English Village 5°, 2015

STUDENTS TEXTBOOK ENGLISH

The English VillageAna Manonellas Balladares 5 bsico

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STUDENTS TEXTBOOK ENGLISH

The English VillageAna Manonellas BalladaresTeacher of English,Universidad de Santiago.Postgraduate Diploma of EducationMonash University, Melbourne, Australia.

Nombre:

Curso:

Colegio:

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5 bsico

two2

DISCOVER YOUR BOOKUn

it 1

THE PEOPLE, THE SCHOOL, THE CLASSROOM

9nine8 eight

LEARNING OBJECTIVES

Listening Identify topic and

general ideas. Make predictions based on

previous knowledge.

Reading Identify cognates. Show comprehension of

explicit information. Identify purpose of a text. Identify key words and

expressions.

Oral expression Greeting. Give and follow

instructions. Describe everyday activities.

Writing Write personal information. Write an e-mail. Describe everyday activities.

Getting into it!1. Look at the pictures on Page 9. Have you ever been in a similar situation? When?

2. Do you remember your fi rst day of school? Did you enjoy it? Explain.

3. Complete the dialogues on Page 9 with the following expressions.

Fine, thanks How are you? Where are you from?

4. Copy this dialogue in your notebook and complete it with your information. Then, practice it with your partner and change roles.

A: Hello, whats your name?

B: .

A: ?

B: Im .

A: are you from?

B: Im from .

Im Gonzalo

Hello, whats your name?

?Im from Chile.

Hi, children. ?

, and you?

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.

Unit

1

VOCABULARY IN CONTEXT

11eleven

Unit

1

10 ten

1 Study each card. Use a dictionary to verify the meaning of the words. 2 Read the text about the English Village. Find and highlight the words you studied. Would you like to go to the English Village?

3 Complete the dialogue with the expressions in the box. Then practise and role-play it with your partner.

Hello... Whats... Where are you... Hi! I'm from Nice to meet you!

Brittany: , Im Brittany. your name?

Kevin: ! Im Kevin.

Brittany: !

Kevin: from?

Brittany: the USA.

Accommodation1

The program includes accommodation for the students.

Students4

In Chile, students in elementary and secondary schools wear uniforms.

Facilities2

The local school has a good sports eld and other recreational facilities.

United Kingdom(the UK)

5

The United Kingdom consists of four countries: England, Scotland, Wales and Northern Ireland.

School3

There is a big school in my city.

Tutors6

Tutors help children with their homework.

The English Village is a special place in Chile. Students live three weeks there and practise English with children from different Chilean schools. All the activities are in English. The tutors are from the USA and the UK. The village has accommodation and many recreational facilities: computer room, gym, cafeteria, swimming pool, etc.

This section includes vocabulary in a specific context. The words are presented in use, in small, illustrated flashcards with sentences, and they are connected to a reading text. There is also a permanent activity to practice speaking.

7seven6 six

the english village

welcome to

Im in the swimming pool

Hello, how are you?

Lets sing a happy song!

Football is my favourite sport!

This vegetable garden is so beautiful!

I love coming to the cafeteria.

Farm animals are lovely!

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.

3three

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

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.

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. produce dialogues to

introduce people.

Before reading

1 Look at the illustration on the left. What activities are the people doing? Are they having fun? Why?

2 Find the following places in the picture. Are there any similar places in your school? Discuss.

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 Do you think all schools have the same facilities? Do you think they are necessary? Explain.

5 You are going to read a text on Page 29.Take a look at the picture on the left and the questions in Exercise 4 again. Can you guess what type of text it will be? Why?

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

7 Read the text again. Copy this chart in your notebook, fi nd the information in the texts and classify it in the chart.a.

The English Village

Location

Facilitiesb.

Students

Country

Citiesc.

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.

12THE VILLAGELesson 4

5

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 Mention one advantage and one disadvantage of a Sports School. Explain. (2 marks)

4 Complete the sentences. (3 marks)

a. Tony from New York.

b. I from Santiago.

c. Carolina from Maip.

5 Look at the pictures and copy the correct answer in your notebook. (4 marks)

Open your books. Sit down.

Listen! Come to the board.

a.

c.

b.

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: (a) ?

B: My names Paul and Im a (b) at the (c) in Newcastle, in England.

A: (d) are you from?B: (e) .A: Can you describe the Spanish village?B: Of course! The village has many (f) , such as an animal (g) , a (h) , and many (i) . My favourite place is the (j) room, because I can chat with my friends in Spanish!

A: (k) !B: Youre welcome. Total score: 22 marks

Speaking

7 Follow the model in Exercise 6, and create a similar dialogue, using personal information, such as your city, school, and your house. Practice the dialogue in pairs.

