1. 1. STUDENTS TEXTBOOK ENGLISH The English Village Ana Manonellas Balladares 5bsico EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN
2. 2. STUDENTS TEXTBOOK ENGLISH The English Village Ana Manonellas Balladares Teacher of English, Universidad de Santiago. Postgraduate Diploma of Education Monash University, Melbourne, Australia. Nombre: Curso: Colegio: Este libro pertenece a: TelohahechollegargratuitamenteelMinisteriodeEducacinatravsdelestablecimiento educacionalenelqueestudias. Esparatuusopersonaltantoentucolegiocomoentucasa;cudaloparaquetesirvadurantetodoelao. Sitecambiasdecolegiolodebesllevarcontigoyalfinalizarelao,guardarloentucasa. 5bsico
3. 3. two2 DISCOVER YOUR BOOKUnit1 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 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. Unit1 VOCABULARY IN CONTEXT 11eleven Unit1 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. Accommodation 1 The program includes accommodation for the students. Students 4 In Chile, students in elementary and secondary schools wear uniforms. Facilities 2 The local school has a good sports field and other recreational facilities. United Kingdom (the UK) 5 The United Kingdom consists of four countries: England, Scotland,Wales and Northern Ireland. School 3 There is a big school in my city. Tutors 6 Tutors help children with their homework. The EnglishVillage 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 andTony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo. Listening,re adingandspeakingactivitiesa rerecorded. Liste ntothe CD with yourteach er.
4. 4. 3three LANGUAGE FORM Analysis 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 Unit1 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 EnglishVillage. listen and identify English sounds. completedialoguesinwriting. 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 cafeteria accommodation a fruit and vegetable garden a pool a football field 3 Work with your partner. Cross out () the words that are not facilities (Facilities: buildings and services). a.A cafeteria. b.A pool. c. A computer. d.A football 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, nd the information in the texts and classify it in the chart. 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 THE VILLAGE Lesson 4 5 Reading lesson with activities to help you to understand a written text and learn English. 33thirty-three Unit1 32 thirty-two FINAL TESTFINAL TEST Reading 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.gym b.football field c. children d.athletics e.tennis courts f. 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:22marks 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 8 I can use predictions to understand a text 4 8 I can count to 10 4 8 I can write an e-mail 4 8 I can mention five places in my school 4 8 I can give and follow instructions 4 8 I 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. Finaltest:Attheendofeveryunit,thereisaformaltestthatincludesthecontentsofthewhole unit,assessingreadingandlisteningcomprehension.Italsoincludesarubricthatwilltellyouin detailwhatyouhavedonewellandwhatyouneedtoimprove.Atthebottomofthepage,you willfindaSelf-Evaluationchart,sothatyoucanreflectonyourperformancethroughouttheunit. 23twenty-three Unit1 1 2 3 4 6 5 IN THIS LESSON YOU WILL: listen and show comprehension of instructions. read instructions and relate them to images. completeinstructionsinwriting. 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 nd these objects in the picture and in your classroom? board book desk door page 2 Discuss with your class. a.Are there any specic 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 LANGUAGE Lesson 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 Reading Listening lesson Listening All the material for the listening tasks. 1 It indicates the connection with complementary work in theWorkbook 1 G U E S S A R I D D L E ! A short brain-teaser that will test your logic! Useful expressions Phrasesthatwillhelpyoucreatedialoguesofyourown. STRATEGIES! Useful tips to help you complete some tasks.
5. 5. 4 four INDEX Im Gonzalo Hello, whats your name? ? Im from Chile. Hi, children. ?, and you? Unit1 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 Unit2 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 Unit3 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 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. ?
6. 6. 5five Unit4 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 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 Unit5 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.
7. 7. 6 six Im in the swimming pool Hello, how are you? Lets sing a happy song!
8. 8. 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!
9. 9. Unit1 THE 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 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 .
10. 10. 9nine Im Gonzalo Hello, whats your name? ? Im from Chile. Hi, children. ? , and you?
