The English Village

8/20/2019 The English Village

1/130

STUDENTS BOOK INGLÉS

The English VillageAna Manonellas Balladares5ºbásico

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN


2/130

STUDENTS BOOK INGLÉS

The English Village5ºbásico

Ana Manonellas BalladaresTeacher of English,

Universidad de Santiago.

Postgraduate Diploma of Education

Monash University, Melbourne, Australia.

Nombre:

Curso:

Colegio:

Este libro pertenece a:

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

educacional en el que estudias.

Es para tu uso personal tanto en tu colegio como en tu casa; cuídalo para que te sirva durante todo el año.

Si te cambias de colegio lo debes llevar contigo y al finalizar el año, guardarlo en tu casa.


3/1302 two

2

DISCOVER YOUR BOOK

LET’SGETREADY!

1.Tellyour partner three

thingsaboutyourself.

2.Makeal istof two

obligationsathome

andtwo atschool.

Sharewith theclass.

3.What’syour favourite

placein your school?

Sharewith theclass.

LEARNINGOBJECTIVES

Reading

You will usedifferentstrategies to

readand understand

• an e-mail.

• abrochure.

• cardswith personalinformation.

Listening

You will usedifferentstrategies to

listen andunderstand

• adialoguewith personalintroductions.

• classroom instructions.

• asongwith instructions.

Oralexpression

You will

• introduceyourself.

• giveinstructions.

• actoutdialogues.

• s inga song.

Writtenexpression

You will

• completecardswith personalinformation.

• writean e-mail.

• completechartswith information from a brochure.

U n i t 1

THE PEOPLE, THE SCHOOL,THE CLASSROOM

school

playground

5th gradeclassroom

students

school entrance

9nine 8 eight

At the beginning of each unit, a big picture will show you the

characters, the places and the s ituations you will find in it. You can

read the objectives of the unit there, and also answer some

questions about the topic and the learning objectives of the unit.

Listening lesson with activities

to help you to understand a

spoken text and learn English.

7seven 6 six

THE

ENGLISH VILLAGE

W E L C OME T O

swimming pool

picnic area

football field

gym

cafeteria

recreational facilities

cabins

fruit and vegetable garden

animal farm

The English Village. This is a big picture to introduce the place where lots of things will

happen – The English Village – and the characters that will help you to learn English: the

tutors Susan and Tony, and the Chilean students Carolina, Gonzalo, Macarena, and Pablo.

L i s

t e n i n g

, r e a

d i n g a

n d s peaki n g a c t i v i t i e s a

r e r

e c o r d

e d

.

L i s t e n t o t h e

C D w i t h y o u

r t e a c h e

r .

23twenty- three

U n i t 1

CLASSROOMLANGUAGE

1 2

3

4

6

5

L e s s o n 3

INTHISLESSONYOUWILL:

• listen andshowcomprehension of instructions.

• readinstructionsandrelate

them toimages.

•completeinstructionsinwriting.

• organiseandreproducea

dialoguein aclassroom.

5 TheDirector of TheEnglish Villageis teachingthec hildren someimportantinstructions.Match theactions (a -j ) to thepictures (1 -10).

a. Closeyour books. ____

b. Cometo theboard. ____

c. Can I comein? ____

d. Listen. ____

e. Open your bookson Page 10. ____

f. Readtheinstructions. ____

g. Silence, please. ____

h. Sitdown. ____

i. Standup. ____

j. Closethedoor. ____

Listening

6 8 Listen andcheckyour answersin Exercise 5.

7 8 Listen andpoint atthe actionsin thepictures (1 -10).

8 8 Listen andmime theactions.

Before listening

1 Workin your group. Can youfindthese objectsin thepictureand in your classroom?

board bookdesk door page

2 Match usingthecolour code.

Close Open Read

Sit down Stand up

Abra Cierre Lea

Párese Siéntese

3 Lookatthepictureson theleftwith your partner. Match the

numbersto thefollowingclassroominstructions.

Cometo theboard. ____

Listen. ____

Silence. ____

Open your books. ____

Sitdown. ____

Standup. ____

4 In your group, collectinstructionsyou normally

receiveatschoolandathome. Shareandcompare

with theclass.

1 2

53 64

97 108

22 twenty-two


4/130

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

A simple joke connected with the top

supported by a picture.

Statements to help you to reflect on your strengths

and weaknesses and measure your learning.

There are three different levels:

Yes: Your performance was very good.

Mm: Your performance was OK, but it can be bett

No: You need to review the contents.

3thre e

29twenty-nine

U n i t 1

THE VILLAGE L e s s o n 4

The tutors are fromEnglish-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 allover Chile. They are hereto practise English.

For example:Gonzalo; he is fromIquique.

Carolina; she is fromSantiago.

Macarena; she is fromChillán.

Pablo; he is fromCoyhaique.

INTHISLESSONYOUWILL:

• readandshow comprehension

of abrochuredescribing

TheEnglish Village.

• listen andidentify English sounds.

•completedialoguesinwriting.

• practiseand producedialogues

tointroducepeople.

Before reading

1 Lookat theill ustration on the

leftandfindfour studentsandtwo tutorsyouknow.

2 Findthefollowingwordsin

thepicture.

a cafeteria

accommodation

a fruit and vegetable garden

a pool

a football field

3 Workwith your partner. Cross

out(✗) thewordsthatarenot

facilities(Facilities: buildings

andservices).

a.Acafeteria.

b.Apool.

c.Acomputer.

d.Afootballfield.

e.An animal.

f. Agym.

4 Nowthatyouknowthis, take

a lookat thetext. Thereare

10cognates. Howmanycan

youfindandunderlinein

30seconds?

5 Lookatthetexton Page 29.

Whatisit?

a.Adescription.

b.An invitation.

c.Astory.

6 Readthe textand checkyour prediction in Exercise 5.

7 Readthetextagain. Findandwritetheinformation in thecharts.

a.

TheEnglish Village

Location

Facilities

b.

Students

Country

Cities

c.

