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STUDENTS BOOK INGLS

The English VillageAna Manonellas Balladares 5bsico

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

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STUDENTS BOOK INGLS

The English Village

5bsicoAna Manonellas BalladaresTeacher of English,Universidad de Santiago.Postgraduate Diploma of EducationMonash University, Melbourne, Australia.

Nombre:

Curso:

Colegio:

Este libro pertenece a:

Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a travs del establecimientoeducacional en el que estudias.

Es para tu uso personal tanto en tu colegio como en tu casa; cudalo para que te sirva durante todo el ao.S i te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.

2 two2

DISCOVER YOUR BOOK

LETS GET READY!

1. Tell your partner three things about yourself.

2. Make a list of two obligations at home and two at school. Share with the class.

3. Whats your favourite place in your school? Share with the class.

LEARNING OBJECTIVES

ReadingYou will use di erent strategies to read and understand an e-mail. a brochure. cards with personal information.

ListeningYou will use di erent strategies to listen and understand a dialogue with personal introductions. classroom instructions. a song with instructions.

Oral expressionYou will introduce yourself. give instructions. act out dialogues. sing a song.

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

Unit

1

THE PEOPLE, THE SCHOOL, THE CLASSROOM

school

playground

5th grade classroom

students

school entrance

9nine8 eight

At the beginning of each unit, a big picture will show you the characters, the places and the situations you will find in it. You can

read the objectives of the unit there, and also answer some questions about the topic and the learning objectives of the unit.

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

7seven6 six

THE ENGLISH VILLAGE

WELCOME TO

swimming pool

picnic area

football field

gym

cafeteria

recreational facilities

cabins

fruit and vegetable garden

animal farm

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

Listen

ing, re

ading and

speaking activities are recorded.

Listen to the CD with your teac

her.

23twenty-three

Unit

1

CLASSROOMLANGUAGE

1 2

3

4

6

5

Less

on 3

IN THIS LESSON YOU WILL:

listen and show comprehension of instructions.

read instructions and relate them to images.

complete instructions in writing. organise and reproduce a

dialogue in a classroom.

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

a. Close your books. ____

b. Come to the board. ____

c. Can I come in? ____

d. Listen. ____

e. Open your books on Page 10. ____

f. Read the instructions. ____

g. Silence, please. ____

h. Sit down. ____

i. Stand up. ____

j. Close the door. ____

Listening

6 8 Listen and check your answers in Exercise 5.

7 8 Listen and point at the actions in the pictures (1 - 10).

8 8 Listen and mime the actions.

Before listening

1 Work in your group. Can you fi nd these objects in the picture and in your classroom?

board bookdesk door page

2 Match using the colour code.

Close Open Read

Sit down Stand up

Abra Cierre Lea

Prese Sintese

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

Come to the board. ____

Listen. ____

Silence. ____

Open your books. ____

Sit down. ____

Stand up. ____

4 In your group, collect instructions you normally receive at school and at home. Share and compare with the class.

1 2

53 64

97 108

22 twenty-two

LANGUAGE FORMAnalysis and discovery of a key grammatical item.

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

P R O E C TJ

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

Statements to help you to reflect on your strengths and weaknesses and measure your learning.

There are three different levels:Yes: Your performance was very good.Mm: Your performance was OK, but it can be better.No: You need to review the contents.

3three

29twenty-nine

Unit

1

THE VILLAGE

Less

on 4

The tutors are from English-speaking countries.

For example:

The English Village Students Tutors

It is located in Santiago.

Facilities in the Village: A pool A football field A gym A cafeteria An animal farm A fruit and vegetable garden

Cabins Parks

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

For example: Gonzalo; he is from Iquique.

Carolina; she is from Santiago.

Macarena; she is from Chilln.

Pablo; he is from Coyhaique.


read and 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.

Before reading

1 Look at the illustration on the left and fi nd four students and two tutors you know.

2 Find the following words in the picture.

a cafeteriaaccommodation

a fruit and vegetable gardena 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 fi eld.e. An animal.f. A gym.

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

5 Look at the text on Page 29. What is it?

a. A description.b. An invitation.c. A story.

6 Read the text and check your prediction in Exercise 5.

7 Read the text again. Find and write the information in the charts.a.

The English Village

Location

Facilities

b. Students

Country

Cities

c. Tutors

Countries

Reading

28 twenty-eight

This is Susan Hardy; she is from England.

This is Tony Wilson; he is from the USA.

This is Grace Brown; she is from Australia.

12

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

33thirty-three

Unit

1

32 thirty-two

FINAL TESTFINAL TESTReading

1 Write true (T) or false (F). (4 marks)

a. ____ The Sports School is in Europe.

b. ____ The children do different types of sports.

c. ____ The teachers are not good at sports.

d. ____ The facilities of the school include two gyms.

2 Circle the words that are facilities. (3 marks)a. gymb. football fieldc. childrend. athleticse. tennis courtsf. professional

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

4 Complete the sentences. (3 marks)

a. Tony _______ from New York.

b. I _______ from Santiago.

c. Carolina _______ from Maip.

5 Copy the correct instruction below the corresponding picture. (4 marks)

Open your books. Sit down.

Listen! Come to the board.

a. ___________ b. ___________

c. ___________ d. ___________

Listening

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

A: Hello.B: Hi!A: Whats your name?B: My names Paul and Im a student at

the (a) _______ Village in Newcastle, in England.

A: Where are you from?B: Im from Liverpool.A: Can you describe the Spanish village?

B: Of course! The village has many

(b)__________, such as an animal

(c)_____, a (d) _____, and many

(e) _____. My favourite place is the

(f) _________ room, because I can

chat with my friends in Spanish!A: Thank you very much!B: Youre welcome.

Total score: 22 marks

Speaking

7 In which situations can you introduce yourself? Give an example.

The English Village

0 to 7 correct answers

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


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!


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

Are you good at sports? Can you imagine a school

where the only thing students do is practise sports?

That is the case of the students at the Singapore

Sports School in Asia, a school specialised in sports.

The children do sports such as football, tennis,

athletics, etc.The teachers are professional sportspeople, and the

children enjoy going to school every day.

The facilities of the school are:- two olympic swimming pools.- a multi-sport auditorium.- a synthetic football field.- a gym.- a cycle track.- two tennis courts.

Singapore Sports School

15

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

ICONS AND SECTIONS

Listening lesson Reading lesson

Activities for fast learners or keener students.

All the material for the listening tasks.

1

FUNFUN

4 four

INDEXUn

it 1

Lesson 1 The participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Lesson 2 The competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lesson 3 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Lesson 4 The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 - 33

Unit 1 The people, the school, the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Unit

2

Lesson 1 Accomodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Lesson 2 Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Lesson 3 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 4 Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 - 55

Unit 2 At home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit

3

Lesson 1 The weekly menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Lesson 2 Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Lesson 3 Healthy food / junk food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Lesson 4 At the English Village kiosk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 - 77

Unit 3 Food and health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

5five

Unit

4

Lesson 1 Whats the weather like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Lesson 2 My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Lesson 3 Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 4 Im sorry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 - 99

Unit 4 No matter the weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Unit

5

Lesson 1 Plants and flowers in the area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 2 Starting a herb garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Lesson 3 National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Lesson 4 Our pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 - 121

Unit 5 Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

6 six

swimming pool

picnic area

football field

gym

7seven

THE ENGLISH VILLAGE

WELCOME TO

cafeteria

recreational facilities

cabins

fruit and vegetable garden

animal farm

LEARNING OBJECTIVES

ReadingYou will use di erent strategies to read and understand an e-mail. a brochure. cards with personal information.

