Ingles Alumno.pdf

STUDENT´S BOOK

INGLÉS

The English Village Ana Manonellas Balladares

5º

INGLÉS 5º básico

STUDENT´S BOOK

básico

9 789563 391206

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN

STUDENT´S BOOK

INGLÉS

The English Village Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University, Melbourne, Australia.

5º

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 ities g and n i a ad

cafeteria gym

recreational facilities

fruit and vegetable garden

swimming pool

ded. ecor re r

Listen ing, re

cabins

football field

picnic area

LCOME TO

animal farm

e List

THE ENGLISH VILLAGE

n to

6

the CD with your tea

7

seven

six

ch

er.

WE

Unit 1

The English Village. This is a big picture to introduce the place where lots of things will happen – The English Village – and the characters that will help you to learn English: the tutors Susan and Tony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo.

THE PEOPLE, THE SCHOOL, THE CLASSROOM school

students

5th grade classroom

playground LEARNING OBJECTIVES Oral expression

Reading

You will use different strategies to read and understand • an e-mail. • a brochure. • cards with personal information.

At the beginning of each unit, a big picture will show you the characters, the places and the situations you will find in it. You can read the objectives of the unit there, and also answer some questions about the topic and the learning objectives of the unit.

Lesson 3 2

1 Work in your group. Can you

2 Match using the colour code.

IN THIS LESSON YOU WILL:

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

5 4

Sit down

Abra Párese

Open

Read

Stand up

Cierre

____

b. Come to the board.

____

c. Can I come in?

____

d. Listen.

____

e. Open your books on Page 10. ____

board book desk door page

Close

a. Close your books.

f. Read the instructions.

____

g. Silence, please.

____

h. Sit down.

____

i. Stand up.

____

j. Close the door.

____

Siéntese

3 Look at the pictures on the left with your partner. Match the numbers to the following classroom instructions.

3

4

2

twenty-two

two

5

6

Come to the board. ____ Listen.

____

Silence.

____

Open your books.

____

Sit down.

____

Stand up.

____

8

7

22

2

Lea

4 In your group, collect

6

1

instructions you normally receive at school and at home. Share and compare with the class.

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

8 Listen and mime the actions.

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. Share with the class. 3. What’s your favourite place in your school? Share with the class.

nine

eight

Match the actions (a - j) to the pictures (1 - 10).

find these objects in the picture and in your classroom?

3

You will • complete cards with personal information. • write an e-mail. • complete charts with information from a brochure.

5 The Director of The English Village is teaching the children some important instructions.

Before listening 1

You will use different strategies to listen and understand • a dialogue with personal introductions. • classroom instructions. • a song with instructions.

Unit 1

CLASSROOM LANGUAGE

Written expression

Listening

8

You will • introduce yourself. • give instructions. • act out dialogues. • sing a song.

twenty-three

23

Listening lesson with activities to help you to understand a spoken text and learn English.

9

Lesson 4

THE VILLAGE

Reading Before reading

ICONS AND SECTIONS

12

The English Village

1 Look at the illustration on the

2 Find the following words in the picture. a cafeteria accommodation a fruit and vegetable garden a pool a football field

3 Work with your partner. Cross out (✗) the words that are not facilities (Facilities: buildings and services). a. A cafeteria. b. A pool. c. A computer. d. A football field. e. An animal. f. A gym.

It is located in Santiago. Facilities in the Village: A pool A football field A gym A cafeteria An animal farm A fruit and vegetable garden Cabins Parks

For example:

For example: Gonzalo; he is from Iquique. Carolina; she is from Santiago. Macarena; she is from Chillán. Pablo; he is from Coyhaique.

This is Susan Hardy; she is from England. This is Tony Wilson; he is from the USA. This is Grace Brown; she is from Australia.

Listening lesson

Reading lesson

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

4 Now that you know this, take

Location

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

Facilities

b. Students

1

Country

5 Look at the text on Page 29.

Cities

What is it? a. A description. b. An invitation. c. A story.

28

The tutors are from English-speaking countries.

c. Tutors Unit 1

IN THIS LESSON YOU WILL:

• read and show comprehension of a brochure describing The English Village. • listen and identify English sounds. • complete dialogues in writing. • practise and produce dialogues to introduce people.

Tutors

Students The students are from all over Chile. They are here to practise English.

left and find four students and two tutors you know.

Countries

29

twenty-nine

twenty-eight

Reading lesson with activities to help you to understand a written text and learn English.

Activities for fast learners or keener students.

All the material for the listening tasks.

LANGUAGE FORM Analysis and discovery of a key grammatical item.

N FU A simple joke connected with the topic, supported by a picture.

P

FINAL TEST Reading

15

Speaking

a. ___________

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)

a. ____ The Sports School is in Europe. b. ____ The children do different types of sports. c. ____ The teachers are not good at sports. d. ____ The facilities of the school include two gyms.

2 Circle the words that are facilities. a. gym b. football field c. children d. athletics e. tennis courts f. professional

(3 marks)

yourself? Give an example. The English Village

c. ___________

6

postcard to a student in Singapore, describing your school. Remember the writing steps. (2 marks)

4 Complete the sentences.

(3 marks)

a. Tony _______ from New York. b. I _______ from Santiago.

Open your books.

HELP!

You have not understood an important part of the contents. Study, get some help from a partner or your teacher, revise the unit, and then do the exercises again.

8 to 18 correct answers

FAIR

You have been able to understand an important part of the contents; however, there are still some you need to consolidate. Correct the wrong answers. You can ask for help if you want. Revise the contents. You can do much better!

A: Hello. B: Hi! A: What’s your name? B: My name’s Paul and I’m a student at the (a) _______ Village in Newcastle, in England. A: Where are you from? B: I’m from Liverpool. A: Can you describe the Spanish village?

19 to 22 correct answers

EXCELLENT

thirty-two

E

C

T

You have learnt all or almost all the contents in the unit. Very good! Keep up the good work!

Of course! The village has many (c)_____, a (d) _____, and many

(4 marks)

Sit down.

Come to the board.

(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

Total score: 22 marks

32

J

(b)__________, such as an animal

c. Carolina _______ from Maipú.

5 Copy the correct instruction below the corresponding picture.

16 Listen to a conversation about a Spanish Village in England. Fill in the blanks (6 marks) (a – f).

B:

0 to 7 correct answers

d. ___________

Listening

3 On a separate sheet of paper, write a

Listen!

b. ___________

O

Collaborative work to help you to put into practice the language you have learnt.

7 In which situations can you introduce

Singapore Sports School

R

thirty-three

33

Final test: At the end of every unit, there is a formal test that includes the contents of the whole unit, assessing reading and listening comprehension. It also includes a rubric that will tell you in detail what you have done well and what you need to improve.

Statements to help you to reflect on your strengths and weaknesses and measure your learning. There are three different levels: Yes: Your performance was very good. Mm: Your performance was OK, but it can be better. No: You need to review the contents.

three

3

Unit 1

INDEX

Unit 2

. . . . . . . . . . . . . . . . . . . . .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 3

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

. . . . . . . . . . . . . . . . . . . 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 Unit 5

. . . . . . . . . . . . . . . . . . . 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 – 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

...... Answer key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . 122

........ Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . 126

. . . . . . . . . . . . . . 127

five

5

gym

swimming pool

football field

picnic area

6

six

cafeteria

cabins

recreational facilities

fruit and vegetable garden

LCOME TO E W

animal farm

THE ENGLISH VILLAGE

seven

7

Unit 1

THE PEOPLE, THE SCHOOL, THE CLASSROOM school

playground LEARNING OBJECTIVES Reading

You will use different strategies to read and understand • an e-mail. • a brochure. • cards with personal information.

You will • introduce yourself. • give instructions. • act out dialogues. • sing a song.

Listening

Written expression

You will use different strategies to listen and understand • a dialogue with personal introductions. • classroom instructions. • a song with instructions.

8

Oral expression

eight

You will • complete cards with personal information. • write an e-mail. • complete charts with information from a brochure.

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. Share with the class. 3. What’s your favourite place in your school? Share with the class.

nine

9

Unit 1

Lesson 2

Lesson 1

What do you know?

THE PARTICIPANTS

1 Make a list of English words you know.

THE COMPETITION

1 Match the words to the pictures.

a. b.

1

c.

a. Teacher

d.

2 What languages are spoken in these

b. Boy

2

c. Girl

countries? 3

d. Director a.

4

2 Copy the following numbers in order. TWO

b.

SEVEN

TEN

SIX

THREE

FOUR

c.

d.

10

ten

FIVE

ONE

NINE

EIGHT

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

Lesson 4

Lesson 3

CLASSROOM LANGUAGE

1 Complete the names of these school

THE VILLAGE

1 Match the pictures to the words.

places.

THREE TWO

P_ _ _ _ r_ _ _ _

C_ _ _ _ r_ _ _ ONE FOUR

C_ _ _ _t_ _ l_ _

2 Complete the dialogue.

2 Complete this dialogue. Where _____ you _____?

Hi! I’m _____, I _____ from Chile, ____ in fifth grade.

I’___ from Santiago de Chile.

Hi! ___ ______, ___ from Chillán, ___ also in fith grade.

Unit 1

C_ _ e _ _ r _ _

eleven

11

1

Lesson 1

THE PARTICIPANTS

Before listening

3

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

2 Where in Chile do you live?

IN THIS LESSON YOU WILL:

• find and show comprehension of information about different people and places. • show comprehension of short written texts. • complete dialogues and cards with specific information. • produce and reproduce dialogues to share personal information.

Complete the sentence. 6

3 What is the text about? Guess and tick (✓) an option. a. ____ English-speaking countries. b. ____ People at The English Village. 7

12

twelve

I live in

c. ____ Buildings.

.

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.

Tony

Susan

6

Gonzalo

Macarena

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).

a NAME:

Gonzalo

SCHOOL:

George Washington

b NAME:

School

Macarena

CITY:

gonso@&themail. &com

SCHOOL:

International School

CITY: MAIL:

[email protected]

Unit 1

MAIL:

thirteen

13

c NAME:

Tony

d SCHOOL: NAME:

Susan

CITY: MAIL:

[email protected]

SCHOOL:

CITY: MAIL:

[email protected]

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 I’m from

Goodbye!

I’m from Santiago.

LANGUAGE FORM 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

I’m

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 ______________.

SCHOOL:

2 NAME:

NAME:

COUNTRY:

COUNTRY:

GRADE:

GRADE: SCHOOL:

Unit 1

1

fifteen

15

12

4 Listen and match the characters to the places. Which words are similar in Spanish?

Compare with your partner.

1 Batman

3 Goku

2 Leela

a Athena’s Sanctuary

c Quahog, Rhode Island

5 Stewie

4 Seiya

b Planet Vegeta

d Gotham City

e New New York

13 Complete this list with English names you know. Compare in your group. Friends’ names

Places in Chile

Schools

Johnny

Cochrane

Saint Patrick

14 Create sentences with the names in the chart. Example: 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

I can write three words in English which are similar in Spanish. , , . I can introduce myself in one sentence. . Tick according to your performance. MM

O

J

E

C

T

My ID card 1. Work in pairs. 2. Cut out two pieces of cardboard and make two big identification cards. 3. Draw yourselves on the picture spaces and write your personal information. 4. Stick your ID cards on the walls of your classroom.

NO

Unit 1

YES

R

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 comprehension of an e-mail. • identify and repeat English sounds. • reproduce specific vocabulary. • write a short e-mail.