Tutors

Countries

Reading

28 twenty-eight

This is SusanHardy; she isfrom England.

This is TonyWilson; he isfrom the USA.

This is GraceBrown; she isfrom Australia.

12

Reading lesson with activities to help you to

understand a written text and learn English.

33t hirty-three

U n i t 1

32 thirty-two

FINAL TESTFINAL TEST

Reading

1 Writetrue(T) or false(F). (4 marks)

a.____ TheSports Schoolis in Europe.

b.____ Thechildren do differenttypesof sports.

c. ____ Theteachersare notgoodat sports.

d.____ Thefacilities of theschool include

two gyms.

2 Circlethe wordsthatare facilities. (3 marks)

a. gym

b.footballfield

c. children

d.athletics

e. tenniscourts

f. professional

3 On a separatesheetof paper, writeapostcardto a studentin Singapore,

describingyour school. Remember thewritingsteps. (2 marks)

4 Completethe sentences. (3 marks)

a. Tony _______ fromNewYork.

b. I_______ fromSantiago.

c. Carolina _______ fromMaipú.

5 Copythe correctinstruction belowthecorrespondingpicture. (4 marks)

Open your books. Sit down.

Listen! Come to the board.

a.___________ b.___________

c. ___________ d.___________

Listening

6 16 Listen to a conversation abouta

Spanish Villagein England. Fill in theblanks(a – f). (6 marks)

A: Hello.B: Hi!

A: What’syour name?B: Myname’sPaul andI’m a studentat

the (a) _______ Villagein Newcastle,in England.

A: Whereareyoufrom?B: I’mfrom Liverpool.

A: Can youdescribethe Spanish village?

B: Of course!The villagehas many

(b)__________, such asan animal

(c)_____, a (d) _____, andmany

(e) _____. My favouriteplaceisthe

(f) _________ room, becauseI can

chatwith myfriendsin Spanish!

A: Thankyou verymuch!B: You’rewelcome.

Totalscore: 22 marks

Speaking

7 In which situationscan youintroduce

yourself? Givean example.

The English Village

0 to 7 correctanswers

HE LP ! Y ou h ave n ot un d ers toodanimportant part of thecontents.Study, get somehelpfrom apartner or yourteacher,revise the unit,andthendo the exercisesagain.

8 to 18correctanswers

F AIR Y ou h ave b een a b le tounderstandan importantpart of the contents;however,there are stillsome youneedtoconsolidate.Correct the wronganswers. Youcan askfor helpif youwant.Revisethe contents .Youcandomuchbetter!


EXCELLENT Youhave learnt al l oralmost all the contentsinthe unit.Verygood! Keepupthe goodwork!

Are you good at sports? Can y ou imagine a school

where the onl y 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 teachersare professionalsportspeople,andthe

childrenenjoy going toschooleveryday .

The facilitiesoftheschoolare:

-twoolympicswimmingpools.

-a multi-sportauditorium.

- a sy nthetic footballfield.

-a gym.-a cycletrack.

-t woten niscourts.

Singapore Sports School

15

Final test: At the end of every unit, there is a formal test that includes the contents of

the whole unit, assessing reading and listening comprehension. It also includes a rubric

that will tell you in detail what you have done well and what you need to improve.

ICONS AND SECTIONS

Listening lesson Reading lesson

Activities for fast

learners or keener

students.

All the material fo

the listening tasks

1

F U N

F U N


5/1304 four

INDEX

U n i t 1

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

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

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

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

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

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

U n

i t 2

Lesson 1 – Accomodat ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Lesson 2 – Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Lesson 3 – Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 4 – Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Final t est . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 - 55

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

U n i t 3

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

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

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

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

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

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


6/130 5fiv e

U n i t 4

Lesson 1 – What’s the weather like? . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 82

Lesson 2 – M y holida y acti vities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 86

Lesson 3 – Technolog y at hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 4 – I’m sorr y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 94

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

Unit 4 – No matter the w eather . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 78

U n

i t 5

Lesson 1 – Plant s and f lowers in the area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 2 – Start ing a herb garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Lesson 3 – Nat ional flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Lesson 4 – Our pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Final test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 - 121

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

Ans wer ke y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

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

Bibliograph y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127


7/1306 six

swimming pool

picnic area

football field

gym


8/130 7seve n

THE

ENGLISH VILLAGE

W E L C OME T O

cafeteria

recreational facilities

cabins

fruit and vegetable garden

animal farm


9/130

LEARNING OBJECTIVES

Reading

You will use different strategies to

read and understand

• an e-mail.

• a brochure.• cards with personal information.

Listening

You will use different strategies to

listen and understand

• a dialogue with personal introductions.

• classroom instructions.

• a song with instructions.

Oral expression

You will

• introduce yourself.

• give instructions.

• act out dialogues.

• sing a song.

Written expression

You will

• complete cards with personal information.

• write an e-mail.

• complete charts with information from a brochure.

U n i t 1

THE PEOPLE, THE SCHOOL,THE CLASSROOM

school

playground

8 eight


10/130

LET’S GET READY!

1.Tell your partner three

things about yourself.

2.

Make a list of twoobligations at home

and two at school.

Share with the class.

3.What’s your favourite

place in your school?

Share with the class.

5th grade classroom

students

school entrance

9nin e


11/130

U n i t 1

What do you know?

10 ten

THE PARTICIPANTS

L e s s o n 1

1 Make a list of English words you know.

a.

b.

c.

d.

2 What languages are spoken in thesecountries?

a.

c.

b.

d.

THE COMPETITION

L e s s o n 2

1 Match the words to the pictures.

a. Teacher

b. Boy

c. Girl

d. Director

1

2

4

3

2 Copy the following numbers in order.

TWO

SEVEN

SIX

TEN

ONENINE

FOUR

THREE

EIGHT

FIVE

_______________ _______________

_______________ _______________

_______________ _______________

_______________ _______________

_______________ _______________


12/130 1e leve n

CLASSROOM LANGUAGE

L e s s o n 3

1 Complete the names of these schoolplaces.

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

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

2 Complete the dialogue.

Hi! I’m _____ ,

I _____ from Chile,

____ in fifth grade.

Hi! ___ ______ , ___

from Chillán, ___

also in fith grade.

