The English Village

STUDENTS BOOK
INGLS
The English Village

Ana Manonellas Balladares
INGLS 5 bsico
STUDENTS BOOK
bsico
9 789563 391206
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN. PROHIBIDA SU COMERCIALIZACIN
STUDENTS BOOK
INGLS
The English Village

Teacher of English,
Universidad de Santiago.
Postgraduate Diploma of Education
Monash University, Melbourne, Australia.
bsico
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DISCOVER YOUR BOOK

speaking activ
ities
g and
n
i
a
ad
cafeteria
gym
recreational facilities
fruit and vegetable garden
swimming pool
ded.
ecor
re r
Listen
ing,
re
cabins
football field
picnic area
LCOME TO
animal farm
e
List
THE
ENGLISH VILLAGE
n to
the CD with your tea
seven
six
ch
er.
WE
Unit 1
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.
THE PEOPLE, THE SCHOOL,

THE CLASSROOM
school
students
5th grade classroom
playground
LEARNING OBJECTIVES
Oral expression
Reading
You will use different strategies to

read and understand
an e-mail.
a brochure.
cards with personal information.
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.
Lesson 3
2
1 Work in your group. Can you
2 Match using the colour code.
IN THIS LESSON YOU WILL:
listen and show

comprehension of instructions.
read instructions and relate
them to images.
complete instructions in writing.
organise and reproduce a
dialogue in a classroom.
5
4
Sit down
Abra
Prese
Open
Read
Stand up
Cierre
____
b. Come to the board.
____
c. Can I come in?
____
d. Listen.
____
e. Open your books on Page 10. ____
board
book
desk
door
page
Close
a. Close your books.
f. Read the instructions.
____
g. Silence, please.
____
h. Sit down.
____
i. Stand up.
____
j. Close the door.
____
Sintese
3 Look at the pictures on the left

with your partner. Match the
numbers to the following
classroom instructions.
twenty-two
two
Come to the board. ____

Listen.
____
Silence.
____
Open your books.
____
Sit down.
____
Stand up.
____
22
Lea
4 In your group, collect
instructions you normally

receive at school and at
home. Share and compare
with the class.
10
Listening
6
8 Listen and check your answers in Exercise 5.
8 Listen and point at the actions in the pictures (1 - 10).
8 Listen and mime the actions.
LETS GET READY!
school entrance
1. Tell your partner three

things about yourself.
2. Make a list of two
obligations at home
and two at school.
Share with the class.
3. Whats your favourite
place in your school?
nine
eight
Match the actions (a - j) to the pictures (1 - 10).
find these objects in the

picture and in your classroom?
You will
complete cards with personal information.
write an e-mail.
complete charts with information from a brochure.
5 The Director of The English Village is teaching the children some important instructions.
Before listening
1

listen and understand
a dialogue with personal introductions.
a song with instructions.
Unit 1
CLASSROOM
LANGUAGE
Written expression
Listening
You will
introduce yourself.
give instructions.
act out dialogues.
sing a song.
twenty-three
23
Listening lesson with activities

to help you to understand a
spoken text and learn English.
Lesson 4
THE VILLAGE
Reading
Before reading
ICONS AND SECTIONS
12
The English Village
1 Look at the illustration on the
2 Find the following words in

the picture.
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 field.
e. An animal.
f. A gym.
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
For example:
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chilln.
Pablo; he is from
Coyhaique.
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.
Listening lesson
Reading lesson
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
4 Now that you know this, take
Location
a look at the text. There are

10 cognates. How many can
you find and underline in
30 seconds?
Facilities
b.
Students
Country
5 Look at the text on Page 29.
Cities
What is it?
a. A description.
b. An invitation.
c. A story.
28
The tutors are from

English-speaking countries.
c.
Tutors
Unit 1
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.
Tutors
Students
The students are from all
over Chile. They are here
to practise English.
left and find four students and

two tutors you know.
Countries
29
twenty-nine
twenty-eight
Reading lesson with activities to help you to

understand a written text and learn English.
Activities for fast

learners or keener
students.
All the material for

the listening tasks.
LANGUAGE FORM
Analysis and discovery of a key grammatical item.
N
FU A simple joke connected with the topic,
supported by a picture.
FINAL TEST
Reading
15
Speaking
a. ___________
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.
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.

a. gym
b. football field
c. children
d. athletics
e. tennis courts
f. professional
(3 marks)
yourself? Give an example.

The English Village
c. ___________
postcard to a student in Singapore,

describing your school. Remember the
writing steps.
(2 marks)
4 Complete the sentences.
(3 marks)
a. Tony _______ from New York.

b. I _______ from Santiago.
Open your books.
HELP!
You have not understood

an important part of the
contents. Study, get some
help from a partner or your
teacher, revise the unit, and
then do the exercises again.
8 to 18
correct
answers
FAIR
You have been able to

understand an important
part of the contents;
however, there are still
some you need to
consolidate. Correct the
wrong answers. You can ask
for help if you want. Revise
the contents. You can do
much better!
A: Hello.
B: Hi!
A: Whats your name?
B: My names Paul and Im a student at
the (a) _______ Village in Newcastle,
in England.
A: Where are you from?
B: Im from Liverpool.
A: Can you describe the Spanish village?
19 to 22
correct
answers
EXCELLENT
thirty-two
You have learnt all or

almost all the contents in
the unit. Very good! Keep
up the good work!
Of course! The village has many

(c)_____, a (d) _____, and many
(4 marks)
Sit down.
Come to the board.
(e) _____. My favourite place is the

(f) _________ room, because I can
chat with my friends in Spanish!
A: Thank you very much!
B: Youre welcome.
Unit 1
Total score: 22 marks
32
(b)__________, such as an animal
c. Carolina _______ from Maip.
5 Copy the correct instruction below the

corresponding picture.
16 Listen to a conversation about a

Spanish Village in England. Fill in the blanks
(6 marks)
(a f).
B:
0 to 7 correct
answers
d. ___________
Listening
3 On a separate sheet of paper, write a
Listen!
b. ___________
Collaborative work to help you to

put into practice the language you
have learnt.
7 In which situations can you introduce
Singapore Sports School
thirty-three
33
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.
Statements to help you to reflect on your strengths

and weaknesses and measure your learning.
There are three different levels:
Yes: Your performance was very good.
Mm: Your performance was OK, but it can be better.
No: You need to review the contents.
three
Unit 1
INDEX
Unit 2
. . . . . . . . . . . . . . . . . . . . .8
Unit 1 The people, the school, the classroom . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 12
Lesson 1 The participants . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 18
Lesson 2 The competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 22
Lesson 3 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 28
Lesson 4 The village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .32 - 33
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 3
Unit 2 At home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 34
Lesson 1 Accomodation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 38
Lesson 2 Houses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 42
Lesson 3 Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 46
Lesson 4 Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 50
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 54 - 55
. . . . . . . . . . . . . . . . . . . 56
Unit 3 Food and health . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 60
Lesson 1 The weekly menu . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 64
Lesson 2 Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 68
Lesson 3 Healthy food / junk food . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 72
Lesson 4 At the English Village kiosk . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 76 - 77
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
four
Unit 4
Unit 5
. . . . . . . . . . . . . . . . . . . 78
Unit 4 No matter the weather . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 82
Lesson 1 Whats the weather like? . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 86
Lesson 2 My holiday activities . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 90
Lesson 3 Technology at hand . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 94
Lesson 4 Im sorry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 98 - 99
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 5 Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 100
Lesson 1 Plants and flowers in the area. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 104
Lesson 2 Starting a herb garden . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 108
Lesson 3 National flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 112
Lesson 4 Our pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 116
Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .120 - 121
......
Answer key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 122
........
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.....
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 126
. . . . . . . . . . . . . . 127
five
gym
swimming pool
football field
picnic area
six
cafeteria
cabins
recreational facilities
fruit and vegetable garden
LCOME TO
E
W
animal farm
THE
ENGLISH VILLAGE
seven
Unit 1
THE PEOPLE, THE SCHOOL,

THE CLASSROOM
school
playground
LEARNING OBJECTIVES
Reading

read and understand
an e-mail.
a brochure.
cards with personal information.
You will
introduce yourself.
give instructions.
act out dialogues.
sing a song.
Listening
Written expression

listen and understand
a dialogue with personal introductions.
a song with instructions.
Oral expression
eight
You will
complete cards with personal information.
write an e-mail.
complete charts with information from a brochure.
students
5th grade classroom
LETS GET READY!
school entrance
1. Tell your partner three

things about yourself.
2. Make a list of two
obligations at home
and two at school.
3. Whats your favourite
place in your school?
nine
Unit 1
Lesson 2
Lesson 1
What do you know?
THE PARTICIPANTS
1 Make a list of English words you know.
THE COMPETITION
1 Match the words to the pictures.
a.
b.
c.
a. Teacher
d.
2 What languages are spoken in these
b. Boy
c. Girl
countries?
3
d. Director
a.
2 Copy the following numbers in order.

TWO
b.
SEVEN
TEN
SIX
THREE
FOUR
c.
d.
10
ten
FIVE
ONE
NINE
EIGHT
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Lesson 4
Lesson 3
CLASSROOM LANGUAGE
1 Complete the names of these school
THE VILLAGE
1 Match the pictures to the words.
places.
THREE
TWO
P_ _ _ _ r_ _ _ _
C_ _ _ _ r_ _ _
ONE
FOUR
C_ _ _ _t_ _ l_ _
2 Complete the dialogue.
2 Complete this dialogue.

Where _____
you _____?
Hi! Im _____,
I _____ from Chile,
____ in fifth grade.
I___ from
Santiago
de Chile.
Hi! ___ ______, ___

from Chilln, ___
also in fith grade.
Unit 1
C_ _ e _ _ r _ _
eleven
11
Lesson 1
THE PARTICIPANTS
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.
5
f. ____ Shepherds Monument,

Coyhaique, Chile.
g. ____ Opera House, Sydney,
Australia.
2 Where in Chile do you live?
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.
Complete the sentence.

6
3 What is the text about?

Guess and tick () an option.
a. ____ English-speaking
countries.
b. ____ People at
7
12
twelve
I live in
c. ____ Buildings.
Listening
4
2 Listen and check your prediction in Exercise 3.
2 Look at the pictures of the participants. Mark the speakers you hear with a tick.
Tony
Susan
Gonzalo
Macarena
2 Listen again and write the name of the people in the order they speak.
Speaker 1: ______________________
Speaker 3: ______________________
Speaker 2: ______________________
Speaker 4: ______________________
2 Listen once more and complete the identification cards (a d).
a
NAME:
Gonzalo
SCHOOL:
George Washington
b
NAME:
School
Macarena
CITY:
gonso@&themail. &com
SCHOOL:
International School
CITY:
MAIL:
macahe@mymail.com
Unit 1
MAIL:
thirteen
13
c
NAME:
Tony
d
SCHOOL:
NAME:
Susan
CITY:
MAIL:
tonyw@mailcity.com
SCHOOL:
CITY:
MAIL:
susanh@mailcity.com
After listening
8
3 First only listen and then listen and repeat.
Whats
Im
Whats your name?
Im in fifth
Im in fifth grade.
Hello
Im
Hello, Im Gonzalo.
Im a student
Im a student at the Lord Cochrane School.
Im
Im from
Goodbye!
Im from Santiago.
LANGUAGE FORM
1. Notice these sentences from the text.
a. Im Tony.
Im Susan.
Im Gonzalo.
b. Im from Iquique.
Im from London.
Im from Chilln.
2. What information can you find in a. and in b.?
3. Find more examples of each type in this lesson.
14
fourteen
Im
9 Practise in small groups. Use the different identification cards in this lesson.
NAME: Pablo
NAME: Carolina
Fuentes
Gonzlez
COUNTRY: Chile
COUNTRY: Chile
GRADE: Fifth grade
GRADE: Fifth grade
SCHOOL: Liceo Regional, Coyhaique
SCHOOL: Lincoln School, Maip,
Santiago
10 Answer the following questions.

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

____________________________
11 Complete and talk to your partner.

a. Invent your information and complete Card 1.
b. Practise this dialogue with your partner and complete Card 2 with his / her information.
You: Whats your name?
Your partner: ______________. Im from ______________. Im in ______________
grade at ______________ in ______________.
SCHOOL:
2
NAME:
NAME:
COUNTRY:
COUNTRY:
GRADE:
GRADE:
SCHOOL:
Unit 1
fifteen
15
12
4 Listen and match the characters to the places. Which words are similar in Spanish?
Compare with your partner.
1
Batman
3
Goku
2
Leela
a
Athenas Sanctuary
c
Quahog, Rhode Island
5
Stewie
4
Seiya
b
Planet Vegeta
d
Gotham City
e
New New York
13 Complete this list with English names you know. Compare in your group.
Friends names
Places in Chile
Schools
Johnny
Cochrane
Saint Patrick
14 Create sentences with the names in the chart.

Example: Im Johnny, Im from Cochrane, Im a student at Saint Patrick School.
1.
2.
16
sixteen
15
Make your favourite famous persons identification card. Use it to introduce yourself,
indicating your city and school.
NAME:
AGE:
CiTY:
COUNTRY:
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.
Self Evaluation
I can write three words in English which

are similar in Spanish.
,
,
.
I can introduce myself in one sentence.
.
Tick according to your performance.
MM
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.
NO
Unit 1
YES
seventeen
17
Lesson 2
THE COMPETITION
Before reading
1 Look at Pages 8 and 9 and read
the labels that indicate places
in a school.
2 Notice.
COGNATES Words in English
that are similar in Spanish.
Examples:
invitation = invitacin
participate = participar
vacations = vacaciones
visit
= visitar
3 Similar in Spanish? (or ).