ListeningYou will use di erent strategies to listen and understand a dialogue with personal introductions. classroom instructions. a song with instructions.

Oral expressionYou will introduce yourself. give instructions. act out dialogues. sing a song.

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

Unit

1THE PEOPLE, THE SCHOOL, THE CLASSROOM

school

playground

8 eight

LETS GET READY!

1. Tell your partner three things about yourself.

2. Make a list of two obligations at home and two at school. Share with the class.

3. Whats your favourite place in your school? Share with the class.

5th grade classroom

students

school entrance

9nine

Unit

1What do you know?

10 ten

THE PARTICIPANTS

Less

on 1

1 Make a list of English words you know.

a.

b.

c.

d.

2 What languages are spoken in these countries?

a.

c.

b.

d.

THE COMPETITION

Less

on 2

1 Match the words to the pictures.

a. Teacher

b. Boy

c. Girl

d. Director

1

2

4

3

2 Copy the following numbers in order.

TWO

SEVEN

SIX

TEN

ONENINE

FOURTHREE

EIGHT

FIVE

_______________ _______________

_______________ _______________

_______________ _______________

_______________ _______________

_______________ _______________

11eleven

Unit

1

CLASSROOM LANGUAGE

Less

on 3

1 Complete the names of these school places.

P_ _ _ _ r_ _ _ _ C_ _ _ _ r_ _ _

C_ _ e _ _ r _ _ C_ _ _ _t_ _ l_ _

2 Complete the dialogue.

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

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

THE VILLAGE

Less

on 4

1 Match the pictures to the words.

THREE

TWO

ONE

FOUR

2 Complete this dialogue.Where _____ you _____?

I___ from Santiago de Chile.

12 twelve

THE PARTICIPANTSBefore listening

1 Write the number of the picture next to the corresponding place.

a. ____ Big Ben, London, England.

b. ____ Buoy marking where the Esmeralda sank, Iquique, Chile.

c. ____ Chilln Cathedral, Chilln, Chile.

d. ____ Statue of Liberty, New York, the USA.

e. ____ Maip Temple, Santiago, Chile.

f. ____ Shepherds Monument, Coyhaique, Chile.

g. ____ Opera House, Sydney, Australia.

2 Where in Chile do you live? Complete the sentence.

I live in .

3 What is the text about? Guess and tick () an option.

a. ____ English-speaking countries.

b. ____ People at The English Village.

c. ____ Buildings.

Less

on 1

1

2

3

4

5

6

7


fi nd and show comprehension of information about diff erent people and places.

show comprehension of short written texts.

complete dialogues and cards with specifi c information.

produce and reproduce dialogues to share personal information.

Listening

4 2 Listen and check your prediction in Exercise 3.

5 2 Look at the pictures of the participants. Mark the speakers you hear with a tick.

Susan Tony Gonzalo Macarena

6 2 Listen again and write the name of the people in the order they speak.

Speaker 1: ______________________ Speaker 3: ______________________

Speaker 2: ______________________ Speaker 4: ______________________

7 2 Listen once more and complete the identifi cation cards (a d).

13thirteen

Unit

1

NAME: Gonzalo

SCHOOL: George Washington

School

CITY:

MAIL: gonso@&themail. &com

NAME: Macarena

SCHOOL: International School

CITY:

MAIL: [email protected]

SCHOOL:

a

b

14 fourteen

After listening

8 3 First only listen and then listen and repeat.

Im

Im a student

Im a student at the Lord Cochrane School.

Im

Im in fi fth

Im in fi fth grade.

Whats

Whats your name?

Hello

Hello, Im Gonzalo.

Goodbye! Im

Im from

Im from Santiago.

LANGUAGE FORM Im

1. Notice these sentences from the text.a. Im Tony. Im Susan. Im Gonzalo.b. Im from Iquique. Im from London. Im from Chilln.

2. What information can you fi nd in a. and in b.?3. Find more examples of each type in this lesson.

NAME: Tony

SCHOOL:

CITY:


NAME:

NAME: Susan

SCHOOL:

CITY:


SCHOOL:

c

d

15fifteen

Unit

1

9 Practise in small groups. Use the diff erent identifi cation cards in this lesson.

NAME: Pablo Fuentes

COUNTRY: Chile

GRADE: Fifth gradeSCHOOL: Liceo Regional, Coyhaique

Fuentes

COUNTRY:

GRADE:

NAME: Carolina Gonzlez

COUNTRY: Chile

GRADE: Fifth gradeSCHOOL: Lincoln School, Maip, Santiago

Gonzlez

COUNTRY:

GRADE:

10 Answer the following questions.

a. Wheres Pablo from? b. Whats Carolinas grade?

____________________________ ____________________________

11 Complete and talk to your partner.

a. Invent your information and complete Card 1.b. Practise this dialogue with your partner and complete Card 2 with his / her information.

You: Whats your name?

Your partner: ______________. Im from ______________. Im in ______________

grade at ______________ in ______________.

1 2

NAME:

COUNTRY:

GRADE:

SCHOOL:

COUNTRY:

GRADE:

NAME:

COUNTRY:

GRADE:

SCHOOL:

COUNTRY:

GRADE:

16 sixteen

12 4 Listen and match the characters to the places. Which words are similar in Spanish? Compare with your partner.

1Batman

2Leela

3Goku

4Seiya

5Stewie

dGotham City

cQuahog, Rhode Island

aAthenas Sanctuary

bPlanet Vegeta

eNew New York

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

Friends names Places in Chile Schools

Johnny Cochrane Saint Patrick

14 Create sentences with the names in the chart.

Example: Im Johnny, Im from Cochrane, Im a student at Saint Patrick School.

1.

2.

17seventeen

Unit

1

16 I CAN INTRODUCE MYSELF NOW Create a short paragraph introducing yourself, following this basic writing steps:

Make a list of the ideas you are going to mention in your paragraph.

Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of your ideas (beginning, middle, end).

Write a defi nite version of the paragraph and ask your teacher to correct it.

Finally, read it aloud in front of the class.

Make your favourite famous persons identifi cation card. Use it to introduce yourself, indicating your city and school.

NAME:

AGE:

CiTY:

COUNTRY:

NAME:

15

P R O E C TJ

My ID card1. Work in pairs.2. Cut out two pieces of cardboard and

make two big identifi cation cards.

3. Draw yourselves on the picture spaces and write your personal information.

4. Stick your ID cards on the walls of your classroom.

I can write three words in English which are similar in Spanish.

, ,

.

I can introduce myself in one sentence. .

Tick according to your performance.

YES MM NO

Self EvaluationSelf Evaluation

18 eighteen

Before reading

1 Look at Pages 8 and 9 and read the labels that indicate places in a school.

2 Notice.

COGNATES Words in English that are similar in Spanish. Examples: invitation = invitacin participate = participarvacations = vacacionesvisit = visitar

3 Similar in Spanish? (or ).

____ Cafeteria

____ Classroom

____ Computer lab

____ Directors offi ce

____ Playground

____ School

____ Teachers room

____ Toilet

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

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

Less

on 2


read and demonstrate comprehension of an e-mail.

identify and repeat English sounds. reproduce specifi c vocabulary. write a short e-mail.

THE COMPETITION

19nineteen

Unit

1

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

7 Read the text again and then write true (T) or false (F).

a. ____ Carolina is a student. c. ____ Carolina is in 6th grade.

b. ____ The competition is in Maip. d. ____ The visit is for three weeks.

8 Read the text again and complete.

Type of text: _________________. From: _________________. To: _________________.