THE VILLAGE

L e s s o n 4

1 Match the pictures to the words.

THREE

TWO

ONE

FOUR

2 Complete this dialogue.

Where _____

you _____?

I’___ from

Santiago

de Chile.


13/13012 twelve

THE PARTICIPANTSBefore listening

1 Write the number of the

picture next to thecorresponding place.

a. ____ Big Ben, London,

England.

b. ____ Buoy marking where

the Esmeralda sank,

Iquique, Chile.

c. ____ Chillán Cathedral,

Chillán, Chile.d. ____ Statue of Liberty, New

York, the USA.

e. ____ Maipú Temple,

Santiago, Chile.

f. ____ Shepherd’s Monument,

Coyhaique, Chile.

g. ____ Opera House, Sydney,

Australia.

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

I live in .

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

a. ____ English-speaking

countries.b. ____ People at

The English Village.

c. ____ Buildings.

L e s s o n 1

2

3

4

5

6

7

IN THIS LESSON YOU WILL:

• find and show comprehension

of information about different

people and places.

• show comprehension of short

written texts.

• complete dialogues and cards

with specific information.

• produce and reproduce dialogues

to share personal information.


14/130

Listening

4 2 Listen and check your prediction in Exercise 3.

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

Susan

Tony

Gonzalo

Macarena

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

Speaker 1: ______________________ Speaker 3: ______________________

Speaker 2: ______________________ Speaker 4: ______________________

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

1th irtee n

NA ME: G o n z a l o

SCHOOL: G e o r g e W a s h i n g t o n

S c h o o l

CI T Y:

MA IL: g o n s o @ &t h e m a i l . &c o m

NA ME: Macarena

SCHOOL: International School

CIT Y :

MA IL: macahe@my mail.com

a

b


15/13014 fourteen

After listening

8 3 First only listen and then listen and repeat.

I’m

I’m a student

I’m a student at the Lord Cochrane School.

I’m

I’m in fifth

I’m in fifth grade.

What’s

What´s your name?

Hello

Hello, I’m Gonzalo.

Goodbye! I’m

I’m from

I’m from Santiago.

LANGUAGE FORM I’m

1. Notice these sentences from the text.

a. I’m Tony. I’m Susan. I’m Gonzalo.b.I’m from Iquique. I’m from London. I’m from Chillán.

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

NA ME: T o n y

SCHOOL:

CI T Y:

MA IL: t o n y w @m a i l c i t y .c o m

NA ME: Susan

SCHOOL:

CIT Y :

MA IL: susanh@mailcit y.com

c

d


16/130 1fiftee n

9 Practise in small groups. Use the different identification cards in this lesson.

NA ME: Pablo

Fuentes

COUNT RY : Chile

GRA DE: Fif th gr ade

SCHOOL: Liceo Regional, Coy haique

NA ME: Car olina

González

COUNT RY : Chile

GRA DE: Fif th gr ade

SCHOOL: Lincoln School, Maipú,

Santiago

10 Answer the following questions.

a.Where’s Pablo from? b.What’s Carolina’s grade?

____________________________ ____________________________

11 Complete and talk to your partner.

a. Invent your information and complete Card 1.

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

You: What’s your name?

Your partner: ______________. I’m from ______________. I’m in ______________

grade at ______________ in ______________.

1 2

NA ME:

COUNT RY :

GRA DE:

SCHOOL:

NA ME:

COUNT RY :

GRA DE:

SCHOOL:


17/13016 sixteen

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

1

Ba tman

2

Leela

3

Goku

4

Seiy a

5

Stewie

d

Gotham City

c

Quahog, Rhode Island

a

Athena’s Sanctuaryb

Plane t Vege ta

e

Ne w Ne w York

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

Friends’ names Places in Chile Schools

Johnny Cochrane Saint Patrick

14 Create sentences with the names in the chart.

Example: I’m Johnny, I’m from Cochrane, I’m a student at Saint Patrick School.

1.

2.


18/130 1se ve ntee n

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

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

Write a draft of the paragraph on a separate sheet of paper, clearly stating the order of your

ideas (beginning, middle, end).

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

Finally, read it aloud in front of the class.

Make your favourite famous person’s identification card. Use it to introduce yourself,

indicating your city and school.

NA ME:

A GE:

Ci T Y:

COUN TR Y:

1 5

P R O E C TJ

My ID card

1. Work in pairs.

2. Cut out two pieces of cardboard and

make two big identification cards.

3. Draw yourselves on the picture spaces

and write your personal information.

4. Stick your ID cards on the walls of your

classroom.

I can write three words in English which

are similar in Spanish.

, ,

.

I can introduce myself in one sentence.

. Tick according to your performance.

YES MM NO

Self EvaluationSelf Evaluation


19/13018 eighteen

Before reading

1 Look at Pages 8 and 9 and readthe labels that indicate placesin a school.

2 Notice.

COGNATES Words in Englishthat are similar in Spanish.Examples:invitation = invitación

participate = participar vacations = vacacionesvisit = visitar

3 Similar in Spanish? (✓or ✗).

____ Cafeteria

____ Classroom

____ Computer lab____ Director’s offi ce

____ Playground

____ School

____ Teachers’ room

____ Toilet

4 Point to the places in this map

and say the names. Use thewords in Exercise 3.

5 Have a quick look at the texton Page 19. Find and circle

four cognates.

L e s s o n 2


• read and demonstrate

comprehension of an e-mail.• identify and repeat English sounds.

• reproduce specific vocabulary.

• write a short e-mail.

THE COMPETITION


20/130 1nin etee n

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

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

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

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

8 Read the text again and complete. Type of text: _________________. From: _________________. To: _________________.

9 Choose the best option to complete the sentence.

The purpose of Carolina’s mail is to __________________________________ .