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

I can give personal information 4 8I can use predictions to understand a text 4 8I can count to 10 4 8I can write an e-mail 4 8I can mention five places in my school 4 8I can give and follow instructions 4 8I can participate in dialogues 4 8

Reflect on what you have achieved so far.

Unit 1Unit 1 SELF EvALuATIoNSELF EvALuATIoN

Check with your teacher and find your level 0 to 7 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again.8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.19 to 22 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!

If you are not sure about something, revise the contents with your teacher.

Final test: At the end of every unit, there is a formal test that includes the contents of the whole unit, assessing reading and listening comprehension. It also includes a rubric that will tell you in detail what you have done well and what you need to improve. At the bottom of the page, you will find a Self-Evaluation chart, so that you can reflect on your performance throughout the unit.

23twenty-three

Unit

1

1 2

3

4

6

5


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 - g) to the pictures (1 - 7).

a. Close your books.

b. Come to the board.

c. Can I come in?

d. Listen.

e. Close the door.

f. Stand up.

g. Silence.

1 2 3 4

5 6 7

Listening

6 8 Listen and check your answers in Exercise 5.

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

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 book

desk door page

2 Discuss with your class.

a. Are there any specifi c rules in your classroom? Which are they?

b. Why do you think teachers give instructions?

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 You are going to listen to a text. Predict what it is going to be about, by looking at the previous activities.

22 twenty-two

CLASSROOM LANGUAGELesson 3

STRATEGIES!Focus on the visual aids to predict the topic of a text!

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

ICONS AND SECTIONS

Reading lesson

ReadingListening lesson

Listening

All the material for the listening tasks.

1It indicates the connection with complementary work in the Workbook

1

G U E S S A R I D D L E !

A short brain-teaser that will test your logic!

Useful expressions Phrases that will help you create dialogues of your own.

STRATEGIES!Useful tips to help you complete some tasks.

4 four

INDEX

Im Gonzalo


?

Im from Chile.

Hi, children. ?, and you?

Unit

1

Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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

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

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

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

Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

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

Unit

2

Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Lesson 1 Accommodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Lesson 2 Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Lesson 3 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 4 Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

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

Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

At home ...................................................................................34

Food and health .......................................................................56

, brother, ?

Come on, , lets get into the .

and with me, grandpa!

Id and ?

will you. ?

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

Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Unit

5

Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Lesson 1 Plants and trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 2 Starting a garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Lesson 3 National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Lesson 4 Our pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Self Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Visual Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

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

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

No matter the weather! ...........................................................78

Nature ....................................................................................100

I love this garden. It's full of plants and flowers.

Yes, I love the trees and watching the leaves move with the wind.

I love !

And I love swimming!

Me too, its cold but its fun.

I love .

is beautiful!

is my favourite season.

I love the smell of flowers.

Yes, but we have a lot of work.

6 six

Im in the swimming pool

Hello, how are you?

Lets sing a happy song!

7seven

THE ENGLISH VILLAGE

WELCOME TO

Football is my favourite sport!

This vegetable garden is so beautiful!

I love coming to the cafeteria.

Farm animals are lovely!

Unit

1THE PEOPLE, THE SCHOOL, THE CLASSROOM

8 eight

LEARNING OBJECTIVES

Listening Identify topic and

general ideas. Make predictions based on

previous knowledge.

Reading Identify cognates. Show comprehension of

explicit information. Identify purpose of a text. Identify key words and

expressions.

Oral expression Greeting. Give and follow

instructions. Describe everyday activities.

Writing Write personal information. Write an e-mail. Describe everyday activities.

Getting into it!1. Look at the pictures on Page 9. Have you ever been in a similar situation? When?

2. Do you remember your fi rst day of school? Did you enjoy it? Explain.

3. Complete the dialogues on Page 9 with the following expressions.

Fine, thanks How are you? Where are you from?

4. Copy this dialogue in your notebook and complete it with your information. Then, practice it with your partner and change roles.

A: Hello, whats your name?

B: .

A: ?

B: Im .

A: are you from?

B: Im from .

9nine

Im Gonzalo


?Im from Chile.

Hi, children. ?

, and you?

Unit

1VOCABULARY IN CONTEXT

10 ten

1 Study each card. Use a dictionary to verify the meaning of the words.

Accommodation1

The program includes accommodation for the students.

Students4

In Chile, students in elementary and secondary schools wear uniforms.

Facilities2

The local school has a good sports eld and other recreational facilities.

United Kingdom(the UK)

5

The United Kingdom consists of four countries: England, Scotland, Wales and Northern Ireland.

School3

There is a big school in my city.

Tutors6

Tutors help children with their homework.

11eleven

Unit

1

2 Read the text about the English Village. Find and highlight the words you studied. Would you like to go to the English Village?