9 Choose the best option to complete the sentence.

The purpose of Carolinas mail is to __________________________________.

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

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,QWHUQHW,QWHUQHW

&RPSRVH0DLO4XLFNFRQWDFWV6HDUFKDGGRULQYLWH

6HQG7R6XEMHFW 6DYH1RZ 'LVFDUG

6HQG 6DYH1RZ 'LVFDUG

6HDUFK0DLO 6HDUFKWKH:HE 6LJQRXW$GG&F $GG%FF$WWDFKDILOH 3ODLQWH[W &KHFNVSHOOLQJ

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The English VillageCarolina Gonzalez, 5th grade student

Competition

Hello, I am a student at the Lincoln School in Maip, Santiago (map of school attached).I am in 5th grade A and I want to participate in the competition to visit the English Village in Santiago for three weeks, to practise English.Thank you.Carolina Gonzlez.5th grade A student.

SCHOOLENTRANCE

P L A Y G R O U N D

DIRECTORSOFFICE 1

2

3

5

7

10

9

8

BOYSTOILET

GIRLSTOILET

COMPUTER LAB

CLASSROOM1

CLASSROOM2

CLASSROOM3

TEACHERSROOM

CLASSROOM6

CLASSROOM5

CLASSROOM4

12

13

14

Reading 5

20 twenty

After reading

10 6 First only listen and then listen and repeat.b. These numbers.

1 one 2 two

5 five 6 six

11 eleven 12 twelve

3 three 4 four

9 nine 9 ten

7 seven 8 eight

13 thirteen 14 fourteen

a. These pairs of words.

three tea

threw two

throne tone

c. These places

A classroom

Classroom 3

The boys toilet

The cafeteria

The computer lab

The Directors office

The girls toilet

The playground

The school entrance

The teachers room

11 Match the numbers and the corresponding words.

five four one seven six three two

1 2 3 4 5 6 7

eleven eight fourteen nine ten thirteen twelve

8 9 10 11 12 13 14

LANGUAGE FORM

1. Study these examples. I am (Im) a student. It is (Its) a classroom.

2. Find and underline more examples in the e-mail on Page 19.

I am / It is

21twenty-one

Unit

1Un

it 1

12 7 Follow this model to play Memory Game in groups of four students.

a. Student A: Look at the school map for a minute. Memorise the rooms and the numbers.b. Student B, C or E: Say a number between 1 and 14.c. Student A: Say the corresponding place.

CAFETERIASCHOOL

ENTRANCE

P L A Y G R O U N D

DIRECTORSOFFICE 1

2

3

4

5

6 7

11

10

9

8

BOYSTOILET

GIRLSTOILET

COMPUTER LAB

CLASSROOM1

CLASSROOM2

CLASSROOM3

TEACHERSROOM

CLASSROOM6

CLASSROOM5

CLASSROOM4

12

13

14

Number 14.

Its the playground.

13 YOU CAN WRITE AN E-MAIL IN ENGLISH NOW Write a short e-mail to a friend in your notebook, with your personal information. Follow the example on Page 19 and remember the writing steps on Page 17.

P R O E C TJ

My school1. Work in groups of four.2. Draw a map of your school on a piece of

colour cardboard.3. Number and label the places.4. Add illustrations.5. Display it in the classroom.6. Describe it to your classmates.

Example: Number 1 is the school entrance.

I can say three numbers in English.

, , .

I can name three places in my school.

, , .


YES MM NO


My problem is that in English I can count only up to three.FUNFU

N

CLASSROOMLANGUAGE

1 2

3

4

6

5

Less

on 3


listen and show comprehension of instructions.

read instructions and relate them to images.

complete instructions in writing. organise and reproduce a

dialogue in a classroom.

Before listening

1 Work in your group. Can you fi nd these objects in the picture and in your classroom?

board bookdesk door page

2 Match using the colour code.

Close Open Read

Sit down Stand up

Abra Cierre Lea

Prese Sintese

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

Come to the board. ____

Listen. ____

Silence. ____

Open your books. ____

Sit down. ____

Stand up. ____

4 In your group, collect instructions you normally receive at school and at home. Share and compare with the class.

22 twenty-two

23twenty-three

Unit

1

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

a. Close your books. ____


c. Can I come in? ____

d. Listen. ____

e. Open your books on Page 10. ____

f. Read the instructions. ____

g. Silence, please. ____

h. Sit down. ____

i. Stand up. ____

j. Close the door. ____

Listening

6 8 Listen and check your answers in Exercise 5.

7 8 Listen and point at the actions in the pictures (1 - 10).

8 8 Listen and mime the actions.

1 2

53 64

97 108

24 twenty-four

After listening

LANGUAGE FORM Imperatives1. Read these sentences from the text.

Close your books. Open the door. Sit down.

2. How can we make these orders more polite? (Find the magic word).3. Find and copy two more examples from this lesson. Make them polite.

9 9 Match the pictures to the instructions. Listen and check, and then listen and repeat.

i. Close the window, please. iii. Listen to the music.ii. Go back to your desk. iv. Stop the noise, please.

1

2

3

4

10 10 Listen and put this dialogue in order.

a. ____ Teacher: Do Exercise 10, please. f. ____ Students: Goodbye, Miss Taylor.

b. ____ Teacher: Goodbye, children. g. ____ Students: Good morning, Miss Taylor.

c. ____ Teacher: Thats all. Close your books. h. ____ Students: Thank you, Miss Taylor.

d. ____ Teacher: Good morning, children. i. ____ Students: Yes, Miss Taylor.

e. ____ Teacher: Sit down, please.

11 Listen and repeat the dialogue. Then role play it in your group.

25twenty-five

Unit

1

12 Complete the instructions according to the pictures.

a. ___________________, please, Mario.

b. Thats all. ___________________ your books.

c. ___________________ to the board, please, Cristbal.

d. ___________________ and open your books.

13 Work with your partner.

Student A: Give three instructions. Student B: Obey.Student B: Give three instructions. Student A: Obey.

14 11 Listen and repeat this rap.

The school rap1, 2, 3, 4,

Please come in and close the door!5, 6, 7, 8,

Its time for school, youre really late!9, 10, 9, 10,

Dont be late for school again!

26 twenty-six

15 Complete the sentences (a f) with instructions from the box.

stop the noise sit down, please! make your bed come to the board, please close the window, please do your homework

a. Tom! ___________________________ before going to school!

b. Children, ___________________________! This is a test!

c. Boys, ___________________________, its 2 am!

d. Marcelo, its cold! Can you ___________________________?

e. Junior, you cant watch TV. ___________________________ fi rst.

f. Exercise 1, Gonzalo, can you ___________________________?

1 2

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

a. Close the door. ____


c. Listen to music. ____

d. Make your bed. ____

e. Open your book. ____

f. Read the lesson. ____

g. Silence. ____

h. Watch TV. ____

16

27twenty-seven

Unit

1

17 Play Instructions Game in your group.

a. One student is the teacher.

b. The teacher gives an instruction.

c. If the teacher says please, the students obey. If the teacher does not say please, the students do not obey.

18 You can give and follow instructions now! Write two instructions, one for home and one for school. Remember to look at the writing steps on Page 17.

a. _____________________________________________________________________________

b. _____________________________________________________________________________

P R O E C TJ

Classroom instructions1. Work in groups.2. Cut out a piece of cardboard and draw a

sign or picture representing one of these classroom instructions:a. Sit down.b. Stand up.c. Silence, please!d. Listen!e. Come to the board.

3. Write the instruction on your poster and stick it on the wall at the back of the classroom.

I can complete these instructions.

Children, your books,

and to the CD, please.