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

CAFETERIA

The English Village

Carolina Gonzalez, 5th grade student

Competition

Hello, I am a student at the Lincoln School in Maipú, Santiago

(map of school attached).

I am in 5th grade A and I want to participate in the competition to visit the

English Village in Santiago for three weeks, to practise English.

Thank you.

Carolina González.

5th grade A student.

SCHOOL

ENTRANCE

P L A Y G R O U N D

DIRECTOR’S

OFFICE 1

2

3

5

7

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

Reading 5


21/13020 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 Director’s office

The girls’ toilet

The playground The school entrance

The teachers’ room

11 Match the numbers and the corresponding words.

five four one seven six three two

1 2 3 4 5 6 7

eleven eight fourteen nine ten thirteen twelve

8 9 10 11 12 13 14

LANGUAGE FORM

1. Study these examples.

I am (I’m) a student.

It is (It ’s) a classroom.

2. Find and underline more examples

in the e-mail on Page 19.

I am / It is


22/130 2tw en ty-on e

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

DIRECTOR’S

OFFICE 1

2

3

4

5

6 7

11

10

9

8

BOYS’

TOILET

GIRLS’

TOILET

COMPUTER

LAB

CLASSROOM

1

CLASSROOM

2

CLASSROOM

3

TEACHER’S

ROOM

CLASSROOM

6

CLASSROOM

5

CLASSROOM

4

12

13

14

Number

14. It’s the playground.

13 YOU CAN WRITE AN EMAIL IN ENGLISH NOW Write a short e-mail to a friend in your notebook, with your personal information. Follow the

example on Page 19 and remember the writing steps on Page 17.

P R O E C TJ

My 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.

I can say three numbers in English.

, , .

I can name three places in my school.

, , .

Tick according to your performance.

YES MM NO


My problem is that in English

I can count only up to three. F U

N F U

N


23/130

CLASSROOMLANGUAGE

1 2

3

4

6

5

L e s s o n 3


• listen and show

comprehension of instructions.

• read instructions and relate

them to images.

• complete instructions in writing.

• organise and reproduce a

dialogue in a classroom.

Before listening

1 Work in your group. Can you

find these objects in thepicture and in your classroom?

board bookdesk door page

2 Match using the colour code.

Close Open Read

Sit down Stand up

Abra Cierre Lea

Párese Siéntese

3 Look at the pictures on the leftwith your partner. Match the

numbers to the following

classroom instructions.

Come to the board. ____

Listen. ____

Silence. ____

Open your books. ____

Sit down. ____

Stand up. ____

4 In your group, collect

instructions you normallyreceive at school and at

home. Share and compare

with the class.

22 twenty-two


24/130 2twen ty -thre e

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

a. Close your books. ____

b. Come to the board. ____

c. Can I come in? ____

d. Listen. ____

e. Open your books on Page 10. ____

f. Read the instructions. ____

g. Silence, please. ____

h. Sit down. ____

i. Stand up. ____

j. Close the door. ____

Listening

6 8 Listen and check your answers in Exercise 5.

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

8 8 Listen and mime the actions.

1 2

53 64

97 108


25/13024 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 Match the pictures to the instructions. Listen and check, and then listen and repeat.

i. Close the window, please. iii. Listen to the music.

ii.Go back to your desk. iv. Stop the noise, please.

1

2

3

4

10 10 Listen and put this dialogue in order.

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

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

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

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

e. ____ Teacher: Sit down, please.

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


26/130 2tw en ty-fiv e

12 Complete the instructions according to the pictures.

a.___________________, please, Mario.

b. That’s all. ___________________ your books.

c. ___________________ to the board, please, Cristóbal.

d.___________________ and open your books.

13 Work with your partner.

Student A: Give three instructions.

Student B: Obey.

Student B: Give three instructions.

Student A: Obey.

14 11 Listen and repeat this rap.

The school rap

1, 2, 3, 4,

Please come in and close the door!

5, 6, 7, 8,

It’s time for school, you’re really late!

9, 10, 9, 10,

Don’t be late for school again!


27/13026 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, ___________________________, it’s 2 am!

d.Marcelo, it’s cold! Can you ___________________________?

e. Junior, you can’t watch TV. ___________________________ first.

f. Exercise 1, Gonzalo, can you ___________________________?

1 2

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. ____

1 6


28/130 2twen ty -seve n

17 Play Instructions Game in your group.

a.One student is the teacher.

b. The teacher gives an instruction.

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

do not obey.

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

a._____________________________________________________________________________

b._____________________________________________________________________________

P R O E C TJ

Classroom instructions

1. Work in groups.

2. Cut out a piece of cardboard and draw a

sign or picture representing one of these

classroom instructions:

a. Sit down.b. Stand up.

c. Silence, please!d. Listen!

e. Come to the board.

3. Write the instruction on your poster and

stick it on the wall at the back of the

classroom.

I can complete these instructions.

Children, your books,

and to the CD, please.


YES MM NO


Stand up, Bobby!

Time for school! F U N

F U N


29/130

THE VILLAGE L e s s o n 4


• read and show comprehension

of a brochure describing

The English Village.

• listen and identify English sounds.• complete dialogues in writing.

• practise and produce dialogues

to introduce people.

Before reading

1 Look at the illustration on theleft and find four students andtwo tutors you know.

2 Find the following words inthe picture.

a cafeteria

accommodation

a fruit and vegetable garden

a poola football field

3 Work with your partner. Crossout (✗) the words that are not

facilities (Facilities: buildings

and services).

a.A cafeteria.

b.A pool.

c. A computer.d.A football field.

e.An animal.

f. A gym.

4 Now that you know this, takea look at the text. There are

10 cognates. How many can

you find and underline in

30 seconds?

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

a.A description.

b.An invitation.

c. A story.

28 twenty-eight


30/130 2twe nt y-nin e

The tutors are fromEnglish-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 allover Chile. They are here

to practise English.