____ Cafeteria
____ Classroom
____ Computer lab
____ Directors office
____ Playground
____ School
____ Teachers room
____ Toilet
read and demonstrate

comprehension of an e-mail.
identify and repeat English sounds.
reproduce specific vocabulary.
write a short e-mail.
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.
18
eighteen
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6 Read the text and check if there are more cognates.

7 Read the text again and then write true (T) or false (F).
a. ____ Carolina is a student.
c. ____ Carolina is in 6th grade.
b. ____ The competition is in Maip.
d. ____ The visit is for three weeks.
8 Read the text again and complete.

Type of text: _________________.
From: _________________.
To: _________________.
9 Choose the best option to complete the sentence.

a. describe her school. b. introduce some students. c. participate in the competition.
nineteen
Unit 1
The purpose of Carolinas mail is to __________________________________.
19
After reading
10
b. These numbers.
a. These pairs of words.
three
tea
c. These places
A classroom
1 one
2 two
3 three
4 four
The boys toilet
5 five
6 six
The cafeteria
7 seven
8 eight
9 nine
9 ten
11 eleven
12 twelve
13 thirteen
14 fourteen
Classroom 3
The computer lab

throne
threw
tone
two
The Directors office

The girls toilet
The playground
The school entrance
The teachers room
11 Match the numbers and the corresponding words.

1
five
four
8
eleven
eight
one
9
10
fourteen
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.
20
twenty
seven
11
nine
six
12
ten
three
13
two
14
thirteen
twelve
I am / It is
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.
13
SCHOOL
ENTRANCE
DIRECTORS
OFFICE
1
CAFETERIA
12
COMPUTER
LAB
2
CLASSROOM
3
Its the playground.
TEACHERS
11 ROOM
P L A Y G R O U N D
14
CLASSROOM
1
3
CLASSROOM
2
Number
14.
7
BOYS
TOILET
GIRLS
TOILET
10
CLASSROOM
6
CLASSROOM
5
CLASSROOM
4
13 YOU CAN WRITE AN E-MAIL IN ENGLISH NOW
Write a short e-mail to a friend in your notebook, with your personal information. Follow the
example on Page 19 and remember the writing steps on Page 17.
My problem is that in English
I can count only up to three.
Self Evaluation
I can say three numbers in English.

,
,
I can name three places in my school.

,
,

YES
MM
NO
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.
twenty-one
Unit 1
N
FU
21
Lesson 3
CLASSROOM
LANGUAGE
Before listening
1
1 Work in your group. Can you

find these objects in the
picture and in your classroom?
board
book
desk
door
page
2 Match using the colour code.

Close
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.
5
4
Sit down
Abra
Prese
Open
Read
Stand up
Cierre
Lea
Sintese
3 Look at the pictures on the left

with your partner. Match the
numbers to the following
Come to the board. ____
Listen.
____
Silence.
____
Open your books.
____
Sit down.
____
Stand up.
____
4 In your group, collect
22
twenty-two
instructions you normally

receive at school and at
home. Share and compare
with the class.
5 The Director of The English Village is teaching the children some important instructions.
Match the actions (a - j) to the pictures (1 - 10).
a. Close your books.
____
____
c. Can I come in?
____
d. Listen.
____
e. Open your books on Page 10. ____

f. Read the instructions.
____
g. Silence, please.
____
h. Sit down.
____
i. Stand up.
____
j. Close the door.
____
10
8 Listen and check your answers in Exercise 5.
8 Listen and point at the actions in the pictures (1 - 10).
8 Listen and mime the actions.
Unit 1
Listening
twenty-three
23
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.
10
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.
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.
24
twenty-four
12 Complete the instructions according to the pictures.

a. ___________________, please, Mario.
b. Thats all. ___________________ your books.
c. ___________________ to the board, please, Cristbal.
d. ___________________ and open your books.
13 Work with your partner.

Student A:
Student B:
Student B:
Student A:
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!
Unit 1
14
Give three instructions.

Obey.
Give three instructions.
Obey.
twenty-five
25
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. ___________________________ first.
f. Exercise 1, Gonzalo, can you ___________________________?
16
a. Close the door.
____
____
c. Listen to music.
____
d. Make your bed.
____
e. Open your book.
____
f. Read the lesson.
____
g. Silence.
____
h. Watch TV.
____
26
Match these instructions to one of the pictures (1 or 2).
twenty-six
17 Play Instructions Game in your group.

a. One student is the teacher.
b. The teacher gives an instruction.
c. If the teacher says please, the students obey. If the teacher does not say please, the students
do not obey.
18 You can give and follow instructions now! Write two instructions, one for home and one
for school. Remember to look at the writing steps on Page 17.
a. _____________________________________________________________________________
b. _____________________________________________________________________________
N
FU
Stand up, Bobby!

Time for school!
I can complete these instructions.

your books,
Children,
to the CD, please.
and

YES
MM
NO
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.
twenty-seven
Unit 1
Self Evaluation
27
Lesson 4
THE VILLAGE
Before reading
1 Look at the illustration on the
left and find four students and
two tutors you know.
2 Find the following words in

the picture.
a cafeteria
accommodation
a fruit and vegetable garden
a pool
a football field
3 Work with your partner. Cross

read and show comprehension

of a brochure describing
listen and identify English sounds.
complete dialogues in writing.
practise and produce dialogues
to introduce people.
out () 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, take

a 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
Reading
12
The English Village
Students
The students are from all
over Chile. They are here
to practise English.
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
For example:
Gonzalo; he is from
Iquique.
Carolina; she is from
Santiago.
Macarena; she is from
Chilln.
Pablo; he is from
Coyhaique.
Tutors
The tutors are from
English-speaking countries.
For example:
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.

7 Read the text again. Find and write the information in the charts.
a.
The English Village
Location
Facilities
b.
Students
Country
Cities
c.
Unit 1
Tutors
Countries
twenty-nine
29
After reading
8 Read these words from the text and classify them.
Singular
Plural
animal
garden
cabins
gym
cafeteria
parks
countries
pool
facilities
students
farm
tutors
field
village
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 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.
30
thirty
10
14 Listen, repeat, and then practise in your group.
Where is Avril
Lavigne from?
Where is Lil
Chris from?
Where are
you from?
Hes from
England.
Im from
Chile.
Shes from
Canada.
11 Complete, and then practise in pairs.

a. A: Where is ______________ from?
B: ______________ s from ______________.
b. A: Where is ______________ ______________?
Nicole Kidman
Australia
B: ______________s ______________ ______________.

c. A: Where ______________ ______________ ______________?
Rihanna
the USA
B: ______________ ______________ ______________ ______________.
12
Prince William
England
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: ______________? B: ______________.
b.
A: ______________? B: ______________.
c.
A: ______________? B: ______________.
Self Evaluation
I can complete this sentence with

singular and plural words.
My school has many
and just one

YES
MM
NO
Justin Timberlake Lucas Escobar

USA
Chile
Jim Carrey
USA
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: Wheres he from?
Student: He / Shes from ____________.
thirty-one
Unit 1
a.
31
FINAL TEST
Reading
15
Singapore Sports School
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.
(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.

a. gym
b. football field
c. children
d. athletics
e. tennis courts
f. professional
32
thirty-two
(3 marks)
3 On a separate sheet of paper, write a

postcard to a student in Singapore,
describing your school. Remember the
writing steps.
(2 marks)
4 Complete the sentences.
(3 marks)
a. Tony _______ from New York.

b. I _______ from Santiago.
c. Carolina _______ from Maip.
5 Copy the correct instruction below the

corresponding picture.
Open your books.
Listen!
(4 marks)
Sit down.
Come to the board.
Speaking
7 In which situations can you introduce

a. ___________
b. ___________
yourself? Give an example.

The English Village
c. ___________
HELP!

8 to 18
correct
answers
FAIR

some you need to
wrong answers. You can ask
for help if you want. Revise
the contents. You can do
much better!
19 to 22
correct
answers
EXCELLENT
d. ___________
Listening
16 Listen to a conversation about a
Spanish Village in England. Fill in the blanks

(a f).
(6 marks)
A:
B:
A:
B:
Hello.
Hi!
Whats your name?
My names Paul and Im a student at
the (a) _______ Village in Newcastle,
in England.
A: Where are you from?
B: Im from Liverpool.
A: Can you describe the Spanish village?
B:

up the good work!
Of course! The village has many

(b)__________, such as an animal
(c)_____, a (d) _____, and many
(e) _____. My favourite place is the
(f) _________ room, because I can
chat with my friends in Spanish!

A: Thank you very much!
B: Youre welcome.
Unit 1
0 to 7 correct
answers
thirty-three
33
Unit 2
AT HOME
LEARNING OBJECTIVES
Reading
You will use different strategies to read

and understand
a house description.
a letter describing a family.
You will
describe houses.
talk about jobs.
act out dialogues.
Listening
Writing expression
You will use different strategies to listen and understand

texts about
house descriptions.
family connections.
jobs.
34
Oral expression
thirty-four
You will
write and complete short dialogues
and paragraphs.
write a brief description of a house.
complete ID cards about family members and occupations.
LETS GET READY!
1. Do you live in a
house or a at?
2. How many people
live with you?
3. What is your
favourite room in
your house? Why?
thirty-five
35
Lesson 2
Unit 2
Lesson 1
What do you know?
ACCOMODATION
HOUSES
1 Match the words to the correct picture.
1 Write and paint four colours you can say

in English.
a.
a. _______________
i. Living room
b.
b. _______________
ii. Bedroom
c.
iii. Bathroom
d.
iv. Dining room
c. _______________
d. _______________
2 Write the names of these types of houses

2 Fill in the gaps with your family members
information.
a. My mothers name is
b. My fathers name is
c. My sister is ______________ years old.

d. My cousin is ____________ years old.
below in the pictures.

a.
b.
_ I _t
H_ us_
c.
M_ ns _ o _
36
thirty-six
Lesson 4
Lesson 3
FAMILY
1 Match the pictures to the family

members.
a.
Baby
b.
Sister
c.
Mum
d.
Grandmother
JOBS
1 Complete the dialogue.

Hi! Im _____. I am
from Santiago and I
am a _____.
Melissa
Hi! Im_____. I am
from Los Angeles
and I am a _____.
2 Match the jobs to the pictures.
2 Write the words to name these family

members.
a. Teacher
b. Doctor
a. __________
b. __________
c. Nurse
d. Policeman
d. __________
Unit 2
c. __________
thirty-seven
37
Lesson 1
ACCOMODATION
Before reading
1 Look at the picture and tick
small window
your favourite room.

big window
2 Write the correct room next to

the furniture.
locate and identify furniture and places in a house.

show comprehension of short written texts.
complete dialogues, paragraphs and charts with specic
information about furniture and places in a house.
produce and reproduce dialogues to share information
about furniture and places in a house.
bathroom
bedroom
Furniture
Room
Sofa
Table
Bed
TV
Chair
3 Look at the pictures and circle

the names of the places that
are similar in Spanish.
kitchen
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
terrace
dining room
living room
38
thirty-eight
garden
Reading
21
Hi kids!
the village. There are many
Here is a description of the cottages in
are not too big, but there is a
cottages for all our participants. They
in each one of them.
living room, dining room and kitchen
r participants and one for the
There are two small bedrooms for fou
are two beds in the
tutor. There is also a bathroom. There
m, there is a bed, a stereo, and
participants rooms. In the tutors roo
a notebook.
/DVD set, and a computer
In the living room, there is a sofa, a TV
Wi-Fi Internet connection.
with Internet connection. There is also
and a table.
in the dining room, there are six chairs
a pool and barbecue area.
For recreation, there is a terrace with
THE
ENGLISH
VILLAGE
Jack Wales
General Coordinator
5 Read the note and check your prediction in Exercise 4.

6 Read the note again, and choose the best map.
a.
7 Read the note once more, and circle the objects that are in the map and the text. Then, draw
the missing objects.
thirty-nine
Unit 2
b.
39
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 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. Its 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 the dining room.
This is my bedroom.
This is my bathroom.
This is the living room.
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.
40
forty
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
11 Complete this paragraph with information from Exercise 10.

a. My ________ is in ________. It is ________.
There are ________ bedrooms. There ________ ________
bathroom(s). In the living room, there ________________.
12 Guessing game.
a. Choose two of the objects in the box and draw them. Dont let your partner see them.
Bed
Chair
Computer
Lamp
Picture
b. 23 Listen and practise this model dialogue. Imitate it to play the guessing game with
your partner.
Example.
A: Is it a sofa?
B: No, it isnt.
A: Is it a chair?
B: No, it isnt.
A: Is it a lamp?
B: Yes, it is.
Separate the words to form a sentence.
re
The
so
isanew faformyfath
Self Evaluation
I can name three places of the house:
__________, __________, __________.
I can write a sentence with the structure
there is / are
______________________________.
YES
MM
erinthelivingroom.
R
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.
NO
Unit 2
13
forty-one
41
Lesson 2
HOUSES
listen and show comprehension of instructions.

listen and demonstrate comprehension of conversations about houses.
identify and recognise some colours in English.
write and reproduce a short dialogue about houses.
Before listening
1 Match the names to the
pictures.
A two-storey house
A big house
1.
A flat
A small house
A semi-detached
house
2 Look at the pictures and tick

() big, medium-sized or small.
Big
2.
MediumSmall
sized
A big house
A two - storey
house
A semi detached house
3.
A small house
A flat
3 Answer in your group.
5.
Is your house big, small or

medium-sized ?
What colour is your house?
4 Look at the flowers and trees in
4.
the picture. Make a list of the

colours you see.
5 Guess what the next

conversation is going to
be about.
a. Houses b. Flats c. Schools
42
forty-two
Listening
6
24 Listen and circle the correct alternative.
Susan
Age of the house
Size
Colour
Susans
new / old
small / medium / big
white / grey / green
Tonys
new / old
small / medium / big
white / grey / green
Tony
24 Listen again and write the number of rooms.
Bedrooms
Bathrooms
Susan
____
____
Tony
____
____
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?
24 Listen again and draw the map of each house.
Unit 2
10
forty-three
43
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 isnt a garden.
There arent any flowers in the garden.
12
26 Listen and circle the correct answer. Then, practise with a partner.
A:
B:
A:
B:
A:
B:
Is your house big?