YES MM NO


Stand up, Bobby! Time for school! FUNFU

N

THE VILLAGE

Less

on 4


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.

Before reading

1 Look at the illustration on the left and fi nd four students and two tutors you know.

2 Find the following words in the picture.

a cafeteriaaccommodation

a fruit and vegetable gardena 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 fi eld.e. An animal.f. A gym.

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

5 Look at the text on Page 29. What is it?

a. A description.b. An invitation.c. A story.

28 twenty-eight

29twenty-nine

Unit

1

The tutors are from English-speaking countries.

For example:

The English Village Students Tutors

It is located in Santiago.

Facilities in the Village: A pool A football field A gym A cafeteria An animal farm A fruit and vegetable garden

Cabins Parks

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

For example: Gonzalo; he is from Iquique.

Carolina; she is from Santiago.

Macarena; she is from Chilln.

Pablo; he is from Coyhaique.


7 Read the text again. Find and write the information in the charts.a.

The English Village

Location

Facilities

b. Students

Country

Cities

c. Tutors

Countries

Reading

This is Susan Hardy; she is from England.

This is Tony Wilson; he is from the USA.

This is Grace Brown; she is from Australia.

12

30 thirty

After reading

8 Read these words from the text and classify them.

animalcabins

cafeteriacountriesfacilities

farmfield

gardengymparkspool

studentstutorsvillage

Singular Plural

9 13 Listen.

a. Listen and repeat these words. Pay attention to the fi nal sound.brush cash crush English fi nish fi sh fl ash push splash wash

b. Listen to ten words and tick those with the same fi nal sound.

1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10. ___

c. Listen and repeat this rhyme.

Poor old English turtlePoor old English turtle,

He has got no cash,Fishing with no shell on,

He will get a rash.

LANGUAGE FORM Pronouns1. Personal pronouns in this lesson: I / you / he / she / it / they. 2. Notice: The English Village It is located in Santiago.

Students are from all over Chile They are here to practise English. This is Tony Wilson He is from the USA. This is Susan Hardy She is from England.

3. Find, say and copy more examples from the text. Use the same colours as in the example.

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

B: ______________ s from ______________.

b. A: Where is ______________ ______________?

B: ______________s ______________ ______________.

c. A: Where ______________ ______________ ______________?

B: ______________ ______________ ______________ ______________.

NOW YOU CAN PRODUCE A DIALOGUEInvent three more about the people in these pictures. Remember to look at the writing steps on Page 17.

a. A: ______________? B: ______________.

b. A: ______________? B: ______________.

c. A: ______________? B: ______________.

31thirty-one

Unit

1

Nicole Kidman

Australia

Rihannathe USA

Prince WilliamEngland

10 14 Listen, repeat, and then practise in your group.

Where is Avril Lavigne from?

Shes from Canada.

Where are you from?

Im from Chile.

Where is Lil Chris from?

Hes from England.

Jim CarreyUSA

Lucas EscobarChile

Justin TimberlakeUSA

P R O E C TJ

Famous people1. In pairs, stick a world map in the centre of

a big piece of colour cardboard.2. Choose famous people from diff erent

countries, and stick them all around the map.3. In pairs, the students match the people to

their countries.4. The students show the poster to the class

saying:Student: This is ________________.Class: Wheres he from?Student: He / Shes from ____________.

I can complete this sentence with singular and plural words.

My school has many

and just one .


YES MM NO


12

32 thirty-two


1 Write true (T) or false (F). (4 marks)

a. ____ The Sports School is in Europe.

b. ____ The children do diff erent types of sports.

c. ____ The teachers are not good at sports.

d. ____ The facilities of the school include two gyms.

2 Circle the words that are facilities. (3 marks)a. gymb. football fi eldc. childrend. athleticse. tennis courtsf. professional

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

4 Complete the sentences. (3 marks)

a. Tony _______ from New York.

b. I _______ from Santiago.

c. Carolina _______ from Maip.

5 Copy the correct instruction below the corresponding picture. (4 marks)

Open your books. Sit down.

Listen! Come to the board.

Are you good at sports? Can you imagine a school

where the only thing students do is practise sports?

That is the case of the students at the Singapore

Sports School in Asia, a school specialised in sports.

The children do sports such as football, tennis,

athletics, etc.The teachers are professional sportspeople, and the

children enjoy going to school every day.

The facilities of the school are:- two olympic swimming pools.- a multi-sport auditorium.- a synthetic football field.- a gym.- a cycle track.- two tennis courts.

Singapore Sports School

15

33thirty-three

Unit

1

a. ___________ b. ___________

c. ___________ d. ___________

Listening

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

A: Hello.B: Hi!A: Whats your name?B: My names Paul and Im a student at

the (a) _______ Village in Newcastle, in England.

A: Where are you from?B: Im from Liverpool.A: Can you describe the Spanish village?

B: Of course! The village has many

(b)__________, such as an animal

(c)_____, a (d) _____, and many

(e) _____. My favourite place is the

(f) _________ room, because I can

chat with my friends in Spanish!A: Thank you very much!B: Youre welcome.


Speaking

7 In which situations can you introduce yourself? Give an example.

The English Village







LEARNING OBJECTIVESReadingYou will use di erent strategies to read and understand a house description. a letter describing a family.

ListeningYou will use di erent strategies to listen and understand texts about house descriptions. family connections. jobs.

Oral expressionYou will describe houses. talk about jobs. act out dialogues.

Writing expressionYou will write and complete short dialogues

and paragraphs. write a brief description of a house. complete ID cards about family members and occupations.

Unit

2AT HOME

34 thirty-four

35

LETS GET READY!1. Do you live in a

house or a at? 2. How many people

live with you? 3. What is your

favourite room in your house? Why?

thirty-five

Unit

2What do you know?

36 thirty-six

ACCOMODATION

Less

on 1

1 Match the words to the correct picture.

i. Living room

ii. Bedroom

iii. Bathroom

iv. Dining room

a.

b.

c.

d.

2 Fill in the gaps with your family members information.

a. My mothers name is .

b. My fathers name is .

c. My sister is ______________ years old.

d. My cousin is ____________ years old.

HOUSES

Less

on 2

1 Write and paint four colours you can say in English.

a. _______________

b. _______________

c. _______________

d. _______________

2 Write the names of these types of houses below in the pictures.

_ I _t H_ us_

M_ ns _ o _

a. b.

c.

37thirty-seven

Unit

2

FAMILY

Less

on 3

1 Match the pictures to the family members.

Baby

Sister

Mum

Grandmother

a.

b.

c.

d.

2 Write the words to name these family members.

a. __________

c. __________

b. __________

d. __________

JOBS

Less

on 4

1 Complete the dialogue.

Hi! Im _____. I am from Santiago and I am a _____.

Hi! Im_____. I am from Los Angeles and I am a _____.

Melissa

2 Match the jobs to the pictures.

Teacher

Doctor

Nurse

Policeman

a.

b.

c.

d.

big window

small window

bedroombathroom

kitchen

garden

terrace

living room dining room

38 thirty-eight

ACCOMODATION

Less

on 1

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

4 What is the text on the next page about? Guess and tick ().

a. ____ Houses at the seaside.b. ____ Rooms in a school.c. ____ Cottages at The English

Village

1 Look at the picture and tick your favourite room.

2 Write the correct room next to the furniture.

Furniture Room

Sofa

Table

Bed

TV

Chair

Before reading


locate and identify furniture and places in a house. show comprehension of short written texts. complete dialogues, paragraphs and charts with speci c

information about furniture and places in a house. produce and reproduce dialogues to share information

about furniture and places in a house.