For example:

Gonzalo; he is from

Iquique. Carolina; she is from

Santiago. Macarena; she is from

Chillán. Pablo; he is from

Coyhaique.

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

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

a.

The English Village

Location

Facilities

b.

StudentsCountry

Cities

c.

Tutors

Countries

Reading

This is Susan

Hardy; she is

from England.

This is Tony

Wilson; he isfrom the USA.

This is Grace

Brown; she is

from Australia.

12


31/13030 thirty

After reading

8 Read these words from the text and classify them.

animal

cabins

cafeteria

countries

facilities

farm

field

garden

gym

parks

pool

students

tutors

village

Singular Plural

9 13 Listen.

a.Listen and repeat these words. Pay attention to the final sound.

brush cash crush English finish fish flash push splash wash

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

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

c. Listen and repeat this rhyme.

Poor old English turtlePoor 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.


32/130

11 Complete, and then practise in pairs.

a.A: Where is ______________ from?

B: ______________ ’s from ______________.

b.A: Where is ______________ ______________?

B: ______________’s ______________ ______________.

c. A: Where ______________ ______________ ______________?

B: ______________ ’______________ ______________ ______________.

NOW YOU CAN PRODUCE A DIALOGUE

Invent three more about the people in these pictures. Remember to look at the writing

steps on Page 17.

a. A: ______________? B: ______________.

b. A: ______________? B: ______________.

c. A: ______________? B: ______________.

3t hir ty-on e

N ico le K idman

Aus tra l ia

Rihanna

t he USA

Prince William

England

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

Where is Avril

Lavigne from?

She’s from

Canada.

Where are

you from?

I’m from

Chile.

Where is Lil’

Chris from?

He’s from

England.

Jim Carrey

USA

Lucas Escobar

Chile

Justin Timberlake

USA

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 different

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

their countries.

4. The students show the poster to the class

saying:

Student: This is ________________ .

Class: Where’s he from?

Student: He / She’s from ____________.

I can complete this sentence with

singular and plural words.

My school has many

and just one .


YES MM NO


1 2


33/13032 thirty-two


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. gymb.football fieldc. children

d.athletics

e. tennis courtsf. professional

3 On a separate sheet of paper, write apostcard to a student in Singapore,

describing your school. Remember the

writing steps. (2 marks)

4 Complete the sentences. (3 marks)

a. Tony _______ from New York.

b. I _______ from Santiago.

c. Carolina _______ from Maipú.

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

Open your books. Sit down.

Listen! Come to the board.

A re y ou g ood at sports? Can y ou imag ine a school

where the onl y thing students do is practise sports?

That is the case of the students at the Sing apore

Sports School in A sia , a school specialised in sports.

The children do sports such as f oot ball , tennis ,

athletics , etc.

The teachers are prof essional sportspeople , and the

children en jo y g oing to school e v er y da y .

The f acilities of the school are:- two ol y mpic s wimming pools.

- a multi-sport auditorium.

- a s y nthetic f oot ball f ield.

- a g y m.- a c y cle trac k.

- t wo tennis courts.

Singapore Sports School

15


34/130 3thir ty -thre e

a.___________ b.___________

c. ___________ d.___________

Listening

6 16 Listen to a conversation about aSpanish Village in England. Fill in the blanks

(a – f). (6 marks)

A: Hello.

B: Hi!

A: What’s your name?

B: My name’s Paul and I’m a student at

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

A: Where are you from?

B: I’m from Liverpool.

A: Can you describe the Spanish village?

B: Of course! The village has many

(b)__________, such as an animal

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

(e) _____. My favourite place is the

(f) _________ room, because I can

chat with my friends in Spanish!

A: Thank you very much!

B: You’re welcome.

Total score: 22 marks

Speaking

7 In which situations can you introduce

yourself? Give an example.

The English Village

0 to 7 correctanswers

HELP! You have not understoodan important part of thecontents. Study, get somehelp from a partner or yourteacher, revise the unit, andthen do the exercises again.


FAIR You have been able tounderstand an importantpart of the contents;however, there are stillsome you need toconsolidate. Correct the

wrong answers. You can askfor help if you want. Revisethe contents. You can domuch better!


EXCELLENT You have learnt all oralmost all the contents inthe unit. Very good! Keepup the good work!


35/130

LEARNING OBJECTIVES

Reading

You will use different strategies to read

and understand

• a house description.• a letter describing a family.

Listening

You will use different strategies to listen and understand

texts about

• house descriptions.

• family connections.

• jobs.

Oral expression

You will

• describe houses.

• talk about jobs.

• act out dialogues.

Writing expression

You will

• write and complete short dialogues

and paragraphs.

• write a brief description of a house.

• complete ID cards about family members and occupations.

U n i t 2

AT HOME

34 thirty-four


36/130 3

LET’S GET READY!

1.Do you live in a

house or a flat?

2.How many people

live with you?

3.What is your

favourite room inyour house? Why?

th ir ty-fiv e


37/130

U n i t 2

What do you know?

36 thirty-six

ACCOMODATION

L e s s o n 1

1 Match the words to the correct picture.

i. Living room

ii. Bedroom

iii. Bathroom

iv. Dining room

a.

b.

c.

d.

2 Fill in the gaps with your family members’

information.

a. My mother’s name is .

b.My father’s name is .

c. My sister is ______________ years old.

d. My cousin is ____________ years old.

HOUSES

L e s s o n 2

1 Write and paint four colours you can say

in English.

a._______________

b. _______________

c. _______________

d. _______________

2 Write the names of these types of houses

below in the pictures.

_ I _t H_ us_

M_ ns _ o _

a. b.

c.


38/130 3thir ty -seve n

FAMILY

L e s s o n 3

1 Match the pictures to the family

members.

Baby

Sister

Mum

Grandmother

a.

b.

c.

d.

2 Write the words to name these family

members.

a. __________

c. __________

b. __________

d. __________

JOBS

L e s s o n 4

1 Complete the dialogue.

Hi! I’m _____. I am

from Santiago and I

am a _____.