Yes, it is / No, it isnt.
Is there a garden in your house?
Yes, there is. / No, there isnt.
What colour is your house?
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.
b.
c.
d.
e.
44
forty-four
Write the names of different types of houses.

Get together with another group.
Give one of your cards to a member of the other group.
That student must draw the house on a piece of paper.
The other members of his / her group guess the type.
Use Exercise 12 as a model and create similar dialogues about these pictures.
N
FU
This house is new and
theres a very big
garden with trees and
flowers at the back.
Self Evaluation
I can name three places in a house:
__________, __________, __________.
I can name three objects of my house:
__________, __________, __________.
MM
YES
NO
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.
forty-five
Unit 2
15
45
Lesson 3
FAMILIES
read and demonstrate comprehension of a short letter.

identify and recognise family members.
complete a text about your family.
make a family tree.
Before reading
1 Look at the picture and circle
the 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.

O
EDR
father / brother
sister / brother
LUIS
A
ANTON
IA
sister / mother
sister / brother
L
JOS MIGUE
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.
46
forty-six
Reading
27
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

6 Tick () the correct alternative.
a. The letter is from Luca to
the director
her friends
The English Village
mother
sister
b. Margarita is Lucas
dog
7 Read Lucas letter and complete the family tree.

father
_______________
_______________
_______________
Francisca
_______________
_______________
_______________
_______________
_______________
Unit 2
_______________
8 years old
_______________
forty-seven
47
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 tick T (true) or F (false).

T
a. Mary is Toms sister.
____
____
b. Mary is Jennys mother.
____
____
c. Mary is Richards sister.
____
____
d. Mary is Toms mother.
____
____
Tom (brother)
father
Mary
(sister)
mother
Jenny
(sister)
Richard (brother)
10 Complete this paragraph about a family or an imaginary family. Indicate relationships and ages.
There are ________________ (1/2/3/4/5/6) people in my family. My ________________, my
________________, my ________________ and my ________________. My ________________

name is ________________, my ___________________ name is ________________, my
brother ________________ name is ___________________, my sister ________________
name is ________________. My brother is ________________ years old and my sister is
________________ years old.
48
forty-eight
11
29 Read and listen to a description of a family. Then, change the underlined parts with
information about yourself. Practise saying the description to your partner.
My fathers name is Allan; hes 40

years old. My sisters name is Susan.
Shes 12 years old. This is my brother
Ben; hes 5 years old, and this is me!
My names Dan and Im 10 years old.
12
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 a
member 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.
Unit 2
Self Evaluation
forty-nine
49
Lesson 4
JOBS
Before listening
teacher
1 Look at the picture. Do you

doctor
constructor
nurse
know these jobs? Does any

member of your family have
one of these jobs?
2 Match the words and the

numbers. Use the colour code.
15
16
17
dentist
18
19
20
30
policewoman
35
40
50
shop assistant
twenty
fifty
seventeen
sixteen
fifteen
nineteen
thirty- five forty
eighteen
3 You will hear some people

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.
50
fifty
talking. Guess the type of text

and tick ().
a. A face to face conversation.
b. A class.
c. A telephone conversation.
Listening
4
30 Listen to Susan and Tony and write the ages.
a. Susans brother Henry is ____ years old.

b. Susans sister Rita is ____ years old.
c. Tonys brother Peter is ____ years old.
d. Tonys brother George is ____ years old.
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.
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 ____________________.
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?
____
____
____
____
____
____
Unit 2
fifty-one
51
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)
31 First only listen, then listen again and repeat.
actor
actress
artist
carpenter
doctor
dentist
engineer
guard
journalist
lawyer
miner
nurse
optician
policeman
police woman
receptionist
secretary
shop assistant
social worker
vet
writer
10 Complete the cards about members of your family.

NAME:
NAME:
AGE:
11
OCCUPATION
AGE:
OCCUPATION
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.
52
NAME:
fifty-two
AGE:
OCCUPATION
12 In pairs, talk about the jobs of the members of your family. Use the model in Exercise 11,
changing the parts underlined.
A: Whats your __________ job?
B: He is a _______________________________________.
A: Whats your __________ job?
B: Shes a _______________________________________.
13
Complete the family tree with the names of the members of your family.
Grandfather: __________
G_____________: __________
Aunt: __________
F: __________ ___________
My sister: __________
Mother: __________
Me: __________
Self Evaluation
N
FU
I can answer:
My sister is my __________s daughter.
Uncle: __________
My brother: __________
Hes my brother
Tommy; he is in
prison, but I am
sure he is innocent.
My ideal job is ____________________.

MM
YES
NO
Unit 2
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.
fifty-three
53
FINAL TEST
Reading
33
Family is a gift
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!
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
1. ________
2. ________
3. ________
4. ________
54
fifty-four
(4 marks)
3 Write a letter to your family, saying how

much you love them, and inviting them to
the English Village to see you.
(3 marks)
Dear family,
Listening
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.
6 Work in pairs. Roleplay the conversation

with the pop star Cody Simpson.
Check with your teacher and find your level
0 to 11
HELP!
correct
answers
12 to 19
correct
answers
FAIR
20 to 22
correct
answers
EXCELLENT
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

(5 marks)
each picture.
____________
____________
____________
____________

some you need to
wrong answers. You can
ask for help if you want.
Revise the contents. You
can do much better!
up the good work!
____________
Unit 2
Speaking

fifty-five
55
Unit 3
56
FOOD AND HEALTH
LEARNING OBJECTIVES
Reading
Oral expression
You will use different strategies to read and understand

a menu.
a magazine article about healthy and junk food.
You will
reproduce dialogues.
practise English sounds.
Listening
Writing expression

an interview extract.
a dialogue about food.
You will
write a menu.
write about the benets of having healthy food and the
consequences of having junk food.
fifty-six
LETS GET READY!
1. Whats your favourite food?

2. Where are the people in the picture?
3. Make a list of the food you see in the
picture. Do you like it?
fifty-seven
57
Lesson 2
Unit 3
Lesson 1
What do you know?
THE WEEKLY MENU
LUNCH
1 Make a list of the fruit and vegetables
you can name in English.
i.
a.
b.
c.
ii.
a. Cake
b. Juice
iii.
d.
c. Pizza
d. Hamburger
2 What are the names of these dishes?
a.
iv.
2 Copy the following days of the week

in order.
b.
Friday
Thursday
c.
d.
58
fifty-eight
Tuesday
Monday
Wednesday
Sunday
Saturday
1.
. 5.
2.
. 6.
3.
. 7.
4.
Lesson 4
Lesson 3
HEALTHY FOOD V/S JUNK FOOD
1 Complete these names.

a.
AT THE ENGLISH VILLAGE KIOSK
1 Match the food to the correct group.
b.
__ a __ __ r
B__ __ a __
c.
d.
Healthy food
Junk food
V__ __ __ m __ __ s
__ __ g __ r
2 Complete the dialogue with healthy food.

Hi, Cody! Im having
_____ for lunch.
What about you?
2 Write the correct number.

a. Eighty ________________
b. Sixty
________________
c. Fifty
________________
d. Seventy ________________
Unit 3
Hi, Francisco!
I ________ Its very
healthy,and so is yours
fifty-nine
59
Lesson 1
THE WEEKLY MENU
Before reading
1 Find and label this food in the
picture.
Chicken
Fish
Mashed potatoes
Meat
Rice
Salad
2 What's your favourite food?

Find it in the picture, draw it
and label it.
3 Have a quick look at the menu

on the next page. How many
cognates can you find?
locate and show comprehension of the information in a menu.

show comprehension of short texts.
produce and reproduce dialogues that talk about food menus.
ll in charts with names of dierent types of food.
60
sixty
4 Look at the picture on the left

again. Try to predict what food
is served on different days of
the week.
Reading
39
CHICKEN SOUP MIXED SALAD
BEEF AND
BAKED
POTATOES
BANANA
SPAGHETTI
WITH MEAT
SAUCE
VEGETABLE
SOUP
CELERY AND
AVOCADO
SALAD
FISH FINGERS
AND CHIPS
ROAST
ROAST TURKEY
CHICKEN AND AND CREAM
RICE
CORN
MIXED SALAD CHICKEN SOUP
FRUIT SALAD RICE PUDDING BAKED APPLE
PANCAKE
TOMATO
SALAD
PIZZA
HAMBURGER
AND RICE
KIWI AND
ORANGE
QUARTERS
ICE CREAM
Alternative main course: tuna salad or ham and cheese sandwich. Milk or fruit juice is included.
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.
a. B __ __ __ __ a __ __ __ __
c. __ __ u __ __ __ __ l __ d
b. __ __ __e p __ __ __ __ __ __
d. K __ __ __ __ __ __ __ r __ __ __ __
Unit 3
8 Read the menu once more and complete the names of the desserts.
sixty-one
61
After reading
9 Classify the food into the different categories.
banana
beef
milk
pancakes
avocado
chicken
kiwi
rice
fish
tomatoes
Meat Types
Vegetables
Other
banana
beef
avocado
milk
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?
a. the days of the week.

Monday
Tuesday
Wednesday
Thursday
b. these sentences.
There's ice cream for dessert on Sunday.
There's broccoli salad on Monday.
There are chips on Wednesday.
62
sixty-two
oranges
Fruit
LANGUAGE FORM
10
lettuce
Friday
Saturday
Sunday
11 Choose food from this lesson to create your ideal menu.

My ideal weekend menu
Saturday
My partner's ideal weekend menu
Sunday
Saturday
Sunday
Starter
Main course
Dessert
12
41 Listen and repeat this dialogue.
A: What's your starter on Saturday?

B: Celery and avocado salad.
A: What's your main course on Sunday?
B: Pizza. And beef and rice on Saturday.
A: And what's for dessert?
B: Baked apple on Saturday and pancakes on Sunday.
13 Practise the dialogue in Exercise 12 with a partner. Change the underlined parts with your
own preferences. Then, complete the chart in Exercise 11 (My partners ideal weekend menu).
Find eight words from this lesson in the Word Search puzzle. Highlight the words with
different colours.
F
H
C
H
L
Q
S
Z
R
A
V
O
C
A
D
O
U
M
E
A
T
R
T
J
I
B
D
I
M
S
U
K
I can name three days of the week.

__________, __________, __________.
I can write a sentence about my favourite
food.
_______________________________.
MM
A
R
F
J
N
L
V
P
B
G
G
K
O
A
W
A
P
Self Evaluation
YES
T
U
E
S
D
A
Y
N
NO
B
E
E
F
P
D
X
I
R
F
R
I
D
A
Y
Y
S
O
Our school menu

1. Prepare a three-day menu for your school.
2. Make sure your menu includes healthy
food and is balanced.
3. Use colour cardboard and illustrations.
4. Give the cafeteria a name and invent a logo.
5. Display the menu in your class.
sixty-three
Unit 3
14
63
show comprehension of food expressions

and collocations.
show comprehension of short aural texts.
produce and reproduce short dialogues
about lunch time.
ask for food and make requests.
Lesson 2
LUNCH
Before listening
1 Answer these questions in
your group.
a. Is there a cafeteria in your
school?
b. What food do you normally
order there?
2 Look at the picture and answer.

a. Who are the people in the
picture?
b. Where are they?
c. What is today's menu?
3 What do you think the

listening text is going to be
about?
a. Tutors talking about their
favourite food.
b. Tutors talking about today's
menu.
c. Tutors organising the
school menu.
4 Tick the group of expressions

you think will appear in the
conversation.
a. I'm starving.
I'm not very hungry.
Here is your tray.
b. Today is Tuesday.
A glass of coke, please.
I love spaghetti.
c. Hamburger and rice.
Beef and baked.
potatoes, please.
Pizza, please.
64
sixty-four
Listening
5
42 Listen and check your predictions in Exercises 3 and 4.
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.
ii. fantastic.
iii. great.
b. The dessert looks

i. delicious.
42 Number the pictures according to the conversation.
MIXED SALAD
a.
c.
e.
f.
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.
______
______
Unit 3
d.
b.
sixty-five
65
42 Listen again and count the number of times you hear please and thank you in the
conversation.
Please: ___________________________.
Thank you: ___________________________.
After listening
10
43 Listen and repeat.
a. these pairs of words.

thank
sank
thing
sing
thick
sick
thaw
saw
thigh
sigh
b. these sentences.
Can I...?
Can I have...?
Can I have the menu?
Can I have the menu, please?
Any
Anything
Anything else?
LANGUAGE FORM
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:
Ed:
Waiter:
Ed:
Cathy:
Waiter:
Cathy:
66
sixty-six
Good afternoon! Can I help you?

Hello! Can I have a cheese sandwich, please?
Sure. Anything to drink?
Fruit juice, please. And you, Cathy?
I dont like fruit juice. Can I have the pizza and milk, please?
Sure, just a second.
Thanks.
Ordering food
12 Form collocations with words from A and B. Write them under the corresponding picture.
___________________. ___________________. ___________________.
13
fruit
jelly
strawberry
juice
tuna
salad
Complete the information card about yourself and your preferences in food.
(Draw or
paste a photo
of yourself )
Name:
___________________.
Age:
___________________.
I like:
___________________.
I dont like: ___________________.
I can say what food I dont like.