Hi kids!

Here is a description of the cottages in the village. There are many

cottages for all our participants. They are not too big, but there is a

living room, dining room and kitchen in each one of them.

There are two small bedrooms for four participants and one for the

tutor. There is also a bathroom. There are two beds in the

participants rooms. In the tutors room, there is a bed, a stereo, and

a notebook.

In the living room, there is a sofa, a TV /DVD set, and a computer

with Internet connection. There is also Wi-Fi Internet connection.

in the dining room, there are six chairs and a table.

For recreation, there is a terrace with a pool and barbecue area.

Jack WalesGeneral Coordinator

THE ENGLISH VILLAGE

5 Read the note and check your prediction in Exercise 4.

6 Read the note again, and choose the best map.

39thirty-nine

Unit

2

Reading

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

21

a.

b.

40 forty

After reading

LANGUAGE FORM There is / there are

1. Notice these examples from the text.There is a living room. / There are three small bedrooms.

2. Which of the sentences is singular and which is plural? Whats the diff erence?3. Read the text again and underline all the cases of there is / there are.

8 Complete with there is or there are.Tony: Hi, Gonzalo. Welcome! This is going to be your

cottage during your stay at The English Village.Gonzalo: Hi, Tony. Its beautiful!Tony: Well, inside ________ fi ve bedrooms. ________

also a bathroom. ________ a big living room with a TV. ________ a small garden with many fl owers.

Gonzalo: Is there a pool?Tony: Yes, ________ one next to the gym.


a. These words.

living-room dining-room bedroom bathroom

b. These sentences.

This is my house. This is my bedroom. This is the living room. This is the dining room. This is my bathroom.

10 Your house.

a. Circle the correct alternatives for your house or fl at.

b. Exchange notebooks with a partner. Write your name and circle the correct alternatives.

You Your partner

Location Santiago a region Santiago a region

Size Big - medium sized - small Big - medium sized - small

Bedrooms One - two three four One - two three four

Bathrooms One two three One two three

Objects in living-room sofa - small table lamps chairs pictures sofa - small table lamps chairs pictures

41forty-one

Unit

2

11 Complete this paragraph with information from Exercise 10.

a. My ________ is in ________. It is ________.

There are ________ bedrooms. There ________ ________

bathroom(s). In the living room, there ________________.

12 Guessing game.

a. Choose two of the objects in the box and draw them. Dont let your partner see them.

Bed Chair Computer Lamp Picture

b. 23 Listen and practise this model dialogue. Imitate it to play the guessing game with your partner.

Example.A: Is it a sofa? B: No, it isnt.A: Is it a chair? B: No, it isnt.A: Is it a lamp? B: Yes, it is.

13 Separate the words to form a sentence.

P R O E C TJ

My house and my family1. Cut out a piece of cardboard.2. Draw a map of your house / fl at.3. Write a description of your house / fl at.4. Add photos of your family and tag them.5. Display your work in a visible place in

your classroom.

Self EvaluationSelf Evaluation I can name three places of the house:__________, __________, __________.

I can write a sentence with the structure there is / are______________________________.


YES MM NO

Thereisa

newsofaformyfatherinthelivingroom.

42 forty-two

HOUSES

1.

2.

4.

5.

3.

Less

on 2

Before listening

1 Match the names to the pictures.

A two-storey house

A big house

A fl at

A small house

A semi-detached house

2 Look at the pictures and tick () big, medium-sized or small.

Big Medium-sized Small

A big house

A two - storey house

A semi - detached house

A small house

A flat

3 Answer in your group.

Is your house big, small or medium-sized ?

What colour is your house?

4 Look at the fl owers and trees in the picture. Make a list of the colours you see.

5 Guess what the next conversation is going to be about.

a. Houses b. Flats c. Schools


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

43forty-three

Unit

2

Listening


7 24 Listen and circle the correct alternative.

Age of the house Size Colour

Susans new / old small / medium / big white / grey / green

Tonys new / old small / medium / big white / grey / green

Susan

Tony

8 24 Listen again and write the number of rooms.

Bedrooms Bathrooms

Susan ____ ____

Tony ____ ____

9 24 Who said the sentences, Susan or Tony? Listen again, and tick the corresponding box.

Susan Tony

a. What colour is your house?

b. What colour is it?

c. Wow! Thats really big?

10 24 Listen again and draw the map of each house.

44 forty-four

After listening

11 25 First only listen, and then listen and repeat these sentences.

There is a garden.

There are fl owers in the garden.

There isnt a garden.

There arent any fl owers in the garden.

12 26 Listen and circle the correct answer. Then, practise with a partner.

A: Is your house big?B: Yes, it is / No, it isnt.A: Is there a garden in your house?B: Yes, there is. / No, there isnt.A: What colour is your house? B: It is white / black / grey / green / blue / red / etc.

13 Write about your house. Then, draw and colour a map of your house.

I live in a _________________ (house / fl at). It is a _________ house / fl at (size), and it

is (colour). In my house / fl at, there are ________________ bedrooms and

___________________ bathroom(s).

14 Play Draw and guess in your group.

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

Unit

2

45forty-five

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

P R O E C TJ

House for rent1. Invent a poster of a house or fl at for rent.2. Include location, size, number of rooms,

facilities and e-mail address.3. Display it in your classroom.

This house is new and theres a very big garden with trees and flowers at the back.

Self EvaluationSelf Evaluation I can name three places in a house:__________, __________, __________.

I can name three objects of my house:__________, __________, __________.


YES MM NO

15

FUNFUN

FAMILIES

46 forty-six

Less

on 3

Before reading

1 Look at the picture and circle the words associated with it.

father familieschildren brother

small books the USAliving-room mother

sofa sister

2 Choose and underline the members of a typical family.

3 Look at the pictures and predict the topic of the text.

a. A picnic.b. A family.c. A classroom.

4 Look at the fi rst two lines of the text and circle the cognates.

father / brother sister / mother

sister / brother sister / brother

PEDRO ANTONIA

JOS MIGUELLUISA


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

47forty-seven

Unit

2

Hello, English Village,

This is a picture of my family. This photo was taken in the garden of our house in Quilicura. My fathers name is Juan; he is a big man, nice and gentle. My mothers name is Francisca; shes beautiful and friendly.

I am in the middle there. The boy is my brother Miguel, hes eight years old, and the little girl is my sister Margarita, shes five years old. In the picture, you can see a special member of my family, my dog Fido; he is three years old and I am twelve years old.

Greetings,

Luca

Reading


6 Tick () the correct alternative.

a. The letter is from Luca to

the director her friends The English Village

b. Margarita is Lucas

dog mother sister

7 Read Lucas letter and complete the family tree.

_______________

_______________

_______________

______________________________

_______________8 years old

_______________

_______________Francisca_______________

_______________

father

27

48 forty-eight

Richard (brother)

Tom (brother) father

mother

Jenny (sister)

Mary (sister)

After reading

8 28 First only listen and then listen and repeat these sentences.

My fathers names George.

My mothers names Helen.

My brothers names Michael.

My sisters names Alice.

LANGUAGE FORM Possessive s1. Notice these examples from the text.

My fathers name is Juan. / He's eight years old.2. Which of these indicates possession? Which of these indicates the verb to be?3. Find more examples in this lesson.

9 Look at the picture and tick T (true) or F (false).

T F

a. Mary is Toms sister. ____ ____

b. Mary is Jennys mother. ____ ____

c. Mary is Richards sister. ____ ____

d. Mary is Toms mother. ____ ____

10 Complete this paragraph about a family or an imaginary family. Indicate relationships and ages.

There are ________________ (1/2/3/4/5/6) people in my family. My ________________, my ________________, my ________________ and my ________________. My ________________ name is ________________, my ___________________ name is ________________, my brother ________________ name is ___________________, my sister ________________ name is ________________. My brother is ________________ years old and my sister is ________________ years old.

