinkers & Learners (Write Source Revision). New
Ltd. York: Great Source Education. Group Inc.
• Reed, C. (2007). 500 Activities for the Primary Classroom. (1st ed.). Unidad 5
Oxford: Macmillan Education.
Listening , Speaking.
Reading, Writing.
• Renck, M. (2008). Learning to Listen, Listening to Learn: Building
• Hunt, R. (2011). Oxford Reading Tree. Oxford: Oxford University Essential Skills in Young Children. Washington: NAEYEC.
Press.
• Spooner, L. & Woodcock, J. (2010). Teaching Children to Listen: A
• Littlejohn, A., & Hicks, D. (2007). Primary Colours, Pupil’s Book 1. practical approach to developing children’s listening skills. New
Cambridge: Cambridge University Press. York: The Continuum International Publishing Group.
• Turnbull, S. (2007). Castles: Information for Young Readers. • Vowels, T. (2004). Listening Skills for Young Children. Westminster:
Eveleth: Usborne Publishing. Teacher Created Materials Inc.
Unidad 3 Reading, writing.
Listening , Speaking. • Chanko, P. (2010). First Writing Prompts: 200 Just-Right Prompts
• McKay, P. & Guse, J. (2007). Five-Minute Activities for Young That Motivate Young Learners to Write All Year Long!. Jefferson
Learners (Cambridge Handbooks for Language Teachers). City: Scholastic Teaching Resources.
Cambridge: Cambridge University Press. • Helbrough, E. (2007). How Flowers Grow (Usborne Beginners).
• Reilly, V. (2002). Zap A. Oxford: Oxford University Press. United Kingdom: Usborne Publishing.
• Shipton, P. (2002). Chit Chat 2. Oxford: Oxford University Press. • Horn, M., & Giacobbe, M. (2007). Talking, Drawing, Writing:
Lessons for Our Youngest Writers. Portland: Stenhouse
Publishers.
one hundred and twenty-seven 127
© 2014 Ediciones Cal y Canto® Reimpresión
The English Village 5º básico
N˚ de Inscripción: 223.588
ISBN: 978 956 339 120 6
Original text © Ana Manonellas Balladares

Teacher of English,
Monash University - Melbourne Australia.
Methodological support María Teresa Sepúlveda Leiva

MA in Professional Development for Language
Education Leeds Metropolitan University, UK.
Original illustrations © Ediciones Cal y Canto Ltda.

Design © Ediciones Cal y Canto Ltda.
General Manager Jorge Muñoz Rau

Editor Ariel Acosta Arancibia
Assistants Editors Lina Alvarado Jantus
Gloria Caro Opazo
Designed by María Jesús Moreno Guldman
Layout by Catalina Zúñiga Villagra
Catherine Pujol Hormazabal
Proofreading James Doo
Illustrations César Letelier Santana
General Production Cecilia Muñoz Rau
Production Assistant Lorena Briceño González
Recording Producer Rodrigo González Díaz
Recording Engineer Ignacio Arriagada Maia
Photos Banco de Fotos Ediciones Cal y Canto
© 2013 Ediciones Cal y Canto®

The English Village 5º básico
N˚ de Inscripción: 223.588
ISBN: 978 956 339 120 6
Original text © Ana Manonellas Balladares

Teacher of English,
Monash University - Melbourne Australia.
Methodological support María Teresa Sepúlveda Leiva

MA in Professional Development for Language
Education Leeds Metropolitan University, UK.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
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STUDENT´S BOOK INGLÉS

The English Village

The English Village

Este libro pertenece a:

Te lo ha hecho llegar gratuitamente el Ministerio de Educación a través del establecimiento

THE PEOPLE, THE SCHOOL,

5th grade classroom

8 Listen and point at the actions in the pictures (1 - 10).

8 Listen and mime the actions.

Before reading The English Village Students Tutors

Listening lesson Reading lesson

Singapore Sports School

2 Circle the words that are facilities. (3 marks)

Statements to help you to reflect on your strengths

and weaknesses and measure your learning.

There are three different levels:

fruit and vegetable garden

E LCOME TO animal farm

5th grade classroom

LET’S GET READY!

2 Copy the following numbers in order.

2 Complete the dialogue. 2 Complete this dialogue.

Hi! ___ ______, ___

1 Write the number of the

4 IN THIS LESSON YOU WILL: 2 Where in Chile do you live?

4 2 Listen and check your prediction in Exercise 3.

Susan Tony Gonzalo Macarena

Speaker 1: ______________________ Speaker 3: ______________________

7 2 Listen once more and complete the identification cards (a – d).

School NAME: Macarena

8 3 First only listen and then listen and repeat.

LANGUAGE FORM I’m

1. Notice these sentences from the text.

NAME: Pablo NAME: Carolina

COUNTRY: Chile COUNTRY: Chile

GRADE: Fifth grade GRADE: Fifth grade

SCHOOL: Liceo Regional, Coyhaique SCHOOL: Lincoln School, Maipú,

10 Answer the following questions.

11 Complete and talk to your partner.

14 Create sentences with the names in the chart.

16 I CAN INTRODUCE MYSELF NOW

I can write three words in English which My ID card

1 Look at Pages 8 and 9 and read

COGNATES Words in English

3 Similar in Spanish? (✓or ✗).

%DFN 6HDUFK )DYRULWHV

)LOH (GLW 9LHZ 5

4XLFNFRQWDFWV 6XEMHFW &UHDWHD)LOWHU

6HQG 6DYH1RZ 'LVFDUG

6 Read the text and check if there are more cognates.

8 Read the text again and complete.

9 Choose the best option to complete the sentence.

10 6 First only listen and then listen and repeat.

three tea 3 three 4 four The boys’ toilet

11 Match the numbers and the corresponding words.

five four one seven six three two

eleven eight fourteen nine ten thirteen twelve

1. Study these examples.

13 YOU CAN WRITE AN E-MAIL IN ENGLISH NOW

My problem is that in English

I can say three numbers in English. My school

2 Match using the colour code.

4 In your group, collect

Hi! _ __, _

Speaker 1: Speaker 3:

4XLFNFRQWDFWV 6XEMHFW &UHDWHD)LOWHU

b. A: ? B: . Jim Carrey Justin Timberlake Lucas Escobar

a. b. c. Nurse

a. My is in . It is .

Tony

I live in a _________ (house / flat). It is a _ house / flat (size), and it