11. 11. Unit1 VOCABULARY IN CONTEXT 10 ten 1 Study each card. Use a dictionary to verify the meaning of the words. Accommodation 1 The program includes accommodation for the students. Students 4 In Chile, students in elementary and secondary schools wear uniforms. Facilities 2 The local school has a good sports field and other recreational facilities. United Kingdom (the UK) 5 The United Kingdom consists of four countries: England, Scotland,Wales and Northern Ireland. School 3 There is a big school in my city. Tutors 6 Tutors help children with their homework.
12. 12. 11eleven Unit1 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 EnglishVillage 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.
13. 13. 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 dierent 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 IN THIS LESSON YOU WILL: nd and show comprehension of information about dierent people and places. show comprehension of short written texts. complete dialogues and cards with specic information. produce and reproduce dialogues to share personal information. THE PARTICIPANTS Lesson 1
14. 14. 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 fth grade at the George Washington School. Macarena: Im Macarena Henrquez. Im from . Im also in 5th grade, at The International School. Tony and Susan: , children! Macarena and Gonzalo: Goodbye, Tony and Susan! 13thirteen Unit1 STRATEGIES! Predicting can help you improve your comprehension of dicult listening segments!
15. 15. 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 fth Im in 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: macahe@mymail.com a. b. c. d. NAME: Tony SCHOOL: CITY: MAIL: tonyw@mailcity.com NAME: Susan SCHOOL: CITY: MAIL: susanh@mailcity.com
16. 16. 15fifteen Unit1 LANGUAGE FORM 1. Notice these sentences from the text. a. ImTony. Im Susan. Im Gonzalo. b. Im from Iquique. Im from London. Im from Chilln. 2. What information can you 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 dierent city in your school? Was his/her life similar or dierent 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.
17. 17. 16 sixteen 12 4 Listen to some ction characters introducing themselves. Answer the questions. a.Which of these characters is NOT in the recording? 1 Batman 2 Leela 3 Homer Simpson 4 Stewie 5 Goku b.Who is your favorite 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.
18. 18. 17seventeen Unit1 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 play 1. Get in groups of 4. 2. Write the names of your partners on four separate bits of paper. 3. Pick one name that is not you, and introduce yourself as if you were him / her, to the rest of your group. G U E S S A R I D D L E ! What is yours, but other people use it more than you?
19. 19. 18 eighteen Before reading 1 Take a look at the map of the school. Is it similar or dierent to your school? Discuss with your partner. 2 Notice. COGNATES Words in English that are similar in Spanish. If you identify them in a text, they can help you understand better. Examples: invitation = invitacin participate = participar vacations = vacaciones 3 Similar in Spanish? (or ). ____ Cafeteria ____ Classroom ____ Computer lab ____ Directors oce ____ Playground ____ School ____ Teachersroom ____ 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. IN THIS LESSON YOU WILL: Identify cognates Show comprehension of a short written text Identify and repeat English sounds Produce a short written text THE COMPETITION Lesson 2
20. 20. 19nineteen Unit1 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 The English Village Carolina 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.
21. 21. 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 boystoilet The cafeteria The computer lab The Directors office The girlstoilet The playground The school entrance The teachersroom 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
22. 22. 21twenty-one Unit1Unit1 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. CAFETERIA SCHOOL ENTRANCE P L A Y G R O U N D DIRECTORS OFFICE 1 2 3 4 5 6 7 11 10 9 8 BOYS TOILET GIRLS TOILET COMPUTER LAB CLASSROOM 1 CLASSROOM 2 CLASSROOM 3 TEACHERS ROOM CLASSROOM 6 CLASSROOM 5 CLASSROOM 4 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 fifteen computers. b.Complete the sentences in your notebook, using information about your own school. i. My school is ii. It has iii.It also has P R O E C TJ My school 1. Work in groups of four. 2. Draw a map of your school on a piece of colour cardboard. 3. Number and label the places. 4. Add illustrations. 5. Display it in the classroom. 6. Describe it to your classmates. Example: Number 1 is the school entrance. G U E S S A R I D D L E ! What is black when it is clean and white when it is dirty?