4 Point to the places in this map and say the names. Use the words in Exercise 3.

5 Have a quick look at the text on Page 19. Find and circle four cognates.

18

eighteen

)LOH )LOH

(GLW (GLW

9LHZ 9LHZ

)DYRULWHV )DYRULWHV

7RROV 7RROV

+HOS +HOS

%DFN %DFN

6HDUFK 6HDUFK

$GGUHVV $GGUHVV

Reading

5

*R *R

)LOH

(GLW

9LHZ

)DYRULWHV

7RROV

+HOS

)LOH

%DFN (GLW

9LHZ

)DYRULWHV

7RROV

+HOS

&RPSRVH0DLO $GGUHVV &RPSRVH0DLO %DFN

)DYRULWHV )DYRULWHV

6HQG 6HQG

/LQNV /LQNV

6HWWLQJV +HOS 6LJQRXW 6HWWLQJV +HOS 6LJQRXW 6HDUFK

)DYRULWHV

6HDUFK

6DYH1RZ )DYRULWHV 6DYH1RZ

6HDUFK0DLO 6HDUFK0DLO

6HDUFKWKH:HE 6HDUFKWKH:HE

6KRZVHDUFKRSWLRQV 6KRZVHDUFKRSWLRQV &UHDWHD)LOWHU &UHDWHD)LOWHU

*R

'LVFDUG 'LVFDUG

/LQNV

6HWWLQJV +HOS 6LJQRXW

)URP Carolina Gonzalez, 5th grade student )URP *R /LQNV 6KRZVHDUFKRSWLRQV ,QER[ 6HDUFKWKH:HE 7R The English Village 6HDUFK0DLO &UHDWHD)LOWHU 6WDUUHG 6HWWLQJV +HOS 6LJQRXW 7R 6WDUUHG &KDWV $GG&F $GG%FF &KDWV 6KRZVHDUFKRSWLRQV &RPSRVH0DLO $GG&F $GG%FF 6DYH1RZ 6HDUFK0DLO'LVFDUG 6HDUFKWKH:HE 6HQG 6HQW0DLO &UHDWHD)LOWHU 6XEMHFW 6HQW0DLO )LOH (GLW 9LHZ )DYRULWHV 7RROV Competition +HOS 6XEMHFW 'UDIWV )URP $WWDFKDILOH 'UDIWV &RPSRVH0DLO $WWDFKDILOH 6HQG 6DYH1RZ 'LVFDUG ,QER[ %DFN 6HDUFK )DYRULWHV $OO0DLO $OO0DLO   7R &KHFNVSHOOLQJ  6WDUUHG ©3ODLQWH[W 6SDP   &KHFNVSHOOLQJ ©3ODLQWH[W 6SDP )URP  $GGUHVV *R /LQNV &KDWV ,QER[ 7UDVK $GG&F $GG%FF 7UDVK 7R 6HQW0DLO 6HWWLQJV +HOS 6LJQRXW 6WDUUHG 6XEMHFW Hello, I am a student at the Lincoln School in Maipú, Santiago &RQWDFWV &RQWDFWV 'UDIWV &KDWV $GG&F $GG%FF 6KRZVHDUFKRSWLRQV $WWDFKDILOH (map of school attached). 6HDUFK0DLO 6HDUFKWKH:HE 4XLFNFRQWDFWV &UHDWHD)LOWHU $OO0DLO 6HQW0DLO 6XEMHFW 4XLFNFRQWDFWV  th  &KHFNVSHOOLQJ I want to participate in the competition to visit the I am in 5 grade A and ©3ODLQWH[W 6SDP 6HDUFKDGGRULQYLWH  'UDIWV 6HDUFKDGGRULQYLWH $WWDFKDILOH &RPSRVH0DLO 6HQG 6DYH1RZ 'LVFDUG 7UDVK $OO0DLO English Village in Santiago for three weeks, to practise English.   &KHFNVSHOOLQJ ©3ODLQWH[W 6SDP  )URP Thank you. &RQWDFWV ,QER[ 7UDVK 6KRZDOO Carolina González. 7R 4XLFNFRQWDFWV 6WDUUHG 6KRZDOO &RQWDFWV grade$GG%FF A student. 5th $GG&F &KDWV 6HDUFKDGGRULQYLWH 4XLFNFRQWDFWV 6HQW0DLO 6XEMHFW 'UDIWV 6HDUFKDGGRULQYLWH $WWDFKDILOH DIRECTOR’S $OO0DLO CAFETERIA &KHFNVSHOOLQJ  6KRZDOO  ©3ODLQWH[W OFFICE 6SDP  $GGUHVV ,QER[

13

7UDVK &RQWDFWV

1

6KRZDOO

4XLFNFRQWDFWV

6HQG 6HQG

6HDUFKDGGRULQYLWH

6WDUW 6WDUW

6KRZDOO

6WDUW 6WDUW

6HQG

COMPUTER 6DYH1RZ LAB 26DYH1RZ CLASSROOM 1 3

CLASSROOM 6HQG 2 CLASSROOM 3 6HQG

TEACHERS’ ROOM ,QWHUQHW ,QWHUQHW

P L A Y G R O U N D 14 'LVFDUG

6DYH1RZ

'LVFDUG

6DYH1RZ

12

'LVFDUG 'LVFDUG

6DYH1RZ

5

SCHOOL ENTRANCE

10 7

BOYS’ TOILET

GIRLS’ TOILET

9

CLASSROOM 6 ,QWHUQHW CLASSROOM 5 ,QWHUQHW

CLASSROOM 4 8

'LVFDUG ,QWHUQHW

6WDUW

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. a. describe her school. b. introduce some students. c. participate in the competition. nineteen

Unit 1

The purpose of Carolina’s mail is to __________________________________.

19

After reading 10

6 First only listen and then listen and repeat.

b. These numbers.

a. These pairs of words.

three

tea

c. These places A classroom

1 one

2 two

3 three

4 four

The boys’ toilet

5 five

6 six

The cafeteria

7 seven

8 eight

9 nine

9 ten

11 eleven

12 twelve

13 thirteen

14 fourteen

Classroom 3

The computer lab throne

threw

tone

two

The Director’s office The girls’ toilet The playground The school entrance The teachers’ room

11 Match the numbers and the corresponding words. 1

five

four 8

eleven

2

eight

3

one 9

10

fourteen

LANGUAGE FORM 1. Study these examples. I am (I’m) a student. It is (It’s) a classroom. 2. Find and underline more examples in the e-mail on Page 19.

20

twenty

4

seven 11

nine

5

6

six 12

ten

7

three 13

two 14

thirteen

twelve I am / It is

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

SCHOOL ENTRANCE

DIRECTOR’S OFFICE 1

CAFETERIA

12

COMPUTER LAB 2

CLASSROOM 3

4

It’s the playground.

TEACHER’S 11 ROOM

P L A Y G R O U N D 14

CLASSROOM 1 3 CLASSROOM 2

Number 14.

6

7 BOYS’ TOILET

5

GIRLS’ TOILET

10

CLASSROOM 6

9

CLASSROOM 5

8

CLASSROOM 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 I can count only up to three.

Self Evaluation

P

I can say three numbers in English. , ,

.

I can name three places in my school. , ,

.

Tick according to your performance. YES

MM

NO

R

O

J

E

C

T

My school 1. Work in groups of four. 2. Draw a map of your school on a piece of colour cardboard. 3. Number and label the places. 4. Add illustrations. 5. Display it in the classroom. 6. Describe it to your classmates. Example: Number 1 is the school entrance.

twenty-one

Unit 1

N FU

21

Lesson 3

CLASSROOM 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

3 IN THIS LESSON YOU WILL:

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

5 4

Sit down

Abra Párese

Open

Read

Stand up

Cierre

Lea

Siéntese

3 Look at the pictures on the left with your partner. Match the numbers to the following classroom instructions. Come to the board. ____ Listen.

____

Silence.

____

Open your books.

____

Sit down.

____

Stand up.

____

4 In your group, collect

6

22

twenty-two

instructions you normally receive at school and at home. Share and compare with the class.

5 The Director of The English Village is teaching the children some important instructions. Match the actions (a - j) to the pictures (1 - 10). a. Close your books.

____

b. Come to the board.

____

c. Can I come in?

____

d. Listen.

____

e. Open your books on Page 10. ____ f. Read the instructions.

____

g. Silence, please.

____

h. Sit down.

____

i. Stand up.

____

j. Close the door.

____

3

4

1

5

8

7

2

6

9

10

6

8 Listen and check your answers in Exercise 5.

7

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

8

8 Listen and mime the actions.

Unit 1

Listening

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

10

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 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: Student B: Student B: Student A:

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

14

Give three instructions. Obey. Give three instructions. Obey.

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

a. Close the door.

____

b. Come to the board.

____

c. Listen to music.

____

d. Make your bed.

____

e. Open your book.

____

f. Read the lesson.

____

g. Silence.

____

h. Watch TV.

____

1

26

Match these instructions to one of the pictures (1 or 2).

twenty-six

2

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 FU

Stand up, Bobby! Time for school!

P

I can complete these instructions. your books,

Children,

to the CD, please.

and

Tick according to your performance. YES

MM

NO

R

O

J

E

C

T

Classroom instructions 1. Work in groups. 2. Cut out a piece of cardboard and draw a sign or picture representing one of these classroom instructions: a. Sit down. b. Stand up. c. Silence, please! d. Listen! e. Come to the board. 3. Write the instruction on your poster and stick it on the wall at the back of the classroom. twenty-seven

Unit 1

Self Evaluation

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 IN THIS LESSON YOU WILL:

• read and show comprehension of a brochure describing The English Village. • listen and identify English sounds. • complete dialogues in writing. • practise and produce dialogues to introduce people.

out (✗) the words that are not facilities (Facilities: buildings and services). a. A cafeteria. b. A pool. c. A computer. d. A football field. e. An animal. f. A gym.

4 Now that you know this, take a look at the text. There are 10 cognates. How many can you find and underline in 30 seconds?

5 Look at the text on Page 29. What is it? a. A description. b. An invitation. c. A story.

28

twenty-eight

Reading

12

The English Village

Students The students are from all over Chile. They are here to practise English.

It is located in Santiago. Facilities in the Village: A pool A football field A gym A cafeteria An animal farm A fruit and vegetable garden Cabins Parks

For example: Gonzalo; he is from Iquique. Carolina; she is from Santiago. Macarena; she is from Chillán. Pablo; he is from Coyhaique.

Tutors The tutors are from English-speaking countries. For example: This is Susan Hardy; she is from England. This is Tony Wilson; he is from the USA. This is Grace Brown; she is from Australia.

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. Unit 1

Tutors Countries twenty-nine

29

After reading 8 Read these words from the text and classify them. Singular

9

Plural animal

garden

cabins

gym

cafeteria

parks

countries

pool

facilities

students

farm

tutors

field

village

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 Avril Lavigne from?

Where is Lil’ Chris from?

Where are you from?

He’s from England.

I’m from Chile.

She’s from Canada.

11 Complete, and then practise in pairs. a. A: Where is ______________ from? B: ______________ ’s from ______________. b. A: Where is ______________ ______________?

Nicole Kidman Australia

B: ______________’s ______________ ______________. c. A: Where ______________ ______________ ______________?

Rihanna the USA

B: ______________ ’ ______________ ______________ ______________.

12

Prince William England

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: ______________? B: ______________.

b.

A: ______________? B: ______________.

c.

A: ______________? B: ______________.

Self Evaluation

P

I can complete this sentence with singular and plural words. My school has many and just one

.

Tick according to your performance. YES

MM

NO

Justin Timberlake Lucas Escobar USA Chile

Jim Carrey USA

R

O

J

E

C

T

Famous people 1. In pairs, stick a world map in the centre of a big piece of colour cardboard. 2. Choose famous people from different countries, and stick them all around the map. 3. In pairs, the students match the people to their countries. 4. The students show the poster to the class saying: Student: This is ________________. Class: Where’s he from? Student: He / She’s from ____________. thirty-one

Unit 1

a.

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)

a. ____ The Sports School is in Europe. b. ____ The children do different types of sports. c. ____ The teachers are not good at sports. d. ____ The facilities of the school include two gyms.

2 Circle the words that are facilities. a. gym b. football field c. children d. athletics e. tennis courts f. professional

32

thirty-two

(3 marks)

3 On a separate sheet of paper, write a postcard to a student in Singapore, describing your school. Remember the writing steps. (2 marks)

4 Complete the sentences.

(3 marks)

a. Tony _______ from New York. b. I _______ from Santiago. c. Carolina _______ from Maipú.