3 Complete the dialogue with the expressions in the box. Then practise and role-play it with your partner.

Hello... Whats... Where are you... Hi! I'm from Nice to meet you!

Brittany: , Im Brittany. your name?

Kevin: ! Im Kevin.

Brittany: !

Kevin: from?

Brittany: the USA.

The English Village is a special place in Chile. Students live three weeks there and practise English with children from different Chilean schools. All the activities are in English. The tutors are from the USA and the UK. The village has accommodation and many recreational facilities: computer room, gym, cafeteria, swimming pool, etc.

12 twelve

Before listening

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

a. Big Ben, London, England.

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

c. Chilln Cathedral, Chilln, Chile.

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

e. Maip Temple, Santiago, Chile.

f. Shepherds Monument, Coyhaique, Chile.

g. Opera House, Sydney, Australia.

2 What do you know about English speaking countries? In which ways are they similar or diff erent to your country? Discuss.

3 You are going to listen to some people talking. Take a look at the pictures here. Predict what you think the text is going to be about.

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.

THE PARTICIPANTSLesson 1

Listening

4 2 Listen and check your prediction in Exercise 3.

5 2 Look at the pictures of the participants and listen again. Number them 1 - 4, in the order they speak

Susan

Gonzalo

Tony

Macarena

6 2 Listen and complete the conversation.

Tony: Hello, Im Tony Wilson, Im a . Im from

in the United States and this is Susan Hardy, a tutor too.

Susan: Hello, Im Susan. Im from .

Gonzalo: Hello. Im Gonzalo. Im from . is in the

north of Chile. Im in fi fth grade at the George Washington School.

Macarena: Im Macarena Henrquez. Im from . Im also in 5th grade,

at The International School. Tony andSusan: , children!Macarena andGonzalo: Goodbye, Tony and Susan!

13thirteen

Unit

1

STRATEGIES!Predicting can help you improve your comprehension of diffi cult listening segments!

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.

7 2 Copy the cards in your notebook, listen once more and complete them with the information you hear. (a - d).

NAME: Gonzalo

SCHOOL: George Washington

School

CITY:

MAIL: gonso@&themail. &com

NAME: Macarena

SCHOOL: International School

CITY:

MAIL: [email protected]

a. b.

c. d.

NAME: Tony

SCHOOL:

CITY:


NAME: Susan

SCHOOL:

CITY:


15fifteen

Unit

1

LANGUAGE FORM1. 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.

Im

9 Follow the model on Page 13, and practice a dialogue with your partner, using the information in these cards. Can you spell the childrens names?

NAME: Pablo

Fuentes

COUNTRY: Chile

GRADE: Fifth grade

SCHOOL: Liceo Regional, Coyhaique

NAME: Carolina

Gonzlez

COUNTRY: Chile

GRADE: Fifth grade

SCHOOL: Lincoln School, Maip,

Santiago

10 Have you ever had any classmates from a diff erent city in your school? Was his/her life similar or diff erent to yours? Explain.

11 2 Copy the tables in your notebook and follow the instructions:

a. Invent information about yourself and complete card 1.b. Follow the model on Page 13 to create a dialogue with your partner, and complete card 2

with his/her information.

NAME:

NICKNAME:

ADDRESS/CITY:

COUNTRY:

GRADE:

SCHOOL:

SCHOOL ADDRESS:

NAME:

NICKNAME:

ADDRESS/CITY:

COUNTRY:

GRADE:

SCHOOL:

SCHOOL ADDRESS:

1. 2.

16 sixteen

12 4 Listen to some fi ction characters introducing themselves. Answer the questions.

a. Which of these characters is NOT in the recording?

1

Batman

2Leela

3

Homer Simpson

4Stewie

5

Goku

b. Who is your favorite fi ctional character? Why? What do you think about these characters?

c. Imagine you are a superhero. Invent a name and an imaginary place of origin and introduce yourself to the rest of your class.

13 Copy this chart in your notebook and complete it with English names you know. Compare in your group.

Friends names Places in Chile Schools

Johnny Cochrane Saint Patrick

14 2 In your notebook, write sentences with the names in the chart.

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

17seventeen

Unit

1

15 Read this letter and put the sentences in the correct order (1 - 6).

Im from Munich, in Germany.

I study art at the University of London, and now I live in London, UK.

My nickname is Russ

I like watching TV, playing video games, and I love my job.

My name is Russell Hillmann, and Im a cartoon drawer.

Hello

Writing

16 Write a short paragraph to introduce yourself. Follow the model in Exercise 15. Consider these points.

Write the sentences one by one.

Remember to use capital letters, commas, and full stops.

P R O E C TJ

Role play1. Get in groups of 4.2. Write the names of your partners on four

separate bits of paper.

3. Pick one name that is not you, and introduce yourself as if you were him / her, to the rest of your group.


What is yours, but other people use it more than you?