23. 23. 1 2 3 4 6 5 IN THIS LESSON YOU WILL: listen and show comprehension of instructions. read instructions and relate them to images. completeinstructionsinwriting. organise and reproduce a dialogue in a classroom. Before listening 1 Work in your group. Can you nd these objects in the picture and in your classroom? board book desk door page 2 Discuss with your class. a.Are there any specic 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 LANGUAGE Lesson 3
24. 24. 23twenty-three Unit1 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. STRATEGIES! Focus on the visual aids to predict the topic of a text!
25. 25. 24 twenty-four After listening LANGUAGE FORM Imperatives 1. Read these sentences from the text. Close your books. Open the door. Sit down. 2. How can we make these orders more polite? (Find the magic word). 3. Find and copy two more examples from this lesson. Make them polite. 9 9 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.
26. 26. 25twenty-five Unit1 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 rap 1, 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!
27. 27. 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. 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. b.Come to the board. c. Listen to music. d.Make your bed. e.Open your book. f. Read the lesson. g.Silence. h.Watch TV.
28. 28. 27twenty-seven Unit1 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 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 dierence between school instructions and house instructions? Discuss. P R O E C TJ Classroom instructions 1. Work in groups. 2. Cut out a piece of cardboard and draw a sign and a picture, representing one of these classroom instructions: a. Sit down. b. Stand up. c. Silence, please! d. Listen! e. Come to the board. 3. Write the instruction on your poster and stick it on the wall at the back of the classroom. G U E S S A R I D D L E ! What has two hands, a round face, always runs, but stays in place?
29. 29. IN THIS LESSON YOU WILL: read and show comprehension of a brochure describing The EnglishVillage. listen and identify English sounds. completedialoguesinwriting. 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 cafeteria accommodation a fruit and vegetable garden a pool a football field 3 Work with your partner. Cross out () the words that are not facilities (Facilities: buildings and services). a.A cafeteria. b.A pool. c. A computer. d.A football 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 VILLAGE Lesson 4
30. 30. 29twenty-nine Unit1 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. 6 Read the text and check your prediction in Exercise 5. 7 Read the text again. Copy this chart in your notebook, nd the information in the texts and classify it in the chart. 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. 125
31. 31. 30 thirty After reading 8 Create a dialogue, using the information you classied 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 nal sound. brush cash crush English nish sh ash push splash wash b.Listen to ten words and tick those with the same nal sound. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. c. Listen and repeat this rhyme. Poor old English turtle Poor old English turtle, He has got no cash, Fishing with no shell on, He will get a rash. LANGUAGE FORM Pronouns 1. Personal pronouns in this lesson: I / you / he / she / it / they. 2. Notice: The English Village It is located in Santiago. Students are from all over Chile They are here to practise English. This is Tony Wilson He is from the USA. This is Susan Hardy She is from England. 3. Find, say and copy more examples from the text. Use the same colours as in the example. Useful expressions How many...? Are there any...? There is also... That's amazing! These expressions can be used in dialogues.
32. 32. 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 Unit1 Nicole Kidman Australia Rihanna the USA PrinceWilliam 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 people 1. In pairs, stick a world map in the centre of a big piece of colour cardboard. 2. Choose famous people from dierent 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 . G U E S S A R I D D L E ! They come out at night and are lost in the day. What are they?
33. 33. 32 thirty-two FINAL TESTFINAL TEST Reading 1 Write true (T) or false (F). (4 marks) a. The Sports School is in Europe. b. The children do dierent 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.gym b.football eld c. children d.athletics e.tennis courts f. 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
34. 34. 33thirty-three Unit1 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:22marks 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 Reect 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.
35. 35. Unit2 AT 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 specic 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 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
36. 36. 35thirty-five , brother, ? Come on, , lets get into the . and with me, grandpa!