5 Copy the correct instruction below the corresponding picture. Open your books. Listen!

(4 marks)

Sit down.

Come to the board.

Speaking

7 In which situations can you introduce a. ___________

b. ___________

yourself? Give an example. The English Village

c. ___________

HELP!

You have not understood an important part of the contents. Study, get some help from a partner or your teacher, revise the unit, and then do the exercises again.

8 to 18 correct answers

FAIR

You have been able to understand an important part of the contents; however, there are still some you need to consolidate. Correct the wrong answers. You can ask for help if you want. Revise the contents. You can do much better!

19 to 22 correct answers

EXCELLENT

d. ___________

Listening 16 Listen to a conversation about a

Spanish Village in England. Fill in the blanks (a – f). (6 marks) A: B: A: B:

Hello. Hi! What’s your name? My name’s Paul and I’m a student at the (a) _______ Village in Newcastle, in England. A: Where are you from? B: I’m from Liverpool. A: Can you describe the Spanish village? B:

You have learnt all or almost all the contents in the unit. Very good! Keep up the good work!

Of course! The village has many (b)__________, such as an animal (c)_____, a (d) _____, and many (e) _____. My favourite place is the (f) _________ room, because I can

chat with my friends in Spanish! A: Thank you very much! B: You’re welcome. Total score: 22 marks

Unit 1

6

0 to 7 correct answers

thirty-three

33

Unit 2

AT HOME

LEARNING OBJECTIVES Reading

You will use different strategies to read and understand • a house description. • a letter describing a family.

You will • describe houses. • talk about jobs. • act out dialogues.

Listening

Writing expression

You will use different strategies to listen and understand texts about • house descriptions. • family connections. • jobs.

34

Oral expression

thirty-four

You will • write and complete short dialogues and paragraphs. • write a brief description of a house. • complete ID cards about family members and occupations.

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

Lesson 2

Unit 2 Lesson 1

What do you know?

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.

iii. Bathroom

d.

iv. Dining room

c. _______________

d. _______________

2 Write the names of these types of houses 2 Fill in the gaps with your family members’ information. a. My mother’s name is

.

b. My father’s name is

.

c. My sister is ______________ years old. d. My cousin is ____________ years old.

below in the pictures. a.

b.

_ I _t

H_ us_ c.

M_ ns _ o _

36

thirty-six

Lesson 4

Lesson 3

FAMILY

1 Match the pictures to the family members. a.

Baby

b.

Sister

c.

Mum

d.

Grandmother

JOBS

1 Complete the dialogue. Hi! I’m _____. I am from Santiago and I am a _____.

Melissa

Hi! I’m_____. I am from Los Angeles and I am a _____.

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

d. __________

Unit 2

c. __________

thirty-seven

37

Lesson 1

ACCOMODATION

Before reading 1 Look at the picture and tick

small window

your favourite room. big window

2 Write the correct room next to the furniture.

IN THIS LESSON YOU WILL:

• locate and identify furniture and places in a house. • show comprehension of short written texts. • complete dialogues, paragraphs and charts with specific information about furniture and places in a house. • produce and reproduce dialogues to share information about furniture and places in a house.

bathroom

bedroom

Furniture

Room

Sofa

Table

Bed

TV

Chair

3 Look at the pictures and circle the names of the places that are similar in Spanish.

kitchen

4 What is the text on the next page about? Guess and tick (✓). a. ____ Houses at the seaside. b. ____ Rooms in a school. c. ____ Cottages at The English Village

terrace dining room

living 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 VILLAGE

Jack Wales

General Coordinator

5 Read the note and check your prediction in Exercise 4. 6 Read the note again, and choose the best map. a.

7 Read the note once more, and circle the objects that are in the map and the text. Then, draw the missing objects. thirty-nine

Unit 2

b.

39

After reading LANGUAGE FORM

There is / there are

1. Notice these examples from the text. There is a living room. / There are three small bedrooms. 2. Which of the sentences is singular and which is plural? What’s the difference? 3. Read the text again and underline all the cases of there is / there are.

8 Complete with there is or there are. Tony:

Hi, Gonzalo. Welcome! This is going to be your cottage during your stay at The English Village. Gonzalo: Hi, Tony. It’s beautiful! Tony: Well, inside ________ five bedrooms. ________ also a bathroom. ________ a big living room with a TV. ________ a small garden with many flowers. Gonzalo: Is there a pool? Tony: Yes, ________ one next to the gym.

9

22 First only listen and then listen and repeat.

a. These words. living-room • dining-room • bedroom • bathroom b. These sentences. This is my house. This is the dining room.

This is my bedroom. This is my bathroom.

This is the living room.

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.

40

forty

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

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. Separate the words to form a sentence.

re The

so isanew faformyfath

P

Self Evaluation I can name three places of the house: __________, __________, __________. I can write a sentence with the structure there is / are ______________________________. Tick according to your performance. YES

MM

erinthelivingroom. R

O

J

E

C

T

My house and my family 1. Cut out a piece of cardboard. 2. Draw a map of your house / flat. 3. Write a description of your house / flat. 4. Add photos of your family and tag them. 5. Display your work in a visible place in your classroom.

NO

Unit 2

13

forty-one

41

Lesson 2

HOUSES IN THIS LESSON YOU WILL:

• listen and show comprehension of instructions. • listen and demonstrate comprehension of conversations about houses. • identify and recognise some colours in English. • identify and repeat English sounds. • write and reproduce a short dialogue about houses.

Before listening 1 Match the names to the pictures. 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. Big 2.

MediumSmall sized

A big house A two - storey house A semi detached house

3.

A small house A flat

3 Answer in your group.

5.

Is your house big, small or medium-sized ? What colour is your house?

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 6

24 Listen and check your prediction in Exercise 5.

7

24 Listen and circle the correct alternative.

Susan

Age of the house

Size

Colour

Susan’s

new / old

small / medium / big

white / grey / green

Tony’s

new / old

small / medium / big

white / grey / green

Tony

8

9

24 Listen again and write the number of rooms.

Bedrooms

Bathrooms

Susan

____

____

Tony

____

____

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? 24 Listen again and draw the map of each house.

Unit 2

10

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: B: A: B: A: B:

Is your house big? Yes, it is / No, it isn’t. Is there a garden in your house? Yes, there is. / No, there isn’t. What colour is your house? 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. b. c. d. e.

44

forty-four

Write the names of different types of houses. Get together with another group. Give one of your cards to a member of the other group. That student must draw the house on a piece of paper. The other members of his / her group guess the type.

Use Exercise 12 as a model and create similar dialogues about these pictures.

N FU This house is new and there’s a very big garden with trees and flowers at the back.

Self Evaluation I can name three places in a house: __________, __________, __________. I can name three objects of my house: __________, __________, __________. Tick according to your performance. MM

YES

P

R

O

J

NO

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.

forty-five

Unit 2

15

45

Lesson 3

FAMILIES IN THIS LESSON YOU WILL:

• read and demonstrate comprehension of a short letter. • identify and recognise family members. • complete a text about your family. • make a family tree.

Before reading 1 Look at the picture and circle the words associated with it. father families children brother small books the USA living-room mother sofa sister

2 Choose and underline the

P

members of a typical family. O EDR father / brother

sister / brother LUIS A

ANTON IA

sister / mother

sister / brother

L 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

5 Read the text and check your prediction in Exercise 3. 6 Tick (✓) the correct alternative. a. The letter is from Lucía to the director

her friends

The English Village

mother

sister

b. Margarita is Lucía’s dog

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). T

F

a. Mary is Tom’s sister.

____

____

b. Mary is Jenny’s mother.

____

____

c. Mary is Richard’s sister.

____

____

d. Mary is Tom’s mother.

____

____

Tom (brother)

father Mary (sister)

mother

Jenny (sister)

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.

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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. _________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________ _________________

_________________

_________________

_________________

P

I can write three cognates. __________, __________, __________. I can write a sentence describing a member of my family. _______________________________. Tick according to your performance. YES

MM

NO

R

O

J

E

C

T

People around me 1. Work in pairs. 2. Find names in English in your class, family, friends, or the T.V. 3. Write a list, specifying who they are (brother, father, friend, etc). 4. Share your information with the class. Unit 2

Self Evaluation

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49

Lesson 4

JOBS

Before listening teacher

1 Look at the picture. Do you doctor

constructor nurse

know these jobs? Does any member of your family have one of these jobs?

2 Match the words and the numbers. Use the colour code. 15 16 17 dentist

18 19 20 30

policewoman

35 40 50

shop assistant

twenty

fifty

seventeen

sixteen

fifteen

nineteen

thirty- five forty

eighteen

3 You will hear some people IN THIS LESSON YOU WILL:

• identify and recognise occupations in English, connecting them to images. • listen and show comprehension of a text about family and occupations. • listen and identify numbers in English. • practise and produce dialogues about occupations.

50

fifty

talking. Guess the type of text and tick (✓). a. A face to face conversation. b. A class. c. A telephone conversation.

Listening 4

30 Listen and check your prediction in Exercise 3.

5

30 Listen to Susan and Tony and write the ages.

a. Susan’s brother Henry is ____ years old. b. Susan’s sister Rita is ____ years old. c. Tony’s brother Peter is ____ years old. d. Tony’s brother George is ____ years old.

6

30 Listen to Susan and circle the correct information.

a. Susan is a future nurse / dentist. b. Her father is a doctor / constructor. c. Her mother is a teacher / doctor. d. Her brother is in medicine / law school. e. Her sister is in primary / secondary school.

7

30 Listen to Tony and complete the sentences with the information in the pictures.

a teacher

a constructor

an engineer

Tony’s father is ____________________, his mother is ____________________, his brother Peter is in secondary school, and his brother George is ____________________. 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

8

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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: AGE:

11

OCCUPATION

AGE:

OCCUPATION

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

NAME:

fifty-two

AGE:

OCCUPATION

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: __________ F: __________ ___________

My sister: __________

Mother: __________

Me: __________

Self Evaluation

N FU

I can answer: My sister is my __________’s daughter.

Uncle: __________

My brother: __________ He’s my brother Tommy; he is in prison, but I am sure he is innocent.

My ideal job is ____________________. Tick according to your performance. MM

YES

P

R

O

J

NO

E

C

T

Unit 2

My family 1. Bring a photograph of your family. 2. Stick it on a piece of colour cardboard. 3. Label the people with name, occupation, age, etc. 4. Show it and introduce the people to your class. 5. Ask and answer questions about the people. 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). (4 marks)

a. ____ Family always love us. b. ____ Some children do not live with a family. c. ____ SENAME gives orphans a home, food, and clothes. d. ____ Orphans have a family.

2 Find at least four cognates in the text and write them down 1. ________ 2. ________ 3. ________ 4. ________

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fifty-four

(4 marks)

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

Listening 34 Listen to the text about a house

description and fill in the missing words.

(6 marks)

Cody: Hello, Jenny! Jenny: Hi, Cody! Is this your (a.) _______? Cody: Yes, it is. Jenny: How many (b.) _______ are there? Cody: There are four bedrooms, (c.) _______ bathrooms, a kitchen, and (d.) _______ pool in the garden.

6 Work in pairs. Roleplay the conversation with the pop star Cody Simpson. Check with your teacher and find your level You have not understood 0 to 11 HELP! an important part of the correct contents. Study, get some answers help from a partner or your teacher, revise the unit, and then do the exercises again. 12 to 19 correct answers

FAIR

20 to 22 correct answers

EXCELLENT

Jenny: Really? Cody: Yes! Here is a (e.) _______. Jenny: It is (f.) _______! Congratulations! Cody: Thank you!

5 Write the name of the type of house below (5 marks)

each picture.

____________

____________

____________

____________

You have been able to understand an important part of the contents; however, there are still some you need to consolidate. Correct the wrong answers. You can ask for help if you want. Revise the contents. You can do much better! You have learnt all or almost all the contents in the unit. Very good! Keep up the good work!