49forty-nine

Unit

2

11 29 Read and listen to a description of a family. Then, change the underlined parts with information about yourself. Practise saying the description to your partner.

My fathers name is Allan; hes 40 years old. My sisters name is Susan. Shes 12 years old. This is my brother Ben; hes 5 years old, and this is me! My names Dan and Im 10 years old.

Draw your family in the box above. Then, make your own family tree including names and relationships.

Self EvaluationSelf Evaluation I can write three cognates.__________, __________, __________.

I can write a sentence describing a member of my family._______________________________.


YES MM NO

People around me1. Work in pairs.2. Find names in English in your class,

family, friends, or the T.V.3. Write a list, specifying who they are

(brother, father, friend, etc).4. Share your information with the class.

P R O E C TJ

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

12

teacher

constructor

nurse

doctor

dentist

policewoman

shop assistant

Less

on 4

Before listening

1 Look at the picture. Do you know these jobs? Does any member of your family have one of these jobs?

2 Match the words and the numbers. Use the colour code.

15

16

17

18

19

20

30

35

40

50

twenty fifty seventeen

sixteen fifteen nineteen

thirty- five forty eighteen

3 You will hear some people talking. Guess the type of text and tick ().

a. A face to face conversation. b. A class. c. A telephone conversation.

50 fifty

JOBS


identify and recognise occupations in English, connecting them to images.

listen and show comprehension of a text about family and occupations.

listen and identify numbers in English. practise and produce dialogues about occupations.

51fifty-one

Unit

2


5 30 Listen to Susan and Tony and write the ages.

a. Susans brother Henry is ____ years old.

b. Susans sister Rita is ____ years old.

c. Tonys brother Peter is ____ years old.

d. Tonys brother George is ____ years old.

6 30 Listen to Susan and circle the correct information.

a. Susan is a future nurse / dentist.

b. Her father is a doctor / constructor.

c. Her mother is a teacher / doctor.

d. Her brother is in medicine / law school.

e. Her sister is in primary / secondary school.

7 30 Listen to Tony and complete the sentences with the information in the pictures.

a teacher a constructor an engineer

Tonys father is ____________________, his mother is ____________________, his brother Peter is in secondary school, and his brother George is ____________________.

8 30 Listen again and number these sentences in the order you hear them.

a. I also have a sister. ____ b. I have a brother. ____c. Its tea time now. ____d. Thats correct. ____e. What about your father? ____f. Whats her occupation? ____

Listening

52 fifty-two

After listening

LANGUAGE FORM Asking about occupations1. Notice these questions from the text. Whats your fathers job? Whats your mothers job?2. Discover how to ask about

a. your partners job. (his / her)b. your partners sisters job. (her job)c. your partners brothers job. (his job)

9 31 First only listen, then listen again and repeat. actor actress artistcarpenter doctor dentistengineer guard journalistlawyer miner nurseoptician policeman police womanreceptionist secretary shop assistantsocial worker vet writer

10 Complete the cards about members of your family.

NAME:

AGE: OCCUPATION

NAME:

AGE: OCCUPATION

NAME:

AGE: OCCUPATION

11 32 Listen and repeat the dialogue below.

A: Whats your fathers occupation?

B: Hes a shop assistant.

A: Whats your mothers occupation?

B: Shes a receptionist.

53fifty-three

Unit

2

12 In pairs, talk about the jobs of the members of your family. Use the model in Exercise 11, changing the parts underlined.

A: Whats your __________ job?

B: He is a _______________________________________.

A: Whats your __________ job?

B: Shes a _______________________________________.

13 Complete the family tree with the names of the members of your family.

P R O E C TJ

My family1. Bring a photograph of your family.2. Stick it on a piece of colour cardboard. 3. Label the people with name, occupation,

age, etc.4. Show it and introduce the people to

your class.5. Ask and answer questions about the people.

Hes my brother Tommy; he is in prison, but I am sure he is innocent.

Grandfather: __________

Aunt: __________

My sister: __________ Me: __________ My brother: __________

Uncle: __________F: __________ ___________ Mother: __________

G_____________: __________

Self EvaluationSelf EvaluationI can answer:

My sister is my __________s daughter.

My ideal job is ____________________.


YES MM NO

FUNFUN

54 fifty-four


1 Read the text and write true (T) or false (F). (4 marks)

a. ____ Family always love us.

b. ____ Some children do not live with a family.

c. ____ SENAME gives orphans a home, food, and clothes.

d. ____ Orphans have a family.

2 Find at least four cognates in the text and write them down (4 marks)

1. ________

2. ________

3. ________

4. ________

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

Do you live with your family? Can you imagine a

life without them? This is the case of many orphans in the world and in

our country.People take family for granted, but it is a blessing, a

gift of life, even if you live just with your mother,

father, or grandparents. When we are angry, sad, or

happy, they will always be there to support you and

love you. In Chile, orphans and abandoned children

go to the SENAME centres, where the government

provides them with a home, food, and clothes.

However, what they cannot give them is their real

family. So, when you get angry at your mum, dad,

sister, or grandparents, remember that they love you

and all they want is good things for you!

Family is a gift

Dear family,

33

55fifty-five

Unit

2

Listening

4 34 Listen to the text about a house description and fi ll in the missing words. (6 marks)

Cody: Hello, Jenny!

Jenny: Hi, Cody! Is this your (a.) _______?

Cody: Yes, it is.

Jenny: How many (b.) _______ are there?

Cody: There are four bedrooms, (c.) _______ bathrooms, a kitchen, and (d.) _______ pool in the garden.

Jenny: Really?

Cody: Yes! Here is a (e.) _______.

Jenny: It is (f.) _______! Congratulations!

Cody: Thank you!

5 Write the name of the type of house below each picture. (5 marks)

____________

________________________

________________________


Speaking

6 Work in pairs. Roleplay the conversation with the pop star Cody Simpson.

Check with your teacher and find your level0 to 11 correct answers






LEARNING OBJECTIVESReadingYou will use di erent strategies to read and understand a menu. a magazine article about healthy and junk food.

ListeningYou will use di erent strategies to listen and understand an interview extract. a dialogue about food.

Oral expressionYou will reproduce dialogues. practise English sounds.

Writing expressionYou will write a menu. write about the bene ts of having healthy food and the

consequences of having junk food.

Unit

3FOOD AND HEALTH

56 fifty-six

57

LETS GET READY!1. Whats your favourite food?2. Where are the people in the picture?3. Make a list of the food you see in the

picture. Do you like it?

fifty-seven

Unit

3What do you know?

58 fifty-eight

THE WEEKLY MENU

Less

on 1

1 Make a list of the fruit and vegetables you can name in English.

a. .

b. .

c. .

d. .

2 What are the names of these dishes?

a. .

b. .

c. .

d. .

LUNCH

Less

on 2

1 Match the words to the pictures.

a. Cake

b. Juice

c. Pizza

d. Hamburger

2 Copy the following days of the week in order.

1. .

2. .

3. .

4. .

5. .

6. .

7. .

Friday

TuesdaySunday

Thursday

MondaySaturday

Wednesday

i.

ii.

iii.

iv.

59fifty-nine

Unit

3

HEALTHY FOOD V/S JUNK FOOD

Less

on 3

1 Complete these names.a.

c.

b.

d.