Hi! I’m_____. I am

from Los Angeles

and I am a _____.Melissa

2 Match the jobs to the pictures.

Teacher

Doctor

Nurse

Policeman

a.

b.

c.

d.


39/130

big window

small window

bedroombathroom

kitchen

garden

errace

living room dining room

38 thirty-eight

ACCOMODATION L e s s o n 1

3 Look at the pictures and circle

the names of the places that

are similar in Spanish.

4 What is the text on the next

page about? Guess and tick (✓).

a. ____ Houses at the seaside.

b. ____ Rooms in a school.

c. ____ Cottages at The English

Village

1 Look at the picture and tick

your favourite room.

2 Write the correct room next to

the furniture.

Furniture Room

Sofa

Table

Bed

TV

Chair

Before reading


• locate and identify furniture and places in a house.

• show comprehension of short written texts.

• complete dialogues, paragraphs and charts with specific

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

about furniture and places in a house.


40/130

Hi k ids!

Her e is a descr i pt ion of t he cot t ages in t he v illage. T her e ar e man y

cot t ages f or all our par t ici pant s. T he y ar e not t oo big , but t her e is a

liv ing r oom , dining r oom and k it chen in each one of t hem.

T her e ar e t w o small bedr ooms f or f our par t ici pant s and one f or t he

t ut or . T her e is also a bat hr oom. T her e ar e t w o beds in t he

par t ici pant s’ r ooms. In t he t ut or ’ s r oom , t her e is a bed , a st er eo , and

a not ebook .

In t he liv ing r oom , t her e is a sof a , a T V / DV D set , and a com put er

w it h Int er net connect ion. T her e is also W i-F i Int er net connect ion.

in t he dining r oom , t her e ar e si x chair s and a t able.

F or r ecr eat ion , t her e is a t er r ace w it h a pool and bar becue ar ea.

J a c k W a l e s

Gener al C oor dinat or

THE

ENGLISH

VILL A GE

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

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

3th irt y-nin e

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.


41/13040 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? What’s the difference?3. Read the text again and underline all the cases of there is / there are.

8 Complete with there is or there are.

Tony: Hi, Gonzalo. Welcome! This is going to be your

cottage during your stay at The English Village.

Gonzalo: Hi, Tony. It’s beautiful!

Tony: Well, inside ________ five bedrooms. ________

also a bathroom. ________ a big living room with

a TV. ________ a small garden with many flowers.Gonzalo: Is there a pool?

Tony: Yes, ________ one next to the gym.


a. These words.

living-room • dining-room • bedroom • bathroom

b. These sentences.

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

This is the dining room. This is my bathroom.

10 Your house.

a. Circle the correct alternatives for your house or flat.

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

You Your partner

Location Santiago – a region Santiago – a regionSize 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


42/130 4f or ty-on e

11 Complete this paragraph with information from Exercise 10.

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

There are ________ bedrooms. There ________ ________

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

12 Guessing game.

a. Choose two of the objects in the box and draw them. Don’t let your partner see them.

Bed Chair Computer Lamp Picture

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

your partner.

Example.

A: Is it a sofa? B: No, it isn’t.

A: Is it a chair? B: No, it isn’t.

A: Is it a lamp? B: Yes, it is.

1 3 Separate the words to form a sentence.

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 / flat.

3. Write a description of your house / flat.

4. Add photos of your family and tag them.

5. Display your work in a visible place in

your classroom.


I can name three places of the house:

__________, __________, __________. I can write a sentence with the structure

there is / are

______________________________ .


YES MM NO

T h e r e

i s a n e wso f a f o r m y f a t h e r i nt heli vin g r o o m

.


43/13042 forty-two

HOUSES

1.

2.

4.

5.

3.

L e s s o n 2

Before listening

1 Match the names to the

pictures.

A two-storey house

A big house

A flat

A small house

A semi-detached

house

2 Look at the pictures and tick

(✓) big, medium-sized or small.

BigMedium-

sizedSmall

A big house

A two - storeyhouse

A semi -detached house

A small house

A flat

3 Answer in your group.

Is your house big, small or

medium-sized ?

What colour is your house?

4 Look at the flowers and trees inthe picture. Make a list of the

colours you see.

5 Guess what the next

conversation is going to

be about.

a. Houses b. Flats c. Schools


• listen and show comprehension of instructions.

• listen and demonstrate comprehension of conversations about houses.

• identify and recognise some colours in English.• identify and repeat English sounds.

• write and reproduce a short dialogue about houses.


44/130 4fo rty -thre e

Listening


7 24 Listen and circle the correct alternative.

Age of the house Size Colour

Susan’s new / old small / medium / big white / grey / green

Tony’s new / old small / medium / big white / grey / green

Susan

Tony

8 24 Listen again and write the number of rooms.

Bedrooms Bathrooms

Susan ____ ____

Tony ____ ____

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

Susan Tony

a. What colour is your house?

b. What colour is it?

c. Wow! That’s really big?

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


45/13044 forty-four

After listening

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

There is a garden.

There are flowers in the garden.

There isn’t a garden.

There aren’t any flowers in the garden.

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

A: Is your house big?

B: Yes, it is / No, it isn’t.

A: Is there a garden in your house?

B: Yes, there is. / No, there isn’t.

A: What colour is your house?

B: It is white / black / grey / green / blue / red / etc.

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

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

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

___________________ bathroom(s).

14 Play Draw and guess in your group.

a. Write the names of different types of houses.

b. Get together with another group.

c. Give one of your cards to a member of the other group.

d. That student must draw the house on a piece of paper.

e. The other members of his / her group guess the type.


46/130 4f or ty-fiv e

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

P R O E C TJ

House for rent

1. Invent a poster of a house or flat for rent.

2. Include location, size, number of rooms,

facilities and e-mail address.

3. Display it in your classroom.

This house is new and

there’s a very big garden with trees and

flowers at the back.