____________

Unit 2

4

Speaking

Total score: 22 marks fifty-five

55

Unit 3 56

FOOD AND HEALTH

LEARNING OBJECTIVES Reading

Oral expression

You will use different strategies to read and understand • a menu. • a magazine article about healthy and junk food.

You will • reproduce dialogues. • practise English sounds.

Listening

Writing expression

You will use different strategies to listen and understand • an interview extract. • a dialogue about food.

You will • write a menu. • write about the benefits of having healthy food and the consequences of having junk food.

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

Lesson 2

Unit 3 Lesson 1

What do you know?

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.

.

c.

.

ii.

a. Cake b. Juice

iii. d.

c. Pizza

.

d. Hamburger

2 What are the names of these dishes?

a.

iv.

.

2 Copy the following days of the week in order.

b.

Friday

.

Thursday

c.

d.

58

fifty-eight

Tuesday Monday

.

.

Wednesday

Sunday

Saturday

1.

. 5.

.

2.

. 6.

.

3.

. 7.

.

4.

.

Lesson 4

Lesson 3 HEALTHY FOOD V/S JUNK FOOD

1 Complete these names. a.

AT THE ENGLISH VILLAGE KIOSK

1 Match the food to the correct group.

b.

__ a __ __ r

B__ __ a __ 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 ________________ b. Sixty

________________

c. Fifty

________________

d. Seventy ________________ Unit 3

Hi, Francisco! I ________ It’s very healthy,and so is yours

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? IN THIS LESSON YOU WILL:

• locate and show comprehension of the information in a menu. • show comprehension of short texts. • produce and reproduce dialogues that talk about food menus. • fill in charts with names of different types of food.

60

sixty

4 Look at the picture on the left again. Try to predict what food is served on different days of the week.

Reading

39

CHICKEN SOUP MIXED SALAD

BEEF AND BAKED POTATOES

BANANA

SPAGHETTI WITH MEAT SAUCE

VEGETABLE SOUP

CELERY AND AVOCADO SALAD

FISH FINGERS AND CHIPS

ROAST ROAST TURKEY CHICKEN AND AND CREAM RICE CORN

MIXED SALAD CHICKEN SOUP

FRUIT SALAD RICE PUDDING BAKED APPLE

PANCAKE

TOMATO SALAD

PIZZA

HAMBURGER AND RICE

KIWI AND ORANGE QUARTERS

ICE CREAM

Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included.

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.

a. B __ __ __ __ a __ __ __ __

c. __ __ u __ __ __ __ l __ d

b. __ __ __e p __ __ __ __ __ __

d. K __ __ __ __ __ __ __ r __ __ __ __

Unit 3

8 Read the menu once more and complete the names of the desserts.

sixty-one

61

After reading 9 Classify the food into the different categories.

banana

beef 

milk

pancakes

avocado

chicken

kiwi

rice

fish

tomatoes

Meat Types

Vegetables

Other

banana

beef

avocado

milk

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? 40 First only listen and then listen and repeat.

a. the days of the week. Monday

•

Tuesday

•

Wednesday

•

Thursday

b. these sentences. There's ice cream for dessert on Sunday. There's broccoli salad on Monday. There are chips on Wednesday.

62

sixty-two

oranges

Fruit

LANGUAGE FORM

10

lettuce

•

Friday

•

Saturday

•

Sunday

11 Choose food from this lesson to create your ideal menu. My ideal weekend menu Saturday

My partner's ideal weekend menu

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). Find eight words from this lesson in the Word Search puzzle. Highlight the words with different colours. F H C H L Q S Z

R A V O C A D O

U M E A T R T J

I B D I M S U K

I can name three days of the week. __________, __________, __________. I can write a sentence about my favourite food. _______________________________. Tick according to your performance. MM

A R F J N L V P

B G G K O A W A P

Self Evaluation

YES

T U E S D A Y N

NO

B E E F P D X I R

F R I D A Y Y S O

J

E

C

T

Our school menu 1. Prepare a three-day menu for your school. 2. Make sure your menu includes healthy food and is balanced. 3. Use colour cardboard and illustrations. 4. Give the cafeteria a name and invent a logo. 5. Display the menu in your class.

sixty-three

Unit 3

14

63

IN THIS LESSON YOU WILL:

• show comprehension of food expressions and collocations. • show comprehension of short aural texts. • produce and reproduce short dialogues about lunch time. • ask for food and make requests.

Lesson 2

LUNCH

Before listening 1 Answer these questions in your group. a. Is there a cafeteria in your school? b. What food do you normally order there?

2 Look at the picture and answer. a. Who are the people in the picture? b. Where are they? c. What is today's menu?

3 What do you think the listening text is going to be about? a. Tutors talking about their favourite food. b. Tutors talking about today's menu. c. Tutors organising the school menu.

4 Tick the group of expressions you think will appear in the conversation. a. I'm starving. I'm not very hungry. Here is your tray. b. Today is Tuesday. A glass of coke, please. I love spaghetti. c. Hamburger and rice. Beef and baked. potatoes, please. Pizza, please.

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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.

ii. fantastic.

iii. great.

b. The dessert looks i. delicious.

7

42 Number the pictures according to the conversation.

MIXED SALAD

a.

8

c.

e.

f.

42 Who said these sentences, Susan (S), Tony (T), or the waitress (W)?

a. I'm starving. b. Here is your tray. c. Here you are: salad, spaghetti and your fruit salad. d. Thank you. e. What is there for lunch today?

______ ______ ______ ______ ______

f. The fruit salad looks delicious. g. I love spaghetti.

______ ______

Unit 3

d.

b.

sixty-five

65

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...? Can I have...? Can I have the menu? Can I have the menu, please?

Any Anything Anything else?

LANGUAGE FORM 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: Ed: Waiter: Ed: Cathy: Waiter: Cathy:

66

sixty-six

Good afternoon! Can I help you? Hello! Can I have a cheese sandwich, please? Sure. Anything to drink? Fruit juice, please. And you, Cathy? I don’t like fruit juice. Can I have the pizza and milk, please? Sure, just a second. Thanks.

Ordering food

12 Form collocations with words from A and B. Write them under the corresponding picture.

___________________. ___________________. ___________________.

13

A

B

fruit

jelly

strawberry

juice

tuna

salad

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. ____________________________. I can order food: Can ____________________, please? Tick according to your performance. YES

MM

NO

R

O

J

E

C

T

My favourite food 1. Find colourful magazine illustrations of food. 2. Draw a weekend menu on a piece of cardboard and make a poster showing your favourite and non-favourite food at the weekend. 3. Make sure you include starters, main courses, and desserts. 4. Display your poster in your classroom. sixty-seven

Unit 3

P

Self Evaluation

67

Lesson 3

HEALTHY FOOD 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.

D

E T C JE

Healthy VED food APPRO

RE

Junk CTED food REJE

IN THIS LESSON YOU WILL:

• show comprehension of a magazine article about healthy food and junk food. • show comprehension of dialogues and short written texts. • complete charts to classify healthy food and junk food.

3 Match the words in A with

their Spanish equivalent in B. A B cavities caries grasas environment medio fats ambiente flavor sabor

4 Underline the cognates in the

VED

O R P P

A

text on the next page.

5 Have a quick look at the text. Predict the type of information you will find. a. Approved and rejected food. b. A list of food and drink. c. Definitions of junk and healthy food.

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. Unit 3

b. Water / Sugar is important in the diet too. c. A healthy diet has / is vitamins and fiber. sixty-nine

69

9 Classify the words. additives

cheeseburger salt

sugar

fats

fibre

vegetables

fruit

nutrients

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. P

Self Evaluation I can say why healthy food is good for me. ____________________________. I can say why it is not good to eat junk food. ____________________________. Tick according to your performance. MM

O

J

E

C

T

Junk v/s healthy 1. Prepare a poster for your school. 2. Divide it into two parts, junk food and healthy food. Represent each part with an interesting illustration. 3. Draw some food and use the vocabulary you learnt in this lesson. 4. Display the poster in your school.

NO

Unit 3

YES

R

seventy-one

71

Lesson 4

AT THE ENGLISH 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 usually buy

IN THIS LESSON YOU WILL:

• show comprehension of an interview extract about a new healthy food kiosk. • show comprehension of short aural texts. • complete charts and dialogues with specific information. • Express prices.

biscuits cakes celery and carrot sticks chocolate crisps dips fresh cheese fresh fruit fruit juice hot-dogs ice cream milk sandwiches soft-drinks sweets yoghurt

3 The following text is going to be about a. a competition. b. a new kiosk. c. food prices.

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seventy-two

Healthy food

Listening 4

48 Listen and check your prediction in Exercise 3.

5

48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick the

food you hear.

6

48 Listen again. Cross out the items that you can't find in the kiosk.

7

48 Listen again and underline the correct option.

a. At the Village kiosk, you can buy healthy / junk food. b. We have nice and delicious fruit / yoghurt. c. We have nice red / green apples. d. We are also selling fresh vegetables / cheese.

8

48 Listen and fill in the blanks with one of these words.

convenient

healthy

normal

products

students

This is not a _____________ kiosk, this is a _____________ food kiosk. We only sell healthy _____________ to our _____________ and the prices are very _____________.

9

48 Listen once more. Draw and colour five items of healthy food and three items of junk food

mentioned.

Junk food

Unit 3

Healthy food

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? B: A glass of orange juice, please. ii. A: What do you want, please? B: A fruit salad, please.

74

seventy-four

iii. A: What would you like? B: A cheese sandwich, please. iv. A: Would you like a yoghurt? B: Yes, please.

11

50 Listen to this model dialogue and then listen and repeat.

A: B: A: B:

12

What do you want, please? I want a yoghurt, please. It's $150. Here you are. Thank you. Now practise the dialogue with your partner. Use the healthy food in the pictures and invent the prices.

What's the best thing to put in a pie?

A fork!

N FU

P

Self Evaluation I can offer food. ____________________________. I can say the price of some food. __________, __________, __________. Tick according to your performance. MM

O

J

E

C

T

A kiosk poster 1. Make a list of your favourite healthy food. 2. Make a list of your favourite junk food. 3. Make a kiosk poster with these categories on a piece of cardboard. 4. Add the real prices in Chilean pesos. 5. Display in your classroom.

NO

Unit 3

YES

R

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)? (5 marks)

a. ____ It is important to eat healthy food. b. ____ We have to eat a lot of salt. c. ____ We must not drink water. d. ____ We must never skip breakfast. e. ____ We only have to eat healthy food in summer.

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Language

2 Circle the words that are fruits. a. orange b. strawberry c. tuna d. apple e. tomato f. potato

(3 marks)

Writing

Speaking

3 Write a restaurant menu that contains junk food and healthy food.

(3 marks)

Menu

Talk to your partner. Work out your score and read about your result. 0 to 5 You have not understood HELP! correct an important part of the answers contents. Study, get some help from a partner or your teacher, revise the unit, and then do the exercises again.

Listening 52 Listen to this dialogue in a restaurant and fill in the blanks. (6 marks)

6 to 12 correct answers

FAIR

13 to 17 correct answers

EXCELLENT

Karen: Hi, ________ I have the menu please? Waiter: Yes, of course. Justin: Wow! They have a special dessert ________ Mondays! Karen: That’s today! Waiter: And today we have diet yoghurt, so it ________ have so much sugar.

You have been able to understand an important part of the contents; however, there are still some you need to consolidate. Correct the wrong answers. You can ask for help if you want. Revise the contents. You can do much better! You have learnt all or almost all the contents in the unit. Very good! Keep up the good work!

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

4

5 Why is it important to have a healthy diet?

Total score: 17 marks seventy-seven

77

Unit 4

NO MATTER THE WEATHER!

LEARNING OBJECTIVES

78

Reading

Oral expression

You will use different strategies to read and understand • blog posts about winter and summer activities. • chat conversations making and declining invitations.

You will • reproduce and produce short dialogues. • practise English sounds.

Listening

Written expression

You will use different strategies to listen and understand • a weather report. • a dialogue about technological resources at the English Village.

You will • complete sentences. • produce short texts.