18 eighteen

Before reading

1 Take a look at the map of the school. Is it similar or diff erent to your school? Discuss with your partner.

2 Notice.

COGNATES Words in English that are similar in Spanish. If you identify them in a text, they can help you understand better. Examples:invitation = invitacinparticipate = participarvacations = vacaciones

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. Check their meaning in a dictionary.


Identify cognates Show comprehension of a short

written text Identify and repeat English sounds Produce a short written text

THE COMPETITIONLesson 2

19nineteen

Unit

1

6 Read the text and check if there are any more cognates. Did they help you understand the text better?

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

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

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

8 Read the text again and answer in your notebook.a. Type of text b. From c. To

9 What is your favorite place in your school? Why? Discuss your ideas with a friend, and then share with the class.

Reading 5

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The English VillageCarolina Gonzalez, 5th grade student

Competition

Hello, I am a student at the Lincoln School Maip, Santiago (photo 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.

20 twenty

After reading


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 4 Complete this dialogue with numbers and places in a school. Then, practice it with your partner.

Gonzalo: Is your school big or small?

Mark: Its quite big. There are , and big .

Gonzalo: Thats nice! My school is very small, so theres only and .

Mark: Small schools are usually very friendly.

Gonzalo: Yes, I love my school.

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.

Writing

13 a. Read this description of a school.

My school is very small, and very beautiful. It has ten classrooms, one cafeteria, one big playground, and two big vegetable

gardens. It also has a new laboratory, with fteen computers.

b. Complete the sentences in your notebook, using information about your own school.

i. My school isii. It hasiii. It also has

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.


What is black when it is clean and white when it is dirty?

1 2

3

4

6

5


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 book

desk door page

2 Discuss with your class.

a. Are there any specifi c rules in your classroom? Which are they?

b. Why do you think teachers give instructions?

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 You are going to listen to a text. Predict what it is going to be about, by looking at the previous activities.

22 twenty-two

CLASSROOM LANGUAGELesson 3

23twenty-three

Unit

1

5 The Director of The English Village is teaching the children some important instructions. Match the actions (a - g) to the pictures (1 - 7).

a. Close your books.


c. Can I come in?

d. Listen.

e. Close the door.

f. Stand up.

g. Silence.

1 2 3 4

5 6 7

Listening

6 8 Listen and check your answers in Exercise 5.

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

8 8 Listen and mime the actions.

STRATEGIES!Focus on the visual aids to predict the topic of a text!

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 Complete this dialogue with words from the box. Then, check the words with the recording.

Stop the noise, please Close the window, please Go back to your desk Listen to the music

Teacher: Martin, (1) , its a bit cold.

Martin: Of course, miss.

Teacher: Julie, (2) , and sit down.

Julie: OK, miss.

Teacher: OK, children, we are going to (3) now, so (4) .

Children: Yes, miss.

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 4 Discuss with your partner.

a. Are all instructions at school necessary? Why?

b. Can you think of any other instructions? Share with your partner.

13 Practice this dialogue with your partner. Then, replace the underlined expressions with information of your own.

Tutor: Good morning, children!

Students: Good morning, miss!

Tutor: Open your books on Page 15, please.

Student: Which page, miss?

Tutor: Page 15. Diego, close the door, please.

Diego: Yes, miss.

Tutor: Thank you very much, Diego.

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

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

a. Close the door.


c. Listen to music.

d. Make your bed.

e. Open your book.

f. Read the lesson.

g. Silence.

h. Watch TV.

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 In your notebook, write a list with fi ve instructions you receive in your house. Then, practice them with your partner.

19 Mime the actions in Exercise 18, not making any sounds. Ask your partner to guess the instructions. Then, change roles.

20 Create a short dialogue using the house instructions on your list. Follow the model in Exercise 13 and replace tutor for one of your family members. Practice it with your partner.

21 Whats the diff erence between school instructions and house instructions? Discuss.

P R O E C TJ

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

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

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


What has two hands, a round face, always runs, but stays in place?


read and show comprehension of a brochure describing The English Village.

listen and identify English sounds. complete dialogues in writing. produce dialogues to

introduce people.

Before reading

1 Look at the illustration on the left. What activities are the people doing? Are they having fun? Why?

2 Find the following places in the picture. Are there any similar places in your school? Discuss.

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 Do you think all schools have the same facilities? Do you think they are necessary? Explain.

5 You are going to read a text on Page 29.Take a look at the picture on the left and the questions in Exercise 4 again. Can you guess what type of text it will be? Why?

28 twenty-eight

THE VILLAGELesson 4

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. Copy this chart in your notebook, fi nd the information in the texts and classify it in the chart.a.

The English Village

Location

Facilitiesb.

Students

Country

Citiesc.

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.