____________________________.
I can order food:
Can ____________________, please?
YES
MM
NO
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.
sixty-seven
Unit 3
Self Evaluation
67
Lesson 3
HEALTHY FOOD
V/S JUNK FOOD
Before reading
1 Write a list of the snacks you
usually have at school. Classify
them into approved or rejected
according to the picture.
2 Guess the meaning of junk

food and healthy food. Classify
the food from the kiosks into
the following categories.
E
T
C
JE
Healthy
VED
food APPRO
RE
Junk
CTED
food REJE
show comprehension of a magazine article about healthy

food and junk food.
show comprehension of dialogues and short written texts.
complete charts to classify healthy food and junk food.
3 Match the words in A with
their Spanish equivalent in B.

A
B
cavities
caries
grasas
environment
medio
fats
ambiente
flavor
sabor
4 Underline the cognates in the
VED
O
R
P
P
text on the next page.
5 Have a quick look at the text.

Predict the type of information
you will find.
a. Approved and rejected food.
b. A list of food and drink.
c. Definitions of junk and
healthy food.
68
sixty-eight
Reading
45
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.
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.
fibres.
food additives.
nutrients.
vitamins.
water.
b. Junk food can produce

dental problems.
diabetes.
food problems.
heart problems.
school problems.
weight problems.
8 Read the magazine article again and circle the correct option.
a. A healthy diet maintains / contains good health.
Unit 3
b. Water / Sugar is important in the diet too.

c. A healthy diet has / is vitamins and fiber.
sixty-nine
69
9 Classify the words.

additives
cheeseburger
salt
sugar
fats
fibre
vegetables
fruit
nutrients
vitamins
Junk
Healthy
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.
70
seventy
LANGUAGE FORM
Simple Present (3rd person)
1. Read these examples from the text.

a. Affirmative sentences
Healthy food contains nutrients
It requires preparation.
b. Negative sentences
Healthy food doesn't contain additives.
It doesn't contain lots of sugar.
2. Find more examples in the reading text.
12 Put the words in order to form correct sentences.

a. doesn't / a chocolate bar / preparation / require
b. has / vitamins / Fruit / fibres / and
c. eat / Michelle / junk food / does not
d. contains / Milk / nutrients
13 Complete this summary of the reading text on Page 69.

Junk food is not good because it has fats, __________________, or __________________.
Healthy food is balanced because it contains vitamins from all the _________ groups.
14
I CAN WRITE ABOUT THE BENEFITS OF HEALTHY FOOD

Write a short list of the benefits of having healthy food and of the consecuences of
eating junk food. Check your list with your teacher.
P
Self Evaluation
I can say why healthy food is good for me.
____________________________.
I can say why it is not good to eat
junk food.
____________________________.
MM
Junk v/s healthy

1. Prepare a poster for your school.
2. Divide it into two parts, junk food and
healthy food. Represent each part with an
interesting illustration.
3. Draw some food and use the vocabulary
you learnt in this lesson.
4. Display the poster in your school.
NO
Unit 3
YES
seventy-one
71
Lesson 4
AT THE ENGLISH
VILLAGE KIOSK
Before listening
1 Look at the illustration.
a. Who are the people in
the picture?
b. Who is speaking?
c. Where are they?
d. What are they doing?
2 Read the items in this chart.

a. Find them in the picture.
b. Tick the food you usually
buy at the kiosk.
c. Tick the healthy food.
The food I
usually buy
show comprehension of an
interview extract about a
new healthy food kiosk.
show comprehension of
short aural texts.
complete charts and
dialogues with specic
information.
Express prices.
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 The following text is going to be

about
a. a competition.
b. a new kiosk.
c. food prices.
72
seventy-two
Healthy
food
Listening
4
48 Copy the list of food items in Exercise 2 into your notebook. Listen again and tick the
food you hear.
48 Listen again. Cross out the items that you can't find in the kiosk.
48 Listen again and underline the correct option.
a. At the Village kiosk, you can buy healthy / junk food.

b. We have nice and delicious fruit / yoghurt.
c. We have nice red / green apples.
d. We are also selling fresh vegetables / cheese.
48 Listen and fill 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 _____________.
48 Listen once more. Draw and colour five items of healthy food and three items of junk food
mentioned.
Junk
food
Unit 3
Healthy
food
seventy-three
73
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
60 sixty
51 Fifty - one
65 sixty - five
52 Fifty - two
70 seventy
53 Fifty - three
75 seventy - five
54 Fifty - four
80 eighty
55 Fifty - five
85 eighty - five
56 Fifty - six
90 ninety
57 Fifty - seven
95 ninety - five
58 Fifty - eight
100 one hundred
59 Fifty - nine
150 one hundred and fifty
b. these words.
waiter
want
warm
what
would
c. these dialogues.
i. A: What do you want?
B: A glass of orange juice, please.
ii. A: What do you want, please?
B: A fruit salad, please.
74
seventy-four
iii. A: What would you like?

B: A cheese sandwich, please.
iv. A: Would you like a yoghurt?
B: Yes, please.
11
50 Listen to this model dialogue and then listen and repeat.
A:
B:
A:
B:
12
What do you want, please?

I want a yoghurt, please.
It's $150. Here you are.
Thank you.
Now practise the dialogue with your partner. Use the healthy food in the pictures
and invent the prices.
What's the
best thing to
put in a pie?
A fork!
N
FU
Self Evaluation
I can offer food.
____________________________.
I can say the price of some food.
__________, __________, __________.
MM
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.
NO
Unit 3
YES
seventy-five
75
FINAL TEST
Reading
51
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!
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.
76
seventy-six
Language
2 Circle the words that are fruits.

a. orange
b. strawberry
c. tuna
d. apple
e. tomato
f. potato
(3 marks)
Writing
Speaking
3 Write a restaurant menu that contains junk

food and healthy food.
(3 marks)
Menu
Talk to your partner.

Work out your score and read about your result.
0 to 5
HELP!
correct
answers
Listening
52 Listen to this dialogue in a restaurant
and fill in the blanks.
(6 marks)
6 to 12
correct
answers
FAIR
13 to 17
correct
answers
EXCELLENT
Karen: Hi, ________ I have the menu

please?
Waiter: Yes, of course.
Justin: Wow! They have a special dessert
________ Mondays!
Karen: Thats today!
Waiter: And today we have diet yoghurt,
so it ________ have so much
sugar.

some you need to
can do much better!
up the good work!
Justin: I ________ a tuna sandwich. What

do ________ want?
Karen: Ill have the tuna salad, and dessert.
Waiter: Ok, Ill go and get your order.
Would you ________ something
to drink?
Justin: An orange juice, please.
Karen: Mineral water for me, please.
Waiter: Ill be right back.
Unit 3
5 Why is it important to have a healthy diet?

seventy-seven
77
Unit 4
NO MATTER THE WEATHER!
LEARNING OBJECTIVES
78
Reading
Oral expression

blog posts about winter and summer activities.
chat conversations making and declining invitations.
You will
reproduce and produce short dialogues.
Listening
Written expression

a weather report.
a dialogue about technological resources at the English Village.
You will
complete sentences.
produce short texts.
seventy-eight
LETS GET READY!
1. Whats your favourite season of the year?

2. Make a list of your favourite activities during your winter and summer holidays.
3. Whats the weather like in the place where you live?
seventy-nine
79
Lesson 2
Unit 4
Lesson 1
What do you know?
WHATS THE WEATHER LIKE?
MY HOLIDAY ACTIVITIES
1 Make a list of your favourite sports.
a. wind
b. snow
c. sun
a.
b.
c.
d.
d. rain
a.
tennis court
2 What are the seasons in English?

b.
a.
b.
c.
pool
c.
ice rink
.
d.
d.
80
eighty
field
Lesson 4
Lesson 3
TECHNOLOGY AT HAND
1 Complete the names of the following
IM SORRY
elements.
a.
b.
a.
b.
c __ m p __ t __ __
I__ __ e r __ __ __
c.
c.
SMS
(TEXT MSG)
Whatsapp
MSN
2 Complete the following dialogue.

d __ __ s __ t
2 Match the situations to the pictures.

a.
Will ______ come

to the party?
b.
No, ___ sorry, but

Im ill. Thank ____!
on a train
under a ladder
Unit 4
in a car
eighty-one
81
Lesson 1
WHATS THE WEATHER LIKE?
Before listening
1 Why are these pictures different?
2 Match the weather words and

the pictures.
Its cloudy
Its sunny
Its hot
Its snowing
Its cold
listen and show

comprehension of a
weather report.
show comprehension
of short written
sentences.
complete dialogues
and sentences with
specic information.
produce and reproduce
dialogues to share
information about
weather
3 Write the name of the

corresponding season.
a. _______ Its very cold, it
rains, and it snows.
b. _______ Trees and flowers
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? Draw pictures illustrating
the weather for today and for
tomorrow.
82
eighty-two
Listening
5
57 Listen to a weather forecast for South America and draw the weather symbols on
the map.
wind
snow
rain
sun
cloudy
Bogot
Lima
Sao Paulo
Asuncin
Santiago
Montevideo
Buenos Aires
57 Listen again and write the temperatures for each city in the corresponding boxes.
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 in Montevideo.
Unit 4
e. _____ It is sunny in Bogot.
eighty-three
83
After Listening
8 Which place in South America is the hottest and which place is the coldest?
9 Put these letters in order to form weather words.
a. n s u y n _______________________
d. d w i y n _______________________
b. l o c d
_______________________
e. d c y o u l _______________________
c. t o h
_______________________
f. t e w
_______________________
10 Draw pictures to illustrate the descriptions (a d).

a. Its going to rain on Monday.
c. Its going to snow on Friday.
b. Its going to be sunny on Sunday.
d. Its going to be windy on Saturday.
LANGUAGE FORM
1. We can form adjectives adding y to words like
sun sunny, cloud cloudy, snow snowy
2. Rewrite the following sentences using adjectives.
a. Its going to rain tomorrow.
Its going to be ________________ tomorrow.
b. Its going to snow next Tuesday
Its going to be ________________ next Tuesday.
84
eighty-four
Formation of adjectives
11
12
58 First listen and then listen and repeat.
a weather report
windy
sunny
cloudy
snowy
rainy
59 Listen and complete the telephone conversation.
Linda: Hello, Mum!

Mum: _________________.
Linda: What is the _________________ like at the seaside today?
Mum: Its _________________ and _________________ here.
Linda: Thats nice! Here in Santiago, its _________________ and rainy.
Mum: Keep _________________!
Linda: Enjoy the _________________!
Mum: Yes! _________________ you, Linda!
Linda: Love you _________________, Mum! Bye.
Mum: Bye, _________________.
13 Practise the dialogue with your partner, changing the information.
14
I CAN REPORT THE WEATHER

Write a sentence describing the weather in your city/town at the moment.
_______________________________________________________________
P
Self Evaluation
I can name three different types of
weather.
__________, __________, __________.
I can ask for information about the
weather.
What __________ in Punta Arenas at the
moment?
MM
A weather report
1. Work in pairs and choose five towns or
cities in Chile.
2. Find information about the weather in
those places at the moment.
3. Make a report chart on a piece of
cardboard, using the weather symbols.
4. Present the report to the class.
Name of city
Weather
Temperature
NO
Unit 4
YES
eighty-five
85
Lesson 2
MY HOLIDAY ACTIVITIES
Before reading
1 What sports are the people in
the picture practising? Match
the names (a d) to the
pictures (1 4).
a. ____ bodyboarding
b. ____ swimming
c. ____ ice skating
d. ____ snow boarding
2
2 Make a list of four sports you

practise in winter and summer.
1.
2.
3.
4.
3 Predict what the blogs on Page

87 are about.
a. ____ School.
b. ____ Holidays.
c. ____ Olympic sports.
4
read and show comprehension of

publications about dierent holiday activities.
produce a blog post with specic information
about hobbies and sports.
86
eighty-six
Reading
60
Florencias blog. 10/01/2013
Jacks blog. 18/02/2013
Hello, friends at the English Village!

Im in Canada at the moment!
Canada is a very cold country in
winter. Winter is very long, and
theres a lot of snow. People wear
boots, hats, scarves, and jackets
when they go out. People can do
lots of things in Winter. Some
people go skiing or practise
snowboarding, and some people go
ice-skating. They dont go
swimming, because the water is
very cold. Children usually play in
the snow and make snowmen.
This is my second post from the

north of this amazing country. Chile
is a very long country, so the
weather is different, depending on
where you live. In Arica, the weather
is usually warm; its generally sunny
and people go to the beach to
practise surfing and bodyboarding. I
am taking swimming lessons! I dont
go running because I dont have
much time, but many people do,
and they usually wear T-shirts,
shorts, and trainers. I love this city!
4 Read the blogs and check your prediction in Exercise 3.

5 Read the blogs. Are these statements true (T) or false (F)?
a. ____ Canada is warm in winter.
b. ____ In Canada, there is a lot of snow in winter.
c. ____ In the north of Chile, you can swim and practise ice-skating.
d. ____ In Canada, people dont do too many things.
e. ____ Jack is taking swimming lessons.
Unit 4
f. ____ Rodrigo practises summer sports.
eighty-seven
87
6 Read the blogs once more and classify the sports.

bodyboarding
swimming
skiing
ice - skating
surfing
snow boarding
After reading
7
61 a. Listen and repeat the following words.
snow
run
ski
eat
surf
do
swim
play
b. Listen and repeat this tongue twister.

Six small slick seals with six crisp snacks and slick silk.
LANGUAGE FORM
The Simple Present
1. Notice these examples.