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?

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79

Lesson 2

Unit 4 Lesson 1

What do you know?

WHAT’S THE WEATHER LIKE?

MY HOLIDAY ACTIVITIES

1 Match the words to the pictures.

1 Make a list of your favourite sports.

a. wind b. snow c. sun

a.

.

b.

.

c.

.

d.

.

2 Match the pictures to the words.

d. rain

a.

tennis court

2 What are the seasons in English? b. a.

.

b.

.

c.

pool

c.

ice rink

. d.

d.

80

eighty

field

.

Lesson 4

Lesson 3

TECHNOLOGY AT HAND

1 Complete the names of the following

I’M SORRY

1 Match the pictures to the words.

elements. a.

b.

a.

b. c __ m p __ t __ __

I__ __ e r __ __ __

c.

c.

SMS (TEXT MSG) Whatsapp MSN

2 Complete the following dialogue. d __ __ s __ t

2 Match the situations to the pictures. a.

Will ______ come to the party?

b.

No, ___ sorry, but I’m ill. Thank ____!

on a train under a ladder

Unit 4

in a car

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 sunny It’s hot It’s snowing

It’s cold IN THIS LESSON YOU WILL:

• listen and show comprehension of a weather report. • show comprehension of short written sentences. • complete dialogues and sentences with specific information. • produce and reproduce dialogues to share information about weather

3 Write the name of the corresponding season. a. _______ It’s very cold, it rains, and it snows. b. _______ Trees and flowers start to grow. c. _______ It’s hot and sunny. People go on holiday. d. _______ It’s cool and cloudy. Leaves fall from the trees. Autumn Winter Spring

Summer

4 What’s the weather like in your city? Draw pictures illustrating the weather for today and for tomorrow.

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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.

Unit 4

e. _____ It is sunny in Bogotá.

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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 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.

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eighty-four

Formation of adjectives

11

12

58 First listen and then listen and repeat.

a weather report

windy

sunny

cloudy

snowy

rainy

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. _______________________________________________________________ P

Self Evaluation I can name three different types of weather. __________, __________, __________. I can ask for information about the weather. What __________ in Punta Arenas at the moment? Tick according to your performance. MM

O

J

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C

T

A weather report 1. Work in pairs and choose five towns or cities in Chile. 2. Find information about the weather in those places at the moment. 3. Make a report chart on a piece of cardboard, using the weather symbols. 4. Present the report to the class. Name of city

Weather

Temperature

NO

Unit 4

YES

R

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85

1

Lesson 2

MY HOLIDAY ACTIVITIES

Before reading 1 What sports are the people in the picture practising? Match the names (a – d) to the pictures (1 – 4). a. ____ bodyboarding b. ____ swimming c. ____ ice skating d. ____ snow boarding 2

3

2 Make a list of four sports you practise in winter and summer. 1.

.

2.

.

3.

.

4.

.

3 Predict what the blogs on Page 87 are about.

a. ____ School. b. ____ Holidays. c. ____ Olympic sports. 4 IN THIS LESSON YOU WILL:

• read and show comprehension of publications about different holiday activities. • show comprehension of short written texts. • produce a blog post with specific information about hobbies and sports. • identify and repeat English sounds.

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eighty-six

Reading

60

Florencia’s blog. 10/01/2013

Jack’s blog. 18/02/2013

Hello, friends at the English Village! I’m in Canada at the moment! Canada is a very cold country in winter. Winter is very long, and there’s a lot of snow. People wear boots, hats, scarves, and jackets when they go out. People can do lots of things in Winter. Some people go skiing or practise snowboarding, and some people go ice-skating. They don’t go swimming, because the water is very cold. Children usually play in the snow and make snowmen.

This is my second post from the north of this amazing country. Chile is a very long country, so the weather is different, depending on where you live. In Arica, the weather is usually warm; it’s generally sunny and people go to the beach to practise surfing and bodyboarding. I am taking swimming lessons! I don’t go running because I don’t have much time, but many people do, and they usually wear T-shirts, shorts, and trainers. I love this city!

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. Unit 4

f. ____ Rodrigo practises summer sports.

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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

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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 FU

P

Self Evaluation I can name the seasons. __________, __________, __________ and __________. I can identify three different sports. __________, __________, __________ Tick according to your performance. YES

MM

NO

R

O

J

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T

My own blog. 1. Work in pairs. 2. Cut a piece of cardboard, and make a big blog note. 3. Write a description of your favourite winter sports. Your partner has to write about his favourite summer sports. 4. Check with your teacher and display your work in your classroom. eighty-nine

Unit 4

I said winter clothes, not summer clothes!

89

Lesson 3

TECHNOLOGY AT HAND IN THIS LESSON YOU WILL:

• listen and demonstrate comprehension of a dialogue about technological resources. • show comprehension of short written texts. • complete dialogues and chat conversations with specific information. • produce and reproduce chat dialogues to stay in touch with other people.

4

Before listening 1 Match the pictures (1 - 9) to their names (a – i). a. _____ chat 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. a. _______________

5

b. _______________ c. _______________

9

d. _______________

3

e. _______________

3 What do you think the conversation will be about? 2

a. Computers. b. Technology. c. Shopping for computers.

90

ninety

7

Listening 4

63 Listen and check your prediction.

5

63 Look at the pictures and tick the names you hear.

John

Jill

6

Pamela

Stevie

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.

4.

d. ___ On the desk. e. ___ In the computer. f. ___ Under the computer.

Unit 4

2.

ninety-one

91

After listening 8

64 First only listen and then listen and repeat.

a.

b.

on the desk

in the computer

under the screen

on the printer

under the keyboard

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, ____________.

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ninety-two

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. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

P

Self Evaluation I can name three objects related to technology. __________, __________and ________. I can indicate the position of things. My pencils are

.

My bag is

.

Tick according to your performance. YES

MM

R

O

J

E

C

T

Our computer room 1. Work in pairs. 2. Make a list of the objects in the computer room of your school. 3. Cut out pictures of the objects from magazines or newspapers, and paste them on a piece of cardboard. 4. Label the objects. 5. Show your poster to your teacher and then display it in your classroom.

NO

Unit 4

10

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.

IN THIS LESSON YOU WILL:

• read and show comprehension of a chat conversation. • listen and show comprehension of apologies and declined invitations. • complete a chat with expressions. • practise and reproduce information from chat windows, to apologise and decline invitations.

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ninety-four

.

.

.

.

.

.

3 Look at the picture and the chat conversation on the next page. What do you think the text is about? a. homework. b. going out. c. an invitation.

Reading

67

Pete: I’m so sorry, but the weather is terrible, it’s cold, it’s raining. I really appreciate the invitation.

Maggie: Hey! My birthday party’s today. Pete: Is it?

Maggie: It’s all right, I understand. Pete: Thanks for your invitation, and I’m very sorry I can’t go.

Maggie: Yeah! Are you coming?

Maggie: Don’t worry, just take care of yourself, OK?

Pete: I would love to, but I have a cold. I’m not sure.

Pete: I will. Enjoy your party!

Maggie: You’re not coming then?

Maggie: Thanks.

4 Read the text and check your prediction in Exercise 3. 5 Read the text again and correct the information. a. Pete is very well.

____________________________________________

b. Maggie says: “I’m sorry”. ____________________________________________

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

6 Read the text again and circle the correct answer.

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! 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

c. I really appreciate...

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

9

Decline .

.

.

.

.

.

69 Listen and practise the following dialogue with your partner, using your own names and

information. Michael: Linda: Michael: Linda:

Hello? Hello, Michael, it’s me, Linda. Hi, Linda! How are you? 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.

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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. Write a short text message inviting a friend to a party.

P

Self Evaluation I can apologise for not going to a party. ___________, but I can’t go, I’m very sick. I can invite my partner to my house. _____________________________. Tick according to your performance. YES

MM

NO

R

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C

T

Invite / Decline notes 1. Work in pairs. 2. Write an invitation note to a dinner party on a blank page. 3. Your partner reads the invitation and writes a decline note. 4. Check with your teacher. 5. Read the notes to the rest of the class. ninety-seven

Unit 4

11

97

FINAL TEST Reading

2 Circle the countries included in the

70

exchange programme.

A holiday abroad!

Do you like travelling when you are on lly holiday? Can you imagine going to tota y? different places from your home countr mme The English Village exchange progra you for Chilean students and tutors offers y for the chance to stay in a foreign countr three weeks. , Participants can go to Australia, Canada es, you Switzerland, or Brazil. In these countri can experience weather that is totally If in different from what you have in Chile. be Chile it is windy and cold in July, it can in one sunny and warm, or rainy and snowy of these countries. nce This programme also gives you the cha and es to meet people from different countri practise different sports, such as snowboarding, surfing, skiing, and windsurfing. ntry, Think about it! You can visit a new cou ing make new friends, and continue practis 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.

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ninety-eight

a. The USA b. Switzerland c. Brazil

(4 marks)

d. Australia e. Canada

Writing

3 Imagine you are taking part in the TEV Exchange Programme. Write an e-mail to a friend and mention the place, the weather, your new friends, and your activities. (6 marks)

E-mail Write an e-mail to a friend and mention: • The place. • The weather. • Your news friends. • Your activities.

E-mail

Anne:

Language

4 Complete the following sentences. (4 marks)

a. The weather in Santiago is ___________ and ______________. b. I’m ______________, but I can’t go. c. The mouse is __________ the desk.

5 Write the names of the following objects. (4 marks)

____________, I think I can’t. All my final exams are next week and I have to _______. Georgina: Oh, I’m _______to hear that. Anne: Hey, when the ___________ are over, we can organise something here in my house. Georgina: Good idea. Talk to you next _______ then, and good luck with your ____________. Anne: ____________ a lot! Bye for now. Total score: 28 marks

Speaking

7 What’s the importance of technology in your life? Talk to your partner.

_____________

_____________

_____________

Listening

6

Work out your score and read about your result. You have not understood 0 to 9 HELP! an important part of the correct contents. Study, get some answers help from a partner or your teacher, revise the unit, and then do the exercises again. 10 to 19 correct answers

FAIR

20 to 28 correct answers

EXCELLENT

71 Listen to a telephone conversation. Fill in the blanks. (6 marks, ½ each blank)

Anne:

Hello, Georgina. It’s Anne ____________. Georgina: ____________, Anne! Anne: Listen, thank you very much for the____________ to your ____________. Georgina: It’s OK. Are you _______ then?

You have been able to understand an important part of the contents; however, there are still some you need to consolidate. Correct the wrong answers. You can ask for help if you want. Revise the contents. You can do much better! You have learnt all or almost all the contents in the unit. Very good! Keep up the good work!

xxxxxxxxxxx ninety-nine

Unit 43

_____________

99

Unit 5

NATURE

oak tree

LEARNING OBJECTIVES Reading

Oral expression

You will use different strategies to read and understand • a magazine article. • a legend.

You will • produce and reproduce dialogues about the natural world. • practise English sounds.

Listening

Written expression

You will use different strategies to listen and understand • instructions to make a garden. • an interview about pets.

You will • complete sentences. • 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

Lesson 2

Unit 5 Lesson 1

What do you know?

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. a.

c.

English and / or in Spanish b.

d.

a.

.

b.

.

c.

.

d.

.

2 Write the corresponding names below the pictures (a – d). seeds compost

2 Match the pictures to the names of

weeds watering can

the plants. a.

b.

Araucaria

a.

b.

c.

d.

Cactus

c.

Palm tree Weeping willow

d.

102

one hundred and two

Lesson 4

Lesson 3

NATIONAL FLOWERS

1 Complete the name of the countries below the flags. a.

OUR PETS

1 Match the pictures to the words. a.

b.

b.

c.

dog

__ n g __ __ nd

I __ e l __ __ d

c.

d.

cat

d. S c __ __ __ a n __

2 Paint the colours.

horse

W __ __ e __

cow sheep

e.

a. Black b. Blue

2 Describe your ideal pet.

c. Brown d. Green e. Red

Unit 5

f. Yellow

one hundred and three

103

Lesson 1

PLANTS AND TREES IN THIS LESSON YOU WILL:

Before reading

• read and show comprehension of a magazine article about nature. • show comprehension of short written texts. • complete dialogues, charts and sentences with specific information about planting seeds and taking care of nature. • produce and reproduce dialogues about gardening.