125

30 thirty

After reading

8 Create a dialogue, using the information you classifi ed in Exercise 7, and practice it with your partner. Complete this model as a start, then, expand it.

A: Where is The English Village?

B: Its in .

A: Are there many facilities at the English village?

B: Yes, there is .

A: .

B: .

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.

Useful expressions How many...? Are there any...? There is also... That's amazing!

These expressions can be used in dialogues.

11 Complete, and then practise in pairs.

A: Who is she?

B: She is .

A: Where is she from?

B: from .

A: Oh, right! And who is ?

B: This is .

A: And where is from?

B: s .

12 In pairs, create a short dialogue about your favourite artist. Use the model in Exercise 11, and explain why you like him/her.

31thirty-one

Unit

1

Nicole Kidman Australia Rihanna the USA

Prince William England

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

Where is Avril Lavigne from?

Shes from Canada.

Where are you from?

Im from Chile.

Where is Lil Chris from?

Hes from England.

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 .


They come out at night and are lost in the day. What are they?

Useful expressions How many...? Are there any...? There is also... That's amazing!


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 Mention one advantage and one disadvantage of a Sports School. Explain. (2 marks)

4 Complete the sentences. (3 marks)

a. Tony from New York.

b. I from Santiago.

c. Carolina from Maip.

5 Look at the pictures and copy the correct answer in your notebook. (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.

c.

b.

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: (a) ?

B: My names Paul and Im a (b) at the (c) in Newcastle, in England.

A: (d) are you from?B: (e) .A: Can you describe the Spanish village?B: Of course! The village has many (f) , such as an animal (g) , a (h) , and many (i) . My favourite place is the (j) room, because I can chat with my friends in Spanish!

A: (k) !B: Youre welcome. Total score: 22 marks

Speaking

7 Follow the model in Exercise 6, and create a similar dialogue, using personal information, such as your city, school, and your house. Practice the dialogue in pairs.

I can give personal information I can use predictions to understand a text I can count to 10 I can write an e-mail I can mention five places in my school I can give and follow instructions I can participate in dialogues

Refl ect on what you have achieved so far.

Unit 1Unit 1 SELF EVALUATIONSELF EVALUATION

Check with your teacher and nd your level 0 to 7 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again.8 to 18 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.19 to 22 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!


Unit

2AT HOME

LEARNING OBJECTIVES

Listening Show comprehension of

descriptions. Identify topic and general

ideas. Make predictions based on

previous knowledge. Use visual support.

Reading Show comprehension of

descriptions of people and objects.

Identify purpose of a text. Identify key words and

expressions. Identify family members.

Oral Expression Reproduce and produce

sentences and dialogues. Describe objects, people

and places.

Writing Identify and express

quantity. Give speci c information. Describe position of objects. Complete short dialogues.

Getting into it!1. Look at the picture on Page 35. Who are they? Where do you think they are?

2. Do you live with your family? Do you live in a house or a fl at? Share with the class.

3. Complete the texts on Page 35 with the words in the box.

Hello house children play come how are you?

4. Copy this short dialogue in your notebook, complete it with your information and practice it with your partner. Then, change roles.

A: do you live?

B: I live in a ?

A: I live in a .

B: Do you like it?

A: , and you?

34 thirty-four

35thirty-five

, brother, ?

Come on, , lets get into the .

and with me, grandpa!

36 thirty-six

Unit

2VOCABULARY IN CONTEXT


Bungalow1

The bungalows are new and they have a small garden.

Flats4

My uncle Bill lives in a block of ats downtown.

Cabin2

The cabins are comfortable. They all have a bedroom, bathroom and kitchen.

Garden5

This is a beautiful garden.

Cottage3

The cottage is near the mountains.

Semi- detached6

There are many semi-detached houses in this area.

37thirty-seven

Unit

2

2 Work in pairs. Read the text and compare the types of houses in England and Chile.

Types of houses in England

England has different types of homes. In small cities and towns, people live in houses. There are many types of houses.

Some houses are joined together by a common wall. These are called semi-detached houses. Detached houses are separated from other houses. They often have a garden and a garage.

In large cities, people often live in flats. A block of flats is a large building divided into flats.

A bungalow is a big, one-storey house. All the rooms are on the ground floor.

A cottage is a small house in the countryside. Cabins are also small houses in the forest. They are made of wood.

3 Work with your partner. Read the dialogue and match the names and the pictures.

Tracy: Tell me about your house, Ben.

Ben: I live in a big house. It has two storeys, a garage and a beautiful garden. How about you?

Tracy: My house is very nice! It has only one storey. It does not have a garage, but it has a small garden.

4 Tell your partner about your house. Follow the model in Exercise 3.

Useful expressions Tell me about How about you?


big window

small window

bedroombathroom

kitchen

garden

terrace

living room dining room

38 thirty-eight

1 Look at the picture and tick your favourite room.

2 6 Write the correct room next to the furniture.