37. 37. 36 thirty-six Unit2 VOCABULARY IN CONTEXT 1 Study each card. Use a dictionary to verify the meaning of the words. Bungalow 1 The bungalows are new and they have a small garden. Flats 4 My uncle Bill lives in a block of flats downtown. Cabin 2 The cabins are comfortable. They all have a bedroom, bathroom and kitchen. Garden 5 This is a beautiful garden. Cottage 3 The cottage is near the mountains. Semi- detached 6 There are many semi- detached houses in this area.
38. 38. 37thirty-seven Unit2 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? These expressions can be used in dialogues.
39. 39. 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/ at. Are they similar or dierent 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. completedialogues,paragraphsandchartswithspecic information about furniture and places in a house. produce and reproduce dialogues to share information about furniture and places in a house. ACCOMMODATION Lesson 1
40. 40. 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 Wales General 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 Unit2 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.
41. 41. 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 dierence? 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 ve bedrooms. also a bathroom. a big living room with a TV and a small garden with many owers. Gonzalo: Really? Thats cool! Is there a pool too? Tony: Yes, one next to the gym. 9 22 First only listen and then listen and repeat. a.These words. living-room dining-room bedroom bathroom b.These sentences. This is my house. This is 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 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
42. 42. 41forty-one Unit2 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 dierent 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 family 1. Cut out a piece of cardboard. 2. Draw a map of your house / at. 3. Write a description of your house / at. 4. Add photos of your family and tag them. 5. Display your work in a visible place in your classroom. G U E S S A R I D D L E ! It loses its head in the morning and gets it back at night. What is it?
43. 43. 42 forty-two 1. 2. 4. 5. Before listening 1 Match the names to the pictures. A two-storey house A big house A 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 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 IN THIS LESSON YOU WILL: 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. HOUSES Lesson 2 3.
44. 44. 43forty-three Unit2 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 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 ve bedrooms and four bathrooms in it. d. White, and the door and windows are green. Susan, what colour is your 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 .
45. 45. 44 forty-four After listening 11 25 First only listen, and then listen and repeat these sentences. There is a garden. There are owers in the garden. There isnt a garden. There arent any 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 / at). It is a house / at (size), and it is (colour). In my house / 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 dierent 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.
46. 46. Unit2 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 rent 1. Invent a poster of a house or at for rent. 2. Include location, size, number of rooms, facilities and e-mail address. 3. Display it in your classroom. G U E S S A R I D D L E ! I have a head but never cry, I have 4 feet but never walk, you come to me to get some sleep.
47. 47. 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 P EDRO ANTONIA JOS MIGUELLUISA 3 Are the families in the picture any similar to yours? Discuss with your partner. 4 Read only the rst sentence of the text on Page 47. Can you predict what the text is about? IN THIS LESSON YOU WILL: read and demonstrate comprehension of a short letter. identify and recognise family members. complete a text about your family. visualize dierent aspects of a text. identify specic vocabulary. FAMILIES Lesson 3
48. 48. 47forty-seven Unit2 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 5 Read the text and check your prediction in Exercise 4. 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.
49. 49. 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 s 1. 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! These expressions can be used in dialogues.
50. 50. 49forty-nine Unit2 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 tree 1. Draw a family tree with your family. 2. Write their names and add characteristics. 3. Get in pairs. 4. Create a dialogue with your partner, using information from your respective trees. Use Exercise 10 as a model. P R O E C TJ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ G U E S S A R I D D L E ! My brother doesnt have a brother. Who am I?
51. 51. 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 IN THIS LESSON YOU WILL: identify and recognise occupations in English, connecting them to images. show comprehension of specic information. listen and identify numbers in English. participate in a dialogue about occupations. JOBS Lesson 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.
52. 52. 51fifty-one Unit2 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.
53. 53. 52 fifty-two After listening LANGUAGE FORM Asking about occupations 1. 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 artist carpenter doctor dentist engineer guard journalist lawyer miner nurse optician policeman receptionist secretary shop assistant social worker vet writer 10 Write a sentence in your notebook, using the correct occupation for each place of work. Theatre Shop Hospital Hotel Workshop Oce 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.