1 Read the following actions. Match them to the pictures. a. ____ Water the plants. b. ____ Fertilise flowers and plants. c. ____ Plant seeds. d. ____ Water the trees.

1

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:

2

4

a.

I have to water the flowers.

b.

I have to water trees and plants.

c.

I have to look after the garden.

d.

I have to sweep dry leaves.

4 Take a look at the text on the next page. What do you think it is about? Guess!

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.

5 Read the text and check your prediction in Exercise 4. 6 Read the text again. Are these sentences true (T) or false (F)? a. ____ Trees, plants and flowers transform carbon dioxide into oxygen. b. ____ We can make compost with fruit. c. ____ People have to enjoy nature and take care of it.

7 Read the text again and complete the sentences with words from the box. nature

oxygen

trees, plants and flowers

a. Trees and plants produce

.

b. Humans have to plant

.

c. We have to take care of

.

8 Choose one of these titles for the article you just read. Write it on the blank line at the top of a. Water your plants and trees

b. The importance of nature

c. Fertilise your plants and flowers

one hundred and five

Unit 5

the article.

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 I can study English I like plants I want a coke We can plant flowers

B a sandwich. French. I water them every day. 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 c. That

11

in my garden. is dry. I have to water it.

78 First only listen, then listen and repeat.

a. These words. • late • mate • nature • rate • take b. These sentences. Nature is important. Nature is an important part of our lives.

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one hundred and six

12

79 Listen to the dialogue. Then practise and role play it with your partner.

Amanda: Barry: Amanda: Barry: Amanda: Barry: Amanda: Barry:

Do you like flowers? Yes I do; trees and plants too. Do you have a garden? Yes, I do. Do you water your garden or do you use a sprinkler? I don’t water the garden, but my mum has a sprinkler. Do you or your mum take care of the garden? 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 dry.

The b. love / flowers / I / red

flowers.

I

14 I CAN CONNECT IDEAS Write three sentences in your notebook, using a connector.

N FU

Hello, honey.

P

Self Evaluation I can name three things in a garden. _________, _________and __________. I can name two connectors. 1. __________ 2. __________ Tick according to your performance. YES

MM

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An experiment Materials a big glass a bean seed a piece of cotton a stick a flag Instructions 1. Put the piece of cotton in the glass. 2. Put the bean on the cotton. 3. Water it everyday. 4. Place a long stick with the name of the seed. 5. Draw the result.

NO

Day 7

Day 14

Day 21 one hundred and seven

Unit 5

What did the bee say to the flower?

R

107

IN THIS LESSON YOU WILL:

Lesson 2

STARTING A GARDEN

Before listening

• listen and show comprehension of instructions to start a garden. • identify names of herbs in English. • recognise cognates. • identify numbers. • produce and reproduce a dialogue about gardens. • Identify and repeat English sounds.

1 Answer these questions in pairs. a. Is there a garden in your school? b. What plants does this garden have?

2 Number these actions in the

preparing the ground

picture, predicting the sequence to make a garden. Water the plants. removing the ground

adding compost

Remove the weeds. Add compost. Prepare the ground. Plant the seeds. Cultivate the herbs.

basil

3 Which of these are cooking herbs? Find their Spanish equivalent. Basil

Carnation

Mint parsley

planting the seeds

Parsley

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

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Listening 5

80 Listen and check your predictions in Exercises 2, 3 and 4.

6

80 Listen and tick the herbs mentioned.

7

a.

Oregano

e.

Mint

b.

Basil

f.

Pepper

c.

Parsley

g.

Rosemary

d.

Chives

h.

Thyme

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

80 Listen and circle the best alternative to complete the sentences.

a. You have to i. move

the garden everyday. ii. fertilise

iii. water

b. The herbs are ready in about i. 9

9

herbs.

ii. 10

days. iii. 12

80 Listen and number the pictures in the correct order.

prepare the ground

add compost

remove weeds

water the seeds

plant the seeds

one hundred and nine

Unit 5

8

and

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 :

110

Yes! Well done!

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) c. To get

by 5.

, 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. I can name the first two steps to start a garden. 1. 2. Tick according to your performance. YES

MM

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A display of herbs 1. Work in groups of four. 2. Prepare a poster with different herbs. 3. Stick photos, illustrations or leaves of the herbs. 4. Classify them according to size (big, medium, small), colour (dark green, grey, light green), and characteristics of the leaves (long, round, thin, fat).

one hundred and eleven

Unit 5

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Self Evaluation

111

Lesson 3

NATIONAL FLOWERS

Before reading 1 Look at the flowers next to the IN THIS LESSON YOU WILL:

• read and show comprehension of a legend about a Chilean bush. • show comprehension of short written texts. • complete charts with specific information. • produce and reproduce dialogues about different flowers.

map of the UK. Do you know the names of those flowers in Spanish? If so, write them down. If not, find out.

2 What is Chile's national flower? a. The carnation. b. The copihue. c. The rose.

3 Write the names of the countries in the map and try to guess the national flowers.

4 Do you know any stories about flowers and plants? Ask your partner.

5 Predict the topic of the text. a. A national flower. b. Geography. c. History.

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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.

6 Read the text and check your prediction in Exercise 5. 7 Read the text again. Are these statements true (T) or false (F)? a.

The calafate flower exists all year round.

b.

The woman made her own clothes.

c.

Koonex was a bird.

8 Read the text once more. Then, look at the illustration and answer these questions with your partner.

a. What happened to Koonex in the end? b. Do you like this legend? Why? Why not?

a.

Koonex turns into a bush.

c.

There are always birds around the calafate.

b.

The tribe moves away.

d.

The bird says they need food and shelter. one hundred and thirteen

Unit 5

9 Read the text once more and number these sentences in the order the events happen.

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

a.

black

yellow

e.

c. b.

brown

d.

green

g. f.

13 Draw and colour the flowers. a. A yellow and red rose.

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one hundred and fourteen

b. A red copihue with green leaves.

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. Where is Chile? It’s in South America. What is the national flower there? The copihue. I don’t understand why they don’t like me. I only play my pipes day and night.

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Self Evaluation I can write a sentence using a verb in the Simple Present tense. . I can write a sentence including a verb, colours and numbers. Tick according to your performance. YES

MM

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Country fact file 1. Work in pairs. 2. Find information about another country. 3. Make a poster showing the country’s name, language, location, and national flower. 4. Draw the country’s flower, its flag, and its coat of arms. Unit 5

Eleanor: Farrell: Eleanor: Farrell:

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115

Lesson 4

OUR PETS

Before listening 1 Look at the animals and their names in the picture. Repeat the names after your teacher.

sheep

2 Do you have a pet? Complete

cows

this factfile about it. Name: Age:

horses

Colour: Favourite toy (✓)

IN THIS LESSON YOU WILL:

rooster

• listen and show comprehension of an interview about pets. • listen and show comprehension of information about animals and pets. • complete texts and charts with specific information. • practice and reproduce dialogues about animals and pets. hen

ball

soft toy

plastic toy

carrot

bone

other

3 Circle the animals that you think are mentioned in the listening text. cat

chicks

dogs

a. dog

b. horse

c. sheep

d. cow

e. cat

f. rabbit

rabbits

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one hundred and sixteen

Listening 4

86 Listen and check your prediction in Exercise 3.

5

86 Listen again and write the colour of the animal. Choose the colours from the box below.

black and white

brown

a. Cat:

c. Rabbit:

b. Horse:

d. Dog:

6

7

white

black

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

86 Listen and complete the chart.

Pet

Pet’s name

Pet’s age

Mark Tim Sharon 86 Listen once more and fill in the blanks in these sentences.

a. People in b. Her favourite

love and is a

animals. carrot.

Unit 5

8

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

horse

Domestic animals cat rabbit

10 Complete the names of these two unusual pets with the letters provided.

11

a. i

u

b. s

i

n a g

a

r e p d

87 First only listen and then listen and repeat.

a. These words. • get • let • met • pet • set b. These sentences. My pet's a dog.

12

Her pet's a cat.

His pet's a rabbit.

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

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one hundred and eighteen

LANGUAGE FORM

Possesive adjectives

1. Read these examples from the text. Circle the correct option. Tim is playing with his dog. Sharon is playing with her cat. 2. Circle the correct option. a. We use his for masculine / feminine. b. We use her for masculine / feminine. 3. Read these other examples. Ryan likes your dog. I love my cat. 4. Answer these questions. a. Which sentence in Point 3 is referring to my possession? b. Which sentence in Point 3 is referring to someone else’s possession?

LANGUAGE FORM

Demonstrative adjectives

1. Read these examples from the dialogue in Exercise 12. Yes, I do. It’s a dog, too. And that is his toy. Look! This is his kennel. 2. Circle the correct option. We use this to refer to an item which is near / far. We use that to refer to an item which is near / far. 3. Go to the library or use the Internet to find out: We use ____ to refer to more than one item which is near. We use ____ to refer to more than one item which is far.

14 Write about your pet (real or imaginary). My pet is a He / She is

15

. His / her name is . He / she is (colour). This / that is his / her favourite toy, it’s a is his / her kennel.

Find the names of five more animals. Use the chart in Exercise 9 to classify them.

years old. , and

N FU

Look! The cat's caught a mouse!

Self Evaluation

Tick according to your performance. YES

MM

NO

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Unusual pets 1. In pairs, get information about two unusual pets. 2. Make a poster with information and pictures of the animals. 3. Present the poster to the class. one hundred and nineteen

Unit 5

I can name three different animals. _________, ________, and __________. I can write a sentence describing my pet. _____________________________.

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 e for Kids. It is a place where you can lea ous enh Gre ra’s ber Can of e cas the is t 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 ldren can plant seeds, water plants, and Chi ! nts pla ut abo all w kno re the ers The garden s. y can even cut and trim plants and tree The t. pos com h wit und gro the e par pre and plants that you can find here. These are some of the beautiful flowers willow • Drumstick tree • Weeping • Wattle • Patterson’s curse flower where you can learn how to care for ce pla a is re the ber em rem ra, ber Can When you come to e time! the environment and play at the sam

1 Write true (T) or false (F).

(4 marks)

a. ___ Gardeners here do not know much about plants. b. ___ In the greenhouse, you can’t learn about plants. c. ___ Children can touch plants, water them, and plant them. d. ___ Canberra’s greenhouse is for children.

2 Circle the words that are related to taking care of plants. a. trim b. step c. compost

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one hundred and twenty

(3 marks)

d. water e. burn f. fertilise

3 Complete the sentences with the demonstratives this / that, or the connectors and / or. (3 marks) a. b. Water regularly.

is my pet. His name is Rex. trim your plants

c. We must take care of our environment it will disappear.

4 Write the names of the actions below the pictures.

(4 marks)

Nina: Well, a little bit. They have feelings, you know? You must take ________ of them, or they can get depressed and die. You have to talk to them, ________ them every day, and keep them near a window. Josh: It sounds difficult!

a.

Nina: Not really, and this one’s so pretty! I love nature and ________.

b.

Toral score: 22 marks.

Speaking

6 Why is it important to take care of the environment? Talk to your partner. d.

Listening

5

90 Listen to the dialogue and fill in

the blanks.

(8 marks)

Nina: Hello Josh, ________! Welcome to my home; come in! Josh: Thanks, Nina. It’s good to see you.

Work out your score and read about your result. You have not understood 0 to 9 HELP! an important part of the correct contents. Study, get some answers help from a partner or your teacher, revise the unit, and then do the exercises again. 10 to 18 correct answers

FAIR

19 to 22 correct answers

EXCELLENT

Nina: Have a seat, ________. Would you like a glass of ________? Josh: Sure, thanks! Hey, Nina, is that a Bonsai ________? Nina: Oh! Yes. My ________ gave it to me. Josh: It’s beautiful! Does it need special care?