Furniture Room

Sofa

Table

Bed

TV

Chair

3 Look at the picture and tick the places you have in your house / fl at. Are they similar or diff erent to yours? Explain.

4 You are going to read a text. What do you think it is about? Look at the pictures and tick ().

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

Village

Before reading

IN THIS LESSON YOU WILL: identify furniture and places in a house. show comprehension sentences and short dialogues. 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.

ACCOMMODATIONLesson 1

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 decide which map corresponds to the description.

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.

STRATEGIES!Skimming is reading only the parts that help you understand the text. You can use this strategy to guess the topic.

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 6 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. Thats great! Its beautiful!

Tony: Well, inside fi ve bedrooms. also a bathroom. a big living room with a TV and a small

garden with many fl owers.

Gonzalo: Really? Thats cool! Is there a pool too?

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 In your notebook, complete this paragraph with information from Exercise 10.

My house is in (location). It is (size). There are (number) bedrooms, there are (number) bathrooms. In the living room, there are (number and furniture) and (number of furniture).

I like it, because .

12 Guessing game.

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

Bed Chair Computer Lamp Picture

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

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

13 Pick two diff erent objects from Exercise 12, and describe them to your partner. Do not mention the name.

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.


It loses its head in the morning and gets it back at night. What is it?

42 forty-two

1.

2.

4.

5.

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. Are they any similar to the houses in your city/town? Which is your favourite one? Why?

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 houses in the pictures. How many of the colours can you name?

5 Look at the pictures and predict what the text is about.

a. Houses

b. Flats

c. Schools


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

HOUSESLesson 2

3.

43forty-three

Unit

2

Listening

6 24 Listen and check your prediction in Exercise 5.

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 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.

9 24 Listen again and put the sentences in the order you hear them.

a. I live in a medium-sized fl at in London. What colour is your house, Tony?

b. I live in a big old house near New York. And you, Susan?

c. Yes, there are fi ve bedrooms and four bathrooms in it.

d. White, and the door and windows are green. Susan, what colour is your fl at?

e. Its white and grey. So your house is big, Tony.

10 24 Complete this dialogue using words from the text. Then, practice it.

Juan: Where do you , Luca?

Luca: I live in a , and you?

Juan: .What is your ?

Luca: Its and .

Juan: Thats beautiful! Mine is and .

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 7 Copy this text in your notebook and complete it with information about your own 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 What kind of houses do you see in your neighbourhood? Why do you think people prefer this kind of house in your area? Explain.

15 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

16 Write a short paragraph about the house in the pictures below. Describe objects and colours, and explain why you like it or not. You can start your paragraph like this, and write it in your notebook.

This house is (size, color, opinion). There is/are , and (number of

rooms). I like it because (opinion).

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.


I have a head but never cry, I have 4 feet but never walk, you come to me to get some sleep.

46 forty-six

Before reading

1 Who are the members of your family? Write two sentences describing each of them, and compare with your partner.

2 Choose and underline the members of a typical family.

father / brother sister / mother

sister / brother sister / brother

PEDRO ANTONIA

JOS MIGUELLUISA

3 Are the families in the picture any similar to yours? Discuss with your partner.

4 Read only the fi rst sentence of the text on Page 47. Can you predict what the text is about?


read and demonstrate comprehension of a short letter. identify and recognise family members. complete a text about your family. visualize di erent aspects of a text. identify speci c vocabulary.

FAMILIESLesson 3

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. Copy it in your notebook.

_______________

_______________

_______________

______________________________

_______________8 years old

_______________

_______________Francisca_______________

_______________

father

27

STRATEGIES!You can predict the topic of a text by focusing on pictures, titles, etc.

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 decide if the sentences are true or false.

a. Mary is Toms sister.

b. Mary is Jennys mother.

c. Mary is Richards sister.

d. Mary is Toms mother.

10 Complete the dialogue with words below. Then, practice it with your partner.

tall quiet short friendly slim serious

A: Do you live with your family?

B: Yes, my father, mother, and sister.

A: Can you describe them?

B: Well, my dad is and very . My mother is and , and my little sister is and really . Do you want me to show you a picture of them?

A: Of course!

Useful expressions well... of course!


49forty-nine

Unit

2

11 29 8 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.

12 Make your own family tree including names, relationships, and descriptions (appearance and personality). Copy this diagram in your notebook.

Family tree1. Draw a family tree with your family.2. Write their names and add

characteristics.3. Get in pairs.4. Create a dialogue with your partner,

using information from your respective trees. Use Exercise 10 as a model.

P R O E C TJ

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________


My brother doesnt have a brother. Who am I?

Before listening

1 9 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.