Affirmative sentences.
a. People wear boots.
b. People usually go to the beach.
Negative sentences.
a. I dont go running.
b. They dont go swimming.
2. Write more affirmative and negative sentences.
8 Put the words in order to form correct sentences.

a. dont / in / running / like / snow / the / I
_____________________________.
b. love / I / chocolates / eating / winter / in
_____________________________.
c. running / summer / dont / in / like / I / dont _____________________________.

d. In / I / winter / playing / love / basketball
88
eighty-eight
_____________________________.
62 Fill in the blanks in this dialogue. Then, practise and role play it with your partner.
Mathew: I __________ winter in Chile. It is __________, but I drink __________ chocolate

and feel much better.
Sally:
What can you __________ in Santiago?
Mathew: I can __________ snowboarding and __________.
Sally:
I dont like __________ because its too __________ and the streets are wet.
Mathew: In Chile, children usually do indoor __________, and people generally eat
__________, but they dont often __________ roasted marshmallows.
10 Write your own blog post about your favourite holiday activities.
N
FU
Self Evaluation
I can name the seasons.
__________, __________, __________
and __________.
I can identify three different sports.
__________, __________, __________
YES
MM
NO
My own blog.
1. Work in pairs.
2. Cut a piece of cardboard, and make a big
blog note.
3. Write a description of your favourite
winter sports. Your partner has to write
about his favourite summer sports.
4. Check with your teacher and display your
work in your classroom.
eighty-nine
Unit 4
I said winter
clothes, not
summer clothes!
89
Lesson 3
TECHNOLOGY AT HAND
listen and demonstrate comprehension of a

dialogue about technological resources.
complete dialogues and chat conversations
with specic information.
produce and reproduce chat dialogues to
stay in touch with other people.
Before listening
1 Match the pictures (1 - 9) to
their names (a i).
a. _____ chat
b. _____ computer
c. _____ printer
d. _____ Internet
e. _____ keyboard
f. _____ mouse
g. _____ screen
h. _____ CD / DVD
1
i. _____ webcam
2 How do you communicate

with your friends and family?
Make a list.
a. _______________
b. _______________
c. _______________
d. _______________
e. _______________
3 What do you think the

conversation will be about?
2
a. Computers.
b. Technology.
c. Shopping for computers.
90
ninety
Listening
4
63 Listen and check your prediction.
63 Look at the pictures and tick the names you hear.
John
Jill
Pamela
Stevie
63 Listen again and make a list of the objects in the computer room at TEV.
a. _______________
d. _______________
b. _______________
e. _______________
c. _______________
63 Listen once again and match the pictures (1 4) to their location (a f).
1.
3.
a. ___ On the screen.

b. ___ Under the desk.
c. ___ In the computer towers.
4.
d. ___ On the desk.

e. ___ In the computer.
f. ___ Under the computer.
Unit 4
2.
ninety-one
91
After listening
8
a.
b.
on the desk
in the computer
under the screen
on the printer
under the keyboard
modem
Internet
webcam
computer
printer
keyboard
mouse
microphone
chat window
LANGUAGE FORM
in / on / under
1. Notice these sentences from the text.

a. Its on the desk.
b. Its under the keyboard.
c. Its in the computer.
Prepositions such as in/on and under indicate position of people and things.
3. Find more examples of each preposition in the lesson.
65 Listen and complete the dialogue. Then, practise it with your partner. Change the
information to make it true for you.
A: What does your new study look like?

B: Its small, but comfortable! I will send you a ____________.
A: What is there?
B: There ____________ a computer ____________ the desk, with the keyboard and a
____________ on the screen.
A: What about the microphone?
B: Its ____________ the computer.
A: Well, Im glad; now we ____________ stay in touch.
B: Yes, ____________ can chat and I can surf the ____________, too.
A: Good! Take care, bye.
B: You too, ____________.
92
ninety-two
66 Listen and chant along.
The preposition chant

In, on, under (x2)
Now Im in the lab,
Chatting with my pals!
In, on, under (x2)
Checking my mail,
Surfing the web!
In, on, under (x2)
Now Im in the car
Under the stars
11
I CAN USE PREPOSITIONS NOW

Write sentences using the prepositions in, on and under.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Self Evaluation
I can name three objects related to
technology.
__________, __________and ________.
I can indicate the position of things.
My pencils are
My bag is

YES
MM
Our computer room

1. Work in pairs.
2. Make a list of the objects in the computer
room of your school.
3. Cut out pictures of the objects from
magazines or newspapers, and paste
them on a piece of cardboard.
4. Label the objects.
5. Show your poster to your teacher and
then display it in your classroom.
NO
Unit 4
10
ninety-three
93
Lesson 4
IM SORRY
Before reading
1 Answer the following
questions with your partner.
a. What do you think the
people in the picture are
talking about?
b. Do you chat with your
friends or family?
c. What do you talk about?
2 Make a list of the people you

would invite to a party.
Explain why.
read and show comprehension of a

chat conversation.
listen and show comprehension of
apologies and declined invitations.
complete a chat with expressions.
practise and reproduce information
from chat windows, to apologise
and decline invitations.
94
ninety-four
3 Look at the picture and the

chat conversation on the next
page. What do you think the
text is about?
a. homework.
b. going out.
c. an invitation.
Reading
67
Pete: Im so sorry, but the

weather is terrible, its cold,
its raining. I really
appreciate the invitation.
Maggie: Hey! My birthday

partys today.
Pete: Is it?
Maggie: Its all right, I understand.

Pete: Thanks for your
invitation, and Im very
sorry I cant go.
Maggie: Yeah! Are

you coming?
Maggie: Dont worry, just

take care of yourself, OK?
Pete: I would love to, but I

have a cold. Im not sure.
Pete: I will. Enjoy your party!
Maggie: Youre not coming then?
Maggie: Thanks.

5 Read the text again and correct the information.
a. Pete is very well.
____________________________________________
b. Maggie says: Im sorry. ____________________________________________
a. Who is having a party ?
Pete. / Maggie.
b. What is the weather like?
It is snowing / raining.
c. Who has a cold?
Pete. / Maggie.
Unit 4
6 Read the text again and circle the correct answer.
ninety-five
95
After reading
LANGUAGE FORM
Thanking and apologising
1. Read these sentences from the text.

a. Thank you for the invitation. b. Thank you so much!
2. What is the purpose of the sentences in Point 1?
a. To show gratitude.
b. To apologise.
3. Read the following sentences from the text.
a. I am very sorry.
b. I am so sorry.
4. What is the purpose of the sentences in Point 3?
a. To say hello.
b. To apologise.
c. I really appreciate...
68 First only listen and then listen and repeat these expressions.
Would you like to come?
I would love to, but...
Can you come?
Im so sorry, but...
Im not sure.
Are you coming?
8 Classify the expressions in Exercise 7 under the corresponding category.

Invite
Decline
.
69 Listen and practise the following dialogue with your partner, using your own names and
information.
Michael:
Linda:
Michael:
Linda:
Hello?
Hello, Michael, its me, Linda.
Hi, Linda! How are you?
Im fine, thanks! Hey, Mike, would you like to come over to my house tomorrow?
We will have a barbecue with some friends.
Michael: Im so sorry, but Im travelling to Edinburgh tonight, and Ill be there for three days.
Linda:
Oh! OK, well, we can get together after your trip, then!
Michael: Great! I will call you when I get back.
Linda:
Have a safe trip, Michael. Bye!
Michael: Bye, now.
96
ninety-six
10 Complete this dialogue in pairs. Then, practise and role play it with your partner.
A: Hi, _______________.
B: ____________________.
A: How_______________ you?
B: Not too good, _______________ afraid.
A: Oh dear, you are not coming to _______________then.
B: No, Im _______________ sorry, I _______________.
A: Oh well, next time then.
B: I am so _______________.
A: Its OK, dont worry.
Write a short text message inviting a friend to a party.
Self Evaluation
I can apologise for not going to a party.
___________, but I cant go, Im very sick.
I can invite my partner to my house.
_____________________________.
YES
MM
NO
Invite / Decline notes

1. Work in pairs.
2. Write an invitation note to a dinner party
on a blank page.
3. Your partner reads the invitation and writes
a decline note.
4. Check with your teacher.
5. Read the notes to the rest of the class.
ninety-seven
Unit 4
11
97
FINAL TEST
Reading
2 Circle the countries included in the
70
exchange programme.
A holiday abroad!
Do you like travelling when you are on

lly
holiday? Can you imagine going to tota
y?
different places from your home countr
mme
The English Village exchange progra
you
for Chilean students and tutors offers
y for
the chance to stay in a foreign countr
three weeks.
,
Participants can go to Australia, Canada
es, you
Switzerland, or Brazil. In these countri
can experience weather that is totally
If in
different from what you have in Chile.
be
Chile it is windy and cold in July, it can
in one
sunny and warm, or rainy and snowy
of these countries.
nce
This programme also gives you the cha
and
es
to meet people from different countri
practise different sports, such as
snowboarding, surfing, skiing, and
windsurfing.
ntry,
Think about it! You can visit a new cou
ing
make new friends, and continue practis
English.
Apply now!
(4 marks)
a. ___ The TEV exchange programme is

only in Brazil.
b. ___ You can do different types of sports.
c. ___ The weather you can find is the
same as in Chile.
d. ___ You can travel and learn more
English.
98
ninety-eight
a. The USA
b. Switzerland
c. Brazil
(4 marks)
d. Australia
e. Canada
Writing
3 Imagine you are taking part in the TEV

Exchange Programme. Write an e-mail to a
friend and mention the place, the weather,
your new friends, and your activities.
(6 marks)
E-mail
Write an e-mail to a friend
and mention:
The place.
The weather.
Your news friends.
Your activities.
E-mail
Anne:
Language
4 Complete the following sentences.

(4 marks)
a. The weather in Santiago is

___________ and ______________.
b. Im ______________, but I cant go.
c. The mouse is __________ the desk.
5 Write the names of the following objects.

(4 marks)
____________, I think I cant.

All my final exams are next
week and I have to _______.
Georgina: Oh, Im _______to hear that.
Anne:
Hey, when the ___________
are over, we can organise
something here in my house.
Georgina: Good idea. Talk to you next
_______ then, and good luck
with your ____________.
Anne: ____________ a lot! Bye for now.
Speaking
7 Whats the importance of technology in

your life? Talk to your partner.
_____________
_____________
_____________
Listening

0 to 9
HELP!
correct
answers
10 to 19
correct
answers
FAIR
20 to 28
correct
answers
EXCELLENT
71 Listen to a telephone conversation.

Fill in the blanks.
(6 marks, each blank)
Anne:
Hello, Georgina. Its Anne

____________.
Georgina: ____________, Anne!
Anne:
Listen, thank you very much for
the____________ to your
____________.
Georgina: Its OK. Are you _______ then?

some you need to
can do much better!
up the good work!
xxxxxxxxxxx
ninety-nine
Unit 43
_____________
99
Unit 5
NATURE
oak tree
LEARNING OBJECTIVES
Reading
Oral expression

a magazine article.
a legend.
You will
produce and reproduce dialogues about the natural world.
Listening
Written expression

instructions to make a garden.
an interview about pets.
You will
complete sentences.
produce short texts.
100 one hundred
forest
pine tree
rubber plant
watering the plants
garden
hydrangea
carnations
roses
LETS GET READY!
1. Do you like to be in contact with

nature? Why? Why not?
2. Make a list of owers that you can
name, in English and / or in Spanish.
3. Do you like animals? Do you have a pet?
one hundred and one
101
Lesson 2
Unit 5
Lesson 1
What do you know?
PLANTS AND TREES
STARTING A GARDEN
1 Write the names of the flowers below
1 Make a list of herbs that you can name, in
the pictures.
a.
c.
English and / or in Spanish

b.
d.
a.
b.
c.
d.
2 Write the corresponding names below

the pictures (a d).
seeds
compost
2 Match the pictures to the names of
weeds
watering can
the plants.
a.
b.
Araucaria
a.
b.
c.
d.
Cactus
c.
Palm tree
Weeping willow
d.
102
one hundred and two
Lesson 4
Lesson 3
NATIONAL FLOWERS
1 Complete the name of the countries

below the flags.
a.
OUR PETS

a.
b.
b.
c.
dog
__ n g __ __ nd
I __ e l __ __ d
c.
d.
cat
d.
S c __ __ __ a n __
2 Paint the colours.
horse
W __ __ e __
cow
sheep
e.
a. Black
b. Blue
2 Describe your ideal pet.
c. Brown
d. Green
e. Red
Unit 5
f. Yellow
one hundred and three
103
Lesson 1
PLANTS AND TREES

Before reading
read and show comprehension of a magazine

article about nature.
complete dialogues, charts and sentences with
specic information about planting seeds and
taking care of nature.
produce and reproduce dialogues about gardening.
1 Read the following actions.

Match them to the pictures.
a. ____ Water the plants.
b. ____ Fertilise flowers and
plants.
c. ____ Plant seeds.
d. ____ Water the trees.
2 Circle whats true for you.

a. I have a garden. / I don't
have a garden.
b. I have flowers / plants / trees
in my garden.
c. I water the flowers. / I don't
water the flowers.
3
3 Tick your responsibilities at

home:
a.
I have to water the

flowers.
b.
I have to water trees

and plants.
c.
I have to look after

the garden.
d.
I have to sweep dry

leaves.
4 Take a look at the text on the

next page. What do you think it
is about? Guess!
104
one hundred and four
Reading
77
THE ENGLISH VILLAGE MAGAZINE

Nature is an important part of our lives; trees, plants, and flowers have visual beauty and also a practical
use: they transform carbon dioxide into oxygen; humans cannot live without oxygen.
Trees and plants give fruit and vegetables to people. We
have to plant trees, flowers, and plants and we have to
take care of them or we can die.
At home, we have to water our plants and trees and we
have to fertilise them and make compost with dry leaves,
or we can have problems in the future.
Nature and people are part of a team. They work together
to keep the planet alive and healthy.
Nature and humans co-exist. Humans are part of nature.
In nature, we have animals, plants, flowers, and trees.
They are all part of our planet.
The final message is:
Plant trees, flowers, and plants. Love them and enjoy them.