I can name three places in a house:

__________, __________, __________.

I can name three objects of my house:

__________, __________, __________.


YES MM NO

1 5

F U N

F U N


47/130

FAMILIES

46 forty-six

L e s s o n 3

Before reading

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

father families

children brother

small books the USA

living-room mother

sofa sister

2 Choose and underline the

members of a typical family.

3 Look at the pictures and

predict the topic of the text.

a. A picnic.

b. A family.

c. A classroom.

4 Look at the first two lines of the

text and circle the cognates.

father / brother sister / mother

sister / brother sister / brother

P E D R O AN T O N I A

J O SÉ M I G U E L L U I S A


• read and demonstrate comprehension of a short letter.

• identify and recognise family members.

• complete a text about your family.• make a family tree.


48/130 4for ty -seve n

Hello, English Village,

This is a picture of my family. This photo was

taken in the garden of our house in Quilicura.My father’s name is Juan; he is a big man, niceand gentle. My mother’s name is Francisca;she’s beautiful and friendly.

I am in the middle there. The boy is my brotherMiguel, he’s eight years old, and the little girlis my sister Margarita, she’s five years old. Inthe picture, you can see a special member ofmy family, my dog Fido; he is three years oldand I am twelve years old.

Greetings,

Lucía

Reading

5 Read the text and check your prediction in Exercise 3.

6 Tick (✓) the correct alternative.

a. The letter is from Lucía to

the director her friends The English Village

b. Margarita is Lucía’s

dog mother sister

7 Read Lucía’s letter and complete the family tree.

_______________

_______________

_______________

_______________

_______________

_______________

8 years old

_______________

_______________

Francisca

_______________

_______________

father

27


49/13048 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 father’s name’s George.

My mother’s name’s Helen.

My brother’s name’s Michael.

My sister’s name’s Alice.

LANGUAGE FORM Possessive ‘s

1. Notice these examples from the text.

My father’s name is Juan. / He's eight years old.

2. Which of these indicates possession? Which of these indicates the verb to be?

3. Find more examples in this lesson.

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

T F

a. Mary is Tom’s sister. ____ ____

b. Mary is Jenny’s mother. ____ ____

c. Mary is Richard’s sister. ____ ____

d. Mary is Tom’s mother. ____ ____

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

There are ________________ (1/2/3/4/5/6) people in my family. My ________________, my

________________, my ________________ and my ________________. My ________________

name is________________

, my___________________

name is________________

, mybrother ________________ name is ___________________, my sister ________________

name is ________________. My brother is ________________ years old and my sister is

________________ years old.


50/130 4f ort y-nin e

11 29 Read and listen to a description of a family. Then, change the underlined parts with

information about yourself. Practise saying the description to your partner.

My father’s name is Allan; he’s 40

years old. My sister’s name is Susan.She’s 12 years old. This is my brother

Ben; he’s 5 years old, and this is me!

My name’s Dan and I’m 10 years old.

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

and relationships.


I can write three cognates.

__________, __________, __________.

I can write a sentence describing amember of my family.

_______________________________ .


YES MM NO

People around me

1. Work in pairs.

2. Find names in English in your class,family, friends, or the T.V.

3. Write a list, specifying who they are

(brother, father, friend, etc).

4. Share your information with the class.

P R O E C TJ

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

1 2


51/130

teacher

constructor

nurse

doctor

dentist

policewoman

shop assistant

L e s s o n 4

Before listening

1 Look at the picture. Do youknow these jobs? Does any

member of your family have

one of these jobs?

2 Match the words and the

numbers. Use the colour code.

15

16

17

18

19

20

30

35

40

50

twenty fifty seventeen

sixteen fifteen nineteen

thirty- five forty eighteen

3 You will hear some people

talking. Guess the type of textand tick (✓).

a.A face to face conversation.

b. A class.

c. A telephone conversation.

50 fifty

JOBS


• identify and recognise occupations in English,

connecting them to images.

• listen and show comprehension of a text about

family and occupations.

• listen and identify numbers in English.

• practise and produce dialogues about occupations.


52/130 5fif ty-on e


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

a. Susan’s brother Henry is ____ years old.

b.Susan’s sister Rita is ____ years old.

c. Tony’s brother Peter is ____ years old.

d. Tony’s brother George is ____ years old.

6 30 Listen to Susan and circle the correct information.

a. Susan is a future nurse / dentist.

b.Her father is a doctor / constructor.

c. Her mother is a teacher / doctor.

d.Her brother is in medicine / law school.

e. Her sister is in primary / secondary school.

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

a teacher a constructor an engineer

Tony’s father is ____________________, his mother is ____________________, his brother

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

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

a. I also have a sister. ____ b. I have a brother. ____

c. It’s tea time now. ____

d. That’s correct. ____

e. What about your father? ____

f. What’s her occupation? ____

Listening


53/13052 fifty-two

After listening

LANGUAGE FORM Asking about occupations

1. Notice these questions from the text.

What’s your father’s job? What’s your mother’s job?

2. Discover how to ask abouta. your partner’s job. (his / her)

b. your partner’s sister’s job. (her job)

c. your partner’s brother’s job. (his job)

9 31 First only listen, then listen again and repeat.

actor actress artist

carpenter doctor dentist

engineer guard journalist

lawyer miner nurseoptician policeman police woman

receptionist secretary shop assistant

social worker vet writer

10 Complete the cards about members of your family.

NAME:

AGE: OCCUPA TION

N AME :

AG E : O C C U P AT I O N

NAME:

AGE: OCCUPA T ION

11 32 Listen and repeat the dialogue below.

A: What’s your father’s occupation?

B:He’s a shop assistant.

A: What’s your mother’s occupation?

B:She’s a receptionist.


54/130 5fi fty -thre e

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

changing the parts underlined.

A: What’s your __________ job?

B: He is a _______________________________________ .

A: What’s your __________ job?

B: She’s a _______________________________________ .

1 3 Complete the family tree with the names 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.

He’s my brother

Tommy; he is in

prison, but I am

sure he is innocent.