You have been able to understand an important part of the contents; however, there are still some you need to consolidate. Correct the wrong answers. You can ask for help if you want. Revise the contents. You can do much better! You have learnt all or almost all the contents in the unit. Very good! Keep up the good work! Unit 53

c.

one hundred and xxxxxxxxxxx twenty-one

121

ANSWER KEY KEY ANSWER Unit 1

What do you know? Lesson 1 1. mall, football, mouse, heavy, modem, delivery, etc. 2. a. English. b. English. c. Spanish. d. English. Lesson 2 1. 1. b. 2. d. 3. a. 4. c. 2. one, two, three, four, five, six, seven, eight, nine, ten. Lesson 3 1. playground, classroom, cafeteria, computer lab. 2. Hi, I’m Gonzalo, I’m from Chile, I’m in fifth grade. 3. Hi! I’m Macarena, I’m from Chillán, I’m also in fifth grade. Lesson 4 1. Autos – Four. CDs – One. Bicicletas – Two. Pelotas – Three. 2. Where are you from? / I’m from Santiago de Chile. Lesson 1 Before listening 1. a. 2 b. 5 c. 4 d. 3 e. 6 f. 7 g. 1 3. b. People at the English Village. Listening 5. Tick en todos los personajes. 6. Speaker 1: Tony. Speaker 2: Susan. Speaker 3: Gonzalo. Speaker 4: Macarena. 7. a. City: Iquique b. Name: Macarena Henríquez, City: Chillán c. Name: Tony Wilson, City: New York d. Name: Susan Hardy, City: London After listening 10. a. Pablo’ s from Coyhaique. b. Carolina’ s in fifth grade. 12. 1. d. 2. e. 3. b. 4. a. 5. c. Lesson 2 Before reading 3. cafeteria, computer lab, director, office. Reading 7. a. T. b. F. (The competition is in Santiago) c. F. (Carolina is in fifth grade) d. T. 8. Type of text: e-mail / mail / correo. From: Carolina González. To: The English Village. 9. c. participate in the competition.

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one hundred and twenty-two

After reading 11. 1 one. 2 two. 3 three. 4 four. 5 five. 6 six. 7 seven. 8 eight. 9 nine. 10 ten. 11 eleven. 12 twelve. 13 thirteen. 14 fourteen. Lesson 3 Before listening 2. close – cierre. Open – abra. Read – lea. Sit down – siéntese. Stand up – párese. 3. 3, 5, 1, 4, 2, 6 4. Sit down, make your bed, open the door, come in stop, etc. Listening 6. Picture 1 - e. Open your books on page 10. Picture 2 - a. Close your books. Picture 3 - f. Read the instructions. Picture 4 - d. Listen. Picture 5 - c. Can I come in? Picture 6 - j. Close the door. Picture 7 - h. Sit down. Picture 8 - g. Silence, please. Picture 9 - b. Come to the board. Picture 10 - i. Stand up. After listening 2. Se puede hacer más formal agregando la palabra Please. 9. a. 4. b. 2. c. 1. d. 3. 10. a. 5. b. 8. c. 7. d. 1. e. 3. f. 9. g. 2. h. 4. i. 6. 12. a. Silence, please, Mario. b. That’s all. Close your books. c. Come to the board please, Cristóbal. d. Sit down and open your books. 15. a. make your bed. b. sit down, please! c. stop the noise. d. close the window, please. e. do your homework. f. come to the board, please? 16. Picture 1: a, c, d, h. Picture 2: a, b, e, f, g. Lesson 4 Before reading 1. Tutors: Tony Wilson, Susan Hardy. Students: Gonzalo, Carolina, Pablo y Macarena. 2. a cafeteria, accommodation, a fruit and vegetable garden, a pool, a football field. 3. Facilities: a cafeteria, a pool, a football field, a gym. Other: a computer, an animal. 4. located, gym, fruit, vegetable, animal, park, students, practise, for example, tutors.

Reading 6. a. 7. a. The English Village Location: Santiago, Chile. Facilities: a gym, a pool, an animal farm, a vegetable garden, a cafeteria. b. Students: Gonzalo, Carolina, Macarena, Pablo. Countries: Chile. Cities: Iquique, Santiago, Chillán, Coyhaique. c. Tutors: Grace Brown, Susan Hardy, Tony Wilson. Countries: Australia, England, the USA. After reading 8. Singular: animal, cafeteria, farm, field, garden, gym, pool, vegetable. Plural: cabins, countries, facilities, parks, students, tutors. 11. a. Where is Nicole Kidman from? She’s from Australia. b. Where is Rihanna from? She’s from the USA. c. Where is Prince William from? He’s from England. 12. a. Where is Jim Carrey from? He’s from the USA. b. Where is Justin Timberlake from? He’s from the USA. c. Where is Lucas Escobar from? She’s from Chile. Fun, fun, fun 2. i. Speak ii. Listen iii. Silence iv. Read v. Close the box vi. Open the box vii. Stand up viii. Sit down ix. Stop. 3. 1 + 2 = 3 (One plus two is three), 3 + 2 = 5 (three plus two is five), 5 - 1 = 4 (five minus one is four), 4 x 2 = 8 (two times four is eight), 8 + 2 = 10 (eight plus two is ten), 10 : 2 = 5 (ten divided by two is five), 5 + 4 = 9 (five plus four is nine), 9 + 5 = 14 (nine plus five is fourteen). Final Test 1. a. F. b. T. c. F. d. F. 2. a, b, e. 4. a. is. b. am. c. is. 5. a. Listen! b. Sit down! c. Come to the board! d. Open your books. 6. a. Spanish. b. facilities. c. farm. d. pool. e. parks. f. computer.

Unit 2

What do you know? Lesson 1 1. a. iii. (Bathroom) b. iv. (Dining room) c. ii. (Bedroom) d. i. (Living room) Lesson 2 2. flat – house – mansion. Lesson 3 1.

Mum.

baby.

Grandmother.

sister.

2. a. grandfather. b. brother. c. sister. d. father. Lesson 4 1. policewoman. 2. teacher:

, doctor:

, nurse:

police man: Lesson 1 Before reading 2. sofá – living room Table – dining room Bed – bedroom Tv – living room / bedroom Chair – dining room. 3. terrace, living room. 4. Cottages at the English Village. Reading 5. at the English Village. 6. a. 7. TV/DVD set, sillas, cama y mesa de comedor. After reading 8. there are - there is - there is - there is - there is. 13. There is a new sofa for my father in the living room. Lesson 2 Before listening 1. 1. A big house. 2. A two-storey house. 3. A semidetached house. 4. A small house. 5. A flat. 2. big, medium-sized, small, small and small. 4. Green, yellow, red, purple, White, etcétera. 5. a. Listening 7. Susan: new / medium / white and grey. Tony: old / big / white and grey.

8. Susan: 3 bedrooms / 1 bathroom. Tony: 5 bedrooms / 4 bathrooms. 9. Susan: a / c. Tony: b. After listening 12. No, it isn’t / Yes, there is / It’s green. Lesson 3 Before reading 1. father, families, children, brother, mother, sister. 2. Pedro – father. Antonia – mother. Luisa – Sister. José Miguel – brother. 3. b. Reading 5. b. 6. a. The English Village. b. sister. After reading 9. a. T. b. F. c.T. d. F. Lesson 4 Before listening 2. fifteen, sixteen, seventeen, eighteen, nineteen, twenty, thirty, thirty-five, forty, and fifty. 3. a. Listening 5. a. 19. b. 16. c. 17. d. 25. 6. a. dentist. b. constructor. c. teacher. d. law school. e. secondary school. 7. a constructor / a teacher / an engineer 8. a. 3. b. 2. c. 6. d. 1. e. 4 . f. 5. Final Test 1. a. T. b. T. c. T. d. F. 2. Family, abandoned, centres, government 4. house, rooms, two, a, photo, beautiful. 5. Detached house, flat, semi-detached houses, big house, small house. Unit 3

What do you know? Lesson 1 2. a. spaghetti. b. salad. c. ice cream. d. beef. Lesson 2 1. hamburguesa: hamburger, jugo: juice, cake: pastel, pizza: pizza. 2. 1. Monday. 2. Tuesday. 3.Wednesday. 4.Thursday. 5. Friday. 6. Saturday. 7. Sunday. Lesson 3 1. a. bread. b. water. c. vitamins. d. sugar.

Lesson 4 1. healthy food: yogurt – milk . junk food: soft drink – hot dog. 2. eighty – 80. sixty – 60. fifty – 50. seventy – 70 Lesson 1 Before reading 3. fruit, hamburger, salad, soup, pancake, pizza, tomato, vegetables. Reading 5. mixed salad 6. Pizza – Saturday. Roast chicken and rice – Thursday. Beef and baked potato – Monday. 7. a. Roast chicken and rice. b. Friday. c. On four (4) days. d. Milk or fruit juice. 8. a. baked apple. b. Rice pudding c. Fruit salad d. Kiwi and orange After reading 9. Fruit banana, orange, kiwi. Meat types: beef, chicken, fish. Vegetables: avocado, lettuce, tomatoes. Other: milk, pancake, rice. 14. Horizontales: fruit, hamburger, salad. Verticales: avocado, meat, beef, Friday, Tuesday. Lesson 2 Before listening 2. a. The tutors, Susan and Tony. b. At the cafeteria. c. Celery and avocado salad, spaghetti, and fruit salad. Listening 5. 3. B. 4. I’m starving – here is your tray – I love spaghetti – I’m not very hungry. 6. a.iii. b. i. 7. a. 2 – b. 3 – c. 1 – d. 5 – e. 6 – f. 4 8. a. Tony: I’m starving. b. Susan: Here is your tray. c. Waitress: Here you are: salad, spaghetti and your fruit salad. d. Tony: Thank you. e. Tony: What is there for lunch today? f. Susan: The fruit salad looks delicious. g. Tony: I love spaghetti. 9. Please – 1 vez. Thank you – 3 veces After listening 12. strawberry jelly / fruit juice / tuna salad.

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Lesson 3 Before reading 2. Junk food: hot dogs, hamburger, chips. Healthy food: fresh cheese, milk, yoghurt, fruit, cakes. 3. cavities – caries environment – medio ambiente Fats – grasas Flavour – sabor. 4. diabetes, fiber, nutritional, problems, proteins, obesity, vitamins. Reading 6. c. 7. a. fibres, nutrients, vitamins, water. b. dental problems, diabetes, heart problems, weight problems (obesity). 8. a. maintains. b. water. c. has. After reading 9. Junk: additives, fats, cheese burger, salt, sugar. Healthy: fibre, fruit, nutrients, vegetables, vitamins. 12. a. A chocolate bar doesn’t require preparation. b. Fruit has vitamins and fibres (or fibres and vitamins) c. Michelle doesn’t eat junk food. d. Milk contains nutrients. 13. sugar, salt, additives, poor nutritional value, food. Lesson 4 Before listening 1. a. People from TEV / tutors and students. b. TEV Director / TEV principal. c. At the English Village kiosk. d. Buying food. 2. c. Healthy food: celery and carrot sticks, dips, fresh cheese, fresh fruit, fruit juice, ice cream, milk, sandwiches y yoghurt. Listening 4. b. 5. Vegetables and dips / delicious fruit, red apples, fruit juice, yoghurt, fresh cheese, chocolates, hot-dogs, hamburgers. 6. Chocolates, hot-dogs, hamburgers. 7. a. at the village kiosk you can buy healthy food. b. we have nice and delicious fruit. c. we have nice red apples. d we are also selling fresh cheese. 8. normal / healthy / products / students / convenient. Final Test 1. a. T. b. F. c. F. d. T. e. F. 2. a, d, e. 4. can, on, doesn’t, want, do, like.