6 Read the text again. Are these sentences true (T) or false (F)?
a. ____ Trees, plants and flowers transform carbon dioxide into oxygen.
b. ____ We can make compost with fruit.
c. ____ People have to enjoy nature and take care of it.
7 Read the text again and complete the sentences with words from the box.
nature
oxygen
trees, plants and flowers
a. Trees and plants produce
b. Humans have to plant
c. We have to take care of
8 Choose one of these titles for the article you just read. Write it on the blank line at the top of
a. Water your plants and trees
b. The importance of nature
c. Fertilise your plants and flowers
one hundred and five
Unit 5
the article.
105
After reading
LANGUAGE FORM
Connectors
1. Read these examples from the text.

a. In nature we have animals and plants.
b. We have to take care of nature or we can die.
2. What do the connectors and and or indicate?
a. The connector and indicates addition.
b. The connector or indicates alternative.
3. Find and copy other sentences with and and or in the text.
9 Match the parts in A and B, adding and / or, and create a long sentence.
A
I can study English
I like plants
I want a coke
We can plant flowers
B
a sandwich.
French.
I water them every day.
trees, its your choice.
10 Look at the pictures below and complete the following sentences.

a. Ladies like
very much.
b. I have two big

c. That
11
in my garden.
is dry. I have to water it.
78 First only listen, then listen and repeat.
a. These words.
late mate nature rate take
b. These sentences.
Nature is important.
Nature is an important part of our lives.
106
one hundred and six
12
79 Listen to the dialogue. Then practise and role play it with your partner.
Amanda:
Barry:
Amanda:
Barry:
Amanda:
Barry:
Amanda:
Barry:
Do you like flowers?

Yes I do; trees and plants too.
Do you have a garden?
Yes, I do.
Do you water your garden or do you use a sprinkler?
I dont water the garden, but my mum has a sprinkler.
Do you or your mum take care of the garden?
My mum takes care of it.
13 Put the following words in order to form and write correct sentences.
a. garden / in / The / are / dry / plants / my
dry.
The
b. love / flowers / I / red
flowers.
14 I CAN CONNECT IDEAS

Write three sentences in your notebook, using a connector.
N
FU
Hello, honey.
Self Evaluation
I can name three things in a garden.
_________, _________and __________.
I can name two connectors.
1. __________
2. __________
YES
MM
An experiment
Materials
a big glass
a bean seed
a piece of cotton
a stick
a flag
Instructions
1. Put the piece of cotton in the glass.
2. Put the bean on the cotton.
3. Water it everyday.
4. Place a long stick with the name of the seed.
5. Draw the result.
NO
Day 7
Day 14
Day 21
one hundred and seven
Unit 5
What did the bee

say to the flower?
107
Lesson 2
STARTING A GARDEN
Before listening

instructions to start a garden.
identify names of herbs in English.
recognise cognates.
identify numbers.
produce and reproduce a dialogue
about gardens.
Identify and repeat English sounds.
1 Answer these questions in

pairs.
a. Is there a garden in your
school?
b. What plants does this
garden have?
2 Number these actions in the
preparing the ground
picture, predicting the

sequence to make a garden.
Water the plants.
removing the ground
adding compost
Remove the weeds.

Add compost.
Prepare the ground.
Plant the seeds.
Cultivate the herbs.
basil
3 Which of these are cooking

herbs? Find their Spanish
equivalent.
Basil
Carnation
Mint
parsley
planting the seeds
Parsley
Geranium
Rose
4 Predict. What is the listening

text about?
mint
a. A friendss garden.
b. A herb garden.
c. A botanical garden.
watering the plants
108
one hundred and eight
Listening
5
80 Listen and check your predictions in Exercises 2, 3 and 4.
80 Listen and tick the herbs mentioned.
a.
Oregano
e.
Mint
b.
Basil
f.
Pepper
c.
Parsley
g.
Rosemary
d.
Chives
h.
Thyme
80 Listen and complete the answer to the question below, using some words from the box.
cooking
green
medicinal
ornamental
What is the purpose of a herb garden?

The cultivation of
80 Listen and circle the best alternative to complete the sentences.
a. You have to
i. move
the garden everyday.

ii. fertilise
iii. water
b. The herbs are ready in about

i. 9
herbs.
ii. 10
days.
iii. 12
80 Listen and number the pictures in the correct order.
prepare the
ground
add
compost
remove
weeds
water the
seeds
plant the
seeds
one hundred and nine
Unit 5
and
109
After listening
LANGUAGE FORM
Have to (obligations)
1. Read this extract from the text and notice the obligation in italics.
First, we have to prepare the ground, then we have to add some organic compost, and finally
we have to plant the seeds. We have to water and cultivate the herbs.
2. Read the extract again and underline three more obligations.
10 Talk to your partner about your obligations at home or at school.

11
81 First only listen, and then listen again and repeat.
a. These words.
he herb high home how house
b. These sentences.
He has a herb garden.
He has a herb garden at home.
12
82 Listen and repeat the dialogue. Then, practise it with your partner.
Cliff:
Is it number 10 or 100! Listen! Its number 10. Listen! Its a place for flowers and plants.
Donna: Mm, another clue, please?

Cliff :
Its a place for bushes and weeds.
Donna: Well, Im not sure.

Cliff :
Hurry up or give up!
Donna: Ill hurry up and not give up!

Cliff :
What is it?
Donna: Wait a minute!

Cliff :
Tick tock, tick tock!
Donna: Its a garden!

Cliff :
110
Yes! Well done!
one hundred and ten
13 In pairs, complete and say these instructions to play with numbers.

a. To get 100, you have to add (+) 20 and
b. To get 50, you have to multiply (x)

c. To get
by 5.
, you have to substract () 40 from 70.
d. To get 6, you have to divide ( ) 60 by
14
Circle the best answer for each question.

a. What is mint used for?
i. For stomachaches. ii. For eye infections. iii. For bad colds.
b. What is basil used with?
i. With potatoes.
ii. With bananas.
iii. With tomatoes.
What is your dog's

favourite flower?
Anything in
our garden!
N
FU
I can say one of my obligations.

I can name the first two steps to start
a garden.
1.
2.
YES
MM
NO
A display of herbs
1. Work in groups of four.
2. Prepare a poster with different herbs.
3. Stick photos, illustrations or leaves of
the herbs.
4. Classify them according to size (big,
medium, small), colour (dark green, grey,
light green), and characteristics of the
leaves (long, round, thin, fat).
one hundred and eleven
Unit 5
Self Evaluation
111
Lesson 3
NATIONAL FLOWERS
Before reading
1 Look at the flowers next to the
read and show comprehension of

a legend about a Chilean bush.
show comprehension of short
written texts.
complete charts with specic
information.
produce and reproduce dialogues
about dierent owers.
map of the UK. Do you know

the names of those flowers in
Spanish? If so, write them
down. If not, find out.
2 What is Chile's national flower?

a. The carnation.
b. The copihue.
c. The rose.
3 Write the names of the

countries in the map and try to
guess the national flowers.
4 Do you know any stories about

flowers and plants? Ask your
partner.
5 Predict the topic of the text.

a. A national flower.
b. Geography.
c. History.
112
one hundred and twelve
Reading
83
THE LEGEND OF THE CALAFATE

Koonex was an old woman from the Tehuelche tribe. When
the tribe had to move to another territory, she couldnt go
because she was very weak, so the women of the tribe
made her a sunshade out of guanaco skin and left her
food and wood. Winter arrived, and some birds came to
keep Koonex company. One of the birds said: We need
food and a place to stay and keep warm. Koonex said: I
understand. As from today, you will have food and shelter
all year round Some wind blew the sunshade away and
Koonex transformed into a beautiful bush with perfumed
yellow flowers. In summer, the flowers turned into fruit.
This is why there are always birds around the Calafate bush.

7 Read the text again. Are these statements true (T) or false (F)?
a.
The calafate flower exists all year round.
b.
The woman made her own clothes.
c.
Koonex was a bird.
8 Read the text once more. Then, look at the illustration and answer these questions with
your partner.
a. What happened to
Koonex in the end?
b. Do you like this legend?
Why? Why not?
a.
Koonex turns into a bush.
c.
There are always birds around the calafate.
b.
The tribe moves away.
d.
The bird says they need food and shelter.

one hundred and thirteen
Unit 5
9 Read the text once more and number these sentences in the order the events happen.
113
After reading
LANGUAGE FORM
The Simple Present tense
1. Look at these sentences from the text.

We need food, and a place to stay and keep warm
I understand. As from today, you will have food and shelter all year round.
2. Notice we use this verb form to express and describe a fact.
3. Find more examples in the text.
10 Complete this chart indicating cultural differences and similarities between Chile and
England.
Location
National flower
Language
Chile
England
11 Create sentences with information from the chart in Exercise 10.

Examples: In England, people speak English.
Chile is in South America.
12 Match the colour.

blue
red
white
a.
black
yellow
e.
c.
b.
brown
d.
green
g.
f.
13 Draw and colour the flowers.

a. A yellow and red rose.
114
one hundred and fourteen
b. A red copihue with green leaves.
14
84 First only listen. Then listen and repeat.
a. These names of flowers.

carnation clove dahlia dafodil daisy dandelion lilac
lily sunower tulip rose violet
b. This poem.
Roses are red,
Violets are blue,
Sugar is sweet,
But not as sweet as you.
15
85 Listen and repeat this dialogue. Then, practise it with your partner, changing the
underlined parts.
Where is Chile?
Its in South America.
What is the national flower there?
The copihue.
I dont understand
why they dont like
me. I only play my
pipes day and night.
N
FU
Self Evaluation
I can write a sentence using a verb in the
Simple Present tense.
.
I can write a sentence including a verb,
colours and numbers.
YES
MM
NO
Country fact file

1. Work in pairs.
2. Find information about another country.
3. Make a poster showing the countrys
name, language, location, and national
flower.
4. Draw the countrys flower, its flag, and
its coat of arms.
Unit 5
Eleanor:
Farrell:
Eleanor:
Farrell:
one hundred and fifteen
115
Lesson 4
OUR PETS
Before listening
1 Look at the animals and their
names in the picture. Repeat
the names after your teacher.
sheep
2 Do you have a pet? Complete
cows
this factfile about it.

Name:
Age:
horses
Colour:
Favourite toy ()
rooster
listen and show comprehension

of an interview about pets.
information about animals and pets.
complete texts and charts with
specic information.
practice and reproduce dialogues
about animals and pets.
hen
ball
soft toy
plastic toy
carrot
bone
other
3 Circle the animals that you

think are mentioned in the
listening text.
cat
chicks
dogs
a. dog
b. horse
c. sheep
d. cow
e. cat
f. rabbit
rabbits
116
one hundred and sixteen
Listening
4
86 Listen again and write the colour of the animal. Choose the colours from the box below.
black and white
brown
a. Cat:
c. Rabbit:
b. Horse:
d. Dog:
white
black
86 Listen again and tick () the toys mentioned.
a.
ball
b.
car
c.
soft toy
d.
old blanket
e.
bus
f.
carrot
g.
doll
h.
bone
86 Listen and complete the chart.
Pet
Pets name
Pets age
Mark
Tim
Sharon
86 Listen once more and fill in the blanks in these sentences.
a. People in
b. Her favourite
love and
is a
animals.
carrot.
Unit 5
one hundred and seventeen
117
After listening
9 Look at the picture on Page 116 and classify the animals.
Big farm animals
Small farm animals
horse
Domestic animals
cat
rabbit
10 Complete the names of these two unusual pets with the letters provided.
11
a. i
b. s
n a g
r e p d
a. These words.
get let met pet set
b. These sentences.
My pet's a dog.
12
Her pet's a cat.
His pet's a rabbit.
88 Listen and repeat this dialogue. Then, practise it with your partner.
Geoffrey: Do you have a pet?

Hester:
Yes, I do. My pet is a dog. Her name is Skyler. And you, do you have a pet?
Geoffrey: Yes, I do. Its a dog, too. And that is his toy.
Hester:
Does he have a kennel or does he sleep inside your house?
Geoffrey: Look! This is his kennel.

Hester:
My pet, Skyler, lives inside my house. She doesnt have a kennel.
13 Interview your partner following the model in Exercise 12 and then complete this
fact file.
Pets name
Pets age
Pets house
Pets favourite toy
118
one hundred and eighteen
LANGUAGE FORM
Possesive adjectives
1. Read these examples from the text. Circle

the correct option.
Tim is playing with his dog.
Sharon is playing with her cat.
2. Circle the correct option.
a. We use his for masculine / feminine.
b. We use her for masculine / feminine.
3. Read these other examples.
Ryan likes your dog.
I love my cat.
4. Answer these questions.
a. Which sentence in Point 3 is referring to
my possession?
b. Which sentence in Point 3 is referring to
someone elses possession?
LANGUAGE FORM
Demonstrative adjectives
1. Read these examples from the dialogue in

Exercise 12.
Yes, I do. Its a dog, too. And that is his toy.
Look! This is his kennel.
2. Circle the correct option.
We use this to refer to an item which is
near / far.
We use that to refer to an item which is
near / far.
3. Go to the library or use the Internet to
find out:
We use ____ to refer to more than one
item which is near.
We use ____ to refer to more than one
item which is far.
14 Write about your pet (real or imaginary).