Grandfather: __________

Aunt: __________

My sister: __________ Me: __________ My brother: __________

Uncle: __________ F: __________ ___________ Mother: __________

G _____________ : __________


I can answer:

My sister is my __________’s daughter.

My ideal job is ____________________.


YES MM NO

F U N

F U N


55/13054 fifty-four


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 (4 marks)

1.________

2.________

3.________

4.________

3 Write a letter to your family, saying howmuch you love them, and inviting them to

the English Village to see you. (3 marks)

Do y ou li v e with y our f amil y ? Can y ou imag ine a

life without them?

This is the case of man y orphans in the world and in

our countr y .

People ta ke f amil y f or g ranted , but it is a blessing , a

g if t of lif e , e v en if y ou li v e just with y our mother,

father , or g randparents. When we are ang r y , sad , or

happ y , the y will al wa y s be there to support y ou and

lo v e y ou. In Chile , orphans and a bandoned children g o to the SEN A ME centres , where the g o v ernment

pro v ides them with a home , f ood , and clothes.

Ho we v er , what the y cannot g i v e them is their real

f amil y . So , when y ou g et ang r y at y our mum , dad ,

sister , or g randparents , remem ber that the y lo v e y ou

and all the y want is g ood thing s for y ou!

Family is a gift

Dear family ,

33


56/130 5fif ty-fiv e

Listening

4 34 Listen to the text about a house

description and fill in the missing words. (6 marks)

Cody: Hello, Jenny!

Jenny: Hi, Cody! Is this

your (a.) _______?

Cody: Yes, it is.

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

Cody: There are four bedrooms,(c.) _______ bathrooms, a kitchen,

and (d.) _______ pool in the garden.

Jenny: Really?

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

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

Cody: Thank you!

5 Write the name of the type of house below

each picture. (5 marks)

____________

________________________

________________________

Total score: 22 marks

Speaking

6 Work in pairs. Roleplay the conversation

with the pop star Cody Simpson.

Check with your teacher and find your level


HELP! You have not understoodan important part of thecontents. Study, get somehelp from a partner or yourteacher, revise the unit, andthen do the exercises again.

12 to 19

correctanswers

FAIR You have been able to

understand an importantpart of the contents;however, there are stillsome you need toconsolidate. Correct the

wrong answers. You canask for help if you want.Revise the contents. Youcan do much better!

20 to 22

correctanswers

EXCELLENT You have learnt all or

almost all the contents inthe unit. Very good! Keepup the good work!


57/130

LEARNING OBJECTIVES

Reading

You will use different strategies to read and understand

• a menu.• a magazine article about healthy and junk food.

Listening

You will use different strategies to listen and understand

• an interview extract.

• a dialogue about food.

Oral expression

You will

• reproduce dialogues.• practise English sounds.

Writing expression

You will

• write a menu.

• write about the benefits of having healthy food and the

consequences of having junk food.

U n i t 3

FOOD AND HEALTH

56 fifty-six


58/130 5

LET’S GET READY!1.What’s your favourite food?

2.Where are the people in the picture?

3. Make a list of the food you see in the

picture. Do you like it?

fif ty -seve n


59/130

U n i t 3

What do you know?

58 fifty-eight

THE WEEKLY MENU

L e s s o n 1

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

a. .

b. .

c. .

d. .

2 What are the names of these dishes?

a. .

b. .

c. .

d. .

LUNCH

L e s s o n 2

1 Match the words to the pictures.

a. Cake

b. Juice

c. Pizza

d. Hamburger

2 Copy the following days of the weekin order.

1. .

2. .

3. .

4. .

5. .

6. .

7. .

Friday

Tuesday

Sunday

Thursday

Monday

Saturday

Wednesday

i.

ii.

iii.

iv.


60/130 5f ift y-nin e

HEALTHY FOOD V/S JUNK FOOD

L e s s o n 3

1 Complete these names.

a.

c.

b.

d.

B__ __ a __

V __ __ __ m __ __ s

__ a __ __ r

__ __ g __ r

2 Complete the dialogue with healthy food.

AT THE ENGLISH VILLAGE KIOSK

L e s s o n 4

1 Match the food to the correct group.

Healthy food

Junk food

2 Write the correct number.a. Eighty ________________

b. Sixty ________________

c. Fifty ________________

d. Seventy ________________

Hi, Francisco!

I ________ It’s very

healthy,and so is yours

Hi, Cody! I’m having

_____ for lunch.

What about you?


61/130

L e s s o n 1

3 Have a quick look at the menuon the next page. How many

cognates can you find?

4 Look at the picture on the leftagain. Try to predict what foodis served on different days of

the week.

1 Find and label this food in thepicture.

Chicken

Fish

Mashed potatoes

Meat

Rice

Salad

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

and label it.

Before reading

THE WEEKLY MENU

60 sixty


• locate and show comprehension of the information in a menu.

• show comprehension of short texts.

• produce and reproduce dialogues that talk about food menus.

• fill in charts with names of different types of food.


62/130

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

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

_______________ _______________ _______________

7 Read the menu again and circle the correct answer.

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

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

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

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

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

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

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

6s ix ty-on e

Reading

CHICKEN SOUP MIXED SALADVEGETABLE

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


63/13062 sixty-two

After reading

9 Classify the food into the different categories.


a. the days of the week.

Monday • Tuesday • Wednesday • Thursday • Friday • Saturday • Sunday

b. these sentences.

There's ice cream for dessert on Sunday.

There's broccoli salad on Monday.

There are chips on Wednesday.

LANGUAGE FORM The days of the week

1. Read the days of the week as they appear on the menu.

2. Notice these examples related to the menu.

There's banana for dessert on Monday.

There are fish fingers on Wednesday.

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

Fruit Meat Types Vegetables Other

banana beef avocado milk

banana

milk

beef

pancakes

avocado

kiwi

chicken

rice

fish

tomatoes

lettuce

oranges


64/

The English Village

Documents

Transcript of The English Village