54. 54. 53fifty-three Unit2 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 family 1. Bring a photograph of your family. 2. Stick it on a piece of colour cardboard. 3. Label the people with name, occupation, age, etc. 4. Show it and introduce the people to your class. 5. Ask and answer questions about the people, including everything you have learnt in the unit. G U E S S A R I D D L E ! My job is to be who I am not. Who am I? Useful expressions Thats cool! That sounds great! These expressions can be used in dialogues.
55. 55. 54 fifty-four FINAL TESTFINAL TEST Reading 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
56. 56. Listening 4 34 Listen to the text about a house description and 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 find 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 Reect on what you have achieved so far. SELF EVALUATIONSELF EVALUATION If you are not sure about something, revise the contents with your teacher. 55fifty-five Unit 2Unit 2 Unit2
57. 57. LEARNING OBJECTIVES Listening Identify frequently used expressions and thematic vocabulary. Show comprehension of a specic topic. Make predictions Identify English sounds. Reading Showcomprehensionof frequentvocabularyandactions. Express likes and preferences. Show comprehension of authentic texts. Relate texts to personal experiences. Oral expression Express likes and preferences. Giveandaskforinformation. Participate in dialogues. Writing Give and ask for information. Add information. Show comprehension of thematic vocabulary. Unit3 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: .
58. 58. 57fifty-seven Id and ? will you. ?
59. 59. Unit3 58 fifty-eight VOCABULARY IN CONTEXT 1 Study each card. Use a dictionary to verify the meaning of the words. Soft-drinks 1 I only drink soft-drinks at the weekend. Junk food 4 Junk food has a great impact on childrens obesity around the world. Snack 2 Fresh fruit and vegetables make an ideal snack. Nutrients 5 A healthy diet gives all the essential nutrients. Healthy 3 A healthy diet helps prevent illnesses. Meals 6 Experts recommend to eat, at least, three meals a day.
60. 60. 59fifty-nine Unit3 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 different materials for energy. If you usually eat different 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 breakfast Eating breakfast helps the body maintain energy throughout the day. Choose healthier snacks Chips 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 water Drink water at meal times. Keep juice and sweet soft-drinks as occasional treats. Eat regular meals Eat regular meals, it helps reduce snacking. Eat colourful All the vibrant colours in fruit and vegetables come from natural plant elements that have healthy effects on our body. Different colours have different effects, so its good to eat a variety of different 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.
61. 61. 1 Find 5 words related to food in this crossword puzzle. Then, complete. S P A G U E T T I V C Z K Z Z P T R O L E Q S A P R Q M T B L N O X Y Q Y L A C E T U L D B M A M D R B P V P K D T O R Y Q Y E 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 IN THIS LESSON YOU WILL: 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 MENU Lesson 1
62. 62. 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 ve (5) days. d.To drink with your lunch? Milk. / Milk or fruit juice. 8 Answer the questions. a.Where can you nd this kind of text? b.What day, in the menu, do you like the most? 61sixty-one Unit3 Reading CHICKEN SOUP MIXED SALAD VEGETABLE SOUP CELERY AND AVOCADO SALAD MIXED 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 CORN PIZZA HAMBURGER AND RICE BANANA FRUIT SALAD RICE PUDDING BAKED APPLE PANCAKE KIWI AND ORANGE QUARTERS ICE CREAM Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included. 39
63. 63. 62 sixty-two After reading 9 Classify the food into dierent categories: fruit, meat types, vegetables and others. Then, compare with your classmates. 10 40 First only listen and then listen and repeat. 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 sh ngers on Wednesday. 3. What word do we use before the day of the week? fish milklettuce pancakes banana avocadobeef chicken kiwi tomatoesrice oranges
64. 64. 63sixty-three Unit3 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 menu Saturday Sunday Saturday Sunday Starter Main course Dessert 12 41 Listen and repeat this dialogue. Then, practice it with a partner, changing the underlined parts with your own preferences. After that, complete the chart in Exercise 11. A: What's your starter on Saturday? B: Celery and avocado salad. A: What's your main course on Sunday? B: Pizza. And beef and rice on Saturday. A: And what's for dessert? B: Baked apple on Saturday and pancakes on Sunday. 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... These expressions can be used in dialogues. G U E S S A R I D D L E ! I grow underground, have eyes, but cant see. What am I?