A B

twenty

fifty

seventeen

sixteen

fifteen

nineteen

thirty- five

forty

eighteen

15

16

17

18

19

20

35

40

50

3 Which of these jobs would you like to have? Explain why. Discuss with your partner.

50 fifty


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

show comprehension of speci c information. listen and identify numbers in English. participate in a dialogue about occupations.

JOBSLesson 4

I'm a teacher.

I'm a constructor.I'm a nurse.

I'm a doctor.

I'm a dentist.I'm a police woman.

I'm a shop assistant.

51fifty-one

Unit

2

4 You will hear some people talking. What type of text is it?a. A face to face conversation.

b. A class.

c. A telephone conversation.

5 30 Listen to Susan and Tony and write the ages with words, in your notebook.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

STRATEGIES!Think of what you already know about the topic. Use your background knowledge.

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.

actoractressartistcarpenter

doctordentistengineerguard

journalistlawyerminernurse

opticianpolicemanreceptionistsecretary

shop assistantsocial workervetwriter

10 Write a sentence in your notebook, using the correct occupation for each place of work.

Theatre Shop Hospital

Hotel Workshop Offi ce

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 Complete this dialogue using information about the members of your family. Then, practice it with your partner.

A: My father had an emergency today, he is a doctor. Whats your job?

B: He is a .

A: Thats cool! And whats your job?

B: Shes a . Where does your father work?

A: He works in a . How about your father?

B: He works .

A: That sounds great!

13 Copy this family tree in your notebook and complete it with names and occupations 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,

including everything you have learnt in the unit.


My job is to be who I am not. Who am I?

Useful expressions Thats cool! That sounds great!


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 in your notebook. (4 marks)

3 Think about your favourite member of your family and write a short note about him/her. Include name, occupation, and personality features.

(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

33

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 in your notebook. (5 marks)

Total score: 22 marks

Speaking

6 Work in pairs. Role-play a conversation with pop star Cody Simpson. Ask information about jobs, family, a description of his house, etc. Then, change roles.

Check with your teacher and nd your level 0 to 11 correct answers: You have not understood an important part of the contents. Revise the unit, and then do the exercises again.12 to 19 correct answers: You have been able to understand only part of the contents. Revise the unit and correct the wrong answers.20 to 22 correct answers: You have learnt all or almost all the contents in the unit. Keep up the good work!

I can locate and identify places in the house

I can identify types of houses

I can identify colours

I can show comprehension of descriptions

I can identify and name members of the family

I can identify occupations

I can count to fifty

Refl ect on what you have achieved so far.

SELF EVALUATIONSELF EVALUATION


55fifty-five

Unit 2Unit 2Un

it 2

LEARNING OBJECTIVES

Listening Identify frequently used

expressions and thematic vocabulary.

Show comprehension of a speci c topic.

Make predictions Identify English sounds.

Reading Show comprehension of

frequent vocabulary and actions. Express likes and preferences. Show comprehension of

authentic texts. Relate texts to personal

experiences.

Oral expression Express likes and

preferences. Give and ask for information. Participate in dialogues.

Writing Give and ask for

information. Add information. Show comprehension of

thematic vocabulary.

Unit

3

56 fifty-six

FOOD AND HEALTH

Getting into it!1. Look at the picture on Page 57. Where do you think the students are? Describe the place.

2. Whats your favourite food? How often do you eat it?

3. Complete the texts on Page 57 with the words in the box.

eat spaguetti salad What like

4. Complete this short dialogue with your information and practice it with your partner. Then, change roles.

A: Whats your favourite food?

B: I like , what about you?

A: I like .

B: Do you eat it at school?

A: , and you?

B: .

57fifty-seven

Id and?

will you. ?

Unit

3

58 fifty-eight

VOCABULARY IN CONTEXT


Soft-drinks1

I only drink soft-drinks at the weekend.

Junk food4

Junk food has a great impact on childrens obesity around the world.

Snack2

Fresh fruit and vegetables make an ideal snack.

Nutrients5

A healthy diet gives all the essential nutrients.

Healthy3

A healthy diet helps prevent illnesses.

Meals6

Experts recommend to eat, at least, three meals a day.

59fifty-nine

Unit

3

2 Are your habits healthy? Read the text and answer the question. Share opinions with your partner.

HEALTHY EATING HABITS

Your body is a machine. It needs di erent materials for energy. If you usually eat di erent types of food, your body is healthy. If you only eat junk food, youre in trouble! Here are some tips that can help you develop healthy habits.

Eat breakfastEating breakfast helps the body maintain energy throughout the day.

Choose healthier snacksChips or biscuits are low in nutrients and high in calories.Try to eat healthy snacks such as fruit, popcorn, unsalted nuts and unsweetened yoghurt.