My pet is a
He / She is
15
. His / her name is

. He / she is
(colour). This / that is his / her favourite toy, its a
is his / her kennel.
Find the names of five

more animals. Use the chart
in Exercise 9 to classify them.
years old.
, and
N
FU
Look! The cat's

caught a mouse!
Self Evaluation

YES
MM
NO
Unusual pets
1. In pairs, get information about two
unusual pets.
2. Make a poster with information and
pictures of the animals.
3. Present the poster to the class.
one hundred and nineteen
Unit 5
I can name three different animals.

_________, ________, and __________.
I can write a sentence describing my pet.
_____________________________.
119
FINAL TEST
Reading
89
Canberras Greenhouse for Kids
h lots of them?
flowers? Can you imagine a place wit
Do you like nature, trees, bushes, and
rn about
e for Kids. It is a place where you can lea
ous
enh
Gre
ras
ber
Can
of
e
cas
the
is
t
Tha
e, children can
bushes, and flowers. In this greenhous
nature and how to take care of trees,
same time!
learn about nature and have fun at the
ldren can plant seeds, water plants, and
Chi
!
nts
pla
ut
abo
all
w
kno
re
the
ers
The garden
s.
y can even cut and trim plants and tree
The
t.
pos
com
h
wit
und
gro
the
e
par
pre
and plants that you can find here.
These are some of the beautiful flowers
willow
Drumstick tree Weeping
Wattle
Pattersons curse flower
where you can learn how to care for
ce
pla
a
is
re
the
ber
em
rem
ra,
ber
Can
When you come to
e time!
the environment and play at the sam
(4 marks)
a. ___ Gardeners here do not know much

about plants.
b. ___ In the greenhouse, you cant learn
about plants.
c. ___ Children can touch plants, water
them, and plant them.
d. ___ Canberras greenhouse is for
children.
2 Circle the words that are related to taking

care of plants.
a. trim
b. step
c. compost
120
one hundred and twenty
(3 marks)
d. water
e. burn
f. fertilise
3 Complete the sentences with the

demonstratives this / that, or the
connectors and / or.
(3 marks)
a.
b. Water
regularly.
is my pet. His name is Rex.

trim your plants
c. We must take care of our environment

it will disappear.
4 Write the names of the actions

below the pictures.
(4 marks)
Nina: Well, a little bit. They have feelings, you

know? You must take ________ of
them, or they can get depressed and
die. You have to talk to them,
________ them every day, and keep
them near a window.
Josh: It sounds difficult!
a.
Nina: Not really, and this ones so pretty!

I love nature and ________.
b.
Toral score: 22 marks.
Speaking
6 Why is it important to take care of the

environment? Talk to your partner.
d.
Listening
90 Listen to the dialogue and fill in
the blanks.
(8 marks)
Nina: Hello Josh, ________! Welcome to my

home; come in!
Josh: Thanks, Nina. Its good to see you.

0 to 9
HELP!
correct
answers
10 to 18
correct
answers
FAIR
19 to 22
correct
answers
EXCELLENT
Nina: Have a seat, ________. Would you like

a glass of ________?
Josh: Sure, thanks! Hey, Nina, is that a
Bonsai ________?
Nina: Oh! Yes. My ________ gave it to me.
Josh: Its beautiful! Does it need special care?

some you need to
can do much better!
up the good work!
Unit 53
c.
one hundred and

xxxxxxxxxxx
twenty-one
121
ANSWER KEY
KEY
ANSWER
Unit 1
What do you know?

Lesson 1
1. mall, football, mouse, heavy, modem, delivery, etc.
2. a. English. b. English. c. Spanish. d. English.
Lesson 2
1. 1. b. 2. d. 3. a. 4. c.
2. one, two, three, four, five, six, seven, eight, nine, ten.
Lesson 3
1. playground, classroom, cafeteria, computer lab.
2. Hi, Im Gonzalo, Im from Chile, Im in fifth grade.
3. Hi! Im Macarena, Im from Chilln, Im also in
fifth grade.
Lesson 4
1. Autos Four. CDs One. Bicicletas Two.
Pelotas Three.
2. Where are you from? / Im from Santiago de Chile.
Lesson 1
Before listening
1. a. 2 b. 5 c. 4 d. 3 e. 6 f. 7 g. 1
3. b. People at the English Village.
Listening
5. Tick en todos los personajes.
6. Speaker 1: Tony.
Speaker 2: Susan.
Speaker 3: Gonzalo.
Speaker 4: Macarena.
7. a. City: Iquique
b. Name: Macarena Henrquez, City: Chilln
c. Name: Tony Wilson, City: New York
d. Name: Susan Hardy, City: London
After listening
10. a. Pablo s from Coyhaique.
b. Carolina s in fifth grade.
12. 1. d. 2. e. 3. b. 4. a. 5. c.
Lesson 2
Before reading
3. cafeteria, computer lab, director, office.
Reading
7. a. T. b. F. (The competition is in Santiago)
c. F. (Carolina is in fifth grade) d. T.
8. Type of text: e-mail / mail / correo.
From: Carolina Gonzlez. To: The English Village.
9. c. participate in the competition.
122
one hundred and twenty-two
After reading
11. 1 one. 2 two. 3 three. 4 four. 5 five. 6 six. 7 seven.
8 eight. 9 nine. 10 ten. 11 eleven. 12 twelve.
13 thirteen. 14 fourteen.
Lesson 3
Before listening
2. close cierre. Open abra. Read lea. Sit down
sintese. Stand up prese.
3. 3, 5, 1, 4, 2, 6
4. Sit down, make your bed, open the door, come in
stop, etc.
Listening
6. Picture 1 - e. Open your books on page 10.
Picture 2 - a. Close your books.
Picture 3 - f. Read the instructions.
Picture 4 - d. Listen.
Picture 5 - c. Can I come in?
Picture 6 - j. Close the door.
Picture 7 - h. Sit down.
Picture 8 - g. Silence, please.
Picture 9 - b. Come to the board.
Picture 10 - i. Stand up.
After listening
2. Se puede hacer ms formal agregando la palabra
Please.
9. a. 4. b. 2. c. 1. d. 3.
10. a. 5. b. 8. c. 7. d. 1. e. 3. f. 9. g. 2. h. 4. i. 6.
12. a. Silence, please, Mario. b. Thats all. Close your
books. c. Come to the board please, Cristbal.
d. Sit down and open your books.
15. a. make your bed.
b. sit down, please!
c. stop the noise.
d. close the window, please.
e. do your homework.
f. come to the board, please?
16. Picture 1: a, c, d, h.
Picture 2: a, b, e, f, g.
Lesson 4
Before reading
1. Tutors: Tony Wilson, Susan Hardy. Students: Gonzalo,
Carolina, Pablo y Macarena.
2. a cafeteria, accommodation, a fruit and vegetable
garden, a pool, a football field.
3. Facilities: a cafeteria, a pool, a football field, a gym.
Other: a computer, an animal.
4. located, gym, fruit, vegetable, animal, park, students,
practise, for example, tutors.
Reading
6. a.
7. a. The English Village
Location: Santiago, Chile.
Facilities: a gym, a pool, an animal
farm, a vegetable garden, a cafeteria.
b. Students: Gonzalo, Carolina,
Macarena, Pablo.
Countries: Chile.
Cities: Iquique, Santiago, Chilln,
Coyhaique.
c. Tutors: Grace Brown, Susan
Hardy, Tony Wilson.
Countries: Australia, England, the USA.
After reading
8. Singular: animal, cafeteria, farm, field, garden, gym,
pool, vegetable. Plural: cabins, countries, facilities,
parks, students, tutors.
11. a. Where is Nicole Kidman from? Shes from
Australia.
b. Where is Rihanna from? Shes from the USA.
c. Where is Prince William from? Hes from England.
12. a. Where is Jim Carrey from? Hes from the USA.
b. Where is Justin Timberlake from?
Hes from the USA.
c. Where is Lucas Escobar from? Shes from Chile.
Fun, fun, fun
2. i. Speak ii. Listen iii. Silence iv. Read v. Close the box
vi. Open the box vii. Stand up viii. Sit down ix. Stop.
3. 1 + 2 = 3 (One plus two is three),
3 + 2 = 5 (three plus two is five),
5 - 1 = 4 (five minus one is four),
4 x 2 = 8 (two times four is eight),
8 + 2 = 10 (eight plus two is ten),
10 : 2 = 5 (ten divided by two is five),
5 + 4 = 9 (five plus four is nine),
9 + 5 = 14 (nine plus five is fourteen).
Final Test
1. a. F. b. T. c. F. d. F.
2. a, b, e.
4. a. is. b. am. c. is.
5. a. Listen!
b. Sit down!
c. Come to the board! d. Open your books.
6. a. Spanish. b. facilities. c. farm. d. pool.
e. parks. f. computer.
Unit 2
What do you know?

Lesson 1
1. a. iii. (Bathroom)
b. iv. (Dining room)
c. ii. (Bedroom)
d. i. (Living room)
Lesson 2
2. flat house mansion.
Lesson 3
1.
Mum.
baby.
Grandmother.
sister.
2. a. grandfather. b. brother. c. sister. d. father.

Lesson 4
1. policewoman.
2. teacher:
, doctor:
, nurse:
police man:
Lesson 1
Before reading
2. sof living room
Table dining room
Bed bedroom
Tv living room / bedroom
Chair dining room.
3. terrace, living room.
4. Cottages at the English Village.
Reading
5. at the English Village.
6. a.
7. TV/DVD set, sillas, cama y mesa de comedor.
After reading
8. there are - there is - there is - there is - there is.
13. There is a new sofa for my father in the living room.
Lesson 2
Before listening
1. 1. A big house. 2. A two-storey house. 3. A semidetached house. 4. A small house. 5. A flat.
2. big, medium-sized, small, small and small.
4. Green, yellow, red, purple, White, etctera.
5. a.
Listening
7. Susan: new / medium / white and grey.
Tony: old / big / white and grey.
8. Susan: 3 bedrooms / 1 bathroom.

Tony: 5 bedrooms / 4 bathrooms.
9. Susan: a / c.
Tony: b.
After listening
12. No, it isnt / Yes, there is / Its green.
Lesson 3
Before reading
1. father, families, children, brother, mother, sister.
2. Pedro father.
Antonia mother.
Luisa Sister.
Jos Miguel brother.
3. b.
Reading
5. b.
6. a. The English Village. b. sister.
After reading
9. a. T. b. F. c.T. d. F.
Lesson 4
Before listening
2. fifteen, sixteen, seventeen, eighteen, nineteen,
twenty, thirty, thirty-five, forty, and fifty.
3. a.
Listening
5. a. 19. b. 16. c. 17. d. 25.
6. a. dentist. b. constructor. c. teacher.
d. law school. e. secondary school.
7. a constructor / a teacher / an engineer
8. a. 3. b. 2. c. 6. d. 1. e. 4 . f. 5.
Final Test
1. a. T. b. T. c. T. d. F.
2. Family, abandoned, centres, government
4. house, rooms, two, a, photo, beautiful.
5. Detached house, flat, semi-detached houses, big
house, small house.
Unit 3
What do you know?

Lesson 1
2. a. spaghetti. b. salad. c. ice cream. d. beef.
Lesson 2
1. hamburguesa: hamburger, jugo: juice, cake: pastel,
pizza: pizza.
2. 1. Monday. 2. Tuesday. 3.Wednesday. 4.Thursday.
5. Friday. 6. Saturday. 7. Sunday.
Lesson 3
1. a. bread. b. water. c. vitamins. d. sugar.
Lesson 4
1. healthy food: yogurt milk .
junk food: soft drink hot dog.
2. eighty 80. sixty 60. fifty 50. seventy 70
Lesson 1
Before reading
3. fruit, hamburger, salad, soup, pancake, pizza, tomato,
vegetables.
Reading
5. mixed salad
6. Pizza Saturday. Roast chicken and rice Thursday.
Beef and baked potato Monday.
7. a. Roast chicken and rice. b. Friday.
c. On four (4) days. d. Milk or fruit juice.
8. a. baked apple. b. Rice pudding c. Fruit salad
d. Kiwi and orange
After reading
9. Fruit banana, orange, kiwi. Meat types: beef, chicken,
fish. Vegetables: avocado, lettuce, tomatoes.
Other: milk, pancake, rice.
14. Horizontales: fruit, hamburger, salad.
Verticales: avocado, meat, beef, Friday, Tuesday.
Lesson 2
Before listening
2. a. The tutors, Susan and Tony.
b. At the cafeteria.
c. Celery and avocado salad, spaghetti, and fruit salad.
Listening
5. 3. B. 4. Im starving here is your tray I love
spaghetti Im not very hungry.
6. a.iii. b. i.
7. a. 2 b. 3 c. 1 d. 5 e. 6 f. 4
8. a. Tony: Im starving.
b. Susan: Here is your tray.
c. Waitress: Here you are: salad, spaghetti and your
fruit salad.
d. Tony: Thank you.
e. Tony: What is there for lunch today?
f. Susan: The fruit salad looks delicious.
g. Tony: I love spaghetti.
9. Please 1 vez. Thank you 3 veces
After listening
12. strawberry jelly / fruit juice / tuna salad.
one hundred and twenty-three
123
Lesson 3
Before reading
2. Junk food: hot dogs, hamburger, chips.
Healthy food: fresh cheese, milk, yoghurt, fruit, cakes.
3. cavities caries environment medio ambiente Fats
grasas Flavour sabor.
4. diabetes, fiber, nutritional, problems, proteins, obesity,
vitamins.
Reading
6. c.
7. a. fibres, nutrients, vitamins, water.
b. dental problems, diabetes, heart problems,
weight problems (obesity).
8. a. maintains. b. water. c. has.
After reading
9. Junk: additives, fats, cheese burger, salt, sugar.
Healthy: fibre, fruit, nutrients, vegetables, vitamins.
12. a. A chocolate bar doesnt require preparation.
b. Fruit has vitamins and fibres (or fibres and vitamins)
c. Michelle doesnt eat junk food.
d. Milk contains nutrients.
13. sugar, salt, additives, poor nutritional value, food.
Lesson 4
Before listening
1. a. People from TEV / tutors and students.
b. TEV Director / TEV principal.
c. At the English Village kiosk.
d. Buying food.
2. c. Healthy food: celery and carrot sticks, dips, fresh
cheese, fresh fruit, fruit juice, ice cream, milk,
sandwiches y yoghurt.
Listening
4. b.
5. Vegetables and dips / delicious fruit, red apples, fruit
juice, yoghurt, fresh cheese, chocolates, hot-dogs,
hamburgers.
6. Chocolates, hot-dogs, hamburgers.
7. a. at the village kiosk you can buy healthy food.
b. we have nice and delicious fruit.
c. we have nice red apples.
d we are also selling fresh cheese.
8. normal / healthy / products / students / convenient.
Final Test
1. a. T. b. F. c. F. d. T. e. F.
2. a, d, e.
4. can, on, doesnt, want, do, like.
124
one hundred and twenty-four
Unit 4
What do you know?