B__ __ a __

V__ __ __ m __ __ s

__ a __ __ r

__ __ g __ r

2 Complete the dialogue with healthy food.

AT THE ENGLISH VILLAGE KIOSK

Less

on 4

1 Match the food to the correct group.

Healthy food

Junk food

2 Write the correct number.

a. Eighty ________________

b. Sixty ________________

c. Fifty ________________

d. Seventy ________________

Hi, Francisco! I ________ Its very healthy,and so is yours

Hi, Cody! Im having _____ for lunch.What about you?

Less

on 1

3 Have a quick look at the menu on the next page. How many cognates can you fi nd?

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

1 Find and label this food in the picture.

ChickenFish

Mashed potatoes MeatRice

Salad

2 What's your favourite food? Find it in the picture, draw it and label it.

Before reading

THE WEEKLY MENU

60 sixty


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

5 Read the menu and check your prediction in Exercise 4.

6 Read the text again. Write the day on which they will serve this food.

a. Pizza b. Chicken and rice c. Beef and baked potatoes

_______________ _______________ _______________

7 Read the menu again and circle the correct answer.

a. Main course on Thursday? Roast chicken and rice. / Beef and baked potatoes.

b. Roast turkey served? On Wednesday. / On Friday.

c. Fresh vegetables? On four (4) days. / On fi ve (5) days.

d. To drink with your lunch? Milk. / Milk or fruit juice.

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

a. B __ __ __ __ a __ __ __ __ c. __ __ u __ __ __ __ l __ d

b. __ __ __e p __ __ __ __ __ __ d. K __ __ __ __ __ __ __ r __ __ __ __

61sixty-one

Unit

3

Reading

CHICKEN SOUP MIXED SALADVEGETABLE

SOUP

CELERY AND AVOCADO

SALADMIXED SALAD CHICKEN SOUP

TOMATO SALAD

BEEF AND BAKED

POTATOES

SPAGHETTI WITH MEAT

SAUCE

FISH FINGERS AND CHIPS

ROAST CHICKEN AND

RICE

ROAST TURKEY AND CREAM

CORNPIZZA

HAMBURGER AND RICE

BANANA FRUIT SALAD RICE PUDDING BAKED APPLE PANCAKEKIWI AND ORANGE

QUARTERSICE CREAM

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

39

62 sixty-two

After reading

9 Classify the food into the diff erent categories.


a. the days of the week.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

b. these sentences.

There's ice cream for dessert on Sunday.

There's broccoli salad on Monday.

There are chips on Wednesday.

LANGUAGE FORM The days of the week

1. Read the days of the week as they appear on the menu.2. Notice these examples related to the menu.

There's banana for dessert on Monday.There are fi sh fi ngers on Wednesday.

3. What word do we use before the day of the week?

Fruit Meat Types Vegetables Other

banana beef avocado milk

banana

milk

beef

pancakes

avocado

kiwi

chicken

rice

fish

tomatoes

lettuce

oranges

63sixty-three

Unit

3P R O E C TJ

Our school menu 1. Prepare a three-day menu for your school.2. Make sure your menu includes healthy

food and is balanced.3. Use colour cardboard and illustrations. 4. Give the cafeteria a name and invent a logo. 5. Display the menu in your class.

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

My ideal weekend menu My partner's ideal weekend menu

Saturday Sunday Saturday Sunday

Starter

Main course

Dessert

12 41 Listen and repeat this dialogue.

A: What's your starter on Saturday?B: Celery and avocado salad.A: What's your main course on Sunday?B: Pizza. And beef and rice on Saturday.A: And what's for dessert?B: Baked apple on Saturday and pancakes on Sunday.

13 Practise the dialogue in Exercise 12 with a partner. Change the underlined parts with your own preferences. Then, complete the chart in Exercise 11 (My partners ideal weekend menu).

F R U I T A B B FH A M B U R G E RC V E D E F G E IH O A I S J K F DL C T M D N O P AQ A R S A L A D YS D T U Y V W X YZ O J K N P A I S

Self EvaluationSelf Evaluation I can name three days of the week.__________, __________, __________.

I can write a sentence about my favourite food._______________________________.


YES MM NO

Find eight words from this lesson in the Word Search puzzle. Highlight the words with diff erent colours.

14

64 sixty-four

LUNCHIN 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.

Less

on 2

Before listening

1 Answer these questions in your group.

a. Is there a cafeteria in your school?

b. What food do you normally order there?

2 Look at the picture and answer.a. Who are the people in the

picture?b. Where are they?c. What is today's menu?

3 What do you think the listening text is going to be about?

a. Tutors talking about their favourite food.

b. Tutors talking about today's menu.

c. Tutors organising the school menu.

4 Tick the group of expressions you think will appear in the conversation.

a. I'm starving. I'm not very hungry.Here is your tray.

b. Today is Tuesday. A glass of coke, please. I love spaghetti.

c. Hamburger and rice. Beef and baked. potatoes, please.Pizza, please.

65sixty-five

Unit

3

Listening

5 42 Listen and check your predictions in Exercises 3 and 4.

6 42 Listen again and circle the best alternative.

a. The conversation is between

i. a student and a tutor. ii. two students. iii. two tutors.

b. The dessert looks

i. delicious. ii. fantastic. iii. great.

7 42 Number the pictures according to the conversation.

b.

MIXED SALAD

a. c.

d. e. f.

8 42 Who said these sentences, Susan (S), Tony (T), or the waitress (W)?

a. I'm starving. ______b. Here is your tray. ______c. Here you are: salad, spaghetti and your fruit salad. ______d. Thank you. ______e. What is there for lunch today? ______

f. The fruit salad looks delicious. ______g. I love spaghetti. ______

66 sixty-six

9 42 Listen again and count the number of times you hear please and thank you in the conversation.

Please: ___________________________. Thank you: ___________________________.

After listening

10 43 Listen and repeat.

a. these pairs of words.

thank sank

thing sing

thick sick

thaw saw

thigh sigh

b. these sentences.

Can I...? Any

Can I have...? Anything

Can I have the menu? Anything else?

Can I have the menu, please?

LANGUAGE FORM Ordering food1. Read these sentences:

a. Can I have todays menu, please?b. I like spaghetti.

2. Which sentence expresses:preference? ____________a request? ____________

11 44 Listen and repeat this conversation.

Waiter: Good afternoon! Can I help you?Ed: Hello! Can I have a cheese sandwich, please?Waiter: Sure. Anything to drink?Ed: Fruit juice, please. And you, Cathy?Cathy: I dont like fruit juice. Can I have the pizza and milk, please?Waiter: Sure, just a second.Cathy: Thanks.

Unit

3

67sixty-seven

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

___________________. ___________________. ___________________. A Bfruit jellystrawberry juicetuna salad

Name: ___________________.

Age: ___________________.

I like: ___________________.

I dont like: ___________________.

(Draw or paste a photo

of yourself )

P R O E C TJ

My favourite food1. Find colourful magazine illustrations

of food.2. Draw a weekend menu on a piece of

cardboard and make a poster showing your favourite and non-favourite food at the weekend.

3. Make sure you include starters, main courses, and desserts.

4. Display your poster in your classroom.

Self EvaluationSelf Evaluation I can say what food I dont like.____________________________.

I can order food: Can ____________________, please?


YES MM NO

13 Complete the information card about yourself and your preferences in food.

REJECTED

APPROVED

HEALTHY FOOD V/S JUNK FOOD


show comprehension of a magazine article about healthy food and junk food.

show comprehension of dialogues and short written texts. complete charts to classify healthy food and junk food.