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Unit 4

What do you know? Lesson 1 1. c. – d. – a. – b. 2. a. Autumn. b. Summer. c. Winter. d. Spring. Lesson 2 2. a. field b. ice rink c.tennis court d. pool Lesson 3 1. computer – Internet – dvd set. Lesson 4 2. you – I’m – you. Lesson 1 Before listening 1. rainy, sunny, windy, cloudy and snowy. 2.

hot. snowy.

cloudy. sunny.

cold.

3. a. winter. b. spring. c. summer. d. autumn. Listening 5. Santiago, Buenos Aires, Montevideo: rainy. Lima: hot. Bogotá: cloudy 6. Santiago 15º C. Buenos Aires 12º. Montevideo 13º. Asunción 21º. Lima 22º. Bogotá 20º y Sao Paulo 16º. 7. a. ✗ b. ✗ c. ✓ d. ✓ e. ✗ 8. Hottest: Lima. Coldest: Buenos Aires. After listening 9. sunny, cold, hot, windy, cloudy and wet. 12. Hi, Linda – weather – warm– sunny – cold – warm – weather – Love – too – dear. Lesson 2 Before reading 1. a. 1. b. 3. c. 2 d. 4 Reading 4. b 5. a. – F. b. – T. c. – F. d. – F. e. – T. f. – F. 6. Winter sports: skiing, ice-skating, snowboarding. Summer sports: bodyboarding, swimming, surfing. After reading Language Form 8. I don’t like running in the snow. I love eating chocolates in the winter. I don’t like swimming in the summer. In winter, I love playing basketball.

Lesson 3 Before listening 1. a. 4. b. 8. c. 6. d. 1. e. 5. f. 9. g. 3. h. 7. i. 2. 3. b. Listening 4. b. 5. Stevie y Jill. 6. CDs, DVDs, computers, webcams, screens. 7. 1. d. 2. a. 3. c. 4. b. After listening 9. picture/is/on/webcam/in/can/we/Internet/bye. Lesson 4 Before reading 3. b. Reading 4. b. 5. a. Pete’s sick. b. Pete says “I’m sorry”. 6. a. Maggie. b. raining. c. Pete. After reading 8. Decline invitations: I would love to but... , I’m not sure... , I am so sorry but... Invite: Are you coming?, can you come?, would you like to come? Language form 3. to show gratitude, to apologise. 10. how are you? / (nombre de alguna persona) / Hi - hello / are / i’m / the party / so - very / can’t go / sorry. Final Test 1. a. F. b. T. c. F. d. T. 2. b., c., d., e. 4. a. pueden variar. b. sorry. c. on. 5. webcam, screen, keyboard, CDs. 6. here, hi, invitation, party, coming, sorry, study, sorry, exams, week, exams, thanks.

Unit 5

What do you know? Lesson 1 1. a. rose, b. daisy, c. sunflower, d. tulip. 2. a. weeping willow. b. araucaria. c. cactus. d. palm tree. Lesson 2 2. a. compost. b. seeds. c. watering. d. weeds. Lesson 3 1. Ireland, England, Scotland, Wales. 2. a. black: negro. b. blue: azul. c. brown: café. d. green: verde. e. red: rojo. f. yellow: amarillo. Lesson 4 1. a. Vaca: cow. b. Caballo: horse. c. Perro: dog. d. Oveja: sheep. e. Gato: cat. Lesson 1 Before reading 1. a. 4. b. 3. c. 2. d. 1. Reading 6. a. T. b. F. c. T. 7. a. oxygen. b. trees, plants and flowers. c. nature. 8. b. After reading Language Form 9. I can study English and / or French. I like plants and I water them everyday. I want a coke and a sandwich. We can plant flowers or trees, it’s your choice. 10. a. flowers. b. trees. c. plant. 13. a. The plants in my garden are dry. b. I love red flowers.

Lesson 2 Before listening 3. basil (albahaca) – para cocinar. carnations (claveles), geraniums (cardenales). mint (menta) – para cocinar. parsley (perejil) – para cocinar. roses (rosas). Listening 5. 2 – 1. prepare the ground. 2. remove the weeds. 3. add compost. 4. plant the seeds. 5. water the plants. 6. cultivate the herbs. 3 – Basil, mint, parsley – para cocinar 4 – b. a herb garden 6. b. basil c. parsley e. mint 7. Cooking – medicinal 8. iii water b. ii 10 days 9. 1. prepare the ground. 2. remove the weeds. 3. add compost. 4. plant the seeds. 5. water the seeds. After listening 13. a. 80. b. 10. c. 30. d. 10. Lesson 3 Before reading 1. copihue: copihue , calafate: calafate, rosa: rose, trébol: shamrock, cardo: thistle, narciso: daffodil. 2. b. 3. Chile: rojo Scotland: naranjo Ireland: verde England: morado Wales: rosado 5. a. Reading 6. a. 7. a. true. b. false. c. false.

9. a. 3 – b. 1 – c. 4 – d. 2. After reading 10. CHILE: South America – copihue – Spanish. ENGLAND: Europe – the rose – English. 12. a. black: negro. b. brown: café. c. red: rojo. d. blue: azul. e. white: blanco. f. green: verde. g. yellow: amarillo. Lesson 4 Listening 4. dog, horse, rabbit. 5. horse: black and white. rabbit: white. dog: brown. 6. a. – d. – f. 7. Mark: dog – Simon – 6. Tim: horse – Blue – 3. Sharon: rabbit – Bunny – 1. 8. a. England, protect. b. toy, plastic. After listening 9. Big farm animals: cow, horse, sheep. Small farm animals: rabbit, cockerel, hen (chicken). Domestic animals: dog, cat, rabbit. 10. a. iguana. b. spider. Final Test 1. a. F. b. F. c. T. d. T. 2. a., c., d., f. 3. a. this. b. and. c. or. 4. a. water the plants. b. fertilise. c. plant the seeds. d. remove the ground. 5. How are you, please, juice, tree, mum, care, water, plants.

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WEBSITES Unit 1 • Video: The school http://learnenglishkids.britishcouncil.org/es/kids-talk/ owen-talks-about-school • Práctica de vocabulario: Countries http://kidseslgames.com/vocabulary%20games/ Countries%20&%20Nationalities/countriesandnationalities. html • Juego interactivo: The classroom http://www.sesamestreet.org/games#media/ game_4ab931f6-14e5-11dd-83fd-1ff2199def8e • Práctica gramatical: Verbo To be http://learnenglishkids.britishcouncil.org/es/node/14084 Unit 2 • Práctica de vocabulario: The family http://www.anglomaniacy.pl/familyQuiz.htm Actions: http://www.manythings.org/lulu/j1.html • Juegos interactivos Possessive ‘s http://www.vocabulary.co.il/english-language-games/ primary-possessive-nouns-memory-match/ The house http://www.anglomaniacy.pl/furnitureMatching.htm http://kidseslgames.com/vocabulary%20games/Household/ Furniture%20and%20Prepositions%20of%20Place.html • Práctica gramatical: There is, there are http://www.anglomaniacy.pl/grammarHelpers28.htm

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Unit 3 • Video: Food http://learnenglishkids.britishcouncil.org/es/kids-talk/ john-talks-about-food • Práctica de vocabulario: Days of the week http://kidseslgames.com/vocabulary%20games/Days%20 of%20the%20Week/daysoftheweekandordinalnumbers. html Food http://www.anglomaniacy.pl/foodHangman.htm Unit 4 • Juego interactivo: The weather http://learnenglishkids.britishcouncil.org/es/fun-games/ whats-the-weather • Práctica de vocabulario: Clothes http://www.anglomaniacy.pl/clothesQuiz.htm Actions http://www.manythings.org/lulu/j1.html Unit 5 • Video: Animals http://learnenglishkids.britishcouncil.org/es/kids-talk/ whats-your-favourite-animal • Juegos interactivos Nature http://pbskids.org/caillou/games/matching/leaf_1.html Animals http://www.eslgamesworld.com/members/games/ vocabulary/labeling/farm%20animals/index.html • Práctica de vocabulario: Toys http://www.anglomaniacy.pl/toysPictureTest.htm

BIBLIOGRAPHY Unidad 1 Listening, Speaking. • Adams, M.J. et al. (2000). Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks Publishing Co. • Graham, C. (1974). Children’s Jazz Chants Old and New. Oxford: Oxford University Press. • Grierson, A. (2000). Jolly Jingles. Essex: Jolly Learning, Ltd. Reading, Writing. • Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook. • Cunningham, A. & Shagoury, R. (2005). Starting with Comprehension: Reading Strategies for the Youngest Learners. Portland: Stenhouse Publishers. • Engelmann. S., et al. (1997). Reading Mastery - Level 5 Textbook. United Kingdom: Usborne Publishing. Unidad 2 Listening , Speaking. • Fyke, L. (2005). Jolly Songs. Essex: Jolly Learning, Ltd. • Loyd, S. (2000). Jolly Phonics Workbook 5. Essex: Jolly Learning, Ltd. • Reed, C. (2007). 500 Activities for the Primary Classroom. (1st ed.). Oxford: Macmillan Education. Reading, Writing. • Hunt, R. (2011). Oxford Reading Tree. Oxford: Oxford University Press. • Littlejohn, A., & Hicks, D. (2007). Primary Colours, Pupil’s Book 1. Cambridge: Cambridge University Press. • Turnbull, S. (2007). Castles: Information for Young Readers. Eveleth: Usborne Publishing. Unidad 3 Listening , Speaking. • McKay, P. & Guse, J. (2007). Five-Minute Activities for Young Learners (Cambridge Handbooks for Language Teachers). Cambridge: Cambridge University Press. • Reilly, V. (2002). Zap A. Oxford: Oxford University Press. • Shipton, P. (2002). Chit Chat 2. Oxford: Oxford University Press.

Reading, Writing. • Gibson, R. (1995). Reading Games. Eveleth: Usborne Publishing Ltd. • Hancock, M. (2000). Pen Pictures for Young Learners 3. Oxford: Oxford University Press. • Turnbull, S. (2006). Why Do We Eat? Eveleth: Usborne Publishing Ltd. Unidad 4 Listening , Speaking. • Jarboe, T. (2004). Skill-Builders for Young Learners: Beginning Reading. Westminster: Mary D. Smith, M.S. Ed. • Mackinnon, M. (2011). Easy Phonic Words (Usborne Very First Reading). Eveleth: Usborne Publishing. • Thomson, T. (2010). American Oxford Primary Skills 1. Oxford: Oxford University Press. Reading, Writing. • Clarke, C. (2006). Weather. Eveleth: Usborne Publishing. • Reilly, J. (2005). Writing with Children. Oxford: Oxford University Press. • Sebranek, P., & Nathan, R. (2000). Writer’s Express: A Handbook for Young Writers, Thinkers & Learners (Write Source Revision). New York: Great Source Education. Group Inc. Unidad 5 Listening , Speaking. • Renck, M. (2008). Learning to Listen, Listening to Learn: Building Essential Skills in Young Children. Washington: NAEYEC. • Spooner, L. & Woodcock, J. (2010). Teaching Children to Listen: A practical approach to developing children’s listening skills. New York: The Continuum International Publishing Group. • Vowels, T. (2004). Listening Skills for Young Children. Westminster: Teacher Created Materials Inc. Reading, writing. • Chanko, P. (2010). First Writing Prompts: 200 Just-Right Prompts That Motivate Young Learners to Write All Year Long!. Jefferson City: Scholastic Teaching Resources. • Helbrough, E. (2007). How Flowers Grow (Usborne Beginners). United Kingdom: Usborne Publishing. • Horn, M., & Giacobbe, M. (2007). Talking, Drawing, Writing: Lessons for Our Youngest Writers. Portland: Stenhouse Publishers. one hundred and twenty-seven

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© 2014 Ediciones Cal y Canto® Reimpresión The English Village 5º básico N˚ de Inscripción: 223.588 ISBN: 978 956 339 120 6 Original text ©

Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.

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María Teresa Sepúlveda Leiva MA in Professional Development for Language Education Leeds Metropolitan University, UK.

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Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University - Melbourne Australia.

Methodological support

María Teresa Sepúlveda Leiva MA in Professional Development for Language Education Leeds Metropolitan University, UK.

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