65. 65. 64 sixty-four IN THIS LESSON YOU WILL: showcomprehensionoffoodexpressionsand collocations. Identifyspecicinformationassociatedtofood. produceandreproduceshortdialoguesabout lunchtime. askforfoodandmakerequests. expresslikesanddislikesinwriting. 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 Coee 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. LUNCH Lesson 2 The salad looks delicious! What is there for lunch?
66. 66. 65sixty-five Unit3 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.
67. 67. 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 food 1.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... These expressions can be used in dialogues.
68. 68. Unit3 67sixty-seven 12 Form collocations with words from A and B. Write them in your notebook. A B fruit jelly strawberry juice tuna 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 food 1. Find colourful magazine illustrations of food. 2. Draw a weekend menu on a piece of cardboard and make a poster showing your favourite and non-favourite food at the weekend. 3. Make sure you include starters, main courses, and desserts. 4. Display your poster in your classroom. G U E S S A R I D D L E ! Whats orange and sounds like a parrot?
69. 69. REJECTED APPROVED IN THIS LESSON YOU WILL: show comprehension of no literary texts. identify word families give information about a specic 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 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 FOOD Lesson 3 The children will love this healthy food!
70. 70. 69sixty-nine Unit3 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. 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 fibre. It is popular because it is easy to buy; it requires little or no preparation and has lots of flavour. Consumption of junk food is associated with obesity, heart problems, Type 2 diabetes, and dental cavities. Healthy food improves or maintains good health. A healthy diet has nutrients from all the food groups, especially fruits and vegetables, and it includes an adequate quantity of water. A healthy diet contains vitamins and fibre. It is important to eat healthy food to maintain good health. 45
71. 71. 70 seventy After reading 9 12 Complete the dialogue with the words below.Then, practice it with your partner, taking turns. additives cheeseburger fat salt vegetables vitamins sugar fruits Mark: Hey, Marie! Do you want to have a ? Marie: Mm, Im not sure; Im trying to eat healthy food. Mark: What do you meanhealthy? Marie: Well, food like and . Mark: Yeah, I understand, healthy food has a lot of . On the other hand, junk food has too much and too many . Marie: Yes, and usually junk food has a lot of and too, which make you fat. Mark: I have an idea, then. Lets have a sweet fruit salad! Marie: I like that! 10 46 Listen and repeat. a.These words. health healthy unhealthy b.This tongue twister. Thelma and Theo eat healthy, not unhealthy food. 11 47 Learn and say this poem. Peter, Peter, Pizza-Eater by Bruce Lansky Peter, Peter, pizza-eater, How I wish that you were neater. Half the pizza's on your shirt. Clean the mess, or no dessert. LANGUAGE FORM Simple Present (3rd person) 1. Read these examples from the text. a. Affirmative sentences Healthy food contains nutrients It requires preparation. 2. Find more examples in the reading text. Useful expressions I love... I only eat... Lets have...! These expressions can be used in dialogues.
72. 72. 71seventy-one Unit3 12 Put the words in order to form correct sentences. a. lots of / a chocolate bar / has / sugar. b. has / vitamins / Fruit / bres / and c. eats / Michelle / healthy / a variety of / food. d. contains / Milk / nutrients 13 12 Complete this summary of the reading text on Page 69. Junk food is not good because it has fats, , or . Healthy food is balanced because it contains vitamins from all the groups. 14 AN EMAIL ABOUT FOOD. a.Read this email and complete it with words from the unit. Dear director We are writing about the food in the school kiosk. They oer a lot , which is bad for our health and contains . We want to have more food in our kiosk, like and . Thanks very much. Pablo and Carolina. b.Write a similar email to your school, asking them to change the food they serve in the cafeteria or kiosks. Use a dictionary, if necessary. c. Send your message to your teacher by email or in writing. 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 write a sentence below each one of them. Describe them and say if they are healthy or unhealthy. 4. Display the poster in your school. G U E S S A R I D D L E ! You can either eat me or give me to your teacher! What am I?