Lesson 1
1. c. d. a. b.
2. a. Autumn. b. Summer. c. Winter. d. Spring.
Lesson 2
2. a. field b. ice rink c.tennis court d. pool
Lesson 3
1. computer Internet dvd set.
Lesson 4
2. you Im you.
Lesson 1
Before listening
1. rainy, sunny, windy, cloudy and snowy.
2.
hot.
snowy.
cloudy.
sunny.
cold.
3. a. winter. b. spring. c. summer. d. autumn.

Listening
5. Santiago, Buenos Aires, Montevideo: rainy. Lima: hot.
Bogot: cloudy
6. Santiago 15 C. Buenos Aires 12. Montevideo 13.
Asuncin 21. Lima 22. Bogot 20 y Sao Paulo 16.
7. a. b. c. d. e.
8. Hottest: Lima. Coldest: Buenos Aires.
After listening
9. sunny, cold, hot, windy, cloudy and wet.
12. Hi, Linda weather warm sunny cold
warm weather Love too dear.
Lesson 2
Before reading
1. a. 1.
b. 3.
c. 2
d. 4
Reading
4. b
5. a. F. b. T. c. F. d. F. e. T. f. F.
6. Winter sports: skiing, ice-skating, snowboarding.
Summer sports: bodyboarding, swimming, surfing.
After reading
Language Form
8. I dont like running in the snow.
I love eating chocolates in the winter.
I dont like swimming in the summer.
In winter, I love playing basketball.
Lesson 3
Before listening
1. a. 4. b. 8. c. 6. d. 1. e. 5. f. 9. g. 3. h. 7. i. 2.
3. b.
Listening
4. b.
5. Stevie y Jill.
6. CDs, DVDs, computers, webcams, screens.
7. 1. d. 2. a. 3. c. 4. b.
After listening
9. picture/is/on/webcam/in/can/we/Internet/bye.
Lesson 4
Before reading
3. b.
Reading
4. b.
5. a. Petes sick. b. Pete says Im sorry.
6. a. Maggie. b. raining. c. Pete.
After reading
8. Decline invitations: I would love to but... , Im not
sure... , I am so sorry but... Invite: Are you coming?,
can you come?, would you like to come?
Language form
3. to show gratitude, to apologise.
10. how are you? / (nombre de alguna persona) / Hi - hello
/ are / im / the party / so - very / cant go / sorry.
Final Test
1. a. F. b. T. c. F. d. T.
2. b., c., d., e.
4. a. pueden variar. b. sorry. c. on.
5. webcam, screen, keyboard, CDs.
6. here, hi, invitation, party, coming, sorry, study, sorry,
exams, week, exams, thanks.
Unit 5
What do you know?

Lesson 1
1. a. rose, b. daisy, c. sunflower, d. tulip.
2. a. weeping willow. b. araucaria. c. cactus.
d. palm tree.
Lesson 2
2. a. compost. b. seeds. c. watering. d. weeds.
Lesson 3
1. Ireland, England, Scotland, Wales.
2. a. black: negro. b. blue: azul. c. brown: caf.
d. green: verde. e. red: rojo. f. yellow: amarillo.
Lesson 4
1. a. Vaca: cow. b. Caballo: horse. c. Perro: dog.
d. Oveja: sheep. e. Gato: cat.
Lesson 1
Before reading
1. a. 4. b. 3. c. 2. d. 1.
Reading
6. a. T. b. F. c. T.
7. a. oxygen. b. trees, plants and flowers. c. nature.
8. b.
After reading
Language Form
9. I can study English and / or French.
I like plants and I water them everyday.
I want a coke and a sandwich.
We can plant flowers or trees, its your choice.
10. a. flowers. b. trees. c. plant.
13. a. The plants in my garden are dry.
b. I love red flowers.
Lesson 2
Before listening
3. basil (albahaca) para cocinar. carnations (claveles),
geraniums (cardenales). mint (menta) para cocinar.
parsley (perejil) para cocinar. roses (rosas).
Listening
5. 2 1. prepare the ground. 2. remove the weeds.
3. add compost. 4. plant the seeds. 5. water the
plants. 6. cultivate the herbs. 3 Basil, mint, parsley
para cocinar 4 b. a herb garden
6. b. basil c. parsley e. mint
7. Cooking medicinal
8. iii water b. ii 10 days
9. 1. prepare the ground. 2. remove the weeds. 3. add
compost. 4. plant the seeds. 5. water the seeds.
After listening
13. a. 80. b. 10. c. 30. d. 10.
Lesson 3
Before reading
1. copihue: copihue , calafate: calafate, rosa: rose,
trbol: shamrock, cardo: thistle, narciso: daffodil.
2. b.
3. Chile: rojo
Scotland: naranjo
Ireland: verde
England: morado
Wales: rosado
5. a.
Reading
6. a.
7. a. true. b. false. c. false.
9. a. 3 b. 1 c. 4 d. 2.
After reading
10. CHILE: South America copihue Spanish.
ENGLAND: Europe the rose English.
12. a. black: negro. b. brown: caf. c. red: rojo.
d. blue: azul. e. white: blanco. f. green: verde.
g. yellow: amarillo.
Lesson 4
Listening
4. dog, horse, rabbit.
5. horse: black and white. rabbit: white. dog: brown.
6. a. d. f.
7. Mark: dog Simon 6.
Tim: horse Blue 3.
Sharon: rabbit Bunny 1.
8. a. England, protect. b. toy, plastic.
After listening
9. Big farm animals: cow, horse, sheep.
Small farm animals: rabbit, cockerel, hen (chicken).
Domestic animals: dog, cat, rabbit.
10. a. iguana. b. spider.
Final Test
1. a. F. b. F. c. T. d. T.
2. a., c., d., f.
3. a. this. b. and. c. or.
4. a. water the plants. b. fertilise.
c. plant the seeds. d. remove the ground.
5. How are you, please, juice, tree, mum, care,
water, plants.
one hundred and twenty-five
125
WEBSITES
Unit 1
Video: The school
http://learnenglishkids.britishcouncil.org/es/kids-talk/
owen-talks-about-school
Prctica de vocabulario: Countries
http://kidseslgames.com/vocabulary%20games/
Countries%20&%20Nationalities/countriesandnationalities.
html
Juego interactivo: The classroom
http://www.sesamestreet.org/games#media/
game_4ab931f6-14e5-11dd-83fd-1ff2199def8e
Prctica gramatical: Verbo To be
http://learnenglishkids.britishcouncil.org/es/node/14084
Unit 2
Prctica de vocabulario: The family
http://www.anglomaniacy.pl/familyQuiz.htm
Actions: http://www.manythings.org/lulu/j1.html
Juegos interactivos
Possessive s
http://www.vocabulary.co.il/english-language-games/
primary-possessive-nouns-memory-match/
The house
http://www.anglomaniacy.pl/furnitureMatching.htm
http://kidseslgames.com/vocabulary%20games/Household/
Furniture%20and%20Prepositions%20of%20Place.html
Prctica gramatical: There is, there are
http://www.anglomaniacy.pl/grammarHelpers28.htm
126
one hundred and twenty-six
Unit 3
Video: Food
john-talks-about-food
Prctica de vocabulario: Days of the week
http://kidseslgames.com/vocabulary%20games/Days%20
of%20the%20Week/daysoftheweekandordinalnumbers.
html
Food
http://www.anglomaniacy.pl/foodHangman.htm
Unit 4
Juego interactivo: The weather
http://learnenglishkids.britishcouncil.org/es/fun-games/
whats-the-weather
Prctica de vocabulario: Clothes
http://www.anglomaniacy.pl/clothesQuiz.htm
Actions
http://www.manythings.org/lulu/j1.html
Unit 5
Video: Animals
whats-your-favourite-animal
Juegos interactivos
Nature
http://pbskids.org/caillou/games/matching/leaf_1.html
Animals
http://www.eslgamesworld.com/members/games/
vocabulary/labeling/farm%20animals/index.html
Prctica de vocabulario: Toys
http://www.anglomaniacy.pl/toysPictureTest.htm
BIBLIOGRAPHY
Unidad 1
Listening, Speaking.
Adams, M.J. et al. (2000). Phonemic Awareness in Young Children:
A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks
Publishing Co.
Graham, C. (1974). Childrens Jazz Chants Old and New. Oxford:
Oxford University Press.
Grierson, A. (2000). Jolly Jingles. Essex: Jolly Learning, Ltd.
Reading, Writing.
Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques.
(1st ed.). Portsmouth, NH: Boynton / Cook.
Cunningham, A. & Shagoury, R. (2005). Starting with
Comprehension: Reading Strategies for the Youngest Learners.
Portland: Stenhouse Publishers.
Engelmann. S., et al. (1997). Reading Mastery - Level 5 Textbook.
United Kingdom: Usborne Publishing.
Unidad 2
Listening , Speaking.
Fyke, L. (2005). Jolly Songs. Essex: Jolly Learning, Ltd.
Loyd, S. (2000). Jolly Phonics Workbook 5. Essex: Jolly Learning,
Ltd.
Reed, C. (2007). 500 Activities for the Primary Classroom. (1st ed.).
Oxford: Macmillan Education.
Reading, Writing.
Hunt, R. (2011). Oxford Reading Tree. Oxford: Oxford University
Press.
Littlejohn, A., & Hicks, D. (2007). Primary Colours, Pupils Book 1.
Cambridge: Cambridge University Press.
Turnbull, S. (2007). Castles: Information for Young Readers.
Eveleth: Usborne Publishing.
Unidad 3
McKay, P. & Guse, J. (2007). Five-Minute Activities for Young
Learners (Cambridge Handbooks for Language Teachers).
Cambridge: Cambridge University Press.
Reilly, V. (2002). Zap A. Oxford: Oxford University Press.
Shipton, P. (2002). Chit Chat 2. Oxford: Oxford University Press.
Reading, Writing.
Gibson, R. (1995). Reading Games. Eveleth: Usborne Publishing Ltd.
Hancock, M. (2000). Pen Pictures for Young Learners 3. Oxford:
Turnbull, S. (2006). Why Do We Eat? Eveleth: Usborne
Publishing Ltd.
Unidad 4
Jarboe, T. (2004). Skill-Builders for Young Learners: Beginning
Reading. Westminster: Mary D. Smith, M.S. Ed.
Mackinnon, M. (2011). Easy Phonic Words (Usborne Very First
Reading). Eveleth: Usborne Publishing.
Thomson, T. (2010). American Oxford Primary Skills 1. Oxford:
Reading, Writing.
Clarke, C. (2006). Weather. Eveleth: Usborne Publishing.
Reilly, J. (2005). Writing with Children. Oxford: Oxford University
Press.
Sebranek, P., & Nathan, R. (2000). Writers Express: A Handbook for
Young Writers, Thinkers & Learners (Write Source Revision). New
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Unidad 5
Renck, M. (2008). Learning to Listen, Listening to Learn: Building
Essential Skills in Young Children. Washington: NAEYEC.
Spooner, L. & Woodcock, J. (2010). Teaching Children to Listen: A
practical approach to developing childrens listening skills. New
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Vowels, T. (2004). Listening Skills for Young Children. Westminster:
Teacher Created Materials Inc.
Reading, writing.
Chanko, P. (2010). First Writing Prompts: 200 Just-Right Prompts
That Motivate Young Learners to Write All Year Long!. Jeerson
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Helbrough, E. (2007). How Flowers Grow (Usborne Beginners).
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Lessons for Our Youngest Writers. Portland: Stenhouse
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127
2014 Ediciones Cal y Canto Reimpresin

The English Village 5 bsico
N de Inscripcin: 223.588
ISBN: 978 956 339 120 6
Original text

Teacher of English,
Monash University - Melbourne Australia.
Methodological support
Mara Teresa Seplveda Leiva

MA in Professional Development for Language
Education Leeds Metropolitan University, UK.
Original illustrations
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2013 Ediciones Cal y Canto
The English Village 5 bsico
N de Inscripcin: 223.588
ISBN: 978 956 339 120 6
Original text

Teacher of English,
Monash University - Melbourne Australia.
Methodological support
Mara Teresa Seplveda Leiva

MA in Professional Development for Language
Education Leeds Metropolitan University, UK.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
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