68 sixty-eight

Less

on 3

Before reading

1 Write a list of the snacks you usually have at school. Classify them into approved or rejected according to the picture.

2 Guess the meaning of junk food and healthy food. Classify the food from the kiosks into the following categories.

APPROVEDHealthy food REJEC

TEDJunk food

3 Match the words in A with their Spanish equivalent in B.

A Bcavities

environment

fats

flavor

caries grasasmedio

ambientesabor

4 Underline the cognates in the text on the next page.

5 Have a quick look at the text. Predict the type of information you will fi nd.

a. Approved and rejected food.b. A list of food and drink.c. Defi nitions of junk and

healthy food.

69sixty-nine

Unit

3

Reading

6 Read the magazine article and check your prediction in Exercise 5.

7 Read the article again and tick the correct information.

a. Healthy food contains

fats and sugar. fi bres. food additives.

nutrients. vitamins. water.

b. Junk food can produce

dental problems. diabetes. food problems.

heart problems. school problems. weight problems.

8 Read the magazine article again and circle the correct option.

a. A healthy diet maintains / contains good health.

b. Water / Sugar is important in the diet too.

c. A healthy diet has / is vitamins and fi ber.

THE ENGLISH VILLAGE MAGAZINE

Junk food is food with poor nutritional value. Junk food contains large amounts of fat, salt, or sugar and food additives; it does not have proteins, vitamins or bre. It is popular because it is easy to buy; it requires little or no preparation and has lots of avour. 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 bre. It is important to eat healthy food to maintain good health.

45

70 seventy

9 Classify the words.

additives cheeseburger fats fibre fruit nutrients salt sugar vegetables vitamins

10 46 Listen and repeat.

a. these words.

health healthy unhealthy

b. this tongue twister.

Thelma and Theo eat healthy, not unhealthy food.

11 47 Learn and say this poem.

Peter, Peter, Pizza-Eaterby Bruce Lansky

Peter, Peter, pizza-eater,How I wish that you were neater.

Half the pizza's on your shirt.Clean the mess, or no dessert.

Junk

Healthy

71seventy-one

Unit

3

LANGUAGE FORM Simple Present (3rd person)

1. Read these examples from the text.a. A rmative sentences Healthy food contains nutrients

It requires preparation.b. Negative sentences Healthy food doesn't contain additives. It doesn't contain lots of sugar.

2. Find more examples in the reading text.

12 Put the words in order to form correct sentences.

a. doesn't / a chocolate bar / preparation / require

b. has / vitamins / Fruit / fi bres / and

c. eat / Michelle / junk food / does not

d. contains / Milk / nutrients

13 Complete this summary of the reading text on Page 69.

Junk food is not good because it has fats, __________________, or __________________.

Healthy food is balanced because it contains vitamins from all the _________ groups.

Self EvaluationSelf Evaluation I can say why healthy food is good for me.____________________________.

I can say why it is not good to eat junk food.____________________________.


YES MM NO

P R O E C TJ

Junk v/s healthy 1. Prepare a poster for your school. 2. Divide it into two parts, junk food and

healthy food. Represent each part with an interesting illustration.

3. Draw some food and use the vocabulary you learnt in this lesson.

4. Display the poster in your school.

14 I CAN WRITE ABOUT THE BENEFITS OF HEALTHY FOOD

Write a short list of the benefi ts of having healthy food and of the consecuences of eating junk food. Check your list with your teacher.

Before listening

1 Look at the illustration.a. Who are the people in

the picture?b. Who is speaking?c. Where are they?d. What are they doing?

2 Read the items in this chart.a. Find them in the picture.b. Tick the food you usually

buy at the kiosk.c. Tick the healthy food.

The food Iusually buy

Healthyfood

biscuitscakes

celery andcarrot stickschocolate

crispsdips

fresh cheesefresh fruitfruit juicehot-dogsice cream

milksandwichessoft-drinks

sweetsyoghurt

3 The following text is going to be about

a. a competition.b. a new kiosk.c. food prices.

72 seventy-two

AT THE ENGLISH VILLAGE KIOSK

Less

on 4


show comprehension of an interview extract about a new healthy food kiosk.

show comprehension of short aural texts.

complete charts and dialogues with speci c information.

Express prices.

73seventy-three

Unit

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 fi nd in the kiosk.

7 48 Listen again and underline the correct option.

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

8 48 Listen and fi ll in the blanks with one of these words.

convenient healthy normal products students

This is not a _____________ kiosk, this is a _____________ food kiosk. We only sell healthy

_____________ to our _____________ and the prices are very _____________.

9 48 Listen once more. Draw and colour fi ve items of healthy food and three items of junk food mentioned.

Listening

Healthy food Junk

food

74 seventy-four

After listening

LANGUAGE FORM Offering and ordering foodNotice O ering food: What do you want?Ordering: I want a sandwich, please. Can I have a sandwich, please?Saying the price: Sure, it's $250. Thanks.

10 49 First only listen. Then listen and repeat.

a. these numbers.

50 fifty

51 Fifty - one

52 Fifty - two

53 Fifty - three

54 Fifty - four

55 Fifty - five

56 Fifty - six

57 Fifty - seven

58 Fifty - eight

59 Fifty - nine

60 sixty

65 sixty - five

70 seventy

75 seventy - five

80 eighty

85 eighty - five

90 ninety

95 ninety - five

100 one hundred

150 one hundred and fifty

b. these words.

waiter want warm what would

c. these dialogues.

i. A: What do you want? iii. A: What would you like?

B: A glass of orange juice, please. B: A cheese sandwich, please.

ii. A: What do you want, please? iv. A: Would you like a yoghurt?

B: A fruit salad, please. B: Yes, please.

75seventy-five

Unit

3

11 50 Listen to this model dialogue and then listen and repeat.A: What do you want, please?B: I want a yoghurt, please.A: It's $150. Here you are.B: Thank you.

P R O E C TJ

A kiosk poster 1. Make a list of your favourite healthy food.2. Make a list of your favourite junk food.3. Make a kiosk poster with these categories

on a piece of cardboard.4. Add the real prices in Chilean pesos.5. Display in your classroom.

Self EvaluationSelf Evaluation I can off er food.____________________________.

I can say the price of some food.__________, __________, __________.


YES MM NO

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

12 Now practise the dialogue with your partner. Use the healthy food in the pictures and invent the prices.

FUNFUN

76 seventy-six

FINAL TESTFINAL TEST

1 Are these statements true (T) or false (F)? (5 marks)

a. ____ It is important to eat healthy food.

b. ____ We have to eat a lot of salt.

c. ____ We must not drink water.

d. ____ We must never skip breakfast.

e. ____ We only have to eat healthy food in summer.

Language

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

a. orange b. strawberry c. tunad. apple e. tomato f. potato

8 tips to stay healthy!To prefer healthy food and have a balanced diet is important to keep healthy, and it can help you to feel great. It is easy. Just follow these fabulous eight rules to start off with. Base your meal on starchy food, like bread and pasta. Include a lot of fruit and vegetables. Add more fish to your diet. Cut down on the excess of fat and sugar. Cut down on the salt. Get active and avoid obesity. Always drink water, never get thirsty. Never skip breakfast.So, keep in shape and look great for summer! Its advisable to start eating healthy food as soon as possible, so, when summer comes, youll be ready for the beach!

Reading 51

77seventy-seven

Unit

3

Writing

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

Menu

Listening

4 52 Listen to this dialogue in a restaurant and fi ll in the blanks. (6 marks)

Karen: Hi, ________ I have the menu please?

Waiter: Yes, of course.

Justin: Wow! They have a spe

5 bas - Ingl - Est

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