73. 73. 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 13 Read the items in this chart. a.Find them in the picture. b.Tick the food you usually buy at the kiosk. c. Tick the healthy food. The food I usually buy Healthy food biscuits cakes celery and carrot sticks chocolate crisps dips fresh cheese fresh fruit fruit juice hot-dogs ice cream milk sandwiches soft-drinks sweets yoghurt 3 Take a look at the picture. What do you think the text is going to be about? 72 seventy-two IN THIS LESSON YOU WILL: show comprehension of an interview extract about a new healthy food kiosk. show comprehension of a dialogue about a healthy food kiosk. complete charts to classify vocabulary. take part in dialogues and express quantity and prices. AT THE ENGLISH VILLAGE KIOSK Lesson 4 72 seventy-two Welcome, kids. Here you have a selection of healthy food! Id like some fresh cheese. I love it!
74. 74. 73seventy-three Unit3 4 48 Listen to the text. Was your prediction in Exercise 3 correct? What elements helped you to make a good guess? Explain. 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 nd in the kiosk. 7 48 Listen again and answer the following questions. a.What of the items mentioned do you have in your fridge, at home? b.What of the items do you usually eat at school? c. Do you think it is possible to have a healthy diet? How? Discuss. 8 48 Copy this short paragraph in your notebook, listen and 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 Answer the following questions in your notebook. a.Listen once more and complete with your own ideas. 1.The idea of the healthy kiosk is to . 2.Some of the products sold at the kiosk are . 3.The children at the English Village . b.Would you like to have a healthy kiosk in your school? Why? Listening
75. 75. 74 seventy-four After listening LANGUAGE FORM Offering and ordering food Notice Offering food: What do you want? Ordering: I want a sandwich, please. Can I have a sandwich, please? Saying the price: Sure, it's $250. Thanks. 10 49 First only listen. Then listen and repeat. a.These numbers. 50 fifty 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.
76. 76. 75seventy-five Unit3 11 50 Listen to this model dialogue and then listen and repeat. A: What do you want, please? B: I want a yoghurt, please. A: It's $150. Here you are. B: Thank you. 12 13 Now practise the dialogue with your partner. Use the healthy food in the pictures and invent the prices. Add other expressions to complete your dialogue, such as thank you, please, can I have) etc. Writing 13 Take a look at the image, and write four sentences in your notebook, using all the vocabulary seen in the unit. 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. Useful expressions Sure! Thanks! Here you are! These expressions can be used in dialogues. G U E S S A R I D D L E ! Whats green or yellow, and sound like a chair?
77. 77. 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. tuna d. 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
78. 78. Writing 3 In your notebook, write a restaurant menu that contains junk food and healthy food. (3 marks) Listening 4 52 Listen to this dialogue in a restaurant and ll in the blanks. (6 marks) Karen: Hi, I have the , ? Waiter: Yes, of course. Justin: Wow! They a special Mondays! Karen: Thats today! Waiter: And today we have , so it have so much . Justin: I a tuna . What do want? Karen: Ill have the tuna , and dessert. Waiter: Ok, Ill go and get your order. Would you something to ? Justin: An juice, please. Karen: for me, please. Waiter: Ill be right back. Total score: 17 marks Speaking 5 Work in pairs. Discuss with your partners the advantages of following a healthy diet. Why is it good? Is it cheap or expensive? etc. Check with your teacher and find your level 0 to 5 correct answers:You have not understood an important part of the contents. Revise the unit, and then do the exercises again. 6 to 12 correct answers: You have been able to understand an important part of the contents, but you can do much better! Revise the contents and correct the wrong answers. 13 to 17 correct answers:You have learnt all or almost all the contents in the unit. Keep up the good work! Unit3 I can express likes and preferences I can ask for food at a restaurant I can offer food I can say the days of the week I can participate in dialogues about food I can identify vocabulary related to food I can write short notes concerning food Reect on what you have achieved so far. Unit 3Unit 3 SELF EVALUATIONSELF EVALUATION If you are not sure about something, revise the contents with your teacher. 77seventy-seven