Drink waterDrink water at meal times. Keep juice and sweet soft-drinks as occasional treats.

Eat regular mealsEat regular meals, it helps reduce snacking.

Eat colourfulAll the vibrant colours in fruit and vegetables come from natural plant elements that have healthy e ects on our body. Di erent colours have di erent e ects, so its good to eat a variety of di erent colours each day.

3 Cody and Phil are talking about their snacks. Complete the dialogue giving examples of healthy food. Work with your partner.

Look, Cody! My snack is very today! I have , and .What about you?

Its very too! I have , and . I dont like .

4 Practise and act out the dialogue in front of your classmates.

1 Find 5 words related to food in this crossword puzzle. Then, complete.

S P A G U E T T IV C Z K Z Z P T RO L E Q S A P R QM T B L N O X Y QY L A C E T U L DB M A M D R B P VP K D T O R Y Q YE P L J B T D Y Y

a. s

b. p

c. t

d. c

e. s

2 What's your favourite food? Draw it on the picture.

3 Whats the most common food in your city/country? Is it included in the picture? Do you like it? Discuss with your partner.

4 What kind of text do you see on Page 61? What kind of information does it show?

Before reading

60 sixty


show comprehension of information in a menu identify days of the week identify vocabulary related to food produce and reproduce dialogues related to food classify vocabulary

THE WEEKLY MENULesson 1

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

6 Read the text again. Write in your notebook 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 Answer the questions.

a. Where can you fi nd this kind of text? b. What day, in the menu, do you like the most?

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 diff erent categories: fruit, meat types, vegetables and others. Then, compare with your classmates.


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?

fish milklettuce pancakes

banana avocadobeef chicken

kiwi tomatoesrice oranges

63sixty-three

Unit

3

11 10 Choose food from this lesson to create your ideal menu. Copy this model in your notebook and complete it.

My ideal weekend menu My partner's ideal weekend menuSaturday Sunday Saturday Sunday

Starter

Main course

Dessert

12 41 Listen and repeat this dialogue. Then, practice it with a partner, changing the underlined parts with your own preferences. After that, complete the chart in Exercise 11.

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

13 Complete the crossword puzzle, following the clues below.Across:1. You can make a sweet salad with it.4. It comes from a cow.5. It includes different types of vegetables.7. A green, creamy fruit

Down:1. The day before the weekend.2. The second day of the working week.3. Meat, vegetables and sauces inside two pieces

of bread.6. The food group including beef, chicken, pork, etc.

1 2

3 4

5

6

7

P 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. Display the menu in your class, and explain

your choices of food. Make sure you use vocabulary related to food, days of the week, and useful expressions.

Useful expressions I love... Good!

Again? I dont like...



I grow underground, have eyes, but cant see. What am I?

64 sixty-four


show comprehension of food expressions and collocations.

Identify speci c information associated to food. produce and reproduce short dialogues about

lunch time. ask for food and make requests. express likes and dislikes in writing.

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 Classify these words into breakfast, lunch or dinner. Are there any similarities between these meals in your country?

Toast Salad Milk Coff ee Rice Bread

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 Take a look at the pictures on Page 65. 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.

LUNCHLesson 2

The salad looks delicious!

What is there for lunch?

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 11 42 Listen again and count the number of times you hear please and thank you in the conversation. Write them down in your notebook.

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.

Useful expressions Im hungry! Im thirsty

I like I dont like...


Unit

3

67sixty-seven

12 Form collocations with words from A and B. Write them in your notebook.

A Bfruit jellystrawberry juicetuna salad

13 Complete this dialogue. Then, practice it with your partner.

A: Mm, . Whats for lunch today, do you know?

B: I think there are two options, mash potatoes and , or and salad.

A: Oh, thats good! I love .

B: Im now, I want a drink.

A: I think we can drink water o .

B: I dont like very much. I prefer .

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.


Whats orange and sounds like a parrot?

REJECTED

APPROVED


show comprehension of no literary texts. identify word families give information about a speci c topic. write about a well-known topic.

68 sixty-eight

Before reading

1 Answer these questions.a. Do you like any of the snacks

in the picture? b. What consequences do these

snacks have on your health?

2 Use a dictionary to fi nd the meaning of junk food and healthy food. Classify the food from the kiosks into the categories of Healthy Food and Junk Food.

3 Find the meaning of these words in a dictionary. How are they related to food?

Cavities

Environment

Fats

Flavour

Fibres

Nutrients

Additives

Flavour

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

5 Take a quick look at the text on Page 69. What do you think it will be about?

HEALTHY FOOD V/S JUNK FOODLesson 3

The children will love this 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. Junk food requires a lot / a little preparation.

b. A healthy diet is high / low in sugar, fat, salt and additives.

c. Junk food is / isnt associated with diabetes, obesity and heart problems.

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