STUDENT´S TEXTBOOK ENGLISH The English Village Ana Manonellas Balladares 5 básico º EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN. PROHIBIDA SU COMERCIALIZACIÓN
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1. STUDENTS TEXTBOOK ENGLISH The English Village Ana Manonellas
Balladares 5bsico EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN.
PROHIBIDA SU COMERCIALIZACIN
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.
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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. 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.
7. 6 six Im in the swimming pool Hello, how are you? Lets sing
a happy song!
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. 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. 9nine Im Gonzalo Hello, whats your name? ? Im from Chile.
Hi, children. ? , and you?
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. 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. 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. 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. 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: [email protected] a. b. c. d. NAME: Tony SCHOOL:
CITY: MAIL: [email protected] NAME: Susan SCHOOL: CITY: MAIL:
[email protected]
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 35thirty-five , brother, ? Come on, , lets get into the .
and with me, grandpa!
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 57fifty-seven Id and ? will you. ?
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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