79. 79. LEARNING OBJECTIVES Listening Show comprehension of a weather forecast. Identify frequent expressions. React to audio texts, connecting them to personal experiences. Reading Show comprehension of non-literary texts about weather. Show comprehension of explicit information about weather. Show comprehension of key expressions in a text. Identify thematic vocabulary. Oral expression Participate in dialogues describing the weather. Show knowledge of frequently used thematic vocabulary. Show knowledge of everyday expressions. Reproduce chants about a particular topic. Writing Write sentences and short paragraphs about weather. Write a weather report. Write short texts about everyday activities. Getting into it! 1. Look at the pictures on Page 79. Can you recognize the seasons? Which is your favourite season? Why? 2. Discuss with your partner. a. Do you like cold or hot weather? Why? b.What activities can you do in each season? 3. Take a look at the pictures on Page 79 again. Fill in the bubbles with the vocabulary in the box. autumn winter spring summer 4. Complete this chart with information from the pictures on Page 79 and your own ideas. Use a dictionary, if necessary. Then, compare with your partner. Season Your favourite activities A W S S Unit4 78 seventy-eight NO MATTER THE WEATHER!
80. 80. 79seventy-nine 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.
81. 81. 80 eighty Unit4 VOCABULARY IN CONTEXT 1 Study each card. Use a dictionary to verify the meaning of the words. Cold 1 In winter, it is cold and snowy. Children love making snowmen! Warm 4 These gloves are nice and warm. Hot 2 I love hot and sunny days! Wear 5 On 18th September, Chilean children usually wear traditional clothes. Weather 6 Im listening to the weather report for next week. Seasons 3 There are four seasons in a year: autumn, winter, spring and summer.
82. 82. 81eighty-one Unit4 2 What is the weather like in your region? Read the text and check. The climate of Chile includes different weather conditions along the country. There are four seasons: summer (December to February), autumn (March to May), winter (June to August), and spring (September to November). In summer, the weather is hot and sunny. People wear light clothes. They usually go to the beach and practise water sports. In autumn, it is cloudy and cool. People wear sweaters and jackets. In winter, it rains a lot. The weather is cold and in some places it snows. People wear thick clothes and children play in the snow. In spring, the weather is warm and sunny. Sometimes it is windy. People wear light sweaters and shoes. Summer is coming again! 3 Work in pairs. Complete the dialogue with your own ideas. A: Which is your favorite season? B: I love ! A: What do you do in ? B: I , and . How about you? A: I like . I and . 4 Practise and act out the dialogue with your partner.
83. 83. 82 eighty-two Before listening 1 Why are these pictures dierent? What do they show? 2 Take a look at the picture on the left. Match these words with the pictures. 1.Snowy 2.Windy 3.Rainy 4.Sunny 3 Write the name of the corresponding season. a. Its very cold, it rains, and it snows. b. Trees and owers start to grow. c. Its hot and sunny. People go on holiday. d. Its cool and cloudy. Leaves fall from the trees. Autumn Winter Spring Summer 4 Whats the weather like in your city? Do you enjoy it? Why? IN THIS LESSON YOU WILL: show comprehension of explicit information about weather. identify specic information associated to weather. identify key vocabulary participateinadialogue describingtheweather. write short sentences describing the weather in specic places. WHATS THE WEATHER LIKE? Lesson 1
84. 84. 83eighty-three Unit4 Listening 5 57 You are going to listen to a weather forecast for South America. Pay attention to the information, and focus only on the weather conditions (rain, snow, wind, etc.) Draw the weather symbols on the map, according to what you hear. Santiago Bogot BuenosAires Montevideo Asuncin Lima wind snow rain sun cloudy Sao Paulo 6 57 Listen again and write the temperatures for each city in the corresponding boxes. 7 57 Listen again. Tick () the correct information and cross () the incorrect information. a. Its snowy in Colombia. b. Its rainy in Lima. c. Its hot and sunny in the north of Chile. d